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Development of Koala Robot Capable of Expressing Various Kinds of Feelings
Fuminori Souma,Hiroyuki Masuta,Hun-ok Lim 제어로봇시스템학회 2012 제어로봇시스템학회 국제학술대회 논문집 Vol.2012 No.10
This paper describes the mechanism and the control system of a koala robot. It is extremely important for this kind of pet robot to be familiar with a human being. The robot can express various types of feelings by using body motions, eye motions, and sounds. It consists of 14 DOFs such as 2-DOF in the neck, and a 3-DOF in each leg. Its height is 233[mm], and its weight is 2.24[kg]. Several types of sensors and devices such as LED modules are attached to the head, the face, and the body to express many different types of emotions. Various emotional expression experiments were conducted and evaluated on the basis of questionnaires made by nineteen subjects. As a result, the effectiveness of the mechanism and the control of the robot were verified.
A study of the involvement of Japanese early childhood teachers in Clean-up Time
Fuminori Nakatsubo,Junko Minowa,Kiyomi Akita,Fumiko Sunaga 환태평양유아교육연구학회 2009 Asia-Pacific journal of research in early childhoo Vol.3 No.1
The purpose of this study is to examine actual individual situations involving Japanese early childhood teachers during Clean-up Time. In this study, we utilized the method of video analysis. This is a useful study method as it can examine the interaction between teachers and children in detail and allows in depth discussion using videos as cues for arriving at discourse. The research findings were as follows: (1) The teachers adopt strategies appropriate to the children’s different ages and levels of development. (2) Even as the teachers try to get the children to change their behaviors in line with their wishes, they sympathize with the feelings and values in the children’s world of play. (3) As the teachers persuade young children to finish playing and move on to Clean-up Time, they underscore a group mindset and sense of companionship.
Magnetism and Superconductivity in CeCu2Ge2 under High Pressures and Magnetic Fields
Fuminori Honda,Takashi Maeta,Yusuke Hirose,Yoshichika Onuki,Atsushi Miyake,Rikio Settai 한국물리학회 2013 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.63 No.3
We measured the electrical resistivity of CeCu2Ge2 under various high pressures and strongmagnetic fields. Beyond the previous antiferromagnetic critical pressure Pc ' 8 GPa, the antiferromagneticphase is found to exist at much higher pressure of 10.9 GPa even in magnetic fields upto 8 T. The pressure vs. temperature phase diagram and the magnetic field vs. temperature phasediagram under high pressure were constructed. The pressure-induced antiferromagnetic phase isstill observed and coexists with pressure-induced superconductivity at 10.9 GPa.
Fuminori Ito,Yuriko Nishiyama,Shuhong Duan,Hidetaka Yamada 한국고분자학회 2020 Macromolecular Research Vol.28 No.4
In the present study, the selection and combination of the water-absorbing agent to blend with polyvinyl alcohol (PVA) for the preparation of a high-performance CO2-separation membrane were examined by evaluating the separation performance of the resulting membrane. The separation performance of a two-layer membrane prepared by stacking and a single-layer membrane prepared by blending were also compared, where the latter was found to be superior. The selection of a water-absorbing agent with higher water absorption and compatibility with PVA is important in the preparation of a high-performance separation membrane by blending. The highperformance CO2-separation membrane was prepared by blending PVA with two types of water-absorbing agents. In addition, the variation in the composition ratio of two water-absorbing agents further improved the CO2-separation performance. Accordingly, the highperformance CO2-separation membrane was successfully prepared by combining PVA with two water-absorbing agents.
Fuminori Nakatsubo,Kiyomi Akita,Tokie Masuda,Katsuo Yasumi,Fumiko Sunagami,Junko Minowa 한국유아교육학회 2010 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.16 No.2
The purpose of this study is (1) to clarify, by monitoring discussion in group settings, how teachers at Japanese kindergartens recognize emotions of educators and young children in videos of early childhood care and education; (2) to clarify how teachers express their emotions that are aroused by viewing videos in a group discussion setting; (3) to compare the differences in teachers‘ narratives among four kindergartens. The participants are 21 teachers in kindergartens A, B, C and D. All of the participants watched three videos and participated in discussion about the video afterward. And then we analyzed the expression and recognition of emotions in their narratives. Although the participants watched the same videos, the teachers‘ narratives were different: (a) the characteristics of teachers‘ narratives about recognition of emotions were as follows: The A teachers viewed the emotions of the educators in the videos critically by keeping a certain psychological distance. The C teachers were sympathetic to the emotions of the educators in the videos. The D teachers descriptively discussed the emotions of the educators in the video. (b) The characteristics of the teachers‘ narratives about recognition of expressions were as follows: The A teachers expressed sympathy for the young children in the video by critically viewing the educators. The B teachers reflected on their own action with young children by replacing the educators in the video. The C teachers expressed sympathy for the educators in the video by assimilating with the educators.