Four-dimensional CP1+^1+ U(1) lattice gauge theory for 3D antiferromagnets: Phase structure, gauge bosons and spin liquid

In this paper we study the lattice CP$^1$ model in (3+1) dimensions coupled with a dynamical compact U(1) gauge field. This model is an effective field theory of the $s={1 \over 2}$ antiferromagnetic Heisenberg spin model in three spatial dimensions. By means of Monte Carlo simulations, we investigate its phase structure. There exist the Higgs, Coulomb and confinement phases, and the parameter regions of these phases are clarified. We also measure magnetization of O(3) spins, energy gap of spin excitations, and mass of gauge boson. Then we discuss the relationship between these three phases and magnetic properties of the high-$T_{\rm c}$ cuprates, in particular the possibility of deconfined-spinon phase. Effect of dimer-like spin exchange coupling and ring-exchange coupling is also studied.Comment: 4pages, 10 figure

Self-Reduction Rate of a Microtubule

We formulate and study a quantum field theory of a microtubule, a basic element of living cells. Following the quantum theory of consciousness by Hameroff and Penrose, we let the system to reduce to one of the classical states without measurement if certain conditions are satisfied(self-reductions), and calculate the self-reduction time $\tau_N$ (the mean interval between two successive self-reductions) of a cluster consisting of more than $N$ neighboring tubulins (basic units composing a microtubule). $\tau_N$ is interpreted there as an instance of the stream of consciousness. We analyze the dependence of $\tau_N$ upon $N$ and the initial conditions, etc. For relatively large electron hopping amplitude, $\tau_N$ obeys a power law $\tau_N \sim N^b$, which can be explained by the percolation theory. For sufficiently small values of the electron hopping amplitude, $\tau_N$ obeys an exponential law, $\tau_N \sim \exp(c' N)$. By using this law, we estimate the condition for $\tau_N$ to take realistic values $\tau_N$ \raisebox{-0.5ex}{$\stackrel{>}{\sim}$} $10^{-1}$ sec as $N$ \raisebox{-0.5ex} {$\stackrel{>}{\sim}$} 1000.Comment: 7 pages, 9 figures, Extended versio

Organizing Active Learning Models in Science Classes (2)

The purpose of this study is to organize active learning models in science classes. Through classroom practice from elementary school to upper secondary school, we observed the followings: 1) the "reciprocal of internalization and externalization," which means collaborative and cooperative learning, is the key to active learning in science lessons; 2) by creating a "subject skeleton," teachers can gain clarity regarding the promotion of deep learning and organize active learning models in science classes

Interferon-α suppresses hepatitis B virus enhancer II activity via the protein kinase C pathway

AbstractHBV has two enhancer (En) regions each of which promotes its own transcription. En II regulates production of pregenomic RNA, a key product of HBV replication, more strongly than En I. Although IFN-α has been found to suppress En I activity, its effect on En II activity has not been examined. Here we used luciferase assay to demonstrate that IFN-α suppresses En II activity. Analysis with several deletion/mutation constructs identified two major segments, nt 1703–1727 and nt 1746–1770, within the En II sequence as being responsible for the suppressive effects of IFN-α. Pre-treatment with protein kinase C (PKC) inhibitors blocked this effect regardless of the expression levels of phospho-STAT1 and Mx upon IFN-α stimulation. These results indicate that IFN-α suppresses En II activity via the PKC pathway, which may be an alternative suppressive pathway for HBV replication. (136 words)

Role of hepatic STAT3 in brain-insulin action on hepatic glucose production

SummarySTAT3 regulates glucose homeostasis by suppressing the expression of gluconeogenic genes in the liver. The mechanism by which hepatic STAT3 is regulated by nutritional or hormonal status has remained unknown, however. Here, we show that an increase in the plasma insulin concentration, achieved either by glucose administration or by intravenous insulin infusion, stimulates tyrosine phosphorylation of STAT3 in the liver. This effect of insulin was mediated by the hormone's effects in the brain, and the increase in hepatic IL-6 induced by the brain-insulin action is essential for the activation of STAT3. The inhibition of hepatic glucose production and of expression of gluconeogenic genes induced by intracerebral ventricular insulin infusion was impaired in mice with liver-specific STAT3 deficiency or in mice with IL-6 deficiency. These results thus indicate that IL-6-STAT3 signaling in the liver contributes to insulin action in the brain, leading to the suppression of hepatic glucose production

