Master Project Proposal (Ver1.0)

January 24, 2000

Redesigning a Communication Support System for Teachers

Yasuhisa Kato(yasukato@stanford.edu)

Learning, Design, and TechnologyStanford University

School of Education

1

Table of Contents

Abstract 3

Proposal Narrative

Background 4

The problem and need 6

The approach 7

Literature review 9

Qualification of the proposer 9

References 10

Appendices

1. Carnegie Foundation 14

2. Budget 15

3. Schedule with milestones 15

4. Deliverables 15

5. Flow chart of major project activities 16

6. Project personnel - Brief bios & letters of commitment 17

2

Abstract

I propose to redesign a communication support system for teachers, which will provide

easy solution for both teachers and project administration staffs in order to present

teachers’ scholarship of teaching, and to exchange their expertise in teachers’

community. This system is being used in the project of The Carnegie Academy for the

Scholarship of Teaching and Learning (CASTL) at Carnegie Foundation for the

Advancement of Teaching (CFAT). (Appendix 1)

Currently, CASTL participants use this Web-based communication system, called the

Workspace, which provides threaded discussion, and other communication media. At this

moment, the users of this communication system are not sufficiently satisfied with its

functionality and the usability of the system.

My challenges in redesigning this communication system are to investigate: what

functions are necessary in the system; what functionality and usability encourage users to

frequently utilize this system; and what is a role of multimedia in presenting teachers’

expertise and practices, called the scholarship of teaching.

I conduct informal interviews and analyze former in-house discussions to review the

current Workspace. Based on the users’ needs and analysis of the communication process

among teachers and project administrators, I will propose a new design of the Workspace

as an inevitable communication system for project participants. In addition, I will make

an assessment of the communication process and the usability and will present a future

direction for the further improvement of this Web-based system.

3

Background

Network-based communication, especially asynchronous systems including e-mail,

newsgroup, and web-based forums presumably conforms well to the time-restricted

schedules of teachers. Features such as time and place independence, multiparticipant,

fast searching, message storage and retrieval, and interactivity validate the ability of the

computer network to foster communication among users (Hawkes 1999). Therefore,

asynchronous learning tools have enhanced teacher education in many ways including

creating links with the K-12 community, providing professional development

opportunities, encouraging collaborative relationships, and developing new ways of

mentoring (McMullen 1998).

The term “scholarship of teaching” was initially used by Boyer, who was the late past-

President of CFAT. Shulman, CFAT’s current President, has identified three

requirements for transforming excellent teaching into the scholarship of teaching and

learning: We must make documented teaching and learning theory and practice publicly

accessible, open to peer critical review, and available for reuse (Cambridge 1999).

Technology can play an important role to fulfill Shulman’s three requirements and

present a practical system. Web-based communication system enables a large amount of

audience to access the data in the system. Threaded discussions and real-time chats

enhance the peer reviews of teaching practices, even if participants locate in different

places. Web-based database and the search functionality empower the reusability.

4

CASTL is working to build a scholarship of teaching on a nation wide scale. In this

project, participant teachers, called Carnegie scholars, will aspire their scholarship of

teaching and learning, which will: (1) Foster significant, long-lasting learning for all

students (2) Enhance the practice and profession of teaching (3) Bring to faculty

members’ work as teachers the recognition and reward afforded to other forms of

scholarly work in education. This program includes a two-year program for teachers and

teacher educators from K-12 and a one-year program for teachers from higher education.

They investigate and document their work on issues in the teaching and learning of their

won field. Carnegie Scholars usually spend two 10-day summer sessions together near

the campus of Carnegie Foundation and additional time during the academic year, but

they work primarily in their own academic settings, which are nation-wide diffused. In

this situation, an effective communication system will be able to become an inevitable

instrument between Carnegie Scholars and administration staffs.

Workspace is a communication support system for teachers and administration staff in

CASTL project. In terms of three requirements shown above, this web-based system

provides e-mail, threaded discussion groups, posting and sharing multimedia documents

to promote mutual assessment.

Currently Workspace has been used for one and a half years in CASTL project. It has

been mainly utilized for making announcements, posting teachers’ project proposals and

final documentations, and for sharing them. Teachers have not always actively used this

Workspace. There are few peer reviews through the threaded discussion forum.

