Twisted boundary states in Kazama-Suzuki models

We construct Cardy states in the Kazama-Suzuki model G/H x U(1), which satisfy the boundary condition twisted by the automorphisms of the coset theory. We classify all the automorphisms of G/H x U(1) induced from those of the G theory. The automorphism group contains at least a Z_2 as a subgroup corresponding to the charge conjugation. We show that in several models there exist extra elements other than the charge conjugation and that the automorphism group can be larger than Z_2. We give the explicit form of the twisted Cardy states which are associated with the non-trivial automorphisms. It is shown that the resulting states preserve the N=2 superconformal algebra. As an illustration of our construction, we give a detailed study for two hermitian symmetric space models SU(4)/SU(2) x SU(2) x U(1) and SO(8)/SO(6) x U(1) both at level one. We also study the action of the level-rank duality on the Cardy states and find the relation with the exceptional Cardy states originated from a conformal embedding.Comment: 39 pages, 5 figures; (v2) references added; (v3) improved argument about automorphism groups of coset theories given, no change in the result

The Effects of Switching to On-Demand on Learning Outcomes in First-Year PBL Courses

本研究では，対面授業とオンデマンド授業の違いが，初年次PBL科目における学習成果の違いに与える影響を検討した。分析の結果，オンデマンド授業において協同作業認識尺度における協同効用のスコアが対面授業より高い傾向がみられた一方で，協同作業をネガティブに評価する尺度である互恵懸念のスコアが対面授業より低い傾向がみられた。加えて，学習成果全体を観察した場合，オンデマンド授業において，授業に適応的でない学生数が減少し適応的な学生数が増加するという改善がみられた。In this study, we examined the effect of the difference between face-to-face and on-demand classes on the differences in learning outcomes in first-year PBL courses. As a result, it was found that the score of the usefulness of cooperation in the belief in cooperation scale tended to be higher in the on-demand class than in the face-to-face class, while the score of inequity, which is a scale to evaluate collaborative work negatively, tended to be lower in the on-demand class than in the face-to-face class. In addition, when observing the overall learning outcomes, the number of students who were not adaptive to the class decreased and the number of adaptive students increased in the on-demand class