If you are experiencing downtime or have trouble posting, that is because a DDoS attack is underway. Our team is working on mitigating the issue. もしダウンタイムを経験していたり、投稿に問題があれば、それはDDoS攻撃が行われているためです。私たちのチームは問題の緩和に取り組んでいます。 大変ご不便をお掛けしておりますが今後ともよろしくお願いいたします。
-- English -- The user-participation-based "Acorn System" was originally developed as an anti-troll measure, but in recent years, large-scale trolling has subsided. On the other hand, there have been increasing cases of malicious hunters misusing the cannon feature indiscriminately. In light of these circumstances, we have decided to introduce a new feature called the "Acorn Gate".
By default, the "Acorn Gate" setting is set to "false", meaning that posting restrictions and similar functions will be suspended. The cannon feature itself remains active; however, its effect will now be limited to marking the targeted post with a "臭" icon, without imposing any posting bans or other penalties.
If you wish to keep all functions enabled, please add the following line to the board’s SETTING.TXT file: BBS_ACORN_GATE=force
Adding the following line will instead permanently disable all acorn-related functions on that board: BBS_ACORN_GATE=false
If large-scale trolling resumes in the future, the "Acorn Gate" setting will be switched to "true", and the Acorn System will automatically be reactivated across all boards where it is available.
We sincerely appreciate your continued cooperation in maintaining a safe and comfortable environment for all users.
_n_ // |ヽ\ ┏─┐/ / | ヽ \ ┃千│⌒⌒⌒‖⌒⌒⌒ ┃利│ ‖ ┃休│ ‖ ┠─┘ [二] ┃ *ロ==(´・ω・)<eat eggs ┃/ (::) ( >oy>o\ /日[二]と__)*{三}\  ̄ ̄ ̄ ̄ ̄ ̄ ̄ ̄ Hey!!! All you NEETs, nerds, YouTube link spammers, pedophiles, neo-Nazis, Yukorin enthusiasts, Nanako SOS admirers, Part-Time-Preachers, Diplomats' spoiled sons, losers who can't remember Kanji characters, Big-boobs fans, Weeaboo from around the world, learners of Japanese who are too lazy to update their Japanese blogs very often, cunning linguists, stupid fan girls of Johnny's Boys, Touhou pirates, and that electrical super-gay who suffers from mental disease - This is your thread! Let's hope the Internet-addicted housewife will come back soon!
>>103 Look at 87, 88, 90. I asked you the same question twice, but you didn't reply, so I asked for the third time. In addition, I have never said I am for the right side or the left side. I have only pointed out your illogical point. If you think those who are against you as a netouyo, everybody will be it except you. It means that you will be in isolation. Aren't you lonely now?
>>106 No, India is not a communist country and has never been, although it has a communist party. India has a part of socialism, but most companies are private rather than government-owned. In addition, it is federal, and each state government has a strong power. India is not centralized. As far as I know, no one considers India a communist country. It is even referred to as the largest democratic country.
This is the Commodore's latest smartphone, 'Callback 8020'. This phone runs on an original Linux-based OS, but can use almost all Android apps. However, browser apps and social media apps are not enabled. This is designed for digital detox.
Netouyo people are obsessed with Takaichi. She and LDP and similar parties like Ishin, Mirai, Sanseito, Hoshu are actually destroying Japan. They don’t understand that.
I came across a post on Threads by a suspicious Iranian girl that seemed like propaganda. So, I asked her how many people can connect to the internet and about the massacre against the protesters. I'm eager to hear her response.
