A Design for the 178-MHz WXGA 30-fps Optical Flow Processor Based on the HOE Algorithm

We propose an optical flow processor, which allows real-Time processing of WXGA 30-fps at 178.3 MHz. By introducing the SOR method and a pipeline operation for the Gauss-Seidel method to the iterative flow calculation, computational complexity can be reduced to 14.5% when compared to the previous HOE processor. We decreased the area of the embedded memory by using the image division method, applying line memory, and optimizing the computation word length. The core size of the designed processor is 16.82 mm2 in 90 nm process technology, which is approximately 5% of the previous HOE processor. The processor can operate completely in parallel, which ensures high-resolution scalability. © 2015 IEEE.18th IEEE International Symposium on Design and Diagnostics of Electronic Circuits and Systems, DDECS 2015; Belgrade; Serbia; 22 April 2015 through 24 April 2015; Category numberE5519; Code 11688

A Design for the 178-MHz WXGA 30-fps Optical Flow Processor Based on the HOE Algorithm

We propose an optical flow processor, which allows real-Time processing of WXGA 30-fps at 178.3 MHz. By introducing the SOR method and a pipeline operation for the Gauss-Seidel method to the iterative flow calculation, computational complexity can be reduced to 14.5% when compared to the previous HOE processor. We decreased the area of the embedded memory by using the image division method, applying line memory, and optimizing the computation word length. The core size of the designed processor is 16.82 mm2 in 90 nm process technology, which is approximately 5% of the previous HOE processor. The processor can operate completely in parallel, which ensures high-resolution scalability. © 2015 IEEE. 18th IEEE International Symposium on Design and Diagnostics of Electronic Circuits and Systems, DDECS 2015; Belgrade; Serbia; 22 April 2015 through 24 April 2015; Category numberE5519; Code 11688

Low-lying Proton Intruder State in 13B

The neturon rich nucleus 13B was studied via the proton transfer reaction 4He(12Be,13B \gamma) at 50AMeV. The known 4.83-MeV excited state was strongly populated and its spin and parity were assigned to 1/2+ by comparing the angular differential cross section data with DWBA calculations. This low-lying 1/2+ state is interpreted as a proton intruder state and indicates a deformation of the nucleus.Comment: 16 pages, 3 figure

Different mechanism of two-proton emission from proton-rich nuclei 23^{23}Al and 22^{22}Mg

Two-proton relative momentum ($q_{pp}$) and opening angle ($\theta_{pp}$) distributions from the three-body decay of two excited proton-rich nuclei, namely $^{23}$Al $\rightarrow$ p + p + $^{21}$Na and $^{22}$Mg $\rightarrow$ p + p + $^{20}$Ne, have been measured with the projectile fragment separator (RIPS) at the RIKEN RI Beam Factory. An evident peak at $q_{pp}\sim20$ MeV/c as well as a peak in $\theta_{pp}$ around 30$^\circ$ are seen in the two-proton break-up channel from a highly-excited $^{22}$Mg. In contrast, such peaks are absent for the $^{23}$Al case. It is concluded that the two-proton emission mechanism of excited $^{22}$Mg is quite different from the $^{23}$Al case, with the former having a favorable diproton emission component at a highly excited state and the latter dominated by the sequential decay process

Hindered proton collectivity in the proton-rich nucleus ^<28>S : Possible magic number Z = 16

NUCLEAR STRUCTURE AND DYNAMICS 20129–13 July 201

Hindered proton collectivity in 28S: Possible magic number at Z=16

The reduced transition probability B(E2;0 ->2+) for 28S was obtained experimentally using Coulomb excitation at 53 MeV/nucleon. The resultant B(E2) value 181(31) e2fm4 is smaller than the expectation based on empirical B(E2) systematics. The double ratio |M_n/M_p|/(N/Z) of the 0+ ->2+ transition in 28S was determined to be 1.9(2) by evaluating the M_n value from the known B(E2) value of the mirror nucleus 28Mg, showing the hindrance of proton collectivity relative to that of neutrons. These results indicate the emergence of the magic number Z=16 in the |T_z|=2 nucleus 28S.Comment: 10 pages, 3 figures. Published in Phys. Rev. Lett (http://link.aps.org/doi/10.1103/PhysRevLett.108.222501

