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Puji Astuti,Jayne C. Lammers 아시아영어교육학회 2020 The Journal of Asia TEFL Vol.17 No.2
Despite an increase in research on the effects of cooperative learning (CL) on EFL learning, few studies explore the processes occurring within the use of CL and even fewer depict challenges with CL implementation. To address that gap, this qualitative multi-case study explored the important roles that individual accountability − CL’s key principle − play in enhancing EFL learning and was guided by the following question: How does missing the activities that demonstrate individual accountability in CL affect EFL learning? Data were generated by participant observations, in-depth interviews, and document analysis to conduct an empirical examination of what teachers and students experience, namely that while CL was part of teacher participants’ instructional practice, the procedures of some selected CL structures were only partially followed by these teachers. When CL was not implemented with fidelity, performances of individual accountability in home groups and peer interactions were missed. With a Cultural-Historical Activity Theory lens, this analysis provides a portrait of tensions in the CL implementation, such as one between EFL learners (subjects) and the EFL classroom (community); it was evidenced by the learners having peer preference, i.e., taking the attitude that not all of their peers could be their resource person.
Single Nucleotide Polymorphism and Haplotype Diversity in the Rice Sucrose Synthase 3
Puji Lestari,Gi-An Lee,Tae-Ho Ham,Reflinur,Mi-Ok Woo,Rihua Piao,Wenzhu Jiang,Sang-Ho Chu,Joohyun Lee,Hee-Jong Koh 한국작물학회 2010 한국작물학회 학술발표대회 논문집 Vol.2010 No.04
The rice sucrose synthase 3 (RSUS3) localized predominantly inrice seed endosperm may play an important role in the starch filling in the milky stage of rice seed. As the genetic diversity at this locus is not known yet, forty three rice varieties/accessions were objected to amplify full sequence of the RSUS3 to examine the distribution of DNA polymorphisms. A total of 254 sequence variants, including 82, 150 and 22SNP sand indels, were successfully identified in whole length of 7,733bp sequence comprising promoter, exon and intron, and 3’ down stream non transcribed region(NTR). Eleven haplotypes were distinguishable among 43 rice varieties based on the nucleotide variation on the three defined regions (5’NTR, transcript and 3’NTR). The promoter region showed the occurrence of a base change on a cis-element which might involve a functional role of the motif in seed-specific expression. Non random process seemed to be acted in the genetic diversity of RSUS3geneamongricegermplasmusedinthisstudy. The analysis of polymorphism sites indicated a history of eleven minimum recombination mostly occurred in the transcribed region. This result might provide an insight for a clasditic approach for establishing future genetic association studies of RSUS3locus.
Puji Astuti,Leslie Barratt 아시아테플 2018 The Journal of Asia TEFL Vol.15 No.1
Research shows that cooperative learning (CL) supports foreign language learning (e.g., Almuslimi, 2016; Wei & Tang, 2015). However, there is little research demonstrating how CL works and, specifically, how it promotes learning, particularly individual accountability, which is a principle in CL. This article reports on part of a larger study that aimed to fill this gap by exploring the roles of individual accountability in CL in enhancing EFL learning. The study involved two secondary school EFL teachers, with 77 students in their classrooms, and four focus students. Analysis of data from participant observations, in-depth interviews, and document analysis shows that individual accountability manifests itself in a series of activities from individual, group, and class presentations as well as other peer interactions. The findings also showed that the learners had more opportunities to interact and had more interactions with their peers during CL than during conventional group work (i.e., students simply completing non-CL activities in groups). Opportunities for student-student interactions in CL activities, absent in the conventional group work, may have contributed to the EFL learners’ communicative competence. However, teachers new to CL should follow the preset procedures for CL strategies to promote individual accountability and understand how these activities benefit students.
Puji Lestari,최우혁 한국고분자학회 2021 한국고분자학회 학술대회 연구논문 초록집 Vol.46 No.1
Self-healing hydrogels were prepared through free radical polymerization of lithium acrylate monomer with the presence of vinyl silica nanoparticles as cross-linker and ammonium persulfate as initiator. The monomer was prepared by ion-exchanging acrylic acid with lithium hydroxide. Silica nanoparticles act as stress buffer to some degree strengthening the polymer network under strain, while hydrogen bonds contribute to self-healing properties of the hydrogel. Self-healing hydrogel polymer electrolytes were able to stretch up to 2000% and possessed high ionic conductivity of ~10<sup>-3</sup> S/cm at room temperature. Morphology, mechanical properties, self-healing properties, and electrochemical properties were systematically investigated with field emission–scanning electron microscopy (FE-SEM), universal testing machine (UTM), rheometer, and electrochemical impedance spectroscopy (EIS), respectively.
Puji Lestari,최우혁 한국고분자학회 2021 한국고분자학회 학술대회 연구논문 초록집 Vol.46 No.2
Stretchable and self-healing properties are highly required for wearable and flexible energy storage devices such as supercapacitors. On the other hand, the drawback between high ionic conductivity and mechanical performance still becomes the typical problem to overcome. In this report, high stretchable and self-healing poly(lithium acrylate)-based hydrogels were prepared with free radical polymerization of lithium acrylate with vinyl silica nanoparticles as cross-linker and ammonium persulfate as initiator. Lithium acrylate was prepared by ion-exchanging acrylic acid with lithium hydroxide. Vinyl silica nanoparticles as cross-linkers acting as a stress buffer contribute to strengthening the polymer network under strain. Meanwhile, the self-healing ability is due to intramolecular and intermolecular hydrogen bonding of the hydrogel. Self-healing hydrogel polymer electrolytes were able to stretch up to 2000% and possessed high ionic conductivity ~10-3 S/cm at room temperature.