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Unique lipid profile and its association with mastitis in human milk
2023岡山çç«å€§åŠå€§åŠ
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èŠã§ã¯ãããã調çå Žã®å¯é£æçã®å«é£ç¶æ³ã簡䟿ã«è©äŸ¡ããã²ãšã€ã®ææ³ãšããŠå©çšã§ããå¯èœæ§ã瀺åããããThis study aimed to establish an analysis method that relies on food patterns of side dishes using the amount of food from different food groups contained in school lunch side dishes. The analysis targeted 120 meals distributed to 20 elementary and junior high schools from Central Kitchen A in K City Okayama Prefecture in June and November 2019. When principal component analysis was conducted using the amount of food used (in grams) from 17 food groups in the delivered meals, two main factors were extracted: âJapanese ingredientsâ (dried fish, root vegetables, and fish-paste products) and âingredients in main dishesâ (seafood or meats). The following elements that are in line with K Cityâs menu planning policies were identified: promotion of Japanese-style meals; menu planning that takes into consideration food groups that tend to be deficient in everyday life;and incorporation of local produce. When the factor scores were used to categorize the delivered meals into four groups, and the plate waste per food container was compared, the plate waste for Japanese-style meat dishes and Japanese-style fish dishes was significantly higher than that for all other dishes with the exception of Japanese-style meat dishes. This analysis method requires further research due to the low factor contribution rate of the extracted factors. However, it may be possible to use this as a simple method for evaluating matters such as the consumption level of side dishes at each of the kitchens
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ã®ç 究ã®çŸç¶ãšèª²é¡ãæããã«ããããšãç®çãšãããå»åŠäžå€®éèª web ãçšããŠãèªå·±èª¿æŽåŠç¿ããSelf-Regulated LearningããããŒã¯ãŒããšãæç®ãæ€çŽ¢ãããè«æã®éžå®æ¡ä»¶ã¯ãå»çåŸäºè
åã³å»çç³»åŠçã察象ãšããæç®ãšããããã®çµæ 81 件ã®æç®ããããåèè«æ 24 件ãåæãããèªå·±èª¿æŽåŠç¿ãšã®é¢é£ã¯å人èŠå ã»ç°å¢èŠå ã«å€§å¥ããããå人èŠå ã¯ããå±æ§ãããåŠå¹Žãããè©Šéšæ瞟ãããåŠç¿å°é床ãããåŠç¿åæ©ã¥ãã¿ã€ããããéå»ãæªæ¥ã«å¯Ÿããå人ã®èŠè§£ãããã³ã³ããã³ã·ãŒããã瀟äŒäººåºç€åãšèªå·±æè²åãããå¥åº·åºŠã»ç掻ç¿æ
£ãããèªå·±å¹åæããç°å¢èŠå ã¯ãããœãŒã·ã£ã«ãµããŒããããååäœæ¥ãããæææ¹ç¥ããšèªå·±èª¿æŽåŠç¿ãšã®é¢é£ãæãã«ããŠãããä»åŸã¯åèŠçŽ ã®é¢ä¿ã瀺ãããã®çžŠæçç 究ãç°å¢èŠå ãšã®é¢ä¿ã®æ確åã課é¡ã§ãããThis study aimed to clarify the current status of and issues in domestic research on self-regulated learning of healthcare professionals and healthcare students to obtain suggestions for using self-regulated learning in nursing education. A literature search was conducted in the Central Journal of Medical Science database using âself-regulated learningâ and âSelf-Regulated Learningâ as keywords. We selected articles targeting medical professionals and medical students. Of the 81 articles found, 24 were original papers, which were then analyzed. Consequently, the current status of domestic literature on self-regulated learning was broadly classified into individual and environmental factors. The individual factors were âattributes,â âgrade level,â âtest scores,â âachievement level,â âlearning motivation type,â âpersonal views of the past and future,â âcompetencies,â âbasic adult skills and self-education,â âhealth and lifestyle,â âself-fficacy,â while the environmental factors were âsocial support,â âcooperative work,â and âteaching strategies,â as well as self-regulated learning. The results clearly showed the relationship between these factors and self- regulated learning. Future studies should include longitudinal studies to clarify the relationship between these factors and environmental factors
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·äœçææ³ã®ïŒã€ãšããŠãã¢ã¡ãªã«çºç¥¥ã®äœéšçãã€æšªæçåŠç¿ææ³ã§ãã Edible Education ãå°å
¥ããè©Šè¡çåçµãè¡ã£ãå ±åã§ãããIn April 2022, the Department of Children\u27s Studies, which is responsible for fostering teachers, started the "\u27weed-type\u27 early childhood education human resource development" project, which aims to develop human resources who have learned the idea of placing natural capital as a social infrastructure and who transcend the barriers of the humanities and sciences necessary in unpredictable times. In addition to aiming to teach and convey the importance of natural capital to children and parents in early childhood, this is to learn experientially that learning about the circulation of the natural environment also leads to understanding the relationship between people and society and human relationships. As one of the specific methods for this purpose, we introduced Edible Education, an experiential and cross-sectional learning method originating in the United States, and reported on the trial efforts
