O(3) Flavor Symmetry and an Empirical Neutrino Mass Matrix

Based on a new approach to quark and lepton masses, where the mass spectra originate in vacuum expectation values of O(3)-flavor 1+5 (gauge singlet) scalars, a neutrino mass matrix of a new type is speculated. The mass matrix is described in terms of the up-quark and charged lepton masses, and, by assuming a special flavor basis, it can be accommodated to a nearly tribimaximal mixing without explicitly assuming a discrete symmetry. Quark mass relations are also discussed based on the new approach.Comment: 9 pages, no figure, title changed, version to appear in Phys.Lett.

Testable Deviation from Exact Tribimaximal Mixing

A simple relation U_{MNS}=V_{CKM}^\dagger U_{TB} between the lepton and quark mixing matrices (U_{MNS} and V_{CKM}) is speculated under an ansatz that U_{MNS} becomes an exact tribimaximal mixing U_{TB} in a limit V_{CKM}={\bf 1}. By using the observed CKM mixing parameters, possible values of neutrino oscillation parameters are estimated: \sin^2 \theta_{13}=0.024-0.028, \sin^2 2\theta_{23}=0.94-0.95 and \tan^2 \theta_{12}=0.24-1.00 depending on phase conventions of U_{TB}. Those values are testable soon by precision measurements in neutrino oscillation experiments.Comment: 8 pages, 3 figures, version to appear in Phys.Lett.

Tribimaximal Neutrino Mixing and a Relation Between Neutrino- and Charged Lepton-Mass Spectra

Brannen has recently pointed out that the observed charged lepton masses satisfy the relation m_e +m_\mu +m_\tau = {2/3} (\sqrt{m_e}+\sqrt{m_\mu}+\sqrt{m_\tau})^2, while the observed neutrino masses satisfy the relation m_{\nu 1} +m_{\nu 2} +m_{\nu 3} = {2/3} (-\sqrt{m_{\nu 1}}+\sqrt{m_{\nu 2}}+\sqrt{m_{\nu 3}})^2. It is discussed what neutrino Yukawa interaction form is favorable if we take the fact pointed out by Brannen seriously.Comment: 13 pages, presentation modifie

An Empirical Study on Professional Skills of English Teachers in High Schools

The objective of this research is to clarify, in an empirical manner, what outstanding high school English teachers are like. First, 296 data samples were collected from students of an average academic level high school, by using questionnaires on a 5- likert scale. An exploratory factor analysis yielded six important factors. Then a three-way analysis of variance was performed where each factor score was a dependent variable and the attributes (grade or interest, score, and gender) of the subjects (the high school students) were independent variables. Next, 345 data samples from junior high school students were also collected, by using the same questionnaires. The data was analyzed in the same manner. Eight factors were singled out. In the end the results were analyzed in a comparative manner. The comparative study yielded five findings, including four differences ((1)-(4)) and one similarity ((5)) between the two. (1) Junior high school students have a wider range of perception on what constitutes an outstanding English teacher. (2) Junior high school students regard personal factors of English teachers more important. (3) Junior high school students hold higher regard for teachers' proficiency in English and want them to use that proficiency in class. (4) More attention should be paid to the first year junior high school students and the second and third year senior high school students. (5) Both junior high and senior high school students prefer English teachers who give good lessons to ensure their success in entrance exams

An Empirical Study on Outstanding English Teachers in High Schools : PM Theory and High School Students' Achievement

The objective of this research is to clarify, in an empirical manner, what outstanding high school English teachers are like. Firstly, 167 data samples were collected from students of an average academic level high school, by using the questionnaire on a 5-point Likert scale. An exploratory factor analysis yielded six important factors. They are as follows: teachers who give good lessons to make sure students will pass entrance exams, who are knowledgeable and cultured, who give student-centered lessons, who treat students with counseling mind, who are strict on students in class, but can improve their achievement of English and who speak English fluently. Secondly, covariance structure analysis was conducted to clarify what kinds of latent variables existed and how much they influenced these six factors. The categorization of these six factors was also conducted in order to ascertain whether PM theory would fit in this research or not. The result of path analysis showed that generally these six factors should be divided into two categories: one is very similar to performance function (P Function) and the other is similar to maintenance function (M Function) as stated by Misumi (1978). Next, the comparison of path analysis was conducted between upper level and lower level students. After analyzing the data of lower level students, apparently they demand that outstanding English teachers should improve their students' proficiency in English with counseling mind, and give explicit instructions to their students. On the other hand, upper level students prefer English teachers with characteristics in performance function category