22 research outputs found
κ³Όμ μ€μ¬ μ 2μΈμ΄ νμ΅μν©μμμ λΈλ‘κ·Έ νμ©: νμ΅μμ νμ΅μ λν λ°μΆμ λΈλ‘κ·Έ νμ©μ λν μΈμ
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μΈκ΅μ΄κ΅μ‘κ³Ό(μμ΄μ 곡), 2012. 2. μ€μ μ.This study examines the effectiveness of the use of blogs as reflective journals in relation to the learning tasks for second language learning. In particular, this study focuses on L2 learners reflection on learning represented in their reflective journal entries and perceptions of the use of blogs as a learning practice.
For this study, a total of 17 students participated in the class and kept a reflective journal on their blogs for a period of 10 weeks in a high advanced ESL course at a public adult school. The course consisted of 162.5 hours of the natural setting of task-based instruction that made use of blogs.
Based on a qualitative research approach, the data from students journal entries was analyzed according to the content analysis and principles of a category construction approach, in order to investigate reflection on L2 learning and the effect of task types on reflective writing. Moreover, for the analysis of students perceptions, a qualitative research approach was used, which includes participant observation, interviews, questionnaires, video-recording and document analysis.
The results of this study are as follows: 1) The use of blogs encouraged students to reflect on their L2 learning and practice more authentic writing. This indicates that language learners can develop their critical reflective thinking for language learning though the use of blogs. 2) Taskβbased activities contributed to students reflective writing through blog use even if the amount of influence may be different according to the task type. For example, paricular task types such as opinion exchange and problem-solving activities facilitated students to write more reflectively on their blogs. This result suggests that ESL teachers should combine task-based instruction and blogging to improve reflective writing skills. 3) Most students were satisfied with and motivated by the task-based blog use to develop their writing skills and expand their knowledge beyond the classroom setting even though many differences were found in students individual perceptions. 4) In relation to awareness of audience when writing on blogs, more than half of the students benefited from the influence of a blog audience of a discourse community when writing on blogs. This finding also showed that the majority of L2 learners perceived that blog audience is an important part of blogging.
These outcomes suggest that L2 instructors should be aware that blogs are very helpful for reflection on learning and take various tasks into consideration in order to encourage students reflective writing. Also the bloggers awareness of audience suggests that bloggers interact and negotiate meaning with a wider audience and post more authentic writing. Thus further research is encouraged to explore how teachers and learners can create a blog community with a wider audience so that students are able to interact more actively online and improve their language learning.λ³Έ μ°κ΅¬λ μ 2μΈμ΄ μ΅λμ μν΄ λΈλ‘κ·Έλ₯Ό νμ΅κ³Όμ
μ λν λ°μΆμλ¬Έμ μλ¨μΌλ‘ νμ©νλ νμ΅μ μ¬λ‘μ ν¨κ» λΈλ‘κ·Έ νμ©μ ν¨κ³Όλ₯Ό μ΄νλ€. νΉν λ°μΆμλ¬Έμ λνλ μ 2μΈμ΄ νμ΅μμ νμ΅κ²½νμ λν λ°μΆμ νμ΅λ΄μ©μ λν μ°μ΅μΌλ‘μμ λΈλ‘κ·Έ μ¬μ©μ λν νμ΅μμ μΈμμ μ΄μ μ λλ€.
λ³Έ μ°κ΅¬μ μ°Έμ¬μλ λ―Έκ΅μ μ±μΈκ³΅λ¦½νκ΅μμ μ 2μΈμ΄λ‘ μμ΄λ₯Ό λ°°μ°λ μμμμ€μ ESL νμ 17λͺ
μ΄λ€. κ·Έλ€μ μμ΄μμμμ€ νμλ€λ‘λ§ κ΅¬μ±λ ESLλ°μμ λ§€μΌ 3μκ° 15λΆμ© 10μ£Ό λμ μ΄ 162.5 μκ°μ λΈλ‘κ·Έλ₯Ό νμ©ν κ³Όμ
μ€μ¬μμ
μ μ°Έμ¬νλ©° κ³Όμ
κ³Ό κ΄λ ¨λ λ°μΆμλ¬Έμ κ°μ μμ μ λΈλ‘κ·Έμ κ²μ¬νλ€.
