相互評価力育成プログラム開発の試み

Peer assessment is regarded as a highly recommended practice for facilitating\students’ active learning. And thus, Soka University aims to develop students\u27\feedback skills for their critical and promotive peer assessments. Such the skills for\active listening, awareness-oriented questioning, and posing supportive critiques\are key elements of productive peer assessment.\This paper outlines and examines a training program to foster individual\student\u27s peer assessment skills, which is one of the outcomes of the Research\Project for Promoting Cooperation in College Education funded by Ministry of\Education, Culture, Sports, Science and Technology. The training program was\designed with the duration of three days (12 hours in total) and the experimental\research in the program was conducted with 26 students.\Data analysis was performed using answers of questionnaires which were\administered to the participated students at two points in time: one is at the end\of the program to find out the immediate effects and the other is at three months\after the program as a follow-up survey. The paper identifies effects of the program\examining these data, as well as delineating the program.\The results suggest that the program contributes the development of student\peer assessment skills in both their academic and non-academic settings. Also the\necessity of further development of the program has been revealed to utilize it\fully

ヨミカキ ノウリョク ノ ソジ ヅクリ ノ タメ ニ ショウガッコウ カラ デキル コト : Phonemic Awareness オ ウナガス ガイコクゴ カツドウ ノ ジッセン

5, 6 年生の外国語活動が次の学習指導要領改訂において教科化され，今後，小学校で「基本的な読むことや書くこと」の指導が行われることになる。中学校の前倒しではなく，小学生にふさわしい文字の導入方法を，今から研究し確立する必要がある。文字を含めた指導法には，絵本のなぞり読み等のトップダウン式もある一方で，ボトムアップ式の指導も必要とされる。本稿では，英語特有の「音」に慣れ親しむための 「音素への気づき（phonemic awareness）」を促す指導が，「読み書き」能力の素地作りに効果のある指導法の1 つになり得るかを，実験データに基づき検証する

The Design of Learning Environment and Learning Support for Higher Education in Taiwan

本論文は，JSPS科研費JP19K03040、JP19H01710の助成を受けている

LRRK2 Phosphorylates Tubulin-Associated Tau but Not the Free Molecule: LRRK2-Mediated Regulation of the Tau-Tubulin Association and Neurite Outgrowth

Leucine-rich repeat kinase 2 (LRRK2), a large protein kinase containing multi-functional domains, has been identified as the causal molecule for autosomal-dominant Parkinson's disease (PD). In the present study, we demonstrated for the first time that (i) LRRK2 interacts with tau in a tubulin-dependent manner; (ii) LRRK2 directly phosphorylates tubulin-associated tau, but not free tau; (iii) LRRK2 phosphorylates tau at Thr181 as one of the target sites; and (iv) The PD-associated LRRK2 mutations, G2019S and I2020T, elevated the degree of tau-phosphorylation. These results provide direct proof that tau is a physiological substrate for LRRK2. Furthermore, we revealed that LRRK2-mediated phosphorylation of tau reduces its tubulin-binding ability. Our results suggest that LRRK2 plays an important role as a physiological regulator for phosphorylation-mediated dissociation of tau from microtubules, which is an integral aspect of microtubule dynamics essential for neurite outgrowth and axonal transport

Genetic Analysis of Craniofacial Traits in the Medaka

Family and twin studies suggest that a substantial genetic component underlies individual differences in craniofacial morphology. In the current study, we quantified 444 craniofacial traits in 100 individuals from two inbred medaka (Oryzias latipes) strains, HNI and Hd-rR. Relative distances between defined landmarks were measured in digital images of the medaka head region. A total of 379 traits differed significantly between the two strains, indicating that many craniofacial traits are controlled by genetic factors. Of these, 89 traits were analyzed via interval mapping of 184 F2 progeny from an intercross between HNI and Hd-rR. We identified quantitative trait loci for 66 craniofacial traits. The highest logarithm of the odds score was 6.2 for linkage group (LG) 9 and 11. Trait L33, which corresponds to the ratio of head length to head height at eye level, mapped to LG9; trait V15, which corresponds to the ratio of snout length to head width measured behind the eyes, mapped to LG11. Our initial results confirm the potential of the medaka as a model system for the genetic analysis of complex traits such as craniofacial morphology

相互評価力育成プログラム開発の試み

Peer assessment is regarded as a highly recommended practice for facilitating\ students’ active learning. And thus, Soka University aims to develop students'\ feedback skills for their critical and promotive peer assessments. Such the skills for\ active listening, awareness-oriented questioning, and posing supportive critiques\ are key elements of productive peer assessment.\ This paper outlines and examines a training program to foster individual\ student's peer assessment skills, which is one of the outcomes of the Research\ Project for Promoting Cooperation in College Education funded by Ministry of\ Education, Culture, Sports, Science and Technology. The training program was\ designed with the duration of three days (12 hours in total) and the experimental\ research in the program was conducted with 26 students.\ Data analysis was performed using answers of questionnaires which were\ administered to the participated students at two points in time: one is at the end\ of the program to find out the immediate effects and the other is at three months\ after the program as a follow-up survey. The paper identifies effects of the program\ examining these data, as well as delineating the program.\ The results suggest that the program contributes the development of student\ peer assessment skills in both their academic and non-academic settings. Also the\ necessity of further development of the program has been revealed to utilize it\ fully