3. マックの結論:世界観のパラダイムシフト マックは最終的に、「彼らを物理的な宇宙船に乗った異星人が誘拐している」という単純な唯物論的解釈には慎重な姿勢を保ちつつも、「彼らの体験は間違いなく『何か』現実のものである」と結論づけました。 彼は、現代の西洋的な「唯物論的パラダイム(目に見えて測定できるものだけが現実であるという考え方)」では、この現象を説明できないと主張しました。そして、人間の意識と、まだ我々が理解していない別の現実(霊的、あるいは多次元的な現実)とが交差する境界領域で起きている現象ではないか、という仮説を立てました。 4. ハーバード大学での査問と波紋 一流大学の教授がUFOやエイリアン誘拐を真面目に肯定するような研究を発表したことは、学界に激震を走らせました。 1994年、ハーバード大学医学部は前代未聞の「秘密査問委員会(Peer Review)」を設置し、マックの臨床手法や学問的倫理を調査しました。これは事実上の解雇調査でしたが、結果としてマックの臨床手腕には問題がなく、研究の自由は守られるべきだとして、彼は終生ハーバードの教授職に留まりました。 5. まとめ 先ほどの映画評論の英文で、マックの研究が以下のように引用されていたのは極めて的確です。 "His work raised a serious question: how should society respond when people describe experiences that cannot be independently verified but have nevertheless transformed their lives?" (彼の研究は重大な問いを投げかけた。独立して検証することはできないが、それでも彼らの人生を変容させてしまった体験を語る人々に対し、社会はどう対応すべきか?) ジョン・E・マックは、オカルトとして嘲笑されていた現象に対し、「体験者の痛みに寄り添う」という精神科医の本来の使命を貫き、現代社会が「自分たちの理解できない現実」をどのように切り捨てているかを浮き彫りにした人物だと言えます。
A country cannot sustain itself through laws and institutions alone. It also needs some shared understanding of how those institutions developed, what purposes they are meant to serve, and why citizens from different backgrounds should continue to participate in the same political community. This does not require everyone to accept a single interpretation of the past. Democratic societies inevitably disagree about history. They do, however, need a common body of facts and a vocabulary that makes meaningful disagreement possible. In the United States, even that limited foundation has become increasingly difficult to preserve. For much of American history, schools presented the nation as a distinctive experiment in liberty and representative government. Because the country was supposedly united by political principles rather than ancestry, people from many parts of the world could become Americans by accepting its constitutional ideals. This account contained an important truth. The language of natural rights and equal citizenship inspired immigrants, abolitionists, labor organizers, and civil-rights activists. Yet the traditional narrative often treated national failures as temporary departures from an otherwise successful project. It gave insufficient attention to the dispossession of Indigenous peoples, racial slavery, the political exclusion of women, and the persistence of legally enforced discrimination. During the twentieth century, historians began to correct these omissions. They recovered the experiences of enslaved people, workers, women, immigrants, and minority communities whose lives had received little attention in earlier accounts. This scholarship transformed the study of the United States. It showed that democratic progress was rarely a smooth process guided by enlightened leaders. More often, excluded groups had to organize, protest, bring lawsuits, and endure violence before the country extended to them rights it already claimed to respect.
This expansion of historical knowledge was necessary, but it also created an unintended difficulty. As scholars became more specialized, many grew suspicious of broad national histories. They feared that a single narrative would flatten differences, glorify state power, or turn scholarship into patriotic instruction. The problem was not a shortage of serious research. It was a declining willingness to combine that research into a wider account of how the nation had changed over time. Americans gained richer histories of particular groups and institutions while losing confidence that those histories could still form part of a comprehensible whole. Political conflict made the problem worse. Curricula that emphasized conquest, slavery, or racial exclusion were often denounced as hostile to the country. Courses that concentrated on heroic founders and national achievement were criticized for concealing injustice. Rather than address the controversy directly, many educational authorities reduced the importance of history and civics. Standardized testing contributed to this decline because schools were judged mainly by performance in mathematics and reading. Instructional time shifted toward the subjects for which schools were formally held accountable, while history was often treated as secondary. Three broad approaches now shape public arguments about the American past. One views the United States as an unfinished democratic project. It accepts the importance of the founding ideals while examining how unequally they have been applied. A second places slavery, conquest, and racial hierarchy at the center of the national story. Its advocates question whether the country’s stated principles can be separated from the systems of power that developed alongside them. A third approach, associated with the nationalist right, treats sustained criticism of the past as a threat to civic loyalty. It idealizes the founders and stresses military achievement and national greatness while giving less attention to exclusion and oppression.
