• Journal of Intelligence and Information Systems
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• v.17 no.3
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• pp.1-23
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• 2011

The contextual subjective well-being (SWB) of context-aware system users can be very helpful in recommending relevant mental health services, especially for those who struggle with mental illness due to a metabolic syndrome or melancholia. Self-surveying measuring or auto-sensing methods have been suggested to monitor users' SWB. However, self-surveying measuring method is not inappropriate for a context-aware service due to requesting personal data in a manual and hence obtrusive manner. Moreover, auto-sensing methods still suffer from accuracy problem to be applied in mental health services. Hence, the purpose of this paper is to propose a contextual SWB estimation method to estimate the user's mental health in unobtrusive and accurate manners. This method is timely in that it acquires context data from the user's literal responses, which expose their temporal feeling. In particular, we developed a measuring method based on exposed feeling verbs and degree adverbs in chat and other text-based communications which show anger or negative feelings. Based on the proposed contextual SWB degree estimation method, we developed an idea of well-being life care recommendation. From the experiment with actual drivers, we demonstrated that the proposed method accurately estimate the user's degree of negative feelings even though it does not require a self-survey.

• Communications of Mathematical Education
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• v.35 no.4
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• pp.547-573
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• 2021

Capacity is a concept that has been covered in elementary mathematics textbooks but its meaning has not been accurately defined in the textbooks. Two units, liter (L) and milliliter (mL), are introduced as the units of capacity in the textbooks, but they are the units of volume according to the International System of Unit. These stimulated us to analyze what capacity is, and how the capacity is related to the concept of volume. This study scrutinized how the different elementary mathematics textbooks that were developed from the first national curriculum to the most recently revised curriculum introduced the capacity and explained the relationship between capacity and volume. This study also examined the understanding of capacity by elementary school teachers using a questionnaire. The results of this study showed that the concept of capacity has been mostly introduced in the third grade in common but that there were differences among textbooks in terms of how they presented and used the concept of capacity as well as whether they described its definition or relationship with the concept of volume. Regarding the results of teachers' understanding, most teachers could explain the capacity as either "the size of the inner space of the container" or "the amount that can be contained" but some of them provided only superficial or inappropriate feedback for the students with the common misunderstandings of capacity. Based on these results, this paper presents implications for textbook developers and teachers to better address the concept of capacity.