Instanton dynamics in finite temperature QCD via holography

We investigate instantons in finite temperature QCD via Witten's holographic QCD. To study the deconfinement phase, we use the setup proposed in [1] (arXiv:1107.4048). We find that the sizes of the instantons are stabilized at certain values both in the confinement and deconfinement phases. This agrees with the numerical result in the lattice gauge theory. Besides we find that the gravity duals of the large and small instantons in the deconfinement phase have different topologies. We also argue that the fluctuation of the topological charges is large in confinement phase while it is exponentially suppressed in deconfinement phase, and a continuous transition occurs at the Gross-Witten-Wadia (GWW) point. It would be difficult to observe the counterpart of this transition in lattice QCD, since the GWW point in QCD may stay at an unstable branch.Comment: 25 pages, 4 figures; v2: references added, minor correction

Development of a Promotion Model on the Digitization of Education in K-12 : A Report on the Progress at a University : Affiliated Elementary School

This paper is a progress report on the digitization of education in a Shinshu University-affiliated elementary school. We became a promoter and set up a promotion team, studied the trends related to the digitization of education, listened to teachers, and designed and installed network and Information and Communication Technology (ICT) hardware. In addition, we set up a project and completed the infrastructure for education using ICT for a short term of about three months. The last aim of this study is to develop a model for the digitization of education in schools. We will practice in an open class using ICT based on the network infrastructure and ICT hardware described in this paper by the end of this year.ArticleE-Learn 2012-World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1.2012(1):1186-1191(2012)conference pape

Developing a System to Report Levels of Understanding from Educational Data

We developed a system to automatically analyze educational data from individual elementary and junior high students and to graphically represent trends in student understanding for teacher use. With this tool, teachers could see the percentage of questions answered correctly and trends in errors by analyzing students’ learning records. We found that this can enable teachers to provide appropriate learning support and support individual progress by providing appropriate adaptive learning.ArticleGlobal Learn-Global Conference on Learning and Technology.2016(1):310-315(2016)conference pape

Wealth disparities and economic flow: Assessment using an asset exchange model with the surplus stock of the wealthy

How can we limit wealth disparities while stimulating economic flows in sustainable societies? To examine the link between these concepts, we propose an econophysics asset exchange model with the surplus stock of the wealthy. The wealthy are one of the two exchange agents and have more assets than the poor. Our simulation model converts the surplus contribution rate of the wealthy to a new variable parameter alongside the saving rate and introduces the total exchange (flow) and rank correlation coefficient (metabolism) as new evaluation indexes, adding to the Gini index (disparities), thereby assessing both wealth distribution and the relationships among the disparities, flow, and metabolism. We show that these result in a gamma-like wealth distribution, and our model reveals a trade-off between limiting disparities and vitalizing the market. To limit disparities and increase flow and metabolism, we also find the need to restrain savings and use the wealthy surplus stock. This relationship is explicitly expressed in the new equation introduced herein. The insights gained by uncovering the root of disparities may present a persuasive case for investments in social security measures or social businesses involving stock redistribution or sharing

Attitudes Toward ICT Use in Education : Analysis of Board of Education Website Postings

A board of education director in Hino, Tokyo, Japan, makes daily website postings about the use of Information and Communication Technology (ICT) in education. Undergraduate students can learn teaching methods using ICT from the website by means of e-learning. We focused on their feelings regarding the use of ICT in education and analyzed them using text mining. As a result, three main aspects of undergraduate students’ feelings emerged: 1) training programs, support systems and cooperation with relevant departments were important in promoting the use of ICT in education, 2) undergraduate students had a negative preconception of ICT and computers and 3) ICT was useful and effective, but using computers for education had a bad influence on children. In addition, we suggest that they thought ICT was a teaching methodology and the computer was a simple tool for education.ArticleED-MEDIA 2009-World Conference on Educational Multimedia, Hypermedia & Telecommunications.2009(1):3315-3320(2009)conference pape

