Dr. Kaplan is a professor of Dermatology and Immunology at the University of Pittsburgh in the United States. For over 15 years Dr. Kaplan has been exploring the fundamental immunological mechanisms that underly the initiation of cutaneous inflammation. His work focuses, in particular, on the function of individual subsets of skin-resident dendritic cells and the interactions between immune and non-immune cells (e.g. neurons and keratinocytes) in the skin.

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Automatic differentiation through source code transformation is a very powerful strategy for gradient-based optimization studies. However, memory allocation is a significant challenge if the transformed code is used without any modifications because automatic differentiation requires huge memory space. A general strategy to calculate derivatives of CFD solutions analytically through automatic differentiation without the memory problem is proposed in this paper. The problem of memory allocation is avoided by wisely modifying the code generated by automatic differentiation, and by feeding a set of converged solutions to the modified code. This strategy is validated by comparing derivatives computed through automatic differentiation and finite differentiation. The proof of concept application is the optimization of airfoil shape in transonic speed regime using a general CFD software available on line.

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Vygotsky categorized concepts into two types: everyday concepts and scientific concepts (the latter is called mathematical concepts in this paper). Although Vygotsky pointed out that these concepts are interrelated in concept formations, he did not mention how these concepts themselves are formed. Yoshida (2000, 2004), therefore, posed a concept formation process using the idea of "sublation" through the following three stages: everyday and mathematical concepts 1) conflict with each other, 2) are lifted to higher levels, and 3) are preserved as a unified concept, or sublated concepts. Based on this model of process, this paper aims at clarifying how children's everyday concepts prepare the ground for fraction concepts before they encounter fraction concepts in systematized lessons at school. Following the interview survey for 21 second graders and the questionnaire survey for 39 third graders in Japan in 2001, this paper compares the questionnaire survey for 23 fourth graders in the U.S. in 2004 with the Japanese ones. The main findings in this paper are as follows. Broadly speaking, the questionnaire data on the everyday concepts of fractions from American children are almost identical to those of Japanese children, although there are small differences in detail (e.g. the variety of answers by American children). The use of "everyday concepts of fractions" is readily visible in these data. For instance, responses such as "half is something less than a whole," or "half is something divided evenly into some parts (not in two)" show that the concept of half remaining ambiguous. The "structure of fractions" composes of (A) fractions as quantity (the object of the fractions is quantity), (B) fractions as ratio and (C) fractions as operation (the object of these fractions is the relation between quantity and quantity) , and (D) fractions as number (the object of the fractions is number) (Yoshida, 2002a). This "structure of fractions" was derived theoretically, and is shown in Figure I. Finally, relating the results of the surveys with the "structure of fractions," two fundamental principles (P1 and P2) emerge, which run through the "structure of fractions" (cf. Figure2). P1 is a principle of equality, in which equality of size in fractions is in common to all kinds of fractions. P2 is a principle of comparing and relating two quantities or two numbers, or more specifically, a principle of relating with ONE-whole. For example, you can describe the "quantity" of juice in a cup as "1/3 of a cup" (fraction (A)) relating the amount of juice as a part with the cup as ONE-whole. You can compare and describe the "relation" between Sylvia's and oranges as Sylvia's orange is "1/4 of " (fraction (B)). While children have to regard the quantity of oranges as ONE-whole, some children describe that " likes oranges more than Sylvia." Furthermore, a "number 1/5" is positioned in a number line relating with ONE-whole, or 1. Although the principles reflect essential aspects of fractions as mathematical concepts, children do not become aware of these in their everyday life as demonstrated in the surveys.

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Bernoulli (1700-1772) is known for his masterpiece Hydrodynamica (1738), which presented the original formalism of "Bernoulli's Theorem," a fundamental law of fluid mechanics. Previous historical analyses have assumed that solely used the controversial principle of "conservation of vis viva" to introduce his theorem in this work. The "vis viva controversy" began in the 1680s between Cartesians, who defended the importance of momentum, and Leibnizians, who defended vis viva, as the basis of mechanics. In the 1720s, various Newtonians entered the dispute and sided with the crucial role of momentum. Since then, historians believed that 18th century natural philosophers regarded "vis viva" as incompatible with and opposed to Newtonian mechanics. This article argues that to introduce his theorem, Bernoulli not only used the principle of the conservation of vis viva but also the acceleration law, which originated in Newton's second law of motion. By looking at how eighteenth century scholars actually solved the challenging problems of their period instead of looking only at their philosophical claims, this paper shows the practice of mechanics at that time was far more pragmatic and dynamic than previously realized.

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To visualize the Fleming’ s left hand rule using ion species as charged particles in aqueous solution, the discharge reactions of the ’ s cell and the redox reaction of Fe²⁺/Fe³⁺ were carried out under vertical magnetic field. A copper tube was united with a circular transparent acryl resin plate, which was employed as an electrolytic cell. A zinc or carbon rods was centrally inserted into the acryl resin plate of the cell. The cell was placed on a permanent magnets (neodymium and ferrite magnets) or an originally prepared electromagnet. The geometrical arrangement was shown in Fig. 5. The cell was filled with electrolyte solution : 0.1 mol/L CuSO₄ aqueous solution for the discharge reaction of the ’ s cell and 0.1 mol/L H₂SO₄ aqueous solution containing 0.1 mol/L FeSO₄ and 0.1 mol/L Fe₂ (SO₄) ₃ for the redox reaction of Fe²⁺/Fe³⁺. The vortex motion of the electrolyte solutions originated from the Lorentz’ s force was clearly observed as soon as the cell reactions and the redox reaction took place under the vertical magnetic field caused by the electromagnet. The vortex motion visualized Fleming’ s left hand rule. The magnitude of the vortex motion was estimated by the rotation rate (rotation number a second) . The higher the rate became, the larger the electrolytic current of the redox reaction of Fe²⁺/Fe³⁺or the stronger the magnetic field was, which showed the quantitative relationship of the Lorentz’ s force. On the other hand, for the ’ s cell, the rate decreased accompanying a decrease of the discharge current in time. The experiment was introduced for college students as estimators.

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プナンとの植物採集

小泉　　都

　

Challenges of War Time Education; Fieldwork Report from Gadien Village in Eritrea

Baheta

　

トマトの違い―ケニアのマチャコス公設マーケットで野菜小売商から学んだこと―

坂井紀公子

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A detailed derivation of the expression for the renormalization constant Z for an interacting electron gas in lowest order in the effective interaction is given. It is clearly demonstrated that the result of and Vosko is correct in the high density limit, contrary to some recent work of Ôsaka. Numerical results are included for the renormalization constant.

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An evaluation is carried out for the renormalization constant Z of an interacting electron gas. It is shown that the lowest approximation with respect to effective interaction between electrons leads to and Vosko’s result for Z, while higher order correction for Z modifies their result appreciably and their result is not correct even in the limit of high density.

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