Chaotic dynamics can be related to analog computation. A possibility of electronically implementing the chaos -driven contracting system in the target article is explored with an analog electronic circuit with inevitable noise from the viewpoint of analog computation with chaotic neurons.

Reinforcement learning has recently received much attention as a learning method for complicated systems, e.g., robot systems. It does not need prior knowledge and has higher capability of reactive and adaptive behaviors. However increase in dimensionality of the action-state space makes it diffcult to accomplish learning. The applicability of the existing reinforcement learning algorithms are effective for simple tasks with relatively small action-state space. In this paper, we propose a new reinforcement learning algorithm: “Q-learning with Dynamic Structuring of Exploration Space (...) Based on Genetic Algorithm ”. The algorithm is applicable to systems with high dimensional action and interior state spaces, for example a robot with many redundant degrees of freedom. To demonstrate the effectiveness of the proposed algorithm simulations of obstacle avoidance by a 50 links manipulator have been carried out. It is shown that effective behavior can be learned by using the proposed algorithm. (shrink)

Hegel, in his work _Philosophy of Right_, defines ownership through three elements: acquisition by occupation, use, and transfer. To own something involves mere acquisition and encompasses its appropriate use and potential transfer to others. Subsequently, the final aspect mentioned was the concept of infinite judgement. The acts of owning and transferring to others are diametrically opposed, and Hegel’s unique logic forcibly connects these opposing concepts. This form of infinite judgement was advocated by the young Hegel during the era of _Phenomenology (...) of Spirit_. There, he stated, “Spirit is a bone”. However, when he later wrote _Science of Logic_ or _Encyclopedia_, the formulation of infinite judgement changed to “Spirit is not something that is bone”. This shift was influenced by Kant. In _Logic_, the discourse advances into syllogism, inferential theory, leading to “Spirit is a bone for such-and-such reasons”. In essence, Hegel binarily connected spirit and bone in his youth and introduced a mediating term in this connection later in his life, establishing inferential links. However, the notion of forcibly connecting opposing concepts remains. Therefore, the statement “Ownership is transfer” represents an infinite judgement while simultaneously signifying syllogism that “I truly own this object if I can transfer it to others”. This contributes to the reasoning that “I and objects can be connected through the intermediary of others”, progressing to the inference that “I and others can be connected through objects”, thereby laying the foundation for society. (shrink)

ベストセラー『7日間で突然頭がよくなる本』の著者による、はじめてのニッポン論。古代の神話や仏教、儒学、武士道から国学、さらには福澤諭吉らによる啓蒙書さえも「日本哲学である」と定義する。1500年にもお よぶ日本思想の遺伝子的深層を新視点から読み解く最新の入門書。.

Reinforcement learning is very effective for robot learning. Because it does not need priori knowledge and has higher capability of reactive and adaptive behaviors. In our previous works, we proposed new reinforcement learning algorithm: “Q-learning with Dynamic Structuring of Exploration Space Based on Genetic Algorithm (QDSEGA)”. It is designed for complicated systems with large action-state space like a robot with many redundant degrees of freedom. And we applied it to 50 link manipulator and effective behavior is acquired. However optimality and (...) fault tolerance of the proposed algorithm were not considered and to demonstrate effectiveness of the proposed algorithm other applications are necessary. Acquiring of locomotion patterns by a multi-legged robot is a very interesting problem. As it has many redundant degrees of freedom, application of usual reinforcement learning is difficult and an optimal locomotion has not been acquired using previous reinforcement learning algorithm. And the redundancy of the robot is effective to the fault tolerance and various locomotion patterns can be acquired for adapting the faults of the legs. In this paper, we applied QDSEGA to acquiring of locomotion pattern by the multi-legged robot and considered the optimality and fault tolerance. Effective behavior has been obtained by using our proposed algorithm. (shrink)

This essay retrieves the meaning and importance of renga, or linking poetry. Long forgotten, even in Japan, it was the form of which the great Bashō was the mater (not haiku as is now believed). When examining renga poetry, one can see that it is based not on authorial vision, but rather the trans-subjective mood that guides the different links made by the various poets who collaborate in the “rolling” of a renga. The radical implications of this form for both (...) aesthetics and ethics will be considered. (shrink)

His book Some Japanese flowers of 1896. an original copy of which is in the collection of the J. Paul Getty Museum, features handcolored collotypes of flowers native to Japan, including the lotus, several varieties of chrysanthemum and lily ...