Regional Inequality Simulations Based on Asset Exchange Models with Exchange Range and Local Support Bias

To gain insights into the problem of regional inequality, we proposed new regional asset exchange models based on existing kinetic income-exchange models in economic physics. We did this by setting the spatial exchange range and adding bias to asset fraction probability in equivalent exchanges. Simulations of asset distribution and Gini coefficients showed that suppressing regional inequality requires, firstly an increase in the intra-regional economic circulation rate, and secondly the narrowing down of the exchange range (inter-regional economic zone). However, avoiding over-concentration of assets due to repeat exchanges requires adding a third measure; the local support bias (distribution norm). A comprehensive solution incorporating these three measures enabled shifting the asset distribution from over-concentration to exponential distribution and eventually approaching the normal distribution, reducing the Gini coefficient further. Going forward, we will expand these models by setting production capacity based on assets, path dependency on two-dimensional space, bias according to disparity, and verify measures to reduce regional inequality in actual communities.Comment: 14 pages, 8 figures. Published online at http://redfame.com/journal/index.php/aef/article/view/494

What is the Subject for Student Teachers to Use ICT in Education? : Problem Analysis of Teacher Training’s Post-Survey

At the Shinshu University Faculty of Education, student teachers are required to use ICT equipment in classes they teach during their student-teaching practicum. Their most troubles on using ICT in classes were not able to reflecting a notebook PC or a tablet computer to LCD monitor or projector well. In particular, they had trouble with enlarging a screen of iPad with Apple TV. We found that their needs to learn the basic knowledge and skill to use ICT in classes, for example how to connect to a wireless LAN and difference of HDMI and VGA. Student teachers had a trouble that some children played with ICT equipment in classes without permission, so it is necessary for children to have a rule of using ICT in classes. They should learn not only how to use ICT equipment but also making of rule for children and daily instruction method before student teaching. And we found that sustainable infrastructure use supported a stable class using ICT by student teacher.ArticleEdMedia 2016-World Conference on Educational Media and Technology.2016(1):968-973(2016)conference pape

A Practical Effort to Improve ICT Competency by Compulsory ICT Use in Teaching Practice

At the Shinshu University Faculty of Education, student teachers are required to use ICT equipment in classes during their student teaching practicum. We surveyed and analyzed the change in ICT competency before and after teaching practice. Two abilities were improved dramatically, which were the Ability to Use ICT in Researching, Preparing, and Assessing Teaching Materials and the Ability to Use ICT when Teaching in the Classroom. In particular, the students just before teaching practice did not extend at all to the average value of the Japanese in-service teachers in March 2007. However, after teaching practice, it was higher than the average values of the latest Japanese in-service teachers. We found that teacher students have been able to improve ICT competency by the compulsory ICT use during only one-month student teaching practicum.ArticleE-Learn: World Conference on E-Learning.2016(1):432-436(2016)conference pape

What is Effective Undergraduate Lectures for ICT-use Teacher Training?: Factor Analysis on Student Teacher’s Practices

At the Shinshu University Faculty of Education, student teachers are required to use ICT equipment in classes they teach during their student-teaching practicum. After the practicum, we conducted a survey among student teachers on ICT-use education. Of all about 250 student teachers, 94.9% conducted lessons using ICT equipment during their practicum. When we asked about undergraduate lectures that were helpful for conducting these classes, we found that students felt attending lectures and practice sessions run by school teachers who actively use ICT equipment and experientially learning how to connect their personal laptops to external displays as the most helpful. We also found that the leaflet summarizing real examples of ICT-use education and instruction from teachers at practicum schools served as inspiration for student teachers to use ICT equipment during their lessons. After the practicum using ICT equipment, student teachers started feeling good about ICT-use education.ArticleSociety for Information Technology & Teacher Education International Conference.2016(1):2223-2228(2016)conference pape