children and families firstの情報

大至急お願い致します!課題の意味が全く分かりません[学問・教育>英語]1. Context and Divorce Rates Each person belongs to at least three groups – a cohort, a culture, and a socioeconomic group – that tend to guide his or her life path by influencing the context in which development occurs. To highlight the impact of contex…
H27 ①次の英文を読み、後の質問に日本語で解答用紙の所定欄[教養と学問、サイエンス|言葉、語学|英語]H27 ①次の英文を読み、後の質問に日本語で解答用紙の所定欄に書きなさい。字数制限なし。 About 50 persent of American teenagers do not get the sleep that they need during the school year. Experts say that teenagers are biologically programmed to go to sleep later and get up later than other age groups. Forcing teenagers to keep early school hours may make their bodies’ natural rhythm out of place. It is possible that this sleep shortage has negative effects on almost all parts of teenagers’ lives. ⑴Getting up in the morning can be pretty terrible for some teenagers. They can often feel very tired. Then, when going to school, they feel lost and confused. Many students have a difficult time staying awake during the morning classes, and some can barely keep their eyes open. While some believe that teenagers’ unwillingness to get up in the morning is only because they are lazy, sleep experts say it’s not necessarily the case. Some experts who specialize in sleep disorders, say that youths who have trouble in the morning aren’t just lazy kids. The experts say that these children’s biological rhythms, more often than not, are off. A teenager’s biological rhythms favor later bedtimes and later wake-up times. The more sleep students lose, the more easily they will get upset of angry. So when children, who really need eight or nine hours of sleep, are only sleeping for seven hours a night, they are going to experience a form of depression that could be significant and could have some pretty major effects on their overall well-being. Of course there are many factors that contribute to a teenager’s sleep loss. Ywenty-four-hour access to the Internet and fast-paced video games are tempting products in the degital age. Also, having access to many drinks with a high level of caffeine is also creating problems with children’s natural body rhythms. But school is the one area where small changes can bring about dramatic results. There have been multiple research studies that show that when schools change their starting times, allowing children to start later in the morning, the students’ grades go up by almost a full grade in their morning classes. Many schools around the US have been looking at these studies and are considering ways to adjust their class schedules. After looking at the medical research on the sleep needs of young people and then observing students in their system, one school decided to change its starting time. To see if a 30-minute change would make a difference, the starting time was changed for a few months from 8:00 a.m. to 8:30 a.m. The school was surprised by the results. There were many surprising benefits that were very important in the school’s system. The research showed just over a 50 percent decrease in health-center admissions for toredness, or tiredness-related illness, or break requests. There was also almost a 35 percent decrease in students being late for their first class. Students reported that they were more alert and less sleep during the day. In the meantime, experts say that—as we learn more about youth sleep patterns and exactly why they need those nine hours of sleep—it is up to families and individual students to take personal responsibility for paying more attention to sleep as an essential element of a healthy life. 問1、⑴の理由について、2段落目で専門家はどのように考えているか。 問2、3段落目において、問1で答えた要因以外にも、どのような要因が考えられると書かれるか。 問3、⑴の理由について、英文内で紹介されているアメリカの学校ではどのような対策を講じ、そしてどのような結果になったと書かれているか。 問4、上記のアメリカの学校の試みを肯定的に捉えるならば、同様の問題について、あなたは日本の学校教育現場で、誰に、どのような働きかけをしたいと思うか。New York Timesの記事なんですが、 文が難しくて[教養と学問、サイエンス|言葉、語学|英語]New York Timesの記事なんですが、 文が難しくて読解しにくいです。 中絶の話であることはわかるのですが… 形式段落ごとに、大まかな内容を教えてくださいませんか? 全文を下に貼っています。よろしくお願いします。 