The second and third approaches reach sharply different moral conclusions, and they should not be treated as equivalent. Yet both can restrict the space available for an inclusive civic identity. Some radical critics portray the national tradition as so deeply shaped by white supremacy that allegiance to it appears morally suspect. Nationalist conservatives may define that tradition in cultural or ancestral terms that leave immigrants and minorities only conditionally included. One side doubts whether the inherited national culture deserves loyalty; the other doubts whether everyone can fully belong to it. In different ways, both positions weaken the idea that citizenship can be built through shared political principles and participation in public life. A civic history suited to a democratic society would reject both uncritical celebration and wholesale condemnation. Mature patriotism does not require citizens to admire everything their country has done. Nor does historical honesty require them to conclude that improvement is impossible. The abolition of slavery, the expansion of voting rights, and the civil-rights movement should not be presented as proof that the nation was always virtuous. Neither should they be dismissed as minor changes to an essentially permanent system of oppression. They show that Americans who were denied full citizenship repeatedly used the country’s own political language to challenge its institutions. This distinction is especially important in a diverse society. Citizens need not share the same ancestry, religion, or judgment of every historical controversy. They do need enough common knowledge to recognize the institutions and conflicts that shaped their political world. Without such a foundation, disagreement becomes detached from evidence. Groups cease to argue over the meaning of a shared past and instead construct separate versions of reality, each supported by its own selection of facts.
The answer is not to impose a reassuring national myth. It is to teach the country’s history fully while distinguishing established facts from competing interpretations. Students should learn how democratic ideals expanded political participation, but they should also understand the exclusions that limited those ideals. They should study successful reforms as well as periods when earlier gains were reversed. Such teaching will not produce consensus, nor should that be its purpose. Its purpose is to make informed disagreement possible. A nation that faces its past honestly may continue to argue fiercely about what it should become. That argument can itself be evidence of democratic vitality. But a nation that abandons the effort to understand its history risks losing more than knowledge of the past. It may also lose the common language through which its citizens recognize one another as participants in the same unfinished political project.
2. 文法・構文(Syntax:論理的で重層的な文章構造) 一文一文は非常に論理的ですが、抽象名詞を主語とした無生物主語の構文が多く、情報の密度が高いのが特徴です。例えば「This expansion of historical knowledge was necessary, but it also created an unintended difficulty.(この歴史的知識の拡大は不可欠であったが、同時に意図せぬ困難をも生み出した)」のように、名詞句が具体的なアクションを引き起こす構造が頻出します。また、筆者の主張を際立たせる「対比構造」が巧みに使われています。「AではなくBである(The answer is not to impose... It is to teach...)」や、「一方は〜、もう一方は〜(One side doubts... the other doubts...)」といったレトリックを見失わずに読み進めるパラグラフリーディングの技術が不可欠です。 3. テーマと背景知識(Theme & Context:アメリカの歴史認識を巡る分断) 文章の最大の難関は、現在のアメリカ社会を二分している「歴史教育と文化戦争」という背景知識の有無です。かつての「アメリカは自由と平等に基づく素晴らしい国だ」という伝統的な歴史観に対し、近年は奴隷制やマイノリティ迫害といった「負の歴史」を直視する動きが強まりました。テキスト中盤で示されているように、現在は「建国の理念を重視しつつ未完成なプロジェクトと見る立場」「負の歴史こそが中心であると見る急進的な立場」「批判を愛国心への脅威とみなし伝統を保守する立場」の3つが激しく対立しています。筆者はこれらを俯瞰し、「神話の押し付けでも全面的な自己否定でもなく、健全な意見の対立を可能にするための共通の事実基盤が必要だ」と結論づけています。この哲学的とも言える筆者のスタンスを読み取るには、社会問題に対する深い洞察力が求められます。 ■ 総評と学習への活用法 この文章は、ネイティブの知識層に向けたオピニオン記事として完璧な構成を持っています。もしこの文章を辞書を引きながらでも正確に読み解くことができれば、英語圏の高度な議論に参加するための基礎的な読解リテラシーは十分に備わっていると言って良いでしょう。学習に用いる際は、単語の意味を調べるだけでなく、「この段落で筆者が一番言いたいことは何か」「どの意見を批判し、どの立場を支持しているか」を要約するトレーニングに最適な、最高峰の精読用テキストとなります。
薬袋善郎@Ger81opi46 「暗記」の中には「中身が分からないのに言葉だけを暗記しておくと、あとで中身が出てきたときに、すごく理解しやすくなる」という性質のものが、少数だけど、あるのです。 「ingの可能性」はそういう暗記の1つです。ですから、「comfort zone は越えているけれど panic zone ではない」という程度でしたら、他の暗記より少し時間はかかるけど、「お経唱え方式」で暗記しておくと、あとで非常に楽になりますよ。
It seems the counselor is having trouble with prank calls.
