Charging of the impedance-probe by the auroral energetic electrons

Three antarctic rockets S-310JA-3, 5 and 6 were launched at Syowa Station into the auroral ionosphere. Charging of the electrode caused by the energetic electrons precipitated from the magnetosphere was observed in the frequency spectra of the impedance-probe. The measurement of the probe capacitance shows that the ion sheath thickness around the probe increases with enhanced energetic electron flux

Adviser Support for the Creation of Preschool Culture: A Study for the Current Curriculum Development of Preschool Care and Education

各保育園のこれからの保育課程開発においては,保育士は,その園の保育士として,一貫性,体系性,組織性,計画性を保持しつつ保育を実践し,主体的に自らの保育と園の保育等を自己評価･改善することが,新たに重視されることになった。しかし,園の保育に一貫性,体系性等をもたらし,その自己評価の際の根拠になるはずの園の保育目標が,保育の実際から遊離している園が多いと言われる現状がある｡この現状を解決する支援が,まずは必要である｡本研究では,岡山市内の御南保育園が,園文化創造アドバイザーの支援を求め,本来の園の目標と保育の全体的構造を顕在化しつつ練り上げ確認した結果,前述の新たに重視されることになった事柄の実現が大きく期待できる,保育士集団の意識変化が生じたことを検証する

Fundamental Study to Create a Joint Modeling Bringing up a Skill to Build a Relationship in a Childcare Facility

近年の社会変化により，子どもの遊びには変化が見られ，主体性を発揮して夢中になれる活動や，友達とやりとりをしながら創造性を発揮する機会が，必要とされている。つまり，遊びを通した子ども同士の関わりは，道徳性・社会性を育み，人間関係形成能力を育むための重要な課題であると指摘できる。人間関係形成能力を育むための活動の１つとして，共同造形制作が考えられる。本論では，子ども同士の関わりを作る造形表現活動の実践は，１人では作ることができない大きな作品で，アイデアを多く必要とする「寄せがき方式」の制作遊びを設定して行うことが望ましいと考えられる。創造的な遊びには，子どもにとって友達とイメージを共有して作る要素が多く，テーマや色や形を工夫していくことができると考える。Due to recent social changes, we can see changes in how children play and it is required to have activities that they can really into by exercising independence or opportunities in which they can exercise creativity by communicating with friends. Accordingly, we can indicate that communication among children through playing will be an important issue to grow morality and sociality as well as growing skills to build a relationship. As one of activities to grow skills to build a relationship, we can consider a joint modeling. In this study, we consider that practices of activities to express modeling that build a relationship among children should be a big work that cannot be created alone therefore it is desirable to proceed such practices by setting a play to create a “message method” that require a lot of ideas. Creative play has many elements created by sharing images with friends for children and we consider that they can devise themes, colors, and shapes

Childcare Practice Study of Rythmique that Draws Proactive Physical Expression from Children (1st Report) : Mainly Including Cases of Classes for One, Two, and Three Years Old in a Childcare Facility

近年の先行研究を「身体表現」「音楽教育」「リトミック」「遊戯」をキーワードに概観すると，100 年を超える歴史の中で，リトミックの捉え方が変容していることと，リトミックの新しい保育実践研究が必要であることが，明らかになった。そこで本論では，保育施設におけるリトミックの実践から，子どもが何を学び，何が育っているのかを論考した。その結果，以下のことが示唆された。(1)１歳児学級の子どもは，保育者の模倣を活発に行う段階である。(2)２歳児学級においては，子どもが自由に想像し表現できるよう，保育者は，配慮する必要がある。(3)３歳児学級においては，表現することの楽しさを通して心が解放される気持ち良さを感じることや，リトミックの主題や保育者の姿に集中することや，何かを達成する喜びを感じること等が重要である。When we outline recent prior-research with key words, “physical expression”,“music education”, “Rythmique” , and “play” , it was clarified that how we consider Rythmique had been changed in the history over 100 years and new study for Rythmique practice is required. Accordingly, this article discussed what children learn from Rythmique practice in a childcare facility and what is grown. As the result, the followings were suggested. i. One years old children are in a phase where they actively imitate their guardians. ii. For a class for two years old children, guardians need to take care of children so that they can freely express. iii. For a class for three years old children, it is important to feel comfort by which their mind can be released and concentrate on a subject of Rythmique or appearance of guardians, and feel pleasure to achieve something through how fun it is to exp ress