一人暮らしの管理栄養士養成課程学生における 食事作り意識・実践の変化と課題の検討

【要旨】A 大学栄養学科 2016 年度入学生を対象に記名自記式質問紙調査を実施し，一人暮らしの者 20 名（女性 17 名，男性 3 名）の回答より 1～2 年次から 4 年次までの食事作りへの意識・実践の変化を分析した。食事作り意識の変化として，何も見ずに作ることができると考える料理が 35 項目中 5 項目有意に増加し（p＜0.05），食事の「栄養バランス」「料理・味付けの組み合わせ」等に気を付けている者が増加した。また各年次で共通して，食品選択で重視していることに「価格」，食事作りで気を付けていることに「作り方が簡単」「短時間で 食事を準備」，料理の参考に「インターネット」「高校までの家庭料理」と回答する者が多く，大学での習得知 識や教科書等を参考とする者は少なかった。食事作り実践の変化として，泡立て器，スケール，おろし器，ゴムベラの調理器具所有者は有意に増加した（p＜0.05）一方，月 1 回以上作る料理の種類は減少が見られた。食事作りを「ほぼ毎日」する者は 5 割，主食・主菜・副菜の揃った食事を「毎食食べる」者は 3 食いずれも 15% 以下と年次による大きな変動はなかった。4 年次までに料理のレパートリーの広がりや食事バランスへの意識 向上が見られた反面，実際の食事作り実践や食事内容へ反映する者は少ないことが課題として示されたことから，学生の生活状況等を考慮し，日常において継続的な食事作りと食事内容の充実に繋がる教育上の工夫が必要と考えられる。Abstract: A self-administered questionnaire survey was conducted on students enrolled in the Department of Nutrition at University A in 2016. On the basis of the answers provided by 20 students living alone (17 women, 3 men), in first and second year and then to the fourth year, we analyzed changes in awareness of and practice around meal preparation. As a change in awareness of meal preparation, the number of students who believe they can cook meals without using a recipe increased significantly for 5 out of 35 dishes (p<0.05), and the number of students paying attention to the "nutrition balance" and "combination of dishes and seasoning" of meals increased. Furthermore, regardless of academic year, many students answered that "price" is important in food selection and mentioned the phrases "easy to make" and "prepare meals in a short time" as considerations when cooking meals, and used the "Internet" and "home cooking up to high school" for reference, while few referred to the knowledge acquired at university and from textbooks. As a change in the practice of meal preparation, the number of those owning whisks, scales, graters, and rubber spatula cookware increased significantly (p <0.05), while the variety of dishes cooked at least once a month decreased. Fifty percent of the students made meals "almost every day," and fewer than 15% of the students "eat every meal" with a staple food, main dish, and side dish in regular meals three times a day, and there was no significant change from year to year. By the fourth year, students’ cooking repertoire had expanded, and awareness of the dietary balance had increased, but this was rarely reflected in students’ actual dietary preparation practice and dietary content. Considering students’ living conditions, educational measures need to be devised that lead to continuous meal preparation and enrichment of meal content in daily life

管理栄養士養成課程学生の切砕技術と意識 : 技術向上に及ぼす要因の検討

管理栄養士養成施設であるA大学2年生を対象として調理技能調査および質問紙調査を行い,切砕技術に及ぼす要因を検討した。調理技能調査は,きゅうりの輸切り,だいこんのせん切りおよびキャベツのせん切りを課題とし,所要時間の計測と切断物の評価(調査者評価および自己評価)を行った。切断物の調査者評価はいずれも約9割の学生が「やや不揃い」「不揃い」であった。一方,自己評価は調査者評価より高い傾向にあり,学生と調査者が考える技術レベルに違いがあることが推察された。切砕操作における意識は,調査時では「揃えて切ること」,日常生活では「特に意識していない」「速く切ること」「速く揃えて切ること」を回答した学生が多かった。今後は食事提供に携わる職を目指す学生に求められる技術レベルを理解させ,日常生活の切砕操作においても均一さを意識するよう促す指導が必要である。To investigate influential factors, a knife skills survey and questionnaire were conducted among second‐year students at a university running a registered dietitian training course. The skills for slicing cucumber, Japanese radish, and cabbage were examined by both investigators and students assessing the time taken and the slices produced. For all three items, about 90% of the investigators\u27 evaluations recorded "unevenness" or “a little unevenness. "On the other hand, the self-evaluations tended to be more positive, suggesting a difference between the perceptions of students and investigators. Many students reported that they remained conscious during the survey “ to cut same-sized slices. "In response to the questionnaire item about cutting same‐sized slices on an everyday basis, many students reported that they: "were not particularly conscious," "cut quickiy," or "cut same-sized slices quickly.“ In future, therefore, lt is essential to educate students about the level of knife skills required of those wishing to work in catering and encourage an awareness of cutting food evenly in everyday life