Fabrication of biodegradable scaffolds by use of self-assembled magnetic sugar particles as a casting template

Proceedings of the 2008 IEEE International Conference on Robotics and Automation / 2008 IEEE International Conference on Robotics and Automation, Pasadena, CA, USA, May 19-23, 200

Cerium X-ray Spectra without Filtering and their Application to High-contrast Angiography

The cerium-target x-ray tube is useful in order to perform cone-beam K-edge angiography because K-series characteristic x rays from the cerium target are absorbed effectively by iodine-based contrast media. The x-ray generator consists of a main controller, an x-ray tube unit with a high-voltage circuit and an insulation transformer, and a personal computer. The tube is a glass-enclosed diode with a cerium target and a 0.5-mm-thick beryllium window. The maximum tube voltage and current were 65 kV and 0.4 mA, respectively, and the focal-spot sizes were 1.2×0.8 mm. Sharp cerium K-series characteristic x rays were observed without using a filter, and the x-ray intensity was 209μGy/s at 1.0 m from the source with a tube voltage of 60 kV and a current of 0.40 mA. Angiography was performed with a computed radiography system using iodine-based microspheres 15 μm in diameter. In angiography of non-living animals, we observed fine blood vessels of approximately 100 μm with high contrasts

Seismic exploration at Fuji volcano with active sources : The outline of the experiment and the arrival time data

Fuji volcano (altitude 3,776m) is the largest basaltic stratovolcano in Japan. In late August and early September 2003, seismic exploration was conducted around Fuji volcano by the detonation of 500 kg charges of dynamite to investigate the seismic structure of that area. Seismographs with an eigenfrequency of 2 Hz were used for observation, positioned along a WSW-ENE line passing through the summit of the mountain. A total of 469 seismic stations were installed at intervals of 250-500 m. The data were stored in memory on-site using data loggers. The sampling interval was 4 ms. Charges were detonated at 5 points, one at each end of the observation line and 3 along its length. The first arrival times and the later-phase arrival times at each station for each detonation were recorded as data. P-wave velocities in the surface layer were estimated from the travel time curves near the explosion points, with results of 2.5 km/s obtained for the vicinity of Fuji volcano and 4.0 km5/s elsewhere

The Relation Between Psychological Change and Scientific Misconduct in Millikan’s Oil-drop Experiments

Robert Andrews Millikan submitted two papers on measurements of the elementary charge of the electron to Physical Review in 1911 and 1913. In the 1911 paper, Millikan disputed the results of Felix Ehrenhaft. Then, in the 1913 one, Millikan manipulated the data to “enhance” the accuracy of his measurements. This manipulation could be described as scientific misconduct. In this paper, I examine the differences in wording between the two papers statistically and analyze the relation between the differences and the change in his mental state from the viewpoint of Transactional Analysis. In the results, there were more declarative expressions in the 1911 paper than in the 1913, and there were more expressions that emphasized the accuracy of measurements in the 1913 work than in the earlier one. From the viewpoint of Transactional Analysis, Millikan’s mental situation changed from the “be strong” driver to the “be perfect” driver and this change led to his data manipulation. If the possibility of scientific misconduct could be detected in papers by this method, we could prevent such misconduct in the review process. In the future, I will examine the relations between wording and the drivers in Transactional Analysis more precisely and develop an automatic system detecting the drivers in scientific papers

Social Relations Embedded in a Finnish Mathematics Textbook for the Seventh Grade

My former studies clarifi ed that Finnish education, which has maintained the world’s highest level as shown in an international academic assessment, helps children learn through various kinds of social relations. This study was conducted to examine how a Finnish textbook supports children’s learning. I analyzed the non-mathematical words that appear in the “number and calculation” unit of a seventh grade Finnish mathematics textbook, and determined what kinds of mathematical contexts the words are used in. I found that the Finnish mathematics textbook contained a great many more non-mathematical words than Japanese ones and helps children learn through the social relations that are given by the words. In the future, I will analyze more textbooks and develop some Japanese mathematical materials to support children’s learning through social relations

What are Scientific Questions?

In science. questions arc more important than answers, but the scientific questions has not yet been clearly defined, taught, or evaluated in school systems. Here. I present the "K5 theory" to classify all conceivable knowledge. and to demonstrate that fields of potential scientific study can be described by proposition and logic, that is "logical space." We classified scientific questions into three categories based on each question's target in logical space: (1) Questions to Close, for asking about the reliability of the proposition: (2) Questions to Extend. for asking what can possibly be deduced from the proposition: and (3) Questions to Open. for asking about what new proposition could be made from the proposition. Hereafter, I examine the expansion of K5 theory in science education, and discuss methods that can be used lo evaluate scientific questions. based on these three classifications

The Effect of Moomin Stories as Teaching Materials for Transactional Analysis

Transactional Analysis (TA) is a theory of personality and a systematic psychotherapy for personal growth and personal change. Because TA can enhance students’ practical abilities of communication and career design, it should be learned as a liberal art. However, it is difficult to teach TA to every student, so I introduced the Moomin stories as teaching materials for TA because the stories are agreeable to everyone and the intention is shared with the goal of TA. TA has seven areas, so I constructed seven units of two lessons each, one for explaining each area and the other for analyzing the story using the area’s knowledge and skills. The effect was assessed via a questionnaire, and the results indicated that analyzing the stories was superior to analyzing oneself with regard to the following five points: easiness, objectivity, carefreeness, deep reflection and variety. However, I need to improve the point of correctiveness. In the future, the effects must be assessed statistically and a follow-up survey needs to be designed