In [10], we have shown that the statement that all ∑ 1 1 partitions are Ramsey is deducible over ATR 0 from the axiom of ∑ 1 1 monotone inductive definition,but the reversal needs П 1 1 - CA 0 rather than ATR 0 . By contrast, we show in this paper that the statement that all ∑ 0 2 games are determinate is also deducible over ATR 0 from the axiom of ∑ 1 1 monotone inductive definition, but the (...) reversal is provable even in ACA 0 . These results illuminate the substantial differences among lightface theorems which can not be observed in boldface. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Music Teacher Education in Japan:Structure, Problems, and PerspectivesMasafumi OgawaSchool music education in Japan is in a less than ideal situation. In April 2002, the new course of study was implemented by the Ministry of Education, Culture, Sports, Science and Technology (MEXT).1 The total number of music classes in the new curriculum was reduced to 33% of what it had been by the end of 2002. The reduction went from (...) two hours of music classes every week in grades one through nine to one hour in grades five through nine. This inevitably caused many problems. First, it became very difficult to teach music sequentially and instead music classes tended to be fragments of introductory experiences taught as disconnected activities. In this situation, it has been difficult for students to develop musical knowledge and skills. Second, the number of full-time music teachers was reduced greatly. It became common for a music teacher to teach at more than two schools in order to fill a full-time assignment. In some scenarios, many full-time music teachers were replaced with part-time teachers or teachers of other subjects. Music teachers have become disposable.Many music teachers are losing their effectiveness in the classroom. Students consider school music classes as a time to relax compared with other "intellectual subjects."2 They sometimes question music as an essential subject because they [End Page 139] do not value the developing skills that music requires or studying the theory of music. They believe that they can enjoy music outside of school anyway. Consequently, they are quite reluctant to participate in music classes and so behavioral problems arise and classroom management becomes more difficult. Some teachers attempt to force students to obey and force them to order; other teachers totally give up and let students behave as they like in class.3 In either case, teachers and students do not relate well to each other. It is not an exaggeration to say that school music in Japan is at risk of collapsing altogether and disappearing from the curriculum.One of the reasons for this, I believe, is that we have not wrestled with the fundamental problems of school music education until today. We might have intentionally avoided reviewing and criticizing the curriculum, expectations, and purposes of music education because it has been taboo to discuss the national standards, particularly for public school teachers to do so. Social and environmental conditions have changed greatly since the current system of Japanese education was established in 1947. It is obvious that the existing system does not match the new conditions.I strongly feel that it is time to review and reexamine what our pioneers of music education and the government had achieved in the field of music education. If we continue to avoid doing so, music in the schools will face serious consequences. In this paper, I discuss some of the fundamental issues of music teacher education in Japan. There are two reasons for focusing on music teacher education. First, starting with music teacher education is most important because music teachers have the most significant roles in school music education. Second, I have been engaged in music teacher education for seventeen years, and this is not only my research area but also an area in which, as an insider, I can offer direct insights. I will limit this essay to looking at the preparation of teachers in music for elementary and middle schools (grades 7 to 9).StructureThe course of study (COS) is a set of national curriculum standards for kindergarten, elementary, middle, and high school, and schools for the handicapped and is issued by the MEXT.4 All schools, public or private, are required to follow these standards. No other curriculum is allowed. Therefore, in Japan, the COS is law through which the government controls all educational actions. The COS was first issued in 1947 and has been revised seven times.5 The most recent revision was announced in December 1998 for kindergarten, elementary, and middle schools, and in March 1999 for the other levels. All schools in Japan were required to implement the revised COS by April 2002. [End Page 140]The COS of... (shrink)

Within a weak subsystem of second‐order arithmetic WKL0, we develop basic part of non‐standard analysis up to the Peano existence theorem.

The contemporary times are the era in which the natural sciences and technology are hyper-developed. Nowadays the future of mankind is not altogether filled with the light of hope. On the contrary the human beings are thrown into the difficult situations. What kind of critical situation is there in front of us then? Three points must be considered and inquired. 1) What is the recognition of the present condition? 2) From which does the critical situation arise? 3) On the base (...) of these two steps aforementioned, I would like to elucidate how it is possible for mankind to conquer and to overcome the crisis of human beings. A fundamental cause of this predicament is the concentrated will in the subjectivity and the voluntary constitution of the metaphysics since the Greek and Roman School of Stoic Philosophy and its successor, Descartes as its precursor. Therefore every one must achieve the self-negation of his own will not only for himself but also for the human society. (shrink)

실학의 개념을 설명하고 유교와 실학의 관계 등 실학 의 제이론을 분석한 저서.

Philosophy is global, insofar as it is a relation of a human being towards its world and as such a thinking of the »betweenness«, of logos and of structure, as they disclose themselves in the relations between the Ego and the world, between the beginning and the end, between the Ego and the others. e theme of »the relational thinking« transcends boundedness to a particular cultural sphere. e transcendence is possible because of the insight into the identity of structures in (...) every culture, which is founded on the performance of a deliberation upon a repeated analysis of the most fundamental issues. e thinking of the relation is the heart of philosophy. (shrink)

In this paper, we show within RCA 0 that weak Konig's lemma is necessary and sufficient to prove that any (separable) compact group has a Haar measure. Within WKL 0 , a Haar measure is constructed by a non-standard method based on a fact that every countable non-standard model of WKL 0 has a proper initial part isomorphic to itself [10].

