A model-based analysis of a simplified beam-specific dose output in proton therapy with a single-ring wobbling system.

In radiation therapy, it is necessary to preset a monitor unit in an irradiation control system to deliver a prescribed absolute dose to a reference point in the planning target volume. The purpose of this study was to develop a model-based monitor unit calculation method for proton-beam therapy with a single-ring wobbling system. The absorbed dose at a calibration point per monitor unit had been measured for each beam-specific measurement condition without a patient-specific collimator or range compensator before proton therapeutic irradiation at Shizuoka Cancer Center. In this paper, we propose a simplified dose output model to obtain the output ratio between a beam-specific dose and a reference field dose, from which a monitor unit for the proton treatment could be derived without beam-specific measurements. The model parameters were determined to fit some typical data measured in a proton treatment room, called a Gantry 1 course. Then, the model calculation was compared with 5456 dose output ratios that had been measured for 150-, 190- and 220 MeV therapeutic proton beams in two treatment rooms over the past decade. The mean value and standard deviation of the difference between the measurement and the model calculation were respectively 0.00% and 0.27% for the Gantry 1 course, and -0.25% and 0.35% for the Gantry 2 course. The model calculation was in good agreement with the measured beam-specific doses, within 1%, except for conditions less frequently used for treatment. The small variation for the various beam conditions shows the high long-term reproducibility of the measurement and high degree of compatibility of the two treatment rooms. Therefore, the model was expected to assure the setting value of the dose monitor for treatment, to save the effort required for beam-specific measurement, and to predict the dose output for new beam conditions in the future

園内研修を通した保育者の成長プロセスの検討 : 週日案にみる保育構造の捉えから

保育における「現職研修の体系的整備」という今日的課題を踏まえて、実践の場に根ざした保育者養成のあり方を探究すべく、園内研修を通した保育者の成長プロセスを検討した。特に、個性化が見られた週日案4の分析から保育者の保育構造の捉えを明らかにすることを課題とした。その結果次の点が示唆された。①保育実践を計画する場合、「視覚処理」「身体的理解」が行われた。②指導計画の項目は、ティーム制のために同学年の保育者間に共有され、定期的な園内研修によって学年を越え共有される項目が見られた。③全保育者の指導計画に、「保育者の目標・課題」が組み込まれた。④経験年数の少ない保育者の場合、一般的な枠組を 用いて保育構造が捉えられる。また「保育者の目標・課題」の取組み方には、経験年数が影響すると推察できた。We examined the growth process of kindergarten teachers throughout an in-service program. We analyzed the weekly and daily program planning proposed by kindergarten teachers, to examine how they structure early childhood care and education in practice. We reached the following conclusions in this study ; 1. As sketched in a "Flow Chart" and a "Friendship Map", visual procedures by kindergarten teachers are effective in planning. 2. Some columns in a plan, shared among the same grade class teachers because of team teaching, were also used as a common column in all classes in our kindergarten. 3. Having "Objective and Issues" as a common column in the plan, teachers captured issues in their planning. 4. Less experienced teachers tend to understand the early childhood care and education in practice by general frameworks, such as "entire class" and "individual events". And the length of experience would differ in capturing situations even in the same column, "Objectives and Issues" in the plan

園内研修と指導計画立案の関係性に関する一考察

幼稚部では2001年4月より週日案の検討を中心に週1回の園内研修を継続している。昨年度までに2回改訂を行ったがいずれもトップダウンによるものだった。3年目に入った今年度、週日案のフォームの改訂が担任保育者からボトムアップの形で提案された。その結果3点のことが明らかになった。(1) 園全体で共通に書く項目を「週のねらいと内容」欄、「他の保育者との連携」欄、「行事と一日の流れ」欄としたため園内研修の際、園としての方向性が検討しやすくなった。(2)上記の欄は各学年のティームであらかじめ検討することができる。そのため園内研修以前に各学年の課題を決定できる。(3)「環境図」欄は各担任保育者に任されている。ゆえにこの欄に保育者自身時々の課題や個性を入れ込むことができる。Kindergarten Department has been continuously having in-service program for kindergarten teachers since April 2001, focusing mainly on weekly and daily teaching plan. We had revised the plan 2 times by last year, but these revisions were made in a top-down manner. Entering our third year, the revision was suggested for the first time bottom-up by one of our teachers. Three things became clear as a result. 1. Now that we have "Weekly Objective and Details", "Collaboration with Other Teachers", "Events and Flow of the Day" columns in the plan, it is easier for us to think about the direction we head to during our in-service program for kindergarten teachers. 2. Each team can consider above issues prior to the in-service program for kindergarten teachers, which enables them to think of their opportunities before the program starts. 3. Flow chart in the plan will be written by each teachers, which will allow them to put specific challenges that they face at the moment, and also make it unique