京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第19684号 / 工博第4139号 / 新制||工||1639(附属図書館) / 32720 / 京都大学大学院工学研究科機械理工学専攻 / (主査)教授 北村 隆行, 教授 立花 明知, 教授 鈴木 基史 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第20699号 / 工博第4396号 / 新制||工||1683(附属図書館) / 京都大学大学院工学研究科機械理工学専攻 / (主査)教授 北村 隆行, 教授 西脇 眞二, 教授 鈴木 基史 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

No description available.

Abstract does not copy

Historically, high school chemistry has been the predominate venue for introducing food science curriculum to students. The purpose of this research was to determine if high school students in a biology class without a chemistry background could comprehend eight basic food science principles equally as well as students in a chemistry class that were taught the same principles. This study assessed baseline knowledge of high school students, determined the effect of food science-based lessons on baseline knowledge and level of understanding, and determined the effect of food science-based lessons on students’ awareness of and interest in food science. Baseline knowledge and awareness of food science was low. Food science-based instruction resulted in higher post-test scores. Results indicated no differences between biology and chemistry and supported the idea of further incorporating a food science curriculum into high school biology.

A seven-element Modified Embedded Atom Method (MEAM) potential comprising Fe, Mn, Si, C, Al, Zn, and O is developed by employing a hierarchical multiscale modeling paradigm to simulate low-alloy steels, inhibition layer, and galvanized coatings. Experimental information alongside first-principles calculations based on Density Functional Theory served as calibration data to upscale and develop the MEAM potential. For calibrating the single element potentials, the cohesive energy, lattice parameters, elastic constants, and vacancy and interstitial formation energies are used as target data. The heat of formation and elastic constants of binary compounds along with substitutional and interstitial formation energies serve as binary potential calibration data, while substitutional and interstitial pair binding energies aid in developing the ternary potential. Molecular dynamics simulations employing the developed potentials predict the thermal expansion coefficient, heat capacity, self-diffusion coefficients, thermomechanical stress-strain behavior, and solid-solution strengthening mechanisms for steel alloys comparable to those reported in the literature. Interfacial energies between the steel substrate, inhibition layer, and surface oxides shed light on the interfacial nanostructures observed in the galvanizing process.

Successful product design focuses on design principles that are relevant to a target market. Consequently, the better these principles are understood and used, the higher the likelihood that resulting products will be well-received in that market. This thesis presents a method for extracting market-specific design principles for any market. The method employs user/designer-described characteristics of products within a market to extract the design principles specific to that market. The method generalizes the product characteristics, seeks to discover design decisions that could have resulted in those characteristics, and then extracts the underlying design principles. To demonstrate the ability of the method to extract such principles, the method is applied to two disparate markets; (i) best-selling products in the US, and (ii) products created for the developing world. The two sets of resulting principles are compared and shown to be market-specific. The author conclude that the method indeed results in market-specific principles that can be used to guide design activities.

Self-regulation is an important aspect of learning, and all teachers want to instill this ability in their students. However, students often feel confused or inadequate when it comes to being in charge of their own learning. This is especially true in intensive English programs where students expect the teacher to provide them with the information they need to pass tests and advance to higher levels. While the teacher's role cannot be overlooked, encouraging self-regulated learning is also vital to students' success in learning. The author saw a need for this in the intensive English program where she is teaching. She created a workbook which outlines the six principles of self-regulated learning as presented by Andrade and Evans (2013). During the course of two semesters, she gathered data from teachers and students in classes at the English Language Center (ELC) through surveys and interviews regarding how useful the workbook was in helping students to be more self-regulated in their learning. The feedback indicates that the principles presented in the workbook were useful, and the students felt better equipped to face future learning. Although this was a preliminary study, the feedback collected regarding the workbook indicates that students are more receptive to self-regulated learning if they have the tools to understand how to be self-regulated learners. A second study was conducted by administrators of an intensive English program, and the results demonstrated the workbook was useful for their purposes in many different proficiency levels.

No description available.

Instructional video is a common staple for delivering content in online courses. However, if the included videos are not properly created, many students will skip the video and its content. Improving instructional video has been the topic of many research projects, and we can learn from these studies how to create effective and engaging instructional videos--this is the topic of my dissertation. The first paper is an extended literature review that examines which key instructional design principles are supported in the literature. This helps developers to know which principles to focus on when designing video. The second paper is a practitioner's guide for redesigning instructional video. It details the lessons learned during an evaluation and redesign project completed on an online course. It categorizes the various videos, based on the evaluation data, into three different levels depending on the amount of work required to redesign each. This explains how developers can realize some improvement with a minimum amount of effort and which practices to use when a full reshoot is required. The final paper is a quantitative research paper that looks at the impact of adding bookmarks to the videos of an online course. Analytic data was collected on a semester of students before and after the bookmarks were added and using this data we graphed the number of times each video was watched, re-watched, and abandoned before being completed. We also compared the video usage to how often the reading was done for each lesson. This data will help video designers determine if this improvement helped make the videos more valuable to the students.