νΉν λ³Έ μ°κ΅¬λ μ§μ μ°κ΅¬ μ κ·Όλ²μ κΈ°λ°μ λκ³ λΈλ‘κ·Έμ κ²μ¬λ νμ΅μμ μμ΄μλ¬ΈμΌλ‘λΆν° μμ§ν λ°μΆμλ¬Έ μλ£λ₯Ό λ΄μ©λΆμ(content analysis)κ³Ό λ²μ£Όκ΅¬μ±μ κ·Όλ² (category construction approach)μ μ리μ λ°λΌ λΆμν¨μΌλ‘μ¨ μ 2μΈμ΄ νμ΅μ λν λ°μΆμ μ¬λ‘λ₯Ό μ°Ύμλ³΄κ³ κ³Όμ
μ νμ΄ λ°μΆμλ¬Έμ λ―ΈμΉλ ν¨κ³Όλ₯Ό κ³ μ°°νκ³ μ νλ€. μ°κ΅¬μλ νμ΅μμ μΈμ μ λλ₯Ό λΆμνκΈ° μν΄ μ°Έμ¬κ΄μ°°, μΈν°λ·°, μ€λ¬Έμ§, λΉλμ€λ
Ήν, λ¬ΈμλΆμ λ±μ ν¬ν¨νλ μ§μ μ°κ΅¬ μ κ·Όλ²μ΄ μ¬μ©λμλ€.
λ³Έ μ°κ΅¬μ κ²°κ³Όλ λ€μκ³Ό κ°λ€. 1) νμ΅μκ° λΈλ‘κ·Έλ₯Ό νμ©ν¨μΌλ‘μ¨ μ 2μΈμ΄ νμ΅μ λ λ§μ΄ λ°μΆνκ³ μ€μ μν©μ κΈ°λ°ν μ§μ μ± μλ μλ¬Έμ λ μμ£Ό μ°μ΅νλ€. μ΄λ μ 2μΈμ΄ νμ΅μκ° λΈλ‘κ·Έλ₯Ό νμ©ν¨μΌλ‘μ¨ λΉνμ μ
μ₯μμ μμ μ λ°μΆμ μ¬κ³ λ₯Ό ν¨μν μ μλ€λ κ²μ 보μ¬μ€λ€. 2) λΉλ‘ κ³Όμ
μ νμ λ°λΌ μλ¬Έμ°μΆμ μμλ μ°¨μ΄κ° μμμ§λ§, κ³Όμ
κΈ°λ°νλμ μ°Έμ¬ν¨μΌλ‘μ¨ νμ΅μλ κ³Όμ
μ κ²°κ³Όλ₯Ό κ°μμ λΈλ‘κ·Έμ λ λ§μ΄ λ°μΆμλ¬ΈμΌλ‘ μ°μΆν΄ λλ€. μλ₯Ό λ€λ©΄, μ견κ΅νκ³Όμ
(opinion exchange task)κ³Ό λ¬Έμ ν΄κ²°κ³Όμ
(problem-solving task)κ³Ό κ°μ νΉμ ν κ³Όμ
μ μ°Έμ¬ν λ νμ΅μλ κ°μ μμ μ λΈλ‘κ·Έμ λ λ§μ λ°μΆμλ¬Έμ κ²μ¬νλ€. μ΄λ¬ν κ²°κ³Όκ° μμ¬νλ λ°λ ESL κ΅μ¬λ€μ΄ λ°μΆμλ¬Έ λ₯λ ₯μ ν₯μμν€κΈ° μν΄ κ³Όμ
μ€μ¬μμ
κ³Ό λΈλ‘κ·Έ μ¬μ©μ κ²°ν©ν΄μΌ νλ€λ κ²μ΄λ€. 3) λ°μΆμλ¬Έμ μλ¨μΌλ‘ λΈλ‘κ·Έλ₯Ό νμ©ν κ²μ λν νμ΅μμ μΈμμ μ‘°μ¬ν κ²°κ³Ό κ°μΈμ°¨κ° μκΈ°λ νμ§λ§, λλΆλΆμ νμμ κ³Όμ
κ³Ό κ΄λ ¨λ λΈλ‘κ·Έ νμ©μ λν΄ λ§μ‘±μ λλΌλ©°, μλ°μ μΈ λκΈ°λ₯Ό κ°κ³ λ°μΆμ μΈ μμ΄μλ¬Έμ νλ κ²μΌλ‘ λνλ¬λ€. μ΄λ λΈλ‘κ·Έ νμ©μ΄ μμ μ μμ΄μλ¬Έλ₯λ ₯μ ν₯μμν€λ κ²μ λ¬Όλ‘ κ΅μ€ λ°μμλ μλ°μ μΌλ‘ μ§μμ νμ₯νλλ° λμμ΄ λκΈ° λλ¬Έμ΄λ€. 4) λΈλ‘κ·Έμ λ°μΆμλ¬Έμ ν λ νμ΅μκ° λ
μμ μν₯μ λν΄ μΈμνλ κ²κ³Ό κ΄λ ¨ν΄μλ, μ°Έμ¬νμ μ€ μ λ° μ΄μμ νμ΅μκ° μμ μ λΈλ‘κ·Έμ κ²μ¬λ λ°μΆμλ¬Έμ μ½κ³ λ°μνλ λ
μλ€μ κ΄μ¬μ΄ μμ μ μλ¬Έμ κΈμ μ μΌλ‘ μν₯μ λ―ΈμΉκ³ μλ κ²μΌλ‘ λ―Ώμλ€. λν λλΆλΆμ νμμ΄ μμ μ λΈλ‘κ·Έλ₯Ό μ½λ λ