5

The problem and need

The problem

The current version of the Workspace was designed and implemented without

sufficient investigation of the user needs and systematic analysis. It is somewhat an

experimental system to start an immediate trial. Therefore, it was used mainly for

such administrative communications as posting announcements and archiving

proposals and final documents. In addition, this system includes several functionality

and usability issues. It is mainly because this system was quickly built up and it was

designed by the administrator-oriented style, not the user-oriented. In addition, there

are a wide variety of computer skills in participant teachers from the novice to the

expert. Consequently, it is very difficult to meet the user needs of all teachers in one

system. From the teachers’ viewpoint, there are two main problems: (1) Functionality

issues: confusing categorization and (2) Usability issues: lack of consistency, difficult

navigation, and other usability issues.

From administrators’ standpoint, it was very hard to organize and analyze the

scholars’ activities and difficult to present the products systematically.

The need

Using the current Workspace, teachers consider this system as less priority to utilize and

they do not receive sufficient benefits from the activities related to the Workspace. But,

fundamentally, the ideal Workspace seems to have many possibilities and bring teachers

6

new benefits of teaching and learning, such as obtaining effective feedbacks from the

critical peer reviews and conceiving new ideas from other teachers’ messages.

On the other hand, teachers originally have some needs to present their teaching expertise

and practices in public, but they claim the lack of skills and methods in presenting their

knowledge in the Web. If an appropriate communication system, for example, which

includes the easy multimedia presentation of the teaching practices, teachers will consider

the system more beneficial and they will be able to easily share other teachers’

accomplishments and integrate and improve their own knowledge.

The approach

I propose procedures as follows:

1. Review the current Workspace Interview Workspace users Collect former discussions by Workspace design team Identify the problems and the needs

2. Investigate users’ activities Identify the goals of CASTL project and the Workspace Clear the usage of Workspace by the participant teachers and project

administrators Analyze communication processes via both Workspace and other media.

3. Determine design principles (including literature review) Identify the motivation and the benefits of teachers Minimum efforts and maximize benefits for both administration staff and

participant teachers Define the three corresponding functionalities for three requirements: public

access, peer critical review, and reusability Improve Web usability Promote to build a community via the communication system Adapt for the wide variety of the user competency of computers and computer

applications

7

4. Redesign the Workspace Identify the workflow Identity user demography Define graphical user interface (GUI) on the Web Determine required data and data sources Define other components – search, and other functionalities. Identify the necessities of agents and templates

5. Implement the new Workspace Collaborate with the Workspace development team Implement new features, which will not be built by this development team

6. Conduct the user tests Workspace user Other prospective users

7. Evaluate the new system

8. Documentation

8

Literature reviewAfter investigating literature from the references section, I will finish this section.

Qualification of the proposer

This research project proposing to carry out these activities is comprised of a

graduate student as his master project.

The Stanford University School of Education (SUSE) was established in 1891.

Over 100 years, it has been one of the top graduate schools of education in the world. The

qualities that enable SUSE to maintain its role as a world leader in the field of education

while providing a fulfilling and challenging experience to its students are what draw the

highest quality students and faculty from around the world. The small classes and

programs, the excitement of discovering new knowledge, the opportunity to learn from

faculty and students who are at the cutting edge of their fields, and the abundance of

resources in Stanford's many other top ranked schools and departments combine to create

a truly unique and enriching place to study. 

The proposer, Yasuhisa Kato, is a master candidate of Learning, Design, and

Technology program in SUSE. He achieved BA (1988), MA (1990) Engineering,

Kyoto University. For his Master’s thesis he developed a new learning algorithm for

neural networks with feedback connections and used it to create a program that

recognized geometrical shapes. He has been working at NTT in research and

development department since 1990. He worked on voice browsing systems and later

on at team that developed a WWW-based interactive tutoring system. He directed a

project to promote and support computer-mediated education for eight schools in the

private academy of Japan.

9

References

[Organization]

Carnegie Foundation for the Advancement of Teaching. http://www.carnegiefoundation.org/

CTIE: Center for Technology Innovations in Education. http://www.ctie.missouri.edu/home.htm

CUE: Computer-Using Educators. http://www.cue.org/

SITE: Society for Information Technology and Teacher Education. http://www.aace.org/site/index.html

ISTE: International Society for Teacher Education. http://www.iste.org/

[Teacher Education]

Boyer, E. (1990). Scholarship Reconsidered: Priorities of the Professorate. Princeton: Carnegie Foundation for the Advancement of Teaching.

