Effects of Niko Niko Room’s educational support program on students’ ability formation (8) : Survey results of students who participated in the programs of 2014

The educational support programs offered at the Niko Niko Room of the Center for School Education and Research of Hiroshima University enable university students to support school children with their studies, especially arithmetic. Effects of the educational support programs of 2014 on university students were examined in this study. Sixty-two students answered questionnaires before and after the programs. Of the 62 students, 24 students did the actual study support and 38 students observed the study support done by other students. Students who did the actual teaching were taught and supervised by supervisors. All students participated in case review sessions where the group reviewed each case. Through their participation in the programs, both the students who did the actual support and who did the observations formed “assessment” and “teaching skill” abilities. Students were especially able to better their ability in understanding where the school children were troubled, and correcting the wrong thinking process the school children had. Overall, university students were satisfied with the educational support program where they were able to interact with the school children, and to experience actual teaching

Comparing Niko Niko Room’s educational support effects of university students, elementary students, and guardians (8) : Questionnaires from 2014

The effects of educational support programs offered at the Niko Niko Room in 2014 are discussed in this study. Twenty-three university students, twenty-three elementary students, and twenty-three guardians participated in the programs and were asked to answer questionnaires. Questionnaires measured the abilities of university students, degrees of satisfaction, and degrees of interest. Effects of the programs perceived by the three groups were compared between university students and elementary students, between university students and guardians, between elementary students and guardians, and among university students, elementary students, and guardians. Elementary students and guardians highly evaluated the educational abilities of the university students compared to the university students themselves. Overall, university students, elementary students, and guardians positively evaluated the effects of the educational support programs, and were satisfied with the educational support programs

Comparing Niko Niko Room's educational support effects of university students, elementary students, and guardians (6) : Questionnaires from 2012

The effects of Niko Niko Room's educational support program of 2012 perceived by university students, elementary students, and guardians were compared in this study. Eleven university students, eleven elementary students, and eleven guardians answered questionnaires measuring the ability of university students, degrees of satisfaction, and degrees of interest. Comparisons between university students and elementary students, between university students and guardians, between elementary students and guardians, and among university students, elementary students, and guardians were made. University students tended to underestimate their educational ability compared to elementary students. Overall, the effects of the educational support program were positively evaluated by university students, elementary students, and guardians, and elementary students and guardians were satisfied with the educational support program

Effects of Niko Niko Room’s educational support program on school children (9) : Survey results of school children and their parents who participated in the programs of 2014

The effects of an educational support program on school children who participated in the programs held in 2014 were examined in this study. The educational support program was held at a clinic of school psychology at the Center for School Education and Research of Hiroshima University called Niko Niko Room. Twenty-nine school children and their guardians answered questionnaires about the program. Results showed the following: (1) Educational support had a positive effect on children’s “self-efficacy regarding arithmetic”. (2) Both children and guardians positively evaluated the effects of this program, and both of them estimated students’ abilities high. (3) Children’s estimation of students’ communication and understanding had positive relations to their “interests in arithmetic”. Guardians’ estimation of students’ communication also had a positive relation to their estimation of “their children’s interests in arithmetic”

Effects of Niko Niko Room's educational support program on school children (7) : Survey results of school children and their parents who participated in the programs of 2012

The purpose of this study was to examine the effects of an educational support program on school children who participated in the programs held in 2012. The educational support program was held at the Niko Niko Room which is a clinic of school psychology at the Center for School Education and Research of Hiroshima University. 32 school children and their guardians answered questionnaires. Results showed that the educational support program had a positive effect on the children's "self-efficacy regarding arithmetic". Both children and their guardians highly evaluated the students' abilities who gave actual support to the children. Also, when the students' abilities are highly perceived, children's "interests in arithmetic" were also highly perceived. Overall, the effects of the educational support program were positively evaluated by both the children and their guardians

Effects of Niko Niko Room's educational support program on students' ability formation (6) : Survey results of students who participated in the programs of 2012