Organizing of Active Learning Models in Science Classes (2)

The purpose of this study is to organize active learning models in science classes. Through classroom practice from elementary school to upper secondary school, we observed the following: 1) the "reciprocal of internalization and externalization," which means collaborative and cooperative learning, is the key to active learning in science lessons; 2) by creating a "subject skeleton," teachers can gain clarity regarding the promotion of deep learning and organize active learning models in science classes

Breathlessness is associated with urinary incontinence in men: A community-based study

<p>Abstract</p> <p>Background</p> <p>Urinary incontinence (UI) is a distressing problem for older people. To investigate the relationship between UI and respiratory symptoms among middle-aged and older men, a community-based study was conducted in Japan.</p> <p>Methods</p> <p>A convenience sample of 668 community-dwelling men aged 40 years or above was recruited from middle and southern Japan. The International Consultation on Incontinence Questionnaire-Short Form, the Medical Research Council's dyspnoea scale and the Australian Lung Foundation's Feeling Short of Breath scale, were administered by face-to-face interviews to ascertain their UI status and respiratory symptoms.</p> <p>Results</p> <p>The overall prevalence of UI was 7.6%, with urge-type leakage (59%) being most common among the 51 incontinent men. The presence of respiratory symptoms was significantly higher among incontinent men than those without the condition, especially for breathlessness (45% versus 30%, <it>p </it>= 0.025). The odds of UI for breathlessness was 2.11 (95% confidence interval 1.10-4.06) after accounting for age, body mass index, smoking and alcohol drinking status of each individual.</p> <p>Conclusions</p> <p>The findings suggested a significant association between UI and breathlessness in middle-aged and older men.</p

Active Learning Models in Science Classes

研究の第１年次に当たる本年は，理科におけるアクティブラーニング型授業の構造化に向けて，内化と外化の往還を取り入れた授業デザインとその実践に取り組み，具体的実践の蓄積を行った。小学校，中学校，高等学校それぞれで実践を行ったところ，１）学習内容の定着が図られる，２）発展的な内容や未習内容を生徒が主体的に理解することが可能である，３）協働的な学びの場面を加えることで理解の深化が図られる，４）どのような課題に取り組ませるのかといった課題の設定がカギである，５）アクティブラーニングであるか否かを判断するための要素を明らかにする必要がある，などの一定の成果と課題が明らかになった。The purpose of this study is to create active learning models in science classes. As the first-year research, the authors designed the classes which would include a round trip between externalization and internalization, and put them into practice. The designed models were adopted in elementary, junior high and senior high school classes. What have become clear are as the following; 1) Students’ acquisition of the learning contents can be promoted, 2) Students can understand advanced contents proactively, 3) Students’ learning can be deepened by adding collaborative activities, 4) The success or failure to active learning may depend on the quality of the tasks which students work on, 5) It is necessary to clarify the factors to determine active learning

The Role of Science Education in the Construction of a Knowledge-Based Society

知識基盤社会における理科の役割は，科学的に探究する活動を通して得られた結果（情報）を活用し，それらの情報から導き出した自らの考えを表現する能力を高めることである。これまでに明らかになったことは，授業者が実験結果に対して関連付けることができる事項を明確にし，分析・解釈する視点を与えることが重要であるということである。今年度は，小学校，中学校，高等学校の理科で，パフォーマンス課題を取り入れた探究活動を行い，多くの授業者が共有できる方向性を考えた。実践の結果，以下のことが明らかになった。１）小集団での話し合いの質を高めるためには，話し合いの目的と方法を明示することが重要であること。２）そのために授業者の関わり方を引き続き検討する必要があること。３）パフォーマンス課題の設計には授業者がよりメタ認知を働かせることが必要であること。今後は，このような実践経験を広く共有すべきであると考えている。Science education should help students to utilize results and information through activities, to investigate scientifically, and to develop their abilities to express ideas they have derived from those results. We have learned that it is important for instructors to clarify which results from experiments relate to each other and to give students some clear perspectives for analyzing and interpreting them. This academic year, we investigated performance tasks at elementary, junior high, and senior high school levels. Through our research we have learned that to improve the quality of discussion in small groups, it is important to make the purpose and method clear. We also showed that instructors should monitor how they engage with students in the course of discussion and that they need to function meta-cognitive abilities more to design performance tasks