Schulman, L. (1998). Course Anatomy: The Dissection and Analysis of Knowledge Through Teaching. In The Course Portfolio: How Faculty Can Examine Their Teaching to Advance Practice and Improve Student Learning., edited by Hutchings, P. American Association for Higher Education.

Hawkes, M. (1999). Exploring Network-Based Communication in Teacher Professional Development. Educational Technology. 39, 7, 45-52.

[Statistics and Policy]

EDUCATION WEEK. (1999) Technology Counts ’99.

Davis, M. (1997). Fragmented by Technologies: A Community in Cyberspace. Interpersonal Computing and Technology, 5, 1-2, 7-18.

U.S. Deaprtment of Education, Office of Educational Technology. http://www.ed.gov/Technology/

National Center for Education Statistics. http://nces.ed.gov/

Office of Technology Assessment, US Congress. (1995). Teacher and Technology: Making the Connection. http://www.wws.princeton.edu/~ota/ns20/year_f.html

[Communication System]

10

Cambridge, D. (1999). Supporting the Development of a National Constellation of Communities of Practice in the Scholarship of teachings and Learning Through the Use of Intelligent Agents. Computer Support for Collaborative Learning.

Rose, A., B., A.R, & Katheleen, F. (1999). Multiple Channels of Electronic Communication for Building a Distributed Learning Community. Computer Support for Collaborative Learning.

Ruhleder, K. (1999). Network Community: Virtual Space for Physical Bodies. Computer Support for Collaborative Learning.

SRI International, Center for Technology in Learning. Tapped in. http://www.tappedin.org/

OISE, University of Toronto. Web Knowledge Forum. http://kf.oise.utoronto.ca/webcsile/help/navigate.html

Intraspect. http://www.intraspect.com/

TeamWave Software. Workspace. http://www.teamwave.com

Microsoft. Digital Dashboard. http://www.microsoft.com/DigitalNervousSystem/km/DigitalDashboard.htm

Lotus. Learning Space. http://www.lotus.com/home.nsf/welcome/learnspace

[Learning Community]

McMullen, David W.; Goldbaum, Howard; Wolffe, Robert J.; Sattler, Joan L. (1998). Using Asynchronous Learning Technology To Make the Connections among Faculty, Students, and Teachers. Annual Meeting of theAmerican Association of Colleges for Teacher Education.

Garmer, K. and Firestone C. (1996). Creating a Learning Society: Initiatives for Education and Technology. A Report of The Aspen Institute Forum on Communications and Society.

Johnson, D. (1997). Extending the Educational Community: Using Electronic Dialoguing to Connect Theory and Practice in Preservice Teacher Education. Journal of Technology and Teacher Education, 5, 2-3, 163-170.

Macmillan, B., Timmons, V., and Liu, X. (1997). Teachers, Computers, and the Internet: The First Stage of a Community-Initiated Project for the Integration of Technology into the Curriculum. Alberta Journal of Educational Research, 43, 4, 222-234.

11

Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.

Palloff, M. R. and Pratt, K. (1999). Building Learning Communities in Cyberspace. San Francisco: Jossey-Bass Inc.

Sergiovanni, J. T. (1994). Building Community in Schools. San Francisco: Jossey-Bass Inc.

Wallace, P. (1999). The Psychology of the Internet. New York: Cambridge University Press.

Schlager, M. S., Fusco, J., and Schank, P. (1999). Evolution of an On-line Education Community of Practice. In Building virtual communities: Learning and change in cyberspace. NY: Cambridge University Press.

[Technology]

Black, J. (1997). Online Students Fare Better. http://teleeducation.nb.ca/anygood/

McCollum, K. (1997). EXPERIMENT SHOWS STUDENTS DO BETTER ONLINE. http://teleeducation.nb.ca/anygood/

Russell, T. (1999). No significance difference phenomenon. http://teleeducation.nb.ca/anygood/

Wetzel, K. (1999). Getting in the Technology Game. Learning & Leading Technology, 27, 9, 32-35.

Roblyer, M. D. and Edwards, J. (1999). Integrating Educational Technology into Teaching. New Jersey: Prentice-Hall.

