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CONSTRAINTS ON A-DECAYING COSMOLOGY FROM OBSERVATIONAL POINT OF VIEW
KOMIYA ZEN,KAWABATA KIYOSHI,HIRANO KOICHI,BUNYA HIROSHI,YAMAMOTO NAOTAKA The Korean Astronomical Society 2005 Journal of The Korean Astronomical Society Vol.38 No.2
To constrain the values of the model parameters for the cosmological models involving the time-decaying $\Lambda$ term, we have computed sets of theoretical predictions for the N-m relation of galaxies as well as the CMB angular power spectrum: three types of variation, viz., ${\Lambda}{\propto} T^{-1},\;a^{-m}$, and $H^n$ are thereby assumed following Overduin & Cooperstock (1998), although we concentrate here on the discussion of the results obtained from the first type. Our results for the N-m relation indicate that the observed excess of the galaxy counts N in the faint region beyond the blue apparent magnitude 24 can be reasonably well accounted for with the value of ${\iota}$ in the range between 0.2 and 1. Furthermore, a comparison of our computational results of the CMB spectra with the observational data shows that the models with a mild degree of the $\Lambda$ term decay, viz., with the value of ${\iota}{\le}$0.4, are favorable. In this case, the age of our universe turns out to be larger than or equal to 14 Gyr, the lower limit inferred from some Uranium datings.
TANGENTIAL REPRESENTATIONS AT ISOLATED FIXED POINTS OF ODD-DIMENSIONAL G-MANIFOLDS
Komiya, Katsuhiro Korean Mathematical Society 2008 대한수학회보 Vol.45 No.1
Let G be a compact abelian Lie group, and M an odd-dimensional closed smooth G-manifold. If the fixed point set $M^G\neq\emptyset$ and dim $M^G=0$, then G has a subgroup H with $G/H{\cong}\mathbb{Z}_2$, the cyclic group of order 2. The tangential representation $\tau_x$(M) of G at $x{\in}M^G$ is also regarded as a representation of H by restricted action. We show that the number of fixed points is even, and that the tangential representations at fixed points are pairwise isomorphic as representations of H.
Aspects of Hard Breakdown Characteristics in a 2.2-nm-thick $SiO_2$ Film
Komiya, Kenji,Omura, Yasuhisa The Institute of Electronics and Information Engin 2002 Journal of semiconductor technology and science Vol.2 No.3
This paper mainly discusses the hard breakdown of 2.2-nm-thick $SiO_2$ films. It is shown that the hard breakdown event of a 2.2-nm-thick $SiO_2$ film greatly depends on the applied electric field. It is strongly suggested that the local weak spots created by applying a low initial stress to a 2.2-nm-thick $SiO_2$film resist the onset of hard breakdown. In other words, it is anticipated that the stored electrostatic energy is fast dissipated by trap-assisted tunneling in 2.2-nm-thick $SiO_2$ film. Consequently, it is strongly suggested that 2.2-nm-thick $SiO_2$ films are intrinsically quite robust.
學習者は協動的學習をどのように體驗したのか -韓國の大學における日本語會話クラスでの振り返りシ-トの質的分析-
입궁마기자 ( Komiya Makiko ) 한국일어교육학회 2015 일본어교육연구 Vol.0 No.31
本稿は、韓國の大學の日本語會話クラスを事例として、學習者が協動的學習の理念を取り入れた授業をどのように捉え、授業體驗から自分は何を得たと實感しているのかを明らかにすることを目的とした。先行硏究では、協動的學習をデザインする上で必要な條件(グル-プ分け、人數、學習者タイプ、日本語能力差、創造力を要求する活動)が示唆されている。本硏究では、それを參考にデザインしたクラスを調査對象とした。學習者が協動で協動的學習を振り返る活動後、學習者個タ人が書いた振り返りシ-トと、活動中に使用したワ-クシ-トをデ-タとして質的に分析した結果、學習者は協動的學習に「プラス評價」と「マイナス評價」といった價値づけをしていることがわかった。學習者は協動的學習の體驗から、多樣な「學び」「氣づき」を得たと實感しており、そのことを「プラス評價」と價値づけていた。一方、學習者は、グル-プ內での≪話す量の個人差≫や話し合いのテ-マの抽象さから≪授業參加の難しさ≫を感じ、協動的學習に「マイナス評價」を於えていた。以上のことを檢討した結果、學習者が協動的學習の學びを實感できる實習環境をデザインする上で、學習者それぞれが自分の經驗に開連づけて考え、話し合えるテ-マを設定することと、仲間との話し合いを活性化する問いを設定することが重要であることが示唆された。 This report focuses on a case study of a Japanese conversation class at a Korean university. It aims to clarify how the learners grasped the essence of lessons incorporating the concept of collaborative learning. It also attempts to analyze what they felt they had acquired from their experiences of those lessons. An earlier study indicated some necessary conditions for designing the scheme of collaborative learning, such as the grouping of learners, their number, their types, the disparity in their Japanese skills, and activities requiring their imaginative power. This study surveyed a class that was designed on those conditions as reference. Learners were guided to engage in group work to look back on the collaborative learning they had experienced, and then fill in reflection sheets. We made a qualitative analysis of the reflection sheets and the work sheets they used during the group work. As a result, we found that they evaluated the collaborative learning either as “positive” or as “negative”. We also found that some learners felt they had come to “learn” and “recognize” various matter. Other learners indicated, however, they gave a “negative” evaluation to the collaborative learning. They said they felt it “difficult to participate in the class”, citing “the disparity in the outputs from individuals” in the group and the abstract nature of the theme of discussions. Our examination into those results pointed out the importance for the organizer to set up a theme that would encourage individual learners to associate it with their own experiences and speak out their thoughts. It also suggested that the organizer had better set up questions that would activate discussions between the learners. Setting up an appropriate theme and proper questions would help learners design their study environment in which they could feel they were acquiring something useful from collaborative learning.
TANGENTIAL REPRESENTATIONS AT ISOLATED FIXED POINTS OF ODD-DIMENSIONAL G-MANIFOLDS
Katsuhiro Komiya 대한수학회 2008 대한수학회보 Vol.45 No.1
Let G be a compact abelian Lie group, and M an odd-dimensional closed smooth G-manifold. If the xed point set M G ≠φ and dim M G = 0, then G has a subgroup H with G/H ∼= Z₂, the cyclic groupof order 2. The tangential representation γx (M ) of G at x ∈M G is alsoregarded as a representation of H by restricted action. We show that the number of fixed points is even, and that the tangential representations at fixed points are pairwise isomorphic as representations of H.