Generic Skills Assessment Through Implementation of Group Based Learning to Understand SDGs

In this competitive world, it is important for students to acquire generic skills and its assessment in higher education is scarce. This study is an attempt to address the effect of group based learning on generic skills development and and also an approach to spread the knowledge of Sustainable Development Goals (SDGs). Like generic skills, educating young students about SDGs has become crucial. A workshop was conducted for 3 days and a total of 12 students filled in the questionnaire for group and self assessment of generic skills for 10 selected generic skills after every workshop. The overall results indicated that the group based learning have positive impact on the development of generic skills. We found that all generic skills were more developed in group assessment than individual assessment. When the inter-relationship among the skills were assessed for individual ratings using network analysis, the results revealed that the effective team work was strongly associated with co-operativity (r2 =0.7529 p <0.001), communication (r2 =0.7146, p <0.001) and information sharing (r2 =0.7529 p <0.001). The significant finding of this study is the use of shared educational materials which helped the students to overcome the language barrier and be more interactive to achieve the given goal. Further, this study has explored the application of group based learning as an effective educational approach to introduce any designed studies (in this case, SDGs) for fostering the innovative human resources belonging to different educational backgrounds. Moreover, this study also emphasizes on the importance of teaching SDGs to the engineering students for their capacity building, so that they not only understand but also act to ensure that the goals are met for better future. Keywords: Engineering students, Generic skills, Group based learning, Self assessment, Group Assessment Sustainable Development Goals (SDGs)

Psychiatric-disorder-related behavioral phenotypes and cortical hyperactivity in a mouse model of 3q29 deletion syndrome

3q29 microdeletion, a rare recurrent copy number variant (CNV), greatly confers an increased risk of psychiatric disorders, such as schizophrenia and autism spectrum disorder (ASD), as well as intellectual disability. However, disease-relevant cellular phenotypes of 3q29 deletion syndrome remain to be identified. To reveal the molecular and cellular etiology of 3q29 deletion syndrome, we generated a mouse model of human 3q29 deletion syndrome by chromosome engineering, which achieved construct validity. 3q29 deletion (Df/+) mice showed reduced body weight and brain volume and, more importantly, impaired social interaction and prepulse inhibition. Importantly, the schizophrenia-related impaired prepulse inhibition was reversed by administration of antipsychotics. These findings are reminiscent of the growth defects and neuropsychiatric behavioral phenotypes in patients with 3q29 deletion syndrome and exemplify that the mouse model achieves some part of face validity and predictive validity. Unbiased whole-brain imaging revealed that neuronal hyperactivation after a behavioral task was strikingly exaggerated in a restricted region of the cortex of Df/+ mice. We further elucidated the cellular phenotypes of neuronal hyperactivation and the reduction of parvalbumin expression in the cortex of Df/+ mice. Thus, the 3q29 mouse model provides invaluable insight into the disease-causative molecular and cellular pathology of psychiatric disorders

イデンセイ ジン シッカン ICGN マウス オ モチイタ ジンセイ ヒンケツ ハッショウ キジョ ノ カイメイ

京都大学0048新制・課程博士博士(農学)甲第11619号農博第1475号新制||農||905(附属図書館)学位論文||H17||N4012(農学部図書室)23262UT51-2005-D368京都大学大学院農学研究科応用生物科学専攻(主査)教授 久米 新一, 教授 矢野 秀雄, 教授 佐々木 義之学位規則第4条第1項該当Doctor of Agricultural ScienceKyoto UniversityDA