Since 2008, the Center for School Education and Research of Hiroshima University has been offering an educational support program at the Niko Niko Room where university students are able to support school children with their studies, especially arithmetic. In this study, the effects of the educational support programs of 2012 on university students were examined. Data of 65 students who answered questionnaires before and after the programs was analyzed. Of the 65 students, 30 students did the actual study support and 35 students observed the study support done by other students. The actual study support was taught and supervised by supervisors, and cases were taken under review by the group. Results showed that students' ability of "teaching skills" was formed through their participation of the program in both the students who did the actual support and who did the observations. Students were especially able to better their ability in offering appropriate educational materials, and in leading the children to notice their study problem on their own. Students were satisfied with the educational support program which they were able to be involved with children, and to experience actual teaching

ダイチョウ ジョウヒ サイボウ ニ ハツゲン スル NADPH oxidase1 Nox1 ノ ブンシ トクセイ

NADPH oxidase 1 (Nox1) is an isozyme of gp91-phox predominantly expressed in the human colon. In this study, we have established primary cultures of guinea pig large intestinal epithelial cells (LIEC). A great majority of the cultured cells (>90%) was surface mucous cells containing periodic acid-Schiff reaction-positive granules. Vimentin-positive fibroblasts were <1%, and macrophages were not contaminated. LIEC spontaneously produced superoxide anion (O2 －) at about 160 nmol/mg protein/h. O2 －-dependent formation of blue formazan particles from nitroblue tetrazolium was observed only on surface of mucous-producing cells, and these cells expressed Nox1 protein at plasma membrane and in the cytoplasm. They expressed p67-phox, p22-phox, and rac1, but not gp91-phox, p47-phox, p40-phox, and rac 2. Immunohistochemistry showed that Nox1, p 67-phox, and p 22-phox were predominantly expressed in surface mucous cells of human and guinea pig colonic mucosa. Human colon cancer cell lines (Caco2, T84, and HT29 cells) expressed Nox1, p22-phox, and rac1, but not the other NADPH components. These cells secreted O2 － at <5 nmol/mg protein/h. Caco2 cells possessed Toll-like receptor 5, and flagellin (FliC) from Salmonella enteritidis phosphorylated transforming growth factor-β-activated kinase 1 (TAK1) and TAK1-binding protein 1, and significantly up-regulated O2 － production. These results suggest that Nox1 expressed in colonic epithelial cells may regulate interactions between pathogenic bacteria and epithelial cells for host defense

Effects of Niko Niko Room's educational support program on school children (8) : Survey results of school children and their parents who participated in the programs of 2013

The effects of an educational support program on school children who participated in the programs held in 2013 were examined in this study. The educational support program was held at a clinic of school psychology at the Center for School Education and Research of Hiroshima University called Niko Niko Room. Twenty-nine school children and their guardians answered questionnaires about the program. Results showed that the children and their guardians both highly evaluated the ability of the teachers (university students) who supported the children, and were satisfied with the program. Communication between teachers (university students) and children, and between teachers (university students) and guardians seem to play an important role in the children’s interests of arithmetic and in the satisfaction of the programs

Effects of Niko Niko Room's educational support program on students' ability formation (7) : Survey results of students who participated in the programs of 2013

The effects of Niko Niko Room’s educational support programs of 2013 on university students were examined in this study. In this program, university students supported school children with their studies, especially arithmetic, based on cognitive counseling (Ichikawa, 1993). The actual study support was taught and supervised by supervisors, and cases were taken under review by the group. Data of 55 students who answered questionnaires before and after the programs were analyzed. Of the 55 students, 23 students did the actual study support and 32 students observed the study support done by other students. Results showed that students’ abilities of “teaching skills”, “relationship between students and guardians”, and “assessment” were formed in both the students who did the actual support and who did the observations through their participation in the programs. Results also showed that students’ ability of “lesson induction” was formed through the actual support