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- 저자 : Sprung, M. (검색결과 28 건)
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Kim, Young Yong,Kim, Kyungtae,Jung, Sungmin,Kim, Changsub,Kim, Jehan,Roth, Stephan V.,Sprung, Michael,Vartanyants, Ivan A.,Ree, Moonhor Elsevier 2016 Polymer Vol.105 No.-
<P><B>Abstract</B></P> <P>We investigated structural details and temperature-induced structural changes of an amorphous-crystalline brush diblock copolymer, poly(3-((6-((7-(9H-carbazol-9-yl)heptanoyl)oxy)hexyl)thio)propyl glycidyl ether)<SUB>60</SUB>-<I>b</I>-poly(glycidyl 12-((3,3,4,4,5,5,6,6,7,7,8,8,9,9,10,10,10-heptadecafluorodecyl)oxy)-12-oxododecanoate)<SUB>20</SUB> (PGK<SUB>60</SUB>-PGF<SUB>20</SUB>) in nanoscale thin films using synchrotron grazing incidence X-ray scattering (GIXS) and X-ray photon correlation spectroscopy (XPCS). Interestingly, the diblock copolymer was found to form a mixture of two different hexagonal cylinder structures (HEX1 and HEX2) where the PGF cylinders were aligned in the film plane. HEX1 was composed of PGF cylinders with higher population of crystals while HEX2 consisted of PGF cylinders with lower population of crystals. Surprisingly, the PGF block chains favorably self-assembled because of strong lateral interactions in the bristles, forming vertical multibilayer structure with partial interdigitation even in the highly confined cylindrical geometry. In heating run up to 340 K, some fraction of HEX2 was transformed to HEX1 via cold crystallization. In contrast, HEX1 was transformed to HEX2 above 340 K because of melting of the PGF crystals. The XPCS analysis found that the HEX structural changes associated with the cold crystallization in the PGF cylinder domains took place with relatively fast dynamics. The HEX structural changes associated with melting of the PGF crystals in the cylinder domains occurred with relatively slow dynamics; this unusual dynamics of structural changes might be attributed to a high energy melting process of PGF crystals against strong lateral interactions of the bristles.</P> <P><B>Highlights</B></P> <P> <UL> <LI> Hierarchical structure of an amorphous-crystalline brush diblock copolymer in nanoscale thin films was investigated. </LI> <LI> The crystallizable block chain makes two different hexagonal cylindrical packing orders. </LI> <LI> The fluoroalkyl containing brush block reveals strong tendency to crystallize even in confined cylindrical geometry. </LI> <LI> The fluoroalkyl containing brush block tends to undergo cold crystallization, causing a fast mode of structural changes. </LI> </UL> </P> <P><B>Graphical abstract</B></P> <P>Nanoscale thin film morphology details and temperature-induced structural changes of an amorphous-crystalline brush diblock copolymer containing carbazole and fluoroalkyl end groups at the bristle ends were investigated using synchrotron X-ray scattering and photon correlation spectroscopy.</P> <P>[DISPLAY OMISSION]</P>
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Spring,Ryan,Suarez,Gerard 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.4
Teaching conceptual metaphors to EFL learners has been shown to help with their learning of vocabulary and expressions, but this can be difficult for L1 Japanese EFL learners because of cultural and linguistic differences in the two languages. In teaching metaphors, the Cognitive Theory of Multimedia Learning and understanding of the theory of mental spaces can be used to argue that using visual media is particularly helpful for English learners. This paper presents a case that teaching conceptual metaphors is important for L1 Japanese learners of English, but difficult because of the large number of differences in the metaphorical expressions of the two languages, though these problems can be overcome through visual media, particularly animations. It suggests that they can be especially helpful when attempting to teach new conceptual metaphors to EFL learners because of their multi-modal nature and the ease with which they can construe reality. The paper further argues that animations aimed at children, such as Steven Universe, are particularly helpful because the metaphors are often made especially easy to understand, are often shown in an appropriate cultural context. Furthermore, Steven Universe has recurring themes built upon conceptual metaphors, allowing instructors to find many examples of the same metaphors.
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Spring,Ryan,Tabuchi,Ryuji 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.2
This study aims to determine how well an automatic speech recognition (ASR) tool could be used in an online EFL course to help L1 Japanese students improve their pronunciation. Previous studies have suggested that ASR tools can be helpful in this regard, but few have dealt with an entirely online course or attempted to use the data to determine which lessons were the most impactful. Therefore, we used a mixture of pre- and posttest data and survey results to determine how students would receive the ASR tool, whether or not they would improve, and what lessons were the most useful to them. The results suggest that students were generally positive towards the ASR-assisted practice and that they quite clearly improved their intelligibility, especially students who began with lower ability. Specifically, the tool was found to be most useful for students who had a lower than 95% accuracy on their pretests. Furthermore, students claimed the tool was most helpful for practicing consonant and vowel sounds, but a statistical model was unable to pinpoint which lessons were most helpful to their overall improvement. Future work should aim to discover the best drills to use and which pronunciation points to teach.