μλ₯Ό μμνκ³ μκ³ , μ΄κ²μ΄ μμ΄μλ¬Έλ₯λ ₯ ν₯μμ μ€μν μν μ νλ κ²μΌλ‘ μΈμνλ€.
μ΄λ¬ν μ°κ΅¬κ²°κ³Όκ° μμ΄κ΅μ‘μ μ£Όλ μμ¬μ μ λ¨Όμ μ 2μΈμ΄ κ΅μ¬λ€μ λΈλ‘κ·Έκ° νμ΅μ λν λ°μΆμ κΈ°νλ₯Ό μ΄μ§μν€λ μλ¨μ΄λΌλ κ²μ μΈμνκ³ λ€μν κ³Όμ
κ³Ό ν΅ν©μμΌ νμ΅μκ° μμ΄λ°μΆμλ¬Έμ νλλ‘ λ
λ €ν΄μΌ νλ€λ κ²μ΄λ€. λν λΈλ‘κ·Έ νμ©μ λν νμ΅μμ μΈμ μ€μμ μμ μ μλ¬Έμ μ½λ λ
μμ λν μμμ΄ μ£Όλ μμ¬μ μΌλ‘λ νμ΅μλ μ€μ μν©μ κΈ°λ°ν μ§μ μ± μλ μμ΄μλ¬Ένλμ ν΅ν΄ λ νλκ³ λ€μν λ²μμ λ
μμ μνΈμμ©νκ³ μλ―Έ νμμ ν΄μΌ νλ€λ κ²μ΄λ€. λ λμκ° λ³Έ μ°κ΅¬λ κ΅μ¬μ νμ΅μκ° μΈμ΄λ₯λ ₯μ ν₯μμν€κΈ° μν΄ λ€μν λ
μμ λ νλ°νκ² μνΈμμ©ν μ μλ λΈλ‘κ·Έλ₯Ό μ΄λ»κ² ꡬμ±ν μ§λ₯Ό νμν΄μΌ νλ κ²μ μΆν μ°κ΅¬κ³Όμ λ‘ μ μνλ€.Maste
(The)Influence of exercise on telomere length as biomarker of cell senescence in middle aged women
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Όλ¬Έ(λ°μ¬)--μμΈλνκ΅ λνμ :체μ‘κ΅μ‘κ³Ό,2006.Docto
Toughness Enhancement of Brittle Aragonite Through Multi-level Hierarchy in Combination with Nanoscale Twins
MasterStrombus gigas conch shell is composed of 99 vol. % aragonite and only 1 vol. % biopolymers. Despite being composed of weak materials, it exhibits three orders of magnitude higher fracture toughness and similar strength compared to that of aragonite single crystal. This remarkable enhancement in mechanical properties originates from its multi-level hierarchical structure. The smallest building block of Strombus gigas conch shell is an aragonite single crystal which possesses high density of the nanoscale growth twins. Although the toughening mechanisms exist at the all length scales, preliminary studies have been limited to suggest toughening mechanisms at the coarse levels (micrometer