We receive a lot of inquiries about free trial lessons.
Both sentences are natural, but the following versions are the best choices:
The counselor seems to be having trouble with prank calls.
This is slightly more concise and natural than:
It seems the counselor is having trouble with prank calls.
Both are grammatically correct, but The counselor seems to... places the counselor directly in the subject position and sounds smoother.
We receive many inquiries about our free trial lessons.
Here, receive many inquiries is appropriate because both receive and many sound relatively formal. This version would work well in a business context, an announcement, or written communication.
For everyday conversation, a more natural alternative is:
We get a lot of inquiries about our free trial lessons.
Therefore:
receive many inquiries — more formal and professional
get a lot of inquiries — more conversational
receive a lot of inquiries — also correct, but slightly mixes formal and conversational styles
The most polished pair is:
The counselor seems to be having trouble with prank calls.
We receive many inquiries about our free trial lessons.
177 名前:名無しさん@英語勉強中 2026/06/18(木) 15:32:44.42
フィリピン人教師だなw
178 名前:名無しさん@英語勉強中 2026/06/19(金) 05:52:36.99
The counselor is completely exhausted. I don't know why.
179 名前:名無しさん@英語勉強中 2026/06/20(土) 05:57:09.54
It seems that the number of reservations for trial lessons is gradually increasing.
180 名前:名無しさん@英語勉強中 2026/06/21(日) 05:57:05.58
The children who participate in the trial lesson are all nervous, but they quickly get used to it.
181 名前:名無しさん@英語勉強中 2026/06/21(日) 20:47:10.44
永野芽郁をもう一度イメージキャラクターに
182 名前:名無しさん@英語勉強中 2026/06/22(月) 05:58:41.17
The trial lesson is free, so please feel free to join us.
183 名前:名無しさん@英語勉強中 2026/06/23(火) 05:59:22.68
Sometimes I answer the phone on behalf of the counselor.
Article 1. The Emperor shall be the symbol of the State and of the unity of the People, deriving his position from the will of the people with whom resides sovereign power.
Article 6. The Emperor shall appoint the Prime Minister as designated by the Diet. The Emperor shall appoint the Chief Judge of the Supreme Court as designated by the Cabinet.
Article 88. All property of the Imperial Household shall belong to the State. All expenses of the Imperial Household shall be appropriated by the Diet in the budget.
Three elderly people also lost their lives in the heat near Bordeaux, and two children aged two and four were found dead in a hot car in southern France Tuesday.
In the United Kingdom, temperatures are set to soar into the triple digits this week, with the UK Met Office issuing an very rare red warning for extreme heat, indicating a risk to life.
Hundreds of schools are closing or moving to half days, people have been told to avoid train journeys, and the Met Office has warned of severe impacts on energy and water.
London is cooking, said UN Secretary General António Guterres, addressing an audience at London Climate week Tuesday. The country’s June temperature record of 96.08 degrees Fahrenheit looks all but certain to be smashed by as much as 6 degrees this week.
Obliterating records by several degrees is utterly insane, said Peter Thorne, director of ICARUS Climate Research Centre at Maynooth University, Ireland.
In Spain, temperatures exceeded 113 degrees Fahrenheit in Andújar, a municipality in the south of the country, according to the weather service AEMET. Nearly the whole country was under a heat alert Tuesday.
Heat alerts are in place for 23 countries in Europe Tuesday, with five at the most severe red level: Germany, France, Spain, Switzerland and Luxembourg.
The soaring temperatures are caused by a heat dome — a vast area of stagnant high pressure parked over swaths of Europe, which acts like a lid on a pot, stubbornly trapping heat.
The heat dome is not unusual for Europe in summer, but the temperatures are, said Richard Allan, a climate science professor at the University of Reading.
These are being supercharged by climate change, driven by humans burning oil, coal and gas, which raises the background temperature, making every heat wave more intense.