Many studies have been done with security of cloud computing. Secure Multiparty Computation (SMC) is one of these methods. In previous papers, some learning methods with SMC have been proposed such as Back Propagation, k-means and digital Q-learning, but analog Q-learning for SMC has not been proposed yet. In this paper, we propose an analog Q-learning method for SMC and show the effectiveness by the simulation.

Heavy-ion radiotherapy using carbon ion beams of relativistic energies has raised high therapeutic outcomes against many tumors due to excellent physical properties and biological properties of carbon ions. Meanwhile, late effects are concerned because fragments such as α-particles, which are produced via carbon-ion induced nuclear reactions, impart doses to healthy tissues far away from the targeted tumor. For deeper understanding of the effect, knowledge about fragment productions is indispensable. In this article, we report experimental measurements of charged-particle production double-differential cross sections carried out by using heavy-ion beams from the accelerator HIMAC.

This study aimed to identify factors influencing nurses' provision of oral care. We distributed an original survey with questions about dental health and oral care practices to nurses. Subjects were asked to self-assess their nursing skills and competence using the Excellence Self-Assessment Scale for Nurses. Valid responses were obtained from 76 nurses. Analysis results showed that respondents expressed greater desire to learn about oral care if they had participated in an oral care workshop. Such nurses also tended to set aside time to study oral health and practices and discuss them with dental hygienists. In addition, nurses who held their own nursing skills in high regard were more likely to discuss oral health and dental care practices with dentists, and to have increased their knowledge of the subject area by working together with dental doctor and dental hygienists. In summary, the survey findings suggest that participation in oral health workshops and high self-assessed competency in terms of nursing skills are two important factors that influence the quality of dental care practice among nurses.

The purpose of this study is to recognize and analyze the difficulties experienced by clinical instructors of nursing on how to solve problems of mathematics and physics that are expressed in words. Knowledge in some specific theories or concepts of mathematics and physics is indispensable for nurses. We designed a questionnaire for clinical instructors in order to collect data on the difficulties they experience in teaching mathematics and physics perspectives to their nursing students. We provided 5 sample questions expressed in words: 2 were arithmetic (1 was about speed and the other about ratio), and 3 were clinical-situational calculation questions (calculating the quantity of liquid medicine, pressure in an oxygen cylinder, and the concentration of disinfectant). We asked the experienced clinical instructors to grade their difficulty teaching this type of knowledge to nursing students on a 4-point scale in 5 categories of understanding: theoretical notion, situation, terminology, units, and mathematical formulations. We analyzed 105 valid responses and found that the difficulty in instructing theoretical concepts is significantly high, which indicates the difficulty in teaching nursing students how to build problem representations. Understanding the fundamental theoretical concepts and having accurate mental images of the problems are essential to calculate correctly; therefore, this study indicates the necessity and importance of educational support for clinical instructors.

The present study involving nursing students aimed to examine factors influencing their learning motivations to provide basic knowledge of them. The subjects were 119 nursing students. A questionnaire survey based on the learning motivation scale developed by Nagashima (2001), the Basic Sense of Trust scale developed by Tani (1996), and the status of their college lives was conducted. Valid responses were collected from 107 students, and data analysis was conducted. Scores for [independent learning behaviors], lower-level factors influencing learning motivations, were higher among male students. Nursing students who were enjoying their college lives received high scores for [expectations of clinical/practical training] and [aptitude for small-group learning]. Scores for [independent learning behaviors] were higher among students who regarded themselves as having many friends at school. Scores for [expectations of clinical/practical training] and [aptitude for small-group learning] were higher among students with a higher sense of trust in relationships. The results of the present study suggest that “sex”, “pleasure of leading a college life”, “the number of friends at school”, and “trusting relationships” influence students’ learning motivations. To increase the learning motivations of nursing students, it is necessary to provide them with support to help them improve their school lives and relationships with friends.