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Spring, Ryan 영상영어교육학회 2020 영상영어교육 (STEM journal) Vol.21 No.4
Though project-based learning and video creation tasks can be effective in advancing EFL learners’ speaking abilities, few studies have empirically examined what aspects of these tasks help learners. This study aims to determine what factors are associated with greater increases in oral proficiency when L1 Japanese EFL students participate in video-creation project-based language learning. It specifically looks at measures of engagement (participation, number in group, and teamwork), scaffolding (as indicated by quiz scores) and whether or not students took a speaking role in their project. It found that measures of teamwork related to fostering a team climate seemed to be associated with increases in fluency, that quiz scores were highly correlated with increases in complexity, and that taking a speaking role seemed to be associated with improvement in pronunciation accuracy. No association was found between improvement in any measure of oral proficiency and group size or instructor-given participation scores. Based on these results, this study recommends including heavy scaffolding and quizzes, encouraging students to speak actively, and monitoring group work through a teamwork measurement rather than simply relying on participation scores subjectively given by the instructor for the greatest benefits to students when conducting video-creation project-based learning.
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Spring Su 서울대학교 교육연구소 2012 Asia Pacific Education Review Vol.13 No.1
The reemergence and growth of private higher education institutions (HEIs) represent one of the most significant developments in Chinese higher education over recent decades. Against a macroeconomic background of decentralization, this phenomenon is essentially fuelled by a broad spectrum of political and socioeconomic forces. This study sets out with the primary aim of discussing the current policy environment constraints faced by different types of private HEIs based upon a theoretical framework of property ownership rights. This is undertaken through a comparative analysis with HEIs in the United States, as well as case studies on three different types of private HEIs in China (accredited private universities, independent colleges and Sino-foreign colleges). Recommendations are offered on the key issues aimed at overcoming the difficulties encountered by such institutions; these include transfer rights, income rights, government subsidies, access to bank loans and tax-exempted social donations. The government in China has adopted an incremental approach to the regulation of the private higher education sector, thereby providing ad hoc solutions to problems encountered along the way; however, within a mutually understood framework of action, a system of clear property ownership rights is essential to the practical coordination of the activities of the economic actors.
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Spring, Ryan,Suarez, Gerard 영상영어교육학회 2018 영상영어교육 (STEM journal) Vol.19 No.4
Teaching conceptual metaphors to EFL learners has been shown to help with their learning of vocabulary and expressions, but this can be difficult for L1 Japanese EFL learners because of cultural and linguistic differences in the two languages. In teaching metaphors, the Cognitive Theory of Multimedia Learning and understanding of the theory of mental spaces can be used to argue that using visual media is particularly helpful for English learners. This paper presents a case that teaching conceptual metaphors is important for L1 Japanese learners of English, but difficult because of the large number of differences in the metaphorical expressions of the two languages, though these problems can be overcome through visual media, particularly animations. It suggests that they can be especially helpful when attempting to teach new conceptual metaphors to EFL learners because of their multi-modal nature and the ease with which they can construe reality. The paper further argues that animations aimed at children, such as Steven Universe, are particularly helpful because the metaphors are often made especially easy to understand, are often shown in an appropriate cultural context. Furthermore, Steven Universe has recurring themes built upon conceptual metaphors, allowing instructors to find many examples of the same metaphors.
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Spring, Ryan 영상영어교육학회 2019 영상영어교육 (STEM journal) Vol.20 No.4
Recent advances in teaching phrasal verbs (PVs) through cognitive linguistics have been promising, but aren’t specific regarding how to impart PV knowledge practically in the classroom. Multimedia can help in this regard by providing clear visuals which help learners to understand verb and particle choice when selecting PVs, but the most effective way of utilizing it in PV lessons has not yet been made clear. This report offers empirical data from two groups of students showing that short animations can be very appropriate for PV practice, but that the conditions should be somewhat controlled. Surveys, practice scores and post-treatment test scores were used to show that a combined video task was preferred by students to an open-ended task and that scores on the combined video task were more highly correlated with success on the post-treatment assessment. While neither group significantly outperformed the other in the post-test and both groups were generally positive about the lessons, student preference and better correlation with actual assessment suggest that a combined video task is more appropriate than a completely open-ended video description task for PV practice when being taught through cognitive linguistic methods.
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How destination marketing on social media affects behavioral intention
Ivelina Ilieva,Spring Han 한국지능정보시스템학회 2022 한국지능정보시스템학회 학술대회논문집 Vol.2022 No.6
Social media is becoming more prominent in the daily lives of consumers and can plays a major role in forming impressions about tourism destinations. This is especially true during the current pandemic, when traveling is restricted and people increase the time they spend online. Recently, there has been a shift towards more visual content on social media, as apparent by the fast-growing popularity of social networks like Instagram, which is largely a photo sharing site. This shift indicates that destination marketing organizations need to take into consideration how photos of their destinations can influence consumers’ destination image. The goal of this paper is to find out whether the perception of destination and visit intention change after seeing photos of a destination and determine the effect that social media has on these components.
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