A Study on the Development of the Practice in Early Childhood Care and Education to Improve Both the Way to Grasp Its Goals and the Practice Itself Qualitatively

今日の保育園には，保育課程経営の実現が求められている。保育課程経営とは，保育課程開発の各段階とそれに対応する経営活動をPDCAサイクルにのせて推進し，より豊かな園の保育を実現しようとする営みであるといえる。その実現のためのアクション・リサーチが，私立御南保育園において実施されている。同リサーチでは，実効のある保育目標の明確化過程をとおして，保育目標の明確化手順を開発し､その上で，所属保育士有志が，実効のある保育目標を達成するためのより発展的な保育実践を開発しようとする取り組みを行っている。本研究では，その過程の分析をとおして，実効のある保育目標を前提にした保育実践開発が，保育目標のとらえ方と保育実践の両者を質的に向上させる可能性があることとその実現のための課題について考察している

Five-year-old children growing indigo plant and dyeing with the indigo as daily activity at a certified child center ―What children and childcare workers have learned through the activity associated with the “Environment”―

本論では，天然素材（植物染料）の藍を園内で子どもが栽培する活動や，藍染めの驚きや感動，面白さを味わいながら制作物を生活に取り入れる保育実践を行うとともに，その教育的な意義や価値を検討した。その結果，子ども自らが藍を育て，育てた藍葉を用いた藍染め活動を行うことは，領域「環境」や，「幼児期の終わりまでに育ってほしい姿」の「自然との関わり・生命尊重」の観点から見て，子どもにいくつもの感動や学びを与え，保育の教材として大きな価値を持つと考えられた。今後も，草木染めの中でも，藍染めにしかない魅力や特性に着目した保育実践の意義について検討し，保育現場に発信していきたい

Clinical analysis of small-sized peripheral lung cancer

AbstractObjective: In Japan, with the initiation of the lung cancer screening program, small-sized peripheral lung cancer in which the diameter is 2 cm or less has been increasing. The purpose of this study is to determine the clinicopathologic behavior of small-sized lung cancer. Methods: Four hundred ninety-six patients with cT1 N0, peripheral, resected non-small-cell lung cancer, who were operated on between 1980 and 1996, were selected, grouped by tumor diameter or histologic type, and then analyzed for clinicopathologic behavior. On the basis of measured diameter roentgenographically, the patients were divided into two groups; group c-S with lesions 2 cm or less in diameter and group c-L with lesions 2.1 to 3 cm in diameter. Results: Lymph node metastasis was recognized in 18% of group c-S, in 23% of group c-L, and in 21% for the entire clinical group. The rate of those with the progressive state was 19% in group c-S and 26% in group c-L. The 5-year survival was 79.5% in group c-S and 69.3% in group c-L (i.e., there was a significant difference between the two groups). Conclusion: Compared with the patients with lesions 2.1 to 3 cm in diameter, the patients with small-sized lung cancer had a milder progressive state and a better prognosis.(J Thorac Cardiovasc Surg 1998;115:1015-20

Development of temporal response properties and contrast sensitivity of V1 and V2 neurons in macaque monkeys

The temporal contrast sensitivity of human infants is reduced compared to that of adults. It is not known which neural structures of our visual brain sets limits on the early maturation of temporal vision. In this study we investigated how individual neurons in the primary visual cortex (V1) and visual area 2 (V2) of infant monkeys respond to temporal modulation of spatially optimized grating stimuli and a range of stimulus contrasts. As early as 2 wk of age, V1 and V2 neurons exhibited band-pass temporal frequency tuning. However, the optimal temporal frequency and temporal resolution of V1 neurons were much lower in 2- and 4-wk-old infants than in 8-wk-old infants or adults. V2 neurons of 8-wk-old monkeys had significantly lower optimal temporal frequencies and resolutions than those of adults. Onset latency was longer in V1 at 2 and 4 wk of age and was slower in V2 even at 8 wk of age than in adults. Contrast threshold of V1 and V2 neurons was substantially higher in 2- and 4-wk-old infants but became adultlike by 8 wk of age. For the first 4 wk of life, responses to high-contrast stimuli saturated more readily in V2. The present results suggest that although the early development of temporal vision and contrast sensitivity may largely depend on the functional maturation of precortical structures, it is also likely to be limited by immaturities that are unique to V1 and V