length scales) of the hierarchical structure which involves crossed-lamellar stacking of the building blocks. Mechanical modeling based on the crossed-lamellar stacking of untwinned aragonite plates reproduces only a fraction of the empirical data, implying that unknown toughening mechanisms exist at smaller length scales. Using in situ TEM deformation tests, two operant toughening mechanisms at the nanoscale are found for the first timeformation of a nanocrack zone ahead of propagating crack tip, and toughening effects by the nanoscale twins. The observed toughening effects are corroborated by coarse grained simulations and molecular dynamics simulations.μμ°κ³μ μ‘΄μ¬νλ λ€μ°¨μ κ³μΈ΅κ΅¬μ‘°μ λλ
Έλ³΅ν©μ¬λ£λ ꡬμ±μ¬λ£μ λΉν΄ μ°μν κΈ°κ³μ μ±μ§μ 보μΈλ€. κ·Έ μ€μμλ κ°μ₯ λ§μ΄ μ°κ΅¬κ° μ§νλκ³ μλ μλΌ (Strombus gigas conch shell)λ₯Ό μλ‘ λ€λ©΄, μΈνΌλ 99 vol. % μ CaCO3μ 1 vol. %μ λ§€μ° μ μ μμ μ κΈ°λ¬Όλ‘ μ΄λ£¨μ΄μ Έμμ§λ§, νκ΄΄μΈμ±μ΄ ꡬμ±μ¬λ£μΈ CaCO3μ λΉνμ¬ μ½ 3000λ°° μ΄μμ λνλΈλ€. μ΄λ¬ν μ²μ° λλ
Έλ³΅ν©μ¬λ£κ° κ°μ§λ νκ΄΄μΈμ± μ¦κ° λ©μ»€λμ¦μ κ·λͺ
νκ³ μ νλ λ
Έλ ₯μ΄ μ§μλκ³ μμΌλ μλ°± nmμ λ¨μμ²΄λ‘ κ΅¬μ±λμ΄ μμ΄ μμ§ λ©μ»€λμ¦μ λνμ¬ μ΄ν΄νμ§ λͺ»ν λΆλΆλ€μ΄ λ¨μμλ€. μ νμ°κ΅¬μμ λ―ΈμΈκ΅¬μ‘°λ λλ
Έλ―Έν° μ€μΌμΌ λΆμ λΆν΄λ₯κΉμ§ μ΄λ₯΄λ μΌλ λ³νκ±°λμ λν λΆμμ λ§μ΄ν¬λ‘λ―Έν° μ€μΌμΌμ λ©μΆμ΄ μμΌλ©° μ€μκ°μΌλ‘ λΆμν μ¬λ‘κ° μλ€. λ³Έ μ°κ΅¬μμ Strombus gigas conch shellμ λͺ¨λΈμμ€ν
μΌλ‘ μΌμ in situ TEM λ³ν μ€νμ ν΅νμ¬ λλ
Έλ―Έν° μ€μΌμΌμμ μμ©νλ νκ΄΄μΈμ± ν₯μ λ©μ»€λμ¦μ μ€μκ°μΌλ‘ λΆμνκ³ μ νμλ€. Strombus gigas conch shellμ μ¬λ¬ μΈνΌλ€μ λ―ΈμΈκ΅¬μ‘° μ€ κ°μ₯ λμ νκ΄΄μΈμ±μ λνλ΄λ λ―ΈμΈκ΅¬μ‘°λ₯Ό κ°μ§λ€. κ°μ₯ μ€μν ꡬ쑰μ νΉμ§ μ€ νλλ Strombus gigas conch shellμ ꡬμ±νλ κ°μ₯ μμ λ¨μμ²΄μΈ aragonite