Optimizing Frameworks Performance Using C++ Modules Aware ROOT

ROOT is a data analysis framework broadly used in and outside of High Energy Physics (HEP). Since HEP software frameworks always strive for performance improvements, ROOT was extended with experimental support of runtime C++ Modules. C++ Modules are designed to improve the performance of C++ code parsing. C++ Modules offers a promising way to improve ROOT's runtime performance by saving the C++ header parsing time which happens during ROOT runtime. This paper presents the results and challenges of integrating C++ Modules into ROOT.Comment: 8 pages, 3 figures, 6 listing, CHEP 2018 - 23rd International Conference on Computing in High Energy and Nuclear Physic

岡山県立大学2016年入学生の英語学習に対する認識

This study looks at changing perceptions of English-language education and e-learning among first-year students at Okayama Prefectural University (OPU) after completing a full year of English classes. We conducted a questionnaire-based survey at the beginning and end of the 2016 academic year, and the results show that although students had similar beliefs about learning English, their desire to learn English had decreased by the end of the year. Furthermore, while only slightly less than half of students felt that the materials were effective, more than half did not like using them.本稿は、岡山県立大学2016年度に入学した学生を対象として、大学入学当初と2016年度末に学習者ビリーフ（学習に対する態度・不安・願望）を調査した報告である。主な結果として、多くの学習者が、１年次における英語学習を終えた後、英語学習に対する意欲を低下させていることが明らかになった。また、e-learning学習は効果的であると認めながらも、好きではないと回答した学生が多かった。教師は、学生の英語学習に対するニーズが何であるのかを常に意識していかなければいけないことが示唆された

A Report on Facilitating Online English Vocabulary Learning with a Quiz

It is important for language teachers to encourage students to improve their vocabulary outside of class because class time is limited. One way to facilitate vocabulary learning outside of class is online vocabulary learning courses. This paper reports an attempt to facilitate online vocabulary learning with vocabulary quizzes in class, mainly focusing on the results of questionnaires about the online vocabulary material presented and the vocabulary quiz used. The participants were 93 first-year students enrolled in compulsory English reading classes at Hiroshima University. They were instructed to use online vocabulary learning materials outside of class to prepare for vocabulary quizzes conducted at the beginning of each class, such that students were to finish four units and learn 32 words before each class. The quiz consisted of 12 randomly selected words and required students to correctly write the target word filling a gap in a sentence. Overall, there were 13 quizzes per term, and 416 words from 52 units were learned. Students’ learning logs showed that most of them accessed a unit once and spent approximately 4 to 5 minutes per unit. They scored 9–10 on average out of 12 points for the quizzes. The survey on the online course showed that most of the students found it useful. Moreover, the majority of students found the quizzes useful and the number of target words appropriate. The free description included both positive and negative comments about the repetitive construction of the online material. For the quiz, there were some positive comments about the format and study habit formation. Overall, the survey suggested that the online material helped students learn vocabulary and that the in-class quiz served as a good pacemaker. The educational implications and improvements for future practice are discussed

教室外での英語学習を支援するための広島大学英語Can-Doリストの拡充

本論文は，広島大学外国語教育研究センターが開発した広島大学英語Can-Do リストについて，有効性を高めるために実施した再調査とその結果を報告する。本リストは，学生による目標設定と自主学習の支援ツールとして広島大学の英語教育に貢献することを目指して開発が開始され，その後もデータ収集を継続していた。前回発表されたリストは単年のデータのみに基づくものであったが，このリストの期待される役割の大きさを考えると，複数年のデータ収集による追加の検討が必要である。そこで，2016年から2019年にかけて新たに収集したデータで再調査を行った。しかし，残念ながら，この再調査ですべての問題点を解消することはできなかったため，今後もリストの修正を継続すべきであると考える。今後，検討すべき点を二つ指摘する。一つは，分析する得点帯の範囲である。今回の調査では，TOEIC® Listening & Reading IP テストのスコア800点以上および295点以下に該当する学生が少なく，分析から除外した。これらの得点帯に該当する学生は少ないと判断し，このまま除外とするのか，それとも，得点帯の拡大を目指すのか，今後さらに検討する必要がある。もう一つは，前回調査と同様にIIBC が開発した既存のリストを用いてCan-Do 分析を行ったことである。次回以降の調査では，リストにCan-Do ステイトメントの追加や削除を施し，精緻化や修正が必要である。We report on a re-survey of the Hiroshima University English Can-Do List, developed by the Institute for Foreign Language Research and Education at Hiroshima University, and the results of the survey conducted to improve the validity of the list. The development of this list was initiated with the aim of contributing to English language education at Hiroshima University as a tool to support students’ goal setting and self-access learning, and data collection has continued since then. The previously published list was based on only one year of data, but given the expected role of this list, additional studies based on multi-year data collection are desirable. Therefore, a re-survey was conducted with newly collected data from 2016 to 2019. Unfortunately, however, this re-survey did not resolve all the remaining challenges, and we believe that the list should continue to be revised in the future. We suggest two issues that should be explored in the future. One is the range of score bands to be analyzed. In this study, a small number of students who scored 800 or above and 295 or below on the TOEIC® Listening & Reading IP Test were excluded from the analysis. Further study is needed to determine whether to exclude students in these score ranges, given the small number of students who fall in these ranges, or to expand the range of scores. The other issue is that, as in the previous survey, a can-do analysis was conducted using an existing list provided by the International Institute for Business Communication (IIBC). In the next and subsequent surveys, the list will need to be refined and modified by adding or deleting can-do statements.This work was supported by the Japan Society for the Promotion of Science (JSPS) Grant-in-Aid for Scientific Research (B), Grant Number JP19H01283

Report on 2016 Okayama Prefectural University Students\u27 Beliefs in Learning English

本稿は、岡山県立大学1 年生を対象として、大学入学当初の5 月に学習者ビリーフを実施した報告である。平成27 年度から新しい英語プログラムであるEnglish Language Program (ELP) が始まった。この報告は、ELP を始めるにあたって、岡山県立大学に入学した1 年生が、英語学習に対して、どのような学習者ビリーフを持っているのかを量的に調査したものである。主な結果として、大半の学生が、統合的および道具的動機を持っていた。また、入学当初には、スピーキングに対して、不安を抱えていたことも明らかにされた

Cavum Septum Pellucidum and Cavum Vergae With Late-Onset Catatonia

Associations between large cavum septum pellucidum and functional psychosis disorders, especially schizophrenia, have been reported. We report a case of late-onset catatonia associated with enlarged CSP and cavum vergae. A 66-year-old woman was presented with altered mental status and stereotypic movement. She was initially treated with aripiprazole and lorazepam. After 4 weeks, she was treated with electroconvulsive therapy. By 10 treatments, echolalia vanished, and catatonic behavior was alleviated. Developmental anomalies in the midline structure may increase susceptibility to psychosis, even in the elderly.ArticleJOURNAL OF ECT. 29(3):E45-E46 (2013)journal articl