Microscopic Description of Nuclear Wobbling Motion -- Rotation of traxially deformed nuclei --

The nuclear wobbling motion in the Lu region is studied by the microscopic cranked mean-field plus RPA method. The Woods-Saxon potential is used as a mean-field with a new parameterization which gives reliable description of rapidly rotating nuclei. The prescription of symmetry-preserving residual interaction makes the calculation of the RPA step parameter-free, and we find the wobbling-like RPA solution if the triaxial deformation of the mean-field is suitably chosen. It is shown that the calculated out-of-band $B(E2)$ of the wobbling-like solution depends on the triaxial deformation in the same way as in the macroscopic rotor model, and can be used to probe the triaxiality of the nuclear mean-field.Comment: 10 pages, 8 figures, talk at International Conference on Nuclear Structure Physics, Shanghai, June 200

Learning to Be Artistically Creative in Career Development of Traditional Performing Arts Education : A Case Study on Qin Opera

本研究は、文化人類学の視点から、俳優のキャリア形成教育において芸術的創造性がどのように高められているか、という従来の伝統芸能教育研究では十分に注目されてこなかったテーマに注目し、関連分野の研究の発展に貢献しようとするものである。より具体的には、このテーマを検討するうえで好材料を提供してくれる、西北中国で盛んな秦腔と呼ばれる伝統演劇を主な事例として取り上げて、徒弟制や学校教育といった異なる教育形態が、俳優の芸術的創造性の開拓とどのように関連しているかを明らかにする。最後に、清水・西尾（2020）が以前提起した「学校化」の概念も応用して、他の芸能教育の事例との比較やそれぞれの長短の分析を行ったうえで、それを踏まえて今後のこの分野の研究にとっても役立つような仮説を提起できれば、と思っている。The main purpose of this research is to contribute to the literature related to studies on traditional performing arts education by taking an anthropological approach to shed light on how artistic creativity of performers is enhanced in their career development process: a topic insufficiently explored by previous studies. More specifically, by focusing on the traditional theater of Northwestern China called Qin opera as the main example, which offers abundant data to explore the topic, the research clarifies the relation between educational forms (such as apprenticeship and school education) and the development of artistic creativity. In conclusion, the research formulates a hypothesis that can provide a useful analytical framework for future research in the related field by applying the concept of ‘schoolnization’ that Shimizu and Nishio (2020) proposed before to compare to other cases of performing arts education including merits and demerits of each

Simulation of an interlocking hydraulic direct-drive system for a biped walking robot

Biped robots with serial links driven by an electric motor experience problems because the motor and transmission are installed in each joint, causing the legs to become very heavy. Previous solutions involved robots using servo valves, a type of highly responsive proportional valve. However, high supply pressure is necessary to realize high responsiveness and the resulting energy losses are large. To address this problem, we proposed a hydraulic direct-drive system in which the pump controls the cylinder meter-in flow, while a proportional valve controls the meter-out flow. Furthermore, our hydraulic interlocking drive system connects two hydraulic direct-drive systems for biped humanoid robots and concentrates the pump output on one side cylinder. The meter-in flow rate of the other side cylinder is controlled by the meter-out flow rate of the cylinder on which the pump is concentrated. A comparison of the walking simulation performance with that of the conventional independent system shows that our proposed system reduces the motor output power by 24.3%. These results prove the feasibility of constructing a two-legged robot without having to incorporate highly responsive servo valves

An Evaluation of the Effect of the Improvised Experiments on Student-teachers’ Conception of Static Electricity

This study is investigating the student-teachers’ conception of static  electricity in Rwandan teacher training colleges. The study used a preand post-intervention design, where two groups of students were randomly  assigned in two groups. Along a period of four weeks, one group was taught using the traditional method (TRAD) while another using improvised  experiment (IME) method. The student-teachers were given a test before teaching while after teaching the same test was administered to both groups. The study was not interested in testing student-teachers’  achievement rather the conception of static electricity. The test was composed of six item questions and their answers were coded as “out of the topic, unrelated information and opposite answers”. After performing pre-test, student-teachers showed confusions related to non-mastery of content and alternative conceptions related to static electricity and  magnetism. Though about 27 per cent and 17 per cent of student-teachers in TRAD and IME respectively, reduced the gaps in their confusion after getting teaching intervention, however, there was found to be no statistically significant difference (p>.05 at df=10) in all of the item questions between these teaching methods in favour of IME. Four item questions showed an improvement while student-teachers developed more conceptual confusions in other two item questions. Not only examining student-teachers’ conception in static electricity but also teachers were recommended to be aware of students’ ideas, opinions and confusions prior to their lesson planning, teaching materials preparation, as well as teaching implementation. Keywords: Conceptions, Static electricity, Improvised experiments, Student-teacher