Association of dietary fiber intake with subsequent fasting glucose levels and indicators of adiposity in school-age Japanese children

Abstract Objective: To evaluate the relationships of fiber intake with subsequent body mass index SD-score, waist-to-height ratio, and serum fasting glucose levels among school-age Japanese children. Design: A prospective study of school-age Japanese children. Participants were followed from 6–7 to 9–10 years of age (follow-up rate: 92.0%). Fiber intake was assessed using a validated food frequency questionnaire. Serum fasting glucose was measured by a hexokinase enzymatic method. Using a general linear model, the associations between dietary fiber intake at baseline and body mass index SD-score, waist-to-height ratio, and serum levels of fasting glucose at follow-up were evaluated after considering potential confounding factors. Setting: Public elementary schools in a city in Japan Participants: A total of 2,784 students. Results: The estimated means for fasting glucose at 9–10 years of age were 86.45, 85.68, 85.88, and 85.58 mg/dl in the lowest, second, third, and highest quartile of fiber intake at 6–7 years of age, respectively (p= 0.033, trend p= 0.018). Higher fiber intake at 6–7 years of age was associated with lower waist-to-height ratio at 9–10 years of age (trend p= 0.023). The change in fiber intake was inversely associated with concurrent change of body mass index SD-score (trend p= 0.044). Conclusion: These results suggest that dietary fiber intake may be potentially effective to limit excess weight gain and lower glucose levels during childhood

The effect of a prostaglandin E-1 derivative on the symptoms and quality of life of patients with lumbar spinal stenosis

Quality of life (QOL) is a concern for patients with lumbar spinal stenosis (LSS). In this study, QOL was examined using the 5-item EuroQol (EQ-5D). QOL and activities of daily living (ADL) were surveyed for 91 patients who visited 18 medical institutions in our prefecture and were diagnosed with LSS-associated intermittent claudication. A second survey was performed after a parts per thousand yen6 weeks for 79 of the subjects to evaluate therapy with limaprost (an oral prostaglandin E1 derivative) or etodolac (an NSAID). Symptoms, maximum walking time, QOL, ADL items, and relationships among these variables were investigated for all 91 patients. Leg pain, leg numbness, and low back pain while walking were surveyed by use of VAS scores (0-100). Leg pain, leg numbness, and low back pain while walking (VAS a parts per thousand yen25) were present in 83.5, 62.6, and 54.9 % of the patients in the first survey, and approximately half of the patients had a maximum walking time 30 min, showing that maximum walking time affected health-related QOL. Of the 79 patients who completed the second survey, 56 had taken limaprost and 23 (control group) had received etodolac. Limaprost improved possible walking time, reduced ADL interference, and significantly increased the EQ-5D utility score, whereas no significant changes occurred in the control group. Maximum walking time was prolonged by a parts per thousand yen10 min and the EQ-5D utility value was improved by a parts per thousand yen0.1 points in significantly more patients in the limaprost group than in the control group. According to the findings of this survey, at an average of 8 weeks after administration limaprost improved symptoms, QOL, and ADL in LSS patients whereas treatment with an NSAID reduced pain but did not have any other effects.ArticleJOURNAL OF ORTHOPAEDIC SCIENCE. 18(2):208-215 (2013)journal articl