In the most recent Teaching and Learning International Survey (TALIS2018) conducted by the Organisation for Economic Cooperation and Development (OECD), the percentage of Japanese teachers who taught critical thinking (CT) and professed self-efficacy in CT teaching was by far the lowest among participating economies (OECD, 2019). This research explores the emic or indigenous understanding of CT in Japanese education through in-depth qualitative interviews with 12 schoolteachers of diverse backgrounds. Japanese schoolteachers find the nuance of CT undesirable. Yet, a particular facet (...) of CT, namely multidimensional-multiperspective thinking (MMT), is well-received since the national curriculum guidelines, which most participants find to be their teaching foundation, lay strong emphasis on MMT. Almost all participants agree that low socioeconomic-status (SES) schools have difficulty teaching CT/MMT. Furthermore, a hidden curriculum in Japanese schools, namely valuing empathy, also affects CT teaching. Being empathetic constitutes a core value in Japanese schooling, so participants find it impossible to practice CT without teaching empathy. The findings suggest that the curricular power, whether official or implicit, is forceful in Japan. Still, schoolteachers practise indigenous versions of CT teaching and manage to keep away from the power of the etic/global model of CT teaching. This paper concludes with practical implications for educators to reconcile the etic and emic understandings of CT teaching. (shrink)

Within a weak subsystem of second-order arithmetic , that is -conservative over , we reformulate Kreisel's proof of the Second Incompleteness Theorem and Boolos' proof of the First Incompleteness Theorem.

We prove that every countable non-standard model of WKL0 has a proper initial part isomorphic to itself. This theorem enables us to carry out non-standard arguments over WKL0.

Background: Dementia is one the major problems of aging societies, and, novel and effective non-drug therapies are required as interventions in the oldest-old to prevent cognitive decline.Objective: This study aims to examine the efficacy and safety of reminiscence using immersive virtual reality focusing on anxiety that often appears with cognitive decline. The secondary objective is to reveal the preference for VR image types for reminiscence: live-action or computer graphics.Methods: This was a pilot, open-label, and randomized crossover study which was conducted (...) on January 2020 at a single nursing home. The subjects were randomly divided into two groups in equal numbers, and they alternately viewed two types of VR images themed on the mid- to late Showa era in Japan. In group A, the CG images were viewed first, and then the LA images were viewed. In group B, the images were viewed in the opposite order. Before VR viewing, subjects responded to Mini-Mental State Examination Japanese version and State-Trait Anxiety Inventory Japanese version. After viewing the first and second VR, subjects responded to STAI and the numerical rating scale for satisfaction and side effects.Results: Ten subjects participated in this study. The values of analyses are presented in the mean. The age was 87.1 years, and the MMSE was 28.5. The total STAI score before VR viewing was 36.1, but it significantly decreased to 26.8 after the first VR viewing, and further decreased to 23.4 after the second VR viewing. The NRS score for satisfaction tended to be higher after viewing LA in group A vs. 8.6, P = 0.0993), while in group B, the score after CG was slightly lower than that after LA. There were no serious side effects.Conclusions: This study suggests that iVR reminiscence can reduce anxiety in the oldest-old without causing serious side effects. Furthermore, the impacts might be better with LA images. (shrink)

We give a simple game-theoretic proof of Silver's theorem that every analytic set is Ramsey. A set P of subsets of ω is called Ramsey if there exists an infinite set H such that either all infinite subsets of H are in P or all out of P. Our proof clarifies a strong connection between the Ramsey property of partitions and the determinacy of infinite games.

Previous studies have suggested that musical training in childhood is beneficial for sociability. However, it remains unclear how age of onset of group music lessons is associated with the late sociability of children from a long-term perspective. This study investigated associations between group music lessons conducted at a music school and children’s levels of sociability by focusing on the age of onset of the lessons. We conducted a survey of 276 children aged 4–5 years (M = 58.5 months) and 6–7 (...) years (M = 82.7 months) who commenced music lessons at ages 1, 2, 4, and 6 years. We found that (1) the empathy scores of children aged 6–7 years who began lessons when 1-year-old were greater than those who began lessons when 4-years-old, (2) the communication scores of children aged 4–5 years who began lessons when 1-year-old were greater than those who began lessons when older than 1 year, and (3) the empathy and extraversion scores were high in those aged 6–7 years who began lessons in that age range. The results suggest that early onset of music lessons could positively influence children’s sociability; in contrast, after about age 7 years, children who already had high sociability may be more inclined to select group music lessons. By focusing on the impact of regular group music lessons from a very young age on later levels of sociability, these results further elucidate the effects of musical lessons. In sum, participation in group music lessons 2–4 times per month can be effective social training for very young children and foster their later sociability. (shrink)

By , we denote the system of second-order arithmetic based on recursive comprehension axioms and Σ10 induction. is defined to be plus weak König's lemma: every infinite tree of sequences of 0's and 1's has an infinite path. In this paper, we first show that for any countable model M of , there exists a countable model M′ of whose first-order part is the same as that of M, and whose second-order part consists of the M-recursive sets and sets not (...) in the second-order part of M. By combining this fact with a certain forcing argument over universal trees, we obtain the following result : if proves X!Y with arithmetical, so does . We also discuss several improvements of this results. (shrink)