White House. Report to the President on the Use of Technology. http://www.whitehouse.gov/WH/EOP/OSTP/NSTC/PCAST/k-12ed.html

SREB. Technology Standards for Teachers. http://www.sreb.org/Main/LatestReports/Tech/TechStandard/Tech_standars.htm

[Design and Usability]

Norman, D. (1988). The design of everyday things. New York :Doubleday.

Winograd, T., (ed.). (1996). Bringing Design to Software. New York: Addison-Wesley.

Tufte, E. (1983). The Visual Display of Quantitative Information. Cheshire, Conn.: Graphics Press.

12

Tufte, E. (1990). Envisioning Information. Cheshire, Conn.: Graphics Press.

Tufte, E. (1997). Visual Explanations. Cheshire, Conn.: Graphics Press.

Lynch, P. J., & Horton, S. (1999). Web style guide: Basic design principles for creating web sites. New Haven, CT: Yale University Press.

Siegel, D. (1996). Creating Killer Web Sites. Indianapolis: Hayden Books.

Nielsen, Y. (2000). Designing Web Usability: The Practice of Simplicity. New Riders Publishing.

Fleming, J. (1998). Web Navigation: Designing the User Experience. Sebastopol: O’Reilly & Associates, Inc.

Norman, D. (1999) The Invisible Computer. Cambridge, MA: The MIT Press.Borenstein, N. S. (1991). Programming as if people mattered: friendly programs, software engineering, and other noble delusions. Princeton, N.J.: Princeton University Press.

Applehans, W., Globe, A., and Laugero, G. (1999). Managing Knowledge: A Practical Web-Based Approach. Reading, MA: Addison Wesley Longman, Inc.

Pfaffenberger, B. (1997). The Elements of Hypertext style. Boston, MA: Academic Press.

Spool, J.,M., Scanlon, T., Schroeder, W., Snyder, C., and Deangelo, T. (1999). Web Site Usability: A Designer’s Guide. San Francisco, CA: Morgan Kaufman Publishers, Inc.

[Data collection and Evaluation]

Flagg, B. (1990). Formative Evaluation For Educational Technologies. Hillsdale, NJ: LEA.

Greenbaum, T. (1993). The handbook for focus group research. New York: Lexington Books.

Rubin, H., & Rubin, I. (1995). Qualitative interviewing: the art of hearing data. Thousand Oaks, CA: Sage.

Krathwohl, D.R. (1998). Methods of Educational and Social Science Research: An Integrated Approach (2nd edition). New York: Addison-Wesley.

13

Appendices

1. Carnegie Foundation

The Carnegie Foundation for the Advancement of Teaching (CFAT) is a not-for-profit corporation founded by Andrew Carnegie in 1905 and chartered by an act of Congress in 1906. CFAT has a long and distinguished history. It is an independent policy and research center, whose primary activities of research and writing have resulted in published reports on every level of education. Eight presidents have guided the Foundation through its history, each bringing unique shape to its work.The mission of CFAT as expressed in the founding charter is: “to do and perform all things necessary to encourage, uphold, and dignify the profession of teaching.” The founders created institution dedicated not only to the advancement of teaching in general but also to the “profession of teaching” in particular. To this day, the Foundation is rooted in its original mission, strengthening the future of the profession of teaching and the calling of educator. The Foundation fulfills its mission through its contributions to improvements in education policy and practice. (http://www.carnegiefoundation.org/)

CFAT has several programs. One of the most proactive programs is the Carnegie Academy for the Scholarship of Teaching and Learning (CASTL). In the CASTL project, participant teachers, called Carnegie scholars, will seek a scholarship of teaching and learning that will: (1) Foster significant, long-lasting learning for all students (2) Enhance the practice and profession of teaching (3) Bring to faculty members’ work as teachers the recognition and reward afforded to other forms of scholarly work in education. This program includes a two-year program for teachers and teacher educators from K-12 and a one-year program for teachers from higher education. (http://www.carnegiefoundation.org/programinfo_academy.html)

The Knowledge Media Laboratory (KML) is a multimedia laboratory in CFAT. KML provides resources and information to support and document the development and pursuit of the scholarship of teaching. One of the main projects in KML is to develop the Workspace, which provides such resources as a virtual workspace for teacher-scholars, exhibitions of the scholarship of teaching in multiple formats and multimedia resources for the support of the scholarship of teaching.(http://kml.carnegiefoundation.org/)

14

2. Budget a. Human resource

Main investigator: 200 hours x $16.4 = $3,280

b. Development outsource

Workplace development team will be organized in this month. It includes

CASTL staff, KML staff from CFAT and programming staff from the

software development company. The detail will be decided soon.