Sugoroku Play through Collaborative Molding Creation to Develop Skills to Establish Relationship among Children in 4-Year-Old Class of Nursery School

人間関係形成能力を育むための活動の１つとして，共同造形制作が考えられる。共同造形制作は，１人では作ることができない大きな作品で，着想を多く必要とする「寄せがき方式」の制作遊びを設定して行うことが望ましい。そこで，具体的な保育実践案として双六遊びを行い，人間関係形成能力育成における有効性の検証と，保育者に求められる指導・援助方法の考察を行った。双六の制作は，友達の発言や行動に関心を持ちやすい環境で行われ，話し合いによって色や形を工夫することができた。また，双六遊びの偶然性やルール作りの必要性から，発達過程に適合した楽しい遊びを通して友達と深く関われる活動であったと言える。保育者の援助においては，子どもが人間関係を形成する上で，イメージの共有を促す声掛けが必要であると共に，保育者が介入しない見守りも重要であった。We can consider that one of activities to develop skills to establish relationship is collaborative molding creation. Collaborative modeling creation is a large piece of work that cannot be created by a single person, and it is desirable to set up a "Yosegaki type" of creation play that requires a lot of inspiration. Accordingly, we conducted Sugoroku play as a detailed nursing practice idea to verify its effectiveness in developing skill to establish relationship and considered the teaching and support methods required of childcare-givers. Sugoroku was made in an environment where children were able to pay attention to what their friends said and did, and they were able to devise colors and shapes through discussion. Moreover, from the coincidental nature of Sugoroku play and the necessity of making rules, we could say that it was an activity to be deeply involved with friends through fun play adapted to the developmental process. In assisting childcare-givers, it was important to encourage children to share images and to watch them without intervention by childcare-givers in developing relationship among children

A Study on the Childcare Practices of Rhythmic Music to Draw Out Children's Independent Physical Expression and Diverse Movements (2nd Report) ―Mainly Including a Case Study of a Class for 4 and 5 Years Old in a Childcare Facility―

保育におけるリトミックでは，近年，音楽領域に限らない多様な学びの獲得が期待されている。保育施設における４･５歳児学級の事例を中心に考察した結果，「音楽を体感する力」「音楽への興味の高まり」「注意して聴く力」「自分で考えて表現する力」「協調性」「集中力」「即時反応力」「リズム感」「感性」の育ちが確認できた。保育におけるリトミックは，表現教育の一環として採り入れると同時に，体系的･包括的なカリキュラムを構成することが重要である。また，子どもの主体的な身体表現と多様な動きを引き出すためには，保育者自身がリトミックを純粋に楽しむことが必要不可欠であり，そのためには，ある程度の専門的な知識と技術が求められる。例えば，音楽的要素によって変化する音楽の印象を感じ取る感性や，保育におけるリトミックの題材となり得るものを身体表現化することに慣れ，多様で柔軟な動きができるようになっておく必要があるだろう。In recent years, rhythmic in childcare has been expected to acquire a variety of learning not limited to the music field. As a result of the discussion mainly including a case study of a class for 4 and 5 years old in a childcare facility, we were able to confirm the development of "ability to experience music," "enhanced interest in music," "ability to listen carefully," "ability to think and express by themselves," "cooperativeness," "concentration," "immediate reaction," "sense of rhythm," and "sensitivity". It is important to adopt rhythmic music in childcare as a part of expressive education, and at the same time, to structure a systematic and comprehensive curriculum. In addition, it is essential for caregivers to truly enjoy rhythmic music in order to bring out children's independent physical expression and diverse movements, which requires a certain degree of specialized knowledge and skills. For example, they will need to be sensitive to the impressions of music as it changes according to musical elements, be familiar with the physical expression of potential rhythmic subjects in childcare, and be able to move in a variety of flexible ways