26 research outputs found
Spectroscopic estimation of the photon number for superconducting Kerr parametric oscillators
Quantum annealing (QA) is a way to solve combinational optimization problems.
Kerr nonlinear parametric oscillators (KPOs) are promising devices for
implementing QA. When we solve the combinational optimization problems using
KPOs, it is necessary to precisely control the photon number of the KPOs. Here,
we propose a feasible method to estimate the photon number of the KPO. We
consider coupling an ancillary qubit to the KPO and show that spectroscopic
measurements on the ancillary qubit provide information on the photon number of
the KPO
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ã®äŒéã«ãšã©ãŸããïŒææãã³ã®ã³ã«ãŒã ã¹ã¿ããïŒåŠçïŒæ¥å®€ããŠãã芪åãïŒãšãã«ææãã³ã®ã³ã«ãŒã ãäœã£ãŠãããåè²ãŠãã©ã€ã¢ã³ã°ã«ãã®äžçã瀺ãããã§å€§ããªåœ¹å²ãæãããŠãããšèããããïŒThis report reviews the activities conducted through now by the Child-rearing Education Community Support Center (Bunkyo Penguin Room) at Hokkaido Bunkyo University, from information in the Bunkyo Penguin Room News published by the Center. It finds that the Bunkyo Penguin Room News contains a diverse range of information concerning the Bunkyo Penguin Room and that its content can be grouped into the four main categories of (1) providing information on the Ai-Ai Child-rearing Triangle, (2) providing information on studentVolunteer Penguins who assist with child-rearing, (3) providing information on the theme song "Penguin Room no otomodachi" ("Penguin Room friends"), and (4) providing information about open classes held at the Bunkyo Penguin Room. This review suggests that these issues of the Bunkyo Penguin Room News not merely serve as means of communicating reports on Center activities but also play an important role in depicting the world of a "child-rearing triangle" in which Bunkyo Penguin Room staff, students, and mothers and children coming to the Center have built the Bunkyo Penguin Room together
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±åç 究ã°ã«ãŒãã®ã¡ã³ããŒãšããŠã®åŠçãã¡ãæããŠããããã®ããã°ã©ã ã®è¯ããšããããšããŸã ïŒååç解ã§ããŠããªããšãããã«ã€ããŠã®ã³ã¡ã³ããäžå¿ã«ããŠå ±åããïŒThis study is a follow up on Reports Nos. 1 and 2 on the Program in Interpersonal Skills Education for Supporting Child-Rearing in the Bunkyo Penguin Room based at the Bunkyo Penguin Room at Hokkaido Bunkyo University. This effort is advancing practical research through the three parties of a group of full-time Bunkyo Penguin Room staff, a student group, and a group of advisors consisting of researchers and mothers forming a team and influencing each other.Report No. 3 focuses on the interpersonal skills education program. It is important that students aiming to be specialists in supporting child development be highly familiar with the interpersonal skills education program serving as the basis for implementation of the program, in order to improve their behavioral observation abilities and develop their interpersonal skills.This report provides introductions to the framework of the interpersonal skills education program and the papers on which it is based and consists chiefly of comments on what students, as members of the joint research group, consider the program\u27s good points and areas still not understood sufficiently
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ãšã®ç¹åŸŽçå·®ç°ãæããã«ããããThe purpose of this research is to develop relevant skills through activities which improve the"behavior observation skills" of students who aim to be professionals in child development support. In particular, this research emphasizes effective reflection on practice by students who aim to be teachers in the field of early childhood education or special needs education. This second report addresses the role playing practice of students using a relevant skill development program developed by Goto et al., and reports that, through that program, hints were obtained for supporting students.In this research, scenes of role playing practice were recorded with a VTR, and using those tapes as analysis materials, students were asked to press a clicker at "each point thought to be a good scene" for students and experts, using the "PF-NOTE Prototype" reaction gathering and presentation system developed by Nakajima et al. Then materials were created which graphed those points along the corresponding time series for the video. In this research, students were encouraged to reflect using those results, and the differences were clarified between the features of the points of interest in role playing scenes of students, and the features of experts in the same VTR materials