λ¨κ²°μ μ΄ μ nm ν¬κΈ°μ μμ λ©΄μ λ§€μ° λμ λ°λλ‘ κ°μ§κ³ μλ μ μ΄λ€. λ³Έ μ°κ΅¬μμ μμ μ μμλ¨μ λΆν΄λ₯ λΆμκ³Ό ν¨κ» μμ μ΄ νκ΄΄μΈμ±μ λ―ΈμΉλ μν₯μ μ§μ€μ μΌλ‘ λΆμνμλ€. μμ λ©΄μ κ΅λΆμ μΌλ‘ lattice strainμ΄ κ±Έλ €μλ κ²μ λ°νλ΄μκ³ μμ λ©΄μ κ΅λμ μΌλ‘ λ°λ³΅λλ lattice fringeκ° λνλλ κ²μ νμΈνμλ€. μ΄λ μμ°μνμ μλΌκ° μΈλΆμμ νμ κ°νμ§ μμλ strainμ΄ κ±Έλ €μλ μνλΌλ κ²μ λ§ν΄μ€λ€. μμ§ μ΄ strainμ λν μ νν μμΈμ μμ§ λͺ»νλ, μ κΈ°λ¬Όμ΄ κ²©μꡬ쑰 λ€μ΄κ° μκ±°λ κ°μ₯ μμ λ¨μμ²΄κ° μλ‘ λ§λ¬Όλ¦¬λ©΄μ νμ κ°νμ¬ μ‘΄μ¬νλ κ²μΌλ‘ λͺ κ°μ§ κ°λ₯μ±μ μ μνμλ€. λμκ°, in situ TEM λ³ν μ€νμ ν΅νμ¬ κ°μ₯ μμ λ¨μ체 λ΄λΆμ μ‘΄μ¬νλ μμ μ΄ ν¬λ μ νμ λ―ΈμΉλ μν₯μ λΆμνμλ€. μ·¨μ± μ¬λ£μΈ λ¨κ²°μ aragoniteμμμ ν¬λ μ νκ±°λκ³Ό λ€λ₯΄κ², ν¬λμ΄ μμ λ©΄μ μν΄ μ μ§λκ³ μ£Όλ³μ μλ‘μ΄ ν¬λμ μμ±ν¨μΌλ‘μ¨ λ€μ ν¬λ μ νλ₯Ό μ΄μ΄λκ°λ ν¨ν΄μ ν¬λμ ν κ±°λμ κ΄μΈ‘νμλ€. μμλ¨μ μ μ°λͺ¨μ¬λ₯Ό μ΄μ©νμ¬ ν¬λμ΄ λλ
Έλ―Έν° μ€μΌμΌμ μμ λ©΄μ μ§λκ° λ μ νμ λ°©ν΄λ₯Ό λ°κ³ , λμ± λ§μ μλμ§λ₯Ό ν‘μν¨μΌλ‘μ¨ νκ΄΄μΈμ± μ¦κ°μ κΈ°μ¬νλ κ²μ κ²μ¦νμλ€. μ΅κ·Ό fcc κΈμμμ λλ
Έλ―Έν° μ€μΌμΌμ μμ λ©΄μ΄ μΈμ±κ³Ό κ°λλ₯Ό λμμ λμ΄λ λ°μ κΈ°μ¬νλ μν μ νμ¬ λ§μ κ΄μ¬μ λ°μΌλ©° νλ°ν μ°κ΅¬κ° μ§νλκ³ μλλ°, λ³Έ μ°κ΅¬λ κ°μ νμμ μΈλΌλ―Ή μ¬λ£μμ λ°νλ€λ μ μμ λ§€μ° μ€μνλ€
Strombus gigas conch shell: The natural nano-twinned bulk material and twins contribution to its remarkable fracture toughness
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Polarization and Charge Density Distribution in Highly Strained Mixed Phase BiFeO3 Studied by STEM and Electron Inline Holography
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Strain gradient-induced flexoelectricity: A possible origin of photocurrent in morphotopic phases of strained BiFeO3
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