Pi meets with the mandelbrot
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Pi meets with the mandelbrot set How Pi meets the mandelbrot set? Pi meets Mandelbrot finally. Heading to Pi with Routes. Checking with your computer. Open Problems
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東京大学 名誉教授
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理の上ハブで統合し、Wi-FiやUSBケーブルを経由してパソコンに接続します。
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・無線モード : ～23ms (センサーからPC)
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先を含む全身の動作まで最大32個（プロップ1個含む）を同時処理し、リアルタイムにあらゆる動作をキャプチャーします。
研究者やゲーム開発者、VR開発者など、あらゆるニーズに応えられ
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グラムにFBXファイルとして出力することも可能です。
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VR開発用のSDK等、多くのソフトウエアに対応しています。
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モダリティが解明されていない
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3次元動作データの収集
医療系手話単語と解説文の収集
観光案内文の収集
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新たな認識手法の確立
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全ての研究者
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「同期」で何が良くなるか?
何と何を同期するかに応じて、参加のチャンネルを多様
化できる=>理解、相互理解が実現しやすくなる
• 言語と言語:同時通訳
• 音声言語と手話言語:手話通訳
• 音声言語と書記言語:要約筆記、字幕
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Pi meets with the mandelbrot （russian)
Пи встречается с Мандельброт.
Как Пи встречает Мандельброта?
Долина Морской Лошади - это Кусп из набора Мандельброта.
Болл пытался проверить бесконечность этой долины.
Грузило снижается.
Определено множество Мандельброта.
Болл сбросил грузила c.
Пи встречает Мандельброта наконец.
Они встречаются на дно долины.
Переход на Пи с маршрутами.
Проверка с помощью компьютера.
Открытые проблемы 2001
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Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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見える人・見えにくい人・見える人の音楽と数学による交流会（暫定ご案内）
ジャズピアニストであり数学研究者である中島さち子氏による、見えない・見えにくい人と見える人との交流を目指した音楽と数学の交流会を企画しています。暫定案内です。
Pi meets with the mandelbrot （russian)
Пи встречается с Мандельброт.
Как Пи встречает Мандельброта?
Долина Морской Лошади - это Кусп из набора Мандельброта.
Болл пытался проверить бесконечность этой долины.
Грузило снижается.
Определено множество Мандельброта.
Болл сбросил грузила c.
Пи встречает Мандельброта наконец.
Они встречаются на дно долины.
Переход на Пи с маршрутами.
Проверка с помощью компьютера.
Открытые проблемы 2001
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EWOCS-I: The catalog of X-ray sources in Westerlund 1 from the Extended Weste...
Context. With a mass exceeding several 104 M⊙ and a rich and dense population of massive stars, supermassive young star clusters
represent the most massive star-forming environment that is dominated by the feedback from massive stars and gravitational interactions
among stars.
Aims. In this paper we present the Extended Westerlund 1 and 2 Open Clusters Survey (EWOCS) project, which aims to investigate
the influence of the starburst environment on the formation of stars and planets, and on the evolution of both low and high mass stars.
The primary targets of this project are Westerlund 1 and 2, the closest supermassive star clusters to the Sun.
Methods. The project is based primarily on recent observations conducted with the Chandra and JWST observatories. Specifically,
the Chandra survey of Westerlund 1 consists of 36 new ACIS-I observations, nearly co-pointed, for a total exposure time of 1 Msec.
Additionally, we included 8 archival Chandra/ACIS-S observations. This paper presents the resulting catalog of X-ray sources within
and around Westerlund 1. Sources were detected by combining various existing methods, and photon extraction and source validation
were carried out using the ACIS-Extract software.
Results. The EWOCS X-ray catalog comprises 5963 validated sources out of the 9420 initially provided to ACIS-Extract, reaching a
photon flux threshold of approximately 2 × 10−8 photons cm−2
s
−1
. The X-ray sources exhibit a highly concentrated spatial distribution,
with 1075 sources located within the central 1 arcmin. We have successfully detected X-ray emissions from 126 out of the 166 known
massive stars of the cluster, and we have collected over 71 000 photons from the magnetar CXO J164710.20-455217.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
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Pi meets with the mandelbrot
- 1. Pi meets with the Mandelbrot 2017 Jun 4 Misaki Yoshitake Master of Math Educationon.
- 2. How Pi meets the Mandelbrot? The Sea Horse Valley is a Cusp of Mandelbrot set. Boll was trying to verify this valley bottom infinitely thin.
- 3. Dropping Sinker. Re[c] c Mandelbrot set is defined ; Boll was dropping the sinker c.
- 4. Pi meets Mandelbrot finally. N 1.0 3 0.1 33 0.01 315 0.001 3143 0.0001 31417 0.00001 314160 0.000001 3141593 0.0000001 31415928 They meet at botom of Valley
- 5. Heading to Pi with Routes D.Boll D.Boll J. Hill
- 6. Checking with your Computer (a) D. Boll (1991)
- 7. Open Problems 2001 ●Mandelbrot set have rotes to Pi infinitely? ●Determin a,b each routes such as
- 8. References A.Klebanoff(Ph.D. Univ. California) Pi in the Mndelbrot set (2001) https://www.researchgate.net/publication/263907735_pi_in_the_Mandelbrot_set Dr Holly Krieger(Univ. Cambridge Lecture) Pi and the Mandelbrot Set (2015) https://www.youtube.com/watch?v=d0vY0CKYhPY&t=330s Pi and the Mandelbrot Set (2015) (extra footage) https://www.youtube.com/watch?v=r8Ksuc7T-VQ
- 9. Mandelbrot set https://en.wikipedia.org/wiki/Mandelbrot_set Sea Horse Valley http://mathworld.wolfram.com/SeaHorseValley.htm l
- 10. Thanks!