Factors related to receiving cervical cancer screening in young working Women

　Purpose of this study was to clarify the factors related to receiving cervical cancer（C.C） screening　in young working women. A self-administered questionnaire was used to survey 268 working women　aged 20-39 years about factors associated with C.C screening. The participants were categorized　into the periodical screening group （n= 90）， non-periodical screening group （n=68） and unexamined　group （n=110）．Factors that differed among the three groups were family structure, experience of　sexual intercourse, desire for children, HPV vaccination, age, cancer risk perception, recommendations　from others and presence of a companion, interest in cancer screening, possession of general medical　knowledge about C.C, knowledge of C.C screening methods and procedures, and family functioning.　Multinomial logistic regression analysis showed that age（odds ratio 0.83），recommendations from　others and presence of a companion（ odds ratio 1.78）， interest in cancer screening（odds ratio 0.33），　and having knowledge of the methods and procedures of C.C screening（ odds ratio 0.16） were related　significantly with unexamined group. These results suggest that provision of knowledge about C.C. and　screening is effective in promoting cervical cancer screening, taking into account the characteristics of　the target population. Particularly, it seems to be important to invite unexamined group to participate C.C cancer screenings

Research on Cancer Screening Promotion and Employment Support for Employees with Cancer at Business Establishments

Background: Increasing cancer screening rates among working-age populations and providing employment support for employees with cancer are issues that need to be addressed in Japan. Therefore, this study aimed to clarify the situation regarding cancer screening promotion and employment support for employees with cancer at business establishments and the support they seek from medical professionals regarding these issues. Methods: This survey covered 1,058 business establishments and included the following items: attributes of the business establishments, cancer screening rate, support for employees to promote cancer screening, support sought by business establishments from medical professionals to promote cancer screening, presence of employees with cancer, support programs for employees with cancer, awareness of the resources available for employment support for employees with cancer, difficulties in supporting employees with cancer in the workplace, and support sought by business establishments from medical professionals in providing employment support for employees with cancer. Data analysis was primarily conducted using summary statistics. Results: This study included 153 establishments. The median cancer screening rate ranged from 50.00 to 99.15. Employee support for promoting cancer screening ranged from approximately 30% to 40% for “ensuring time for screening” and from 20% to 30% for “providing full subsidies for cancer screening cost.” The median screening rate for breast and cervical cancers was 50.00, and support for promoting screening was less than 30% for each. Business establishments sought support from medical professionals regarding cancer and study sessions on cancer prevention to promote cancer screening. Regarding support systems for employees with cancer, 49.7% of the establishments offered sickness benefits, and 42.5% offered paid leave on an hourly basis. Less than 10% were aware of the websites provided by public organizations regarding employment support for patients with cancer. Approximately 50% of the establishments reported difficulties regarding treatment policies and duration uncertainties. Conclusion: Business establishments sought the provision of relevant knowledge and specific information to increase cancer screening rates and provide employment support for employees with cancer. Furthermore, this study suggests that employees with cancer need to manage the information they provide their establishments

Effects of Ring Size and Polar Functional Groups on the Glutathione Peroxidase-Like Antioxidant Activity of Water-Soluble Cyclic Selenides

To elucidate the effects of ring structure and a substituent on the glutathione peroxidase- (GPx-) like antioxidant activities of aliphatic selenides, series of water-soluble cyclic selenides with variable ring size and polar functional groups were synthesized, and their antioxidant activities were evaluated by NADPH-coupled assay using H₂O₂ and glutathione (GSH) in water and also by NMR spectroscopy using H₂O₂ and dithiothreitol (DTT^red) in methanol. Strong correlations were found among the GPx-like activity in water, the second-order rate constants for the oxidation of the selenides, and the HOMO energy levels calculated in water. The results support the conclusion that the oxidation process is the rate-determining step of the catalytic cycle. On the other hand, such correlations were not obtained for the activity observed in methanol. The optimal ring size was determined to be five. The type of substituent (NH₂ < OH < CO₂H) and the number can also control the activity, whereas the stereoconfiguration has only marginal effects on the activity in water. In methanol, however, the activity rank could not be explained by the simple scenarios applicable in water

L'oral dans l'éducation

La Revue internationale d’éducation de Sèvres s’intéresse, dans ce numéro 86, à la question de l’oral en éducation. Si l’on observe depuis quelques années au sein du système éducatif français une volonté de meilleure prise en compte, il était important d’observer les pratiques qui ont cours ailleurs. L’étude présente la situation dans une dizaine de pays sur quatre continents Partout, cette question de l’expression orale fait désormais partie des « compétences du XXIe siècle » et l’on se préoccupe de savoir comment parler, comment écouter. Pour autant, cette comparaison internationale permet pour la première fois de faire émerger des différences, d’une culture scolaire à une autre, d’une tradition à une autre. L’importance donnée à l’oral diffère également grandement selon les pays. Un double consensus se dégage toutefois de l’ensemble des articles : l’oral s’apprend et doit s’enseigner. Ne pas le faire, c’est contribuer au maintien ou, pire, au renforcement des inégalités entre les élèves. Autre point de large convergence : le rôle moteur de l’oral pour l’ensemble des apprentissages scolaires. Enseigner la parole, c’est donner les moyens de la prendre dans l’espace public et la vie sociale. C’est aussi l’affaire de tous et de toutes les matières. Car l’enjeu aujourd’hui n’est pas seulement d’apprendre à se servir de la parole mais aussi de se servir de la parole pour apprendre. As a legacy of various histories the spoken word is taken into account in very diverse ways. However this should not mask a broader trend, born of manifold origins, towards increasing the attention paid to written and spoken communication skills. These skills, which have often been overlooked – if not considered risky – and in any case poorly defined in schools, need to become a genuine learning object. This comparative study proposes ‘oracy’ as a concept to refer to a set of skills specific to the spoken word, including that of listening; skills which are drawn upon in order to develop various abilities to express oneself orally, to promote more democratic social participation as well as to enhance learning across the board. A pragmatic approach of oral curricula seems most beneficial, and is to be grounded in a clear vision of the relevant standards, as well as taking into account the specific issues of how to assess oracy and teacher training. La gran diversidad de la toma en cuenta de lo oral, herencia de diversas historias, no debe esconder el movimiento general, impulsado por unos motivos de orígenes múltiples, a favor de un desarrollo de la atención dedicada a lo oral. Este último, que era hasta ahora un objeto desapercibido, e incluso considerado como arriesgado, por lo menos mal definido en contexto escolar, debe convertirse en auténtico objeto de aprendizaje : esta comparación internacional propone el concepto de «oracía» («oratie») para designar un conjunto de competencias específicas para lo oral, entre las que figura la de escuchar, implementadas tanto para desarrollar ciertas capacidades de expresión oral como para desarrollar la vida social en un sentido democrático y para aprender mejor, en la totalidad de los campos. Una orientación pragmática de los currículos de lo oral debe ser favorecida, acompañándola de una visión clara de las normas retenidas, y tomando en cuenta las cuestiones específicas de evaluación de lo oral y de la formación de los docentes