3. Schedule with milestones

January 24 Project Proposal February 14 Review (including interviews) February 28 Literature Review March 20 Redesign April 21 Implementation May 5 User test May 12 Evaluation May 19 Documentation

4. Deliverables

Interviews: audiotape, and documentation Literature Review User testing: methodology, protocol, and documentation Demonstration of new Workspace Project documentation

15

5. Flow chart of major project activities

16

Review

Evaluate

User Test

Implement

Redesign

Literature Review

Document

Analyze

6. Project personnel

The principal supervisor, Professor Decker Walker in SUSE.

The co-supervisor, Deborah Kim, a Ph.D. candidate in SUSE.

The main advisor, Ph.D. Tom Hatch, Senior Scholar at CFAT.

The co-main advisor, Ph.D. Toru Iiyoshi, Director of the Knowledge Media

Laboratory at CFAT.

Here are a resume and a list of publications of the main investigator.

Resume

Yasuhisa Kato965 E. El Camino Real #924 Sunnyvale, CA 94087yasukato@stanford.edu

Education1999- Stanford University Graduate School of Education, Stanford, CA

Master program of Learning, Design, and Technology (LDT)1988-1990 Kyoto University Graduate School of Engineering, Kyoto, Japan

Master of Engineering in Applied Systems Science, Mar. 19901984-1988 Kyoto University, Kyoto, Japan

Bachelor of Engineering in Applied Mathematics and Physics, Mar. 1988

Work Experience1999- Carnegie Foundation for the Advancement of Teaching, Palo Alto, CA

Research Assistant, The Knowledge Media Laboratory1990-1999 NTT (Nippon Telegraph and Telephone Corporation), Tokyo, Japan1997-1998 NTT America Inc., New York, USA

1997-1999 Research Engineer, Contents Handling Project at Cyber Solutions Laboratories, Tokyo, Japan (from 1999), Tele-Education Project at Information and Communication Systems Laboratories, Tokyo, Japan (1998) and Technical Manager, NTT America Inc., New York (1997-1998)

Manage and promote the international education network project between NTT and Keio Academy.

Develop and program Web-based educational systems. Design educational courseware. Supervise three project members and three engineers. Administer and manage the international experimental network. Promote products of NTT’s Laboratories. (New York)

1996-1997 Research Engineer, Tele-Education Project in Information and Communication Systems Laboratories, Tokyo

17

Joined MAP (Multimedia Application Project); an international joint project of AT&T, KDD, and NTT to determine the feasibility of an international ATM network.

Designed a new simulation mechanism for an Intelligent Tutoring System. Developed educational courseware. Administered the experimental computer network shared by many laboratories. Supervised one engineer.

1994-1996 Research Engineer, Multimedia Service Application Laboratory in High-speed Computing Laboratories, Tokyo

Started Media-Wonderland Project, now known as HyCLASS (Hyper Collaborative Learning Application in Shared Space)

Developed and programmed the sound/voice module of HyCLASS. Instructed one graduate trainee from Switzerland. Administered and managed the computer network of the laboratory. Supervised one engineer. Attended the summer workshop, Introduction to Psychoacoustics and

Psychophysics: Audio and Haptic Components of Virtual Reality Design, at CCRMA, Stanford University.

1990-1994 Engineer, Voice Processing Service Laboratory in Message System Laboratories, Tokyo Researched and developed the voice browsing and voice recognition system. Supervised one engineer. Instructed three undergraduate trainees. Administered and managed the computer network of the laboratory. Attended the European Summer School on Language and Speech

Communication in Utrecht, the Netherlands. Recruited new employees at Kyoto University.

Awards1997 A special Laboratory President’s award for developing CALAT (Computer Aided

Learning and Authoring System for Tele-Education)1996 Outstanding paper award at ED-MEDIA’96 in Boston.

SkillsProficient in computer skills: MacOS, Windows, SunOS, FreeBSD, Linux, etcProficient in programming languages: C, Java, Perl, HTML, etcNetwork management: Network design, administration, etc.Proficient in written and spoken English.