特別支援教育におけるライフキャリアの支援

In this study, we reviewed the history and relevant literature of career education and life career education. At the same time, we clarified the essential points of education by viewing and discussing guidance for children with intellectual disabilities, guidance for children with high-functioning developmental disabilities, and guidance at University Attached School for Special Needs Education for intellectual disabilities through the perspective of life career. The main results of our research are as follows. 1)Education and practices related to life career are undoubtedly progressing. In special needs education, it is vital to nurture career adaptability and life career resilience. 2)If teachers share the perspective of life career education, they can have a qualitative and quantitative influence on the relationships among children by setting up learning activities (meetings) that are open to participation of children of different grades and continuously guiding children with intellectual disabilities. 3)For young children with high-functioning developmental disabilities, life career development support from early childhood and the setting up of opportunities for young children to become aware of each other and act altruistically are particularly important. 4)In life career education for young students with intellectual disabilities or autism, the three concepts of "work, life, and leisure" are of importance. Further, by incorporating a systematic teaching model in education, the quality of lessons increases, leading to transformation in the children. 5)In life career education, it is necessary to expand on experiences helpful for choosing a fitting way of life in the future. For this purpose, for example, leisure — especially the participation in recreation and sports — is of importance. 6)It is important to educate and train teachers to provide adequate guidance based on the key concepts of career education and life career education in special needs education

ウィズコロナ時代における特別支援教育実践を問う : 2020年度におけるA県小学校・中学校の事例を通して

This study aims to report on the practice of special needs education that is primarily related to special needs classes for elementary and middle schools in Prefecture A in the fiscal year 2020, as well as examine the effects of coronavirus disease (COVID-19). The study was conducted to aid in improving special needs education. The main points presented in this study are as follows: 1) A balance between the promotion of COVID-19 prevention activities and the activation of educational activities should be maintained. 2) A revision of COVID-19 prevention education for schoolchildren who need special support is required. 3) Risk analysis indicates that households and parents/guardians are at a higher risk perception because of COVID-19; therefore, multiple home support measures are required. 4) Traveling counseling related to special support education has been negatively affected by COVID-19; however, it is possible to improve the efficiency and quality of such counseling by restructuring the counseling system. 5) In special needs education classes in elementary schools, education has been provided based on individualized support in response to the impact of COVID-19. In the future, it will also be necessary to consider the use of Information and Communication Technology equipment to support parents and guardians. 6) During the process of practical research aimed at career development in special needs classes for elementary schools, "individualized evaluation sheets" have been developed, and their utilization was found to be useful for setting guidance goals. 7) During the development of Japanese language classes for middle school special needs classes, "learning guides," "worksheets," and "interview checklists" were created. In addition, classes were improved through classroom research based on reflection. 8) From a pedagogical perspective, the significance of the practical research under (6) and (7) lies in how it can be considered for use in curriculum management and the structuring of classes. 9) From a psychological perspective, the usefulness of work experience at schools studied in this research project was shown as a common factor within practical research conducted under (6) and (7). The usefulness and value of these two research studies as "education practice research" were also noted. 10)From a medical perspective, it was established that the points of concern related to the prevention of COVID-19 differed according to disability type in the practical studies conducted in (6) and (7). This finding suggests the need for children to learn proper behavior and make appropriate lifestyle choices to prevent infection

Hormonal regulation of pheromone biosynthesis in the silkworm moth, Bombyx mori (Lepidoptera: Bombycidae)

In the silkworm moth (Bombyx mori L.), the sex pheromone [bombykol, (10E, 12Z)-10, 12-hexadecadien-l-ol] became undetectable 24 hr after decapitation, but its production was restored by the injection of a brain hormone (pheromone biosynthesis activating neuropeptide, PBAN). In order to understand the mode of action of this hormone, 14C-incorporation into pheromone precursors and related compounds was examined by treating the pheromone glands of normal, decapitated, and decapitated and hormone-injected virgin females with 14C-hexadecanoic acid. In the decapitated female moth, conversion of the 14C-acid into bombykol as well as other C16-fatty alcohols was very low. The levels of 14C-incorporation observed in normal females were partially recovered in the decapitated female by hormone injection. However, the amount of unsaturated C16-fatty acyl moieties and their levels of 14C-incorporation was not decreased as much by decaptation. This suggests that the main regulatory role of PBAN is in the reduction of an acyl moiety in the bombykol biosynthetic pathway rather than effecting unsaturation steps. Further, when the gland, which was removed from the decapitated female, was incubated in a Grace's medium with PBAN, the pheromone was again produced indicating the direct regulation of the pheromone gland by this hormone