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This study aimed to clarify the relationship between the marital relationship, bonding, and depression during pregnancy. We asked 265 mothers and 257 fathers during pregnancy, who consented to participate, to respond to a mail questionnaire, consisting of basic information items, the Quality Marriage Index, Mother-Infant Bonding Questionnaire, and Edinburgh Postnatal Depression Scale. To clarify the association between the marital relationship, bonding, and depression, we analyzed the collected data using structural equation modelling. The marital relationship predicted mother-infant and father-infant bonding (p< 0.01 and p< 0.001), the marital relationship predicted depression in mothers and fathers (p< 0.01 and p< 0.001), and mother-infant and father-infant bonding did not predict depression in the mothers or fathers during pregnancy. The goodness-of-fit index values for the mothers and fathers were as follows: CFI: 0.977 and 0.976; and RMSEA: 0.041 and 0.042, respectively. The results revealed that the marital relationship predicts mother-infant and father-infant bonding, as well as depression in mothers and fathers during pregnancy, supporting the effectiveness of providing approaches for both mothers and fathers from the perspective of strengthening their marital relationships as a basis for promoting parent-infant bonding during this period. It was also suggested that support for married couples prevents depression in both mothers and fathers, in addition to promoting parent-infant bonding.æ¬ç 究ã¯ãåŠåš æã®å€«å©Šé¢ä¿ãšãã³ãã£ã³ã°ãæãã€ã®é¢é£ãæããã«ããããšãç®çãšããã265 人ã®æ¯èŠªãš 257 人ã®ç¶èŠªã«å¯Ÿããåºç€æ
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ã®ãã³ãã£ã³ã°ã¯æãã€ãäºæž¬ããªãããšãæãããšãªã£ããé©å床ææ°ã¯ãæ¯èŠªãšç¶èŠªã® CFI ã§ãããã 0.977ãš 0.976ãRMSEA 㧠0.041 ãš 0.042 ã§ãã£ããåŠåš æã®ãã³ãã£ã³ã°ã匷åããããã«ã倫婊é¢ä¿åŒ·åã®åŽé¢ããå¹æçãªã¢ãããŒãããæ¯èŠªç¶èŠªäž¡æ¹ã«å¯ŸããŠæäŸã§ããå¯èœæ§ãæãããšãªã£ã
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é€æã«ãªãã¥ã©ã ã§ã¯ïŒãã®å°ååè²ãŠæ¯æŽæ ç¹ã«éã芪åãšã®äº€æµãéããŠïŒåŠçãå®è·µçã«åŠã¶ããšãã§ããããææ¥ã®å·¥å€«ãéããŠãããæ¬ç 究ã§ã¯ïŒåè²ãŠæ¯æŽã«ã€ããŠããæ·±ãå®è·µçã«åŠã¶ããã«æ°èšããç§ç®ãåè²ãŠæ¯æŽãããžã§ã¯ãç 究 Aãã®æŠèŠãš 2021 幎床ã®è©Šè¡ç¶æ³ã«ã€ããŠæ€èšŒãå ±åãè¡ã£ããåè¬çã®äºåŸã®ææ³ããã¯ïŒåè²ãŠæ¯æŽã®äŸ¡å€ãæ矩ã«è§ŠããŠãããã®ãå€ãèŠããïŒå®è·µã®åã«æ ç¹ã®èšç«çµç·¯ãªã©ãç解ããããšã§ïŒããæ·±ãåŠã³ã«ç¹ãã£ãã®ã§ã¯ãªãããšæšå¯ããããIn 2010, Okayama Prefectural University established an on-campus child-rearing support center in response to the âOkayama Childcare Collegeâ Project promoted by the prefecture. In the training curriculum for nursery teacher, lessons have been designed so that the students can learn practically through exchanges with parents and children gathered at this center. In this study, we examine and report on the outline of the newly established âChild Rasing Support Project A,â course for more in-depth and practical study of child-rearing support, and the status of its trial in FY2021. The studentsâ opinions after the program revealed that they saw several points that touched upon the value and significance of child-rearing support, and it was thought that understanding the background of the establishment of the center before the course was implemented led to deeper learning
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æ¬çš¿ã§åãäžãããŠã£ãªã¢ã ã»Tã»ããªã¹ïŒWilliam Torrey Harris, 1835-1909ïŒã¯ãã¢ã¡ãªã«æè²å²ã®äžã§åªããæè²è¡æ¿å®ãšããŠäœçœ®ã¥ããããŠããã圌ã¯å²åŠè
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æè²ææ³ã¯ã幌çšåãšå°åŠæ ¡ã«ãªãã¥ã©ã ã®æ¥ç¶ãšãã芳ç¹ããã幌çšåã®ãµãã»ãã©ã€ããªãŒåã®åºçºç¹ãšãªã£ãããšãå°åŠæ ¡æè²ã®æºåæè²ãšããŠãæ§æ¥ã®ãã¬ãŒãã«äž»çŸ©ã«åºã¥ã幌çšåæè²ã«æ¹è¯ãä¿ããããšãšããäºã€ã®ç¹ã§ãé²æ©äž»çŸ©å¹Œçšåã®ãããã¿ã€ããæ瀺ãããšããæå³åãã«ãããŠãããç©æ¥µçãªè©äŸ¡ãäžããããšãã§ãããWilliam T. Harris (1835-1909), the subject of this article, has been positioned as an outstanding educational administrator in the history of American education. He was also a philosopher and a central figure in the St.Louis Hegel movement. By focusing on early childhood education, this article describes the significance of Harris\u27 educational philosophy as a conceptual âbridge".From the perspective of connecting kindergarten and elementary school curriculum, his thought on early childhood education served as the starting point for sub-primary school, and as preparatory education for elementary school education, he urged improvements to kindergarten education based on the old Froebelism principle. In two respects, we can give a more positive evaluation for his contribution to a prototype of a progressive kindergart
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èŠããããæã«ããããŠãã®èšå®ããæ¢æ±çãªåé¡çºèŠã解決ãé»ãããšãããç¹ãææãããThis case study critically analyzes the process and meaning of having set objectives in a music class at an elementary school from the perspective of practitioners and researchers of music performance and education. In music classes specifically, instructors often have to deal with complex issues that are inherent in music. This study demonstrates that setting objectives can stifle learnersâ exploration and opportunities for problem identification and problem solving
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