InterestsOutdoor sports and activities: cycling, motorcycle touring, camping.Japanese taiko drumming, and playing ethnic music.Digital photography, especially of my two-year-old son.Visiting museums of art, science, and history, zoos, and aquariums. (I have visited more than 50 such institutions worldwide)

List of publications

Yasuhisa KATO

Journal Articles K. Hosoya, Y. Kato , A. Kawanobe, S. Kakuta, and Y. Fukuhara, "A Collaborative Educational

Environment Based on a Multi-User Virtual Space," Systems and Computers in Japan, Vol.28, No.8, pp.1-7 (1997)

18

K. Hosoya, Y. Kato, A. Kawanobe, S. Kakuta, and Y. Fukuhara, “Collaborative Learning Environment Design methods using multi-user virtual world,” IEICE, Apr. (1997) (in Japanese)

Y. Kato and Y. Yamamoto, “On learning of neural networks with feedback connections,” Systems/Information/Control, vol. 4, pp. 369-374 (1991) (in Japanese)

Refereed Conference Proceedings H. Tsuchiya, N. Takahashi, Y. Kato, and H. Baba, “The Method of Learning Internet Literacy in

English Lessons,” ED-MEDIA’99 (1999) Y. Kato , N. Takahashi, H. Tsuchiya, K. Nakabayashi, Y. Fukuhara, and H. Tokuda, “International

Integrated Educational Network,” ED-MEDIA’98 (1998) T. Hoshide, H. Touhei, Y. Kato, K. Nakabayashi, and Y. Fukuhara, “A simulation Environment

for an Intelligent Tutoring System on the WWWW,” ED-MEDIA’98 (1998) Y. Kato , J. Hirai, Y. Fukuhara and M. Yamada, “International Tele-Education Experiment using

CAI system on the World-Wide Web,” WebNet’97 (1997) K. Nakabayashi, M. Maruyama, H. Touhei, Y. Kato, K. Takiuchi, and Y. Fukuhara, “An ITS on

the WWW with Interactive and Adaptive Courseware,” ED-MEDIA’97 (1997) K. Hosoya, A. Kawanobe, S. Kakuta and Y. Kato, “Interactive CSCL System Based on Three-

Dimensional Shared Space,” ED-MEDIA’97 (1997) S. Kakuta, A. Kawanobe, Y. Kato and K. Hosoya, “Interactive 3-D Physical Simulation

Environment in a Virtual World,” ED-MEDIA’97 (1997) Kawanobe, Y. Kato, S. Kakuta and K. Hosoya, “The Proposal for the Management method of

Session and Status in Shared Space,” International Conference on Virtual Systems and Multimedia (1996)

K. Hosoya, Y. Kato, S. Kakuta, A. Kawanobe, and Y. Fukuhara, “HyCLASS: Cooperative Learning Environment for Tele-Education,” TINA’96 Conference (1996)

Y. Kato , S. Kakuta, A. Kawanobe, K. Hosoya, and Y. Fukuhara, “Advanced Collaborative Educational Environment using Virtual Shared Space,” ED-MEDIA'96 (1996)

S. Kakuta, A. Kawanobe, M. Hisamatsu, Y. Kato and K. Hosoya, "Media Wonderland: User Oriented Multimedia Telecommunication Environment for Multiuser," Telecom 95 Technology Summit (1995)

Y. Kato and K. Hosoya, “Voice Message Summary for Voice Services,” ISSIPNN'94 (1994) Y. Kato and K. Hosoya, “Fast voice message retrieving method,” IPSJ SIG-SLP (1993) (in

Japanese) Y. Kato and K. Hosoya, “Message Browsing Facility for Voice Bulletin Board Service,” HFT'93

(1993). Y. Kato and K. Hosoya, “Fast Message Searching Method for Voice Mail Service and Voice

Bulletin Board Service,” AVIOS'92 (1992)

Book Review Y. Kato , Book Review of “Virtual Community” by Howard Reingold, Journal of Artificial

Intelligence, vol.10 No.6 (1995) (in Japanese)

University Thesis “A learning algorithm of neural networks with feedback connections,” Master thesis, Graduate

School of Engineering, Kyoto University, (1990) (in Japanese) “An approximation method of energy eigenvalues of one dimension Shrodinger equation using

Lagrange interpolation,” Bachelor thesis, Kyoto University, (1988) (in Japanese)

19