In Tracy Droz Tragos’s documentary “Abortion: Stories Women Tell,”the narratives spill out along with the tears from women who have had abortions as well as those who are fighting to make them illegal. But most striking are clinic patients who felt bereft of anyone to confide in at the time of their pregnancies, and who want to reassure others that they are not alone. A college-bound 17-year-old, for one, says she feared breaking her grandmother’s heart. A woman with a physically abusive husband simply had no one to tell. Ms. Tragos, who plays down the politics in favor of the personal, focuses on Missouri, which has some of the country’s strictest regulations on abortion and only one clinic that performs the procedure. As a result, many women travel across the border to Illinois. At a clinic there, we meet a pregnant gynecologist whose work includes performing abortions. Her staff members reflect on the toll of their work: The parents of one won’t speak to her because of her job; another shakes her head over mothers and fathers who evict their pregnant daughters, asking, isn’t that when they need their families most? Outside the clinic, the parking lot at first resembles some sort of heartland V.F.W. gathering, with men who appear to be in their 70s marching, singing and waving protest placards. Close up, you can see the embryonic imagery on the signs and hear threats of damnation. At the University of Missouri, volunteers distribute anti-abortion leaflets. Their organizer takes a light approach as she offers information on alternatives. Beside her group is a peppy contingent supporting Planned Parenthood. A young woman walks up to the organizer, challenging her, and a loud debate ensues. What Ms. Tragos succeeds in illustrating is that if you take away the signs and listen to the stories, there is little difference between women on opposite sides of the debate — at least in the region she covers. They are all human beings who love their children, work hard and largely believe in God.H24 次の英文を読んで下記の問いに答えなさい。 ① Oft[教養と学問、サイエンス|言葉、語学|英語]H24 次の英文を読んで下記の問いに答えなさい。 ① Often children who are successful in school come from rich and middle-class homes while those who are less successful grow up in poverty. Educators are trying to close this gap, but for a long time researchers have been unable to find the reasons for the difference. Do rich parents have better genes? Do they value education more? Is it that rich parents buy more books and educational toys for their children? Is it because they are more likely to stay married than poor parents? Or is it that rich children eat healthier food? Move less often? Watch less TV? Get more sleep? If we cannot identify the important factors and eliminate the irrelevant ones, there is no way to begin to close the gap. ➁ The first researchers to find a specific answer were Betty Hart and Todd R. Risley,child psychologists at the University of Kansas, who in 1955 published the results of a research project on language acquisition. Ten years earlier,they had started visiting 42 families with newborn banies in Kansas City, and for the following three years they visited each family once a month, recording everything that occurred between the child and the parent or parents. The researchers then made a written record of each visit and analyzed each child’s language development and each parent’s communication style. They found, first, that vocabulary growth was very different depending on social class and that the gap between the classes opened early. By age 3, children whose parents were economically disadvantaged had a vocabulary of about 525 words. ③ When Hart and Risley considered what caused that difference, the answer they found was very surprising. They compared vocabulary scores with their observations of each child’s home life. They found that the size of each child’s vocabulary was closely related to the number of words the parents spoke to the child. In the high income families, parents spoke to their children an average of 487 times each hour. In low income families, the average was 178 times per hour. ④ What is more, the kinds of words and statements that children heard varied by class.The most basic difference was in the number of “discouragements” a child heard compared with the number of en couragements. Discouragements are negative comments such as “don’t do this ,” and “shut up.” Encouragements are words of praise and approval. By age 3, the average child of a professional heard about 500,000 encouragements and 80,000 discouragements. For the low-income children, the situation was the opposite: They heard, on average, about 75,000 encouragements snd 200,000 discouragements. Hart and Risley found that parents who spoke more to their children used more complex language. Parents talked about the past and future, feelings, abstract ideas, the way one thing causes another—all of which contributed to mental development. 問1 ①から④までの段落ごとに、その要旨を100字程度の日本語で解答用紙の所定欄に記述しなさい。 問2 英文に書かれている結果を踏まえて、あなたなら次にどのような研究・実験をおこなうとするが。そのリサーチ・デザインと予想される結果について解答用紙の所定欄に記述しなさい。英語でも日本語でもよい。

Medicine Assistance Donated to Children & Families First in Wilmington,DE by Charles Myrick Of Ameri



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