Tokyo Institute of Technology

About: Tokyo Institute of Technology is a education organization based out in Tokyo, Tôkyô, Japan. It is known for research contribution in the topics: Catalysis & Thin film. The organization has 46775 authors who have published 101656 publications receiving 2357893 citations. The organization is also known as: Tokyo Tech & Tokodai.

Theoretical prediction of a rotating magnon wave packet in ferromagnets.

Abstract: We theoretically show that the magnon wave packet has a rotational motion in two ways: a self-rotation and a motion along the boundary of the sample (edge current). They are similar to the cyclotron motion of electrons, but unlike electrons the magnons have no charge and the rotation is not due to the Lorentz force. These rotational motions are caused by the Berry phase in momentum space from the magnon band structure. Furthermore, the rotational motion of the magnon gives an additional correction term to the magnon Hall effect. We also discuss the Berry curvature effect in the classical limit of long-wavelength magnetostatic spin waves having macroscopic coherence length.

Earth system governance: A research framework

Abstract: The Earth System Science Partnership, which unites all major global change research programmes, declared in 2001 an urgent need to develop “strategies for Earth System management”. Yet what such strategies might be, how they could be developed, and how effective, efficient and equitable such strategies would be, remains unspecified. It is apparent that the institutions, organizations and mechanisms by which humans currently govern their relationship with the natural environment and global biochemical systems are not only insufficient—they are also poorly understood. This article presents the science programme of the Earth System Governance Project, a new 10-year global research effort endorsed by the International Human Dimensions Programme on Global Environmental Change (IHDP). It outlines the concept of earth system governance as a challenge for the social sciences, and it elaborates on the interlinked analytical problems and research questions of earth system governance as an object of study. These analytical problems concern the overall architecture of earth system governance, agency beyond the state and of the state, the adaptiveness of governance mechanisms and processes as well as their accountability and legitimacy, and modes of allocation and access in earth system governance. The article also outlines four crosscutting research themes that are crucial for the study of each analytical problem as well as for the integrated understanding of earth system governance: the role of power, knowledge, norms and scale.

The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.

Abstract: Researchers and theorists in the achievement motivation literature have long recognized the importance of attending to both person- and situation-based factors in predicting affect, cognition, and behavior in achievement settings (Lewin, Dembo, Festinger, & Sears, 1944; Murray, 1938). In the contemporary literature on achievement goals, this recognition has primarily been manifest in empirical work on the relations among achievement goals, classroom goal structures, and achievement-relevant outcomes. Achievement goals are conceptualized as the purpose or cognitive–dynamic focus of the individual’s competence-relevant engagement (Dweck & Leggett, 1988; Elliot, 1997; Maehr, 1984; Nicholls, 1989). Herein, we use the term personal achievement goals when referring to this individual-level construct. Classroom goal structures are conceptualized as competence-relevant environmental emphases made salient through general classroom practices and the specific messages that teachers communicate to their students (Ames, 1992; Covington & Omelich, 1984; Epstein, 1988; Maehr & Midgley, 1996). Both personal achievement goals and classroom goal structures are thought to exert an important influence on students’ achievement-relevant outcomes in the classroom, but the precise nature of this joint influence remains unclear. We attend to this surprisingly understudied issue in the present research.