葉緑体SNPと核SSRマーカーで明らかにされたミャンマーにおけるチーク(Tectona grandis)の地理変異と遺伝構造

学位の種別: 課程博士審査委員会委員 : (主査)東京大学准教授 後藤 晋, 東京大学教授 井出 雄二, 東京大学教授 宮下 直, 東京大学准教授 練 春蘭, 九州大学大学院農学研究院准教授 渡辺 敦史University of Tokyo(東京大学

Continuous Professional Development for Teacher Educator Development in Myanmar Education Colleges

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated. In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity

Investigation of Fineness and Calcium-Oxide Content in Fly Ash from ASEAN Region on Properties and Durability of Cement–Fly Ash System

Fly ash is a ubiquitously used pozzolan in cementitious material. Its technical knowledge has been widely studied for several decades and seems very well-established. However, a practical challenge currently exists. Different fly ash, even in different batches produced from similar power plant, has a wide variation of properties. To better control the wide variation of properties, this study aims to assess the effects of cementitious mixtures containing different fly ash properties (degree of fineness and CaO content) on heat release, flow, compressive strength, chloride ion penetration resistance, and carbonation resistance. Results from statistical analysis of 270 tested data of fly ash in various ASEAN countries indicate that the fineness of fly ash particle influences on the compressive strength, chloride ion penetration resistance, and carbonation resistance. Whereas, the CaO content of fly ash only statistically impacts on the compressive strength, but not on the chloride ion penetration resistance and carbonation resistance. To reduce the current practical challenge of the wide variation of cement–fly ash composite properties, their durability properties can be improved by adding smaller fly ash particle in cement system. The control of fly ash production by delivering its optimal degree of fineness is more important than selecting the optimal CaO content of fly ash. The study offers a deep technical value differentiating between effects of its fineness and CaO content such that the fly ash producers and consumers can realize and offer the optimized fly ash for good product quality

Exploring ASEAN Fly Ash for Enhancing Cement Hydration and Service Life Prediction of Portland Cement Mortar

The durability of cementitious materials can be improved with the widespread utilization of fly ash (FA). Although FA has been available for use in cement and concrete industries for decades, there is still a practical barrier associated with its application. The difficulty stems from its wide variety and heterogeneity. The purpose of this research is to conduct both experimental and numerical investigations to achieve a better understanding of managing the variation of FA, which reflects its durability. The chemical properties and particle size distribution of FA from five distinct sources in ASEAN region were analyzed. In addition, the degree of reactivity, flow, toughened porosity, and apparent chloride diffusivity coefficients of blended FA-cement systems were studied (Da). The Life365 service life model was executed. Using analysis of variance (ANOVA) and sensitivity analysis using linear regression, the experimental outcomes were statistically examined. Having a 15% FA replacement level resulted in a roughly 70% decrease of the Da value, extending its serviceability by around 13%. The chemo-physical processes in multi-scale structures were shown to be the most important element by statistical analysis, and the degree of response in blended FA-cement systems and its toughened porosity were found to be among the most beneficial aspects affecting its durability

Investigating Lifelong Learning Competencies of Teacher Trainers in Myanmar

Systematic literature review in lifelong learning identified that there are three common research trends: concepts used in lifelong learning policies, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. However, the number of previous studies that used mixed methods and were conducted in Asia is limited. Thus, the main aim of this research is to explore the perceptions of teacher trainers on lifelong learning and their perceived level of lifelong learning competencies through the advanced mixed method; explanatory sequential design. The participants in this study were teacher trainers from selected education degree colleges in Myanmar. The main instrument, LLLCS used in this study was developed based on the eight key competencies of lifelong learning identified by the European Commission, namely, Literacy competence, Multilingual competence, Mathematical competence and competence in Science, Learning to learn competence, Entrepreneurship competence and Cultural awareness and expression competence. Its reliability, face validity, content validity and construct validity were presented. In the quantative part, multiple linear regression analysis was performed to formulate the regression models for lifelong learning competencies of teacher trainers, and analysis of variance was also utilized to create comparison between the outcome models. The results indicated that the model including region, teaching experience, perception of lifelong learning, and learning strategies may be the best regression model for predicting lifelong learning competencies in teacher trainers. In the quantitative part of the formal study, the relationships among the perception of lifelong learning, lifelong learning competencies, and learning strategies were investigated and each competency of lifelong learning was also analysed. The findings indicated the perception of teacher trainers of lifelong learning and lifelong learning competencies is high. The study found that perception of lifelong learning, competencies, and learning strategies did not differ based on gender, education level, or teaching tenure. However, significant differences were observed in perception of lifelong learning and learning strategies, but not lifelong learning competencies in terms of age. The study also found a highly positive correlation between lifelong learning competencies and learning strategies. Competencies were typically high in learning how to learn, but low in math and science. Competencies in multilingual, digital, learning to learn, citizenship, entrepreneurship, and cultural awareness varied by region of education degree colleges, but not literacy, mathematics, and science. Literacy competence, digital competence and citizenship competence can also differ by age while teaching service can influence only the digital competence. By using a purposive sampling approach, semi-structured interviews were conducted in the qualitative phase. Their lifelong learning competencies, particularly in the areas of digital competence and multilingual competence, are affected both favourably and unfavourably by the new learning community. Most of them used self-regulated learning strategies to gain teaching competencies. They believed that teaching competencies are related to the lifelong learning competencies, which can also be influenced by various internal and external factors