実習前の「学校保健」に関する講義受講の教育実習生への影響 : 実習中の学校保健活動への意識の違い <第2部 教科研究>

児童生徒の健康課題が多様化・深刻化している今日，様々な場面で学校保健活動に関する知識や対応が求められているにもかかわらず，教員の学校保健活動に関する知識不足が指摘されている。また，教育実習中の学生においても学校保健活動に関する知識不足から児童生徒に悪影響を及ぼすことが懸念されている。そこで，筆者らは教育実習中の学生を対象に「学校における事故発生時の対応」をテーマとした学校保健に関する講話を行い，実習前に学校保健に関する講義を受講していた実習生と受講していなかった実習生との意識の差を，実習生の感想文を用いテキストマイニングで分析した。その結果，受講している実習生は講話内容の学校保健活動に対して教員として何をすべきかを主体的に考えていたのに対し，受講していない実習生は自らが講話の学校保健活動に携わることがあることに気づき動揺しており，教育の役割認識に留まっていることが明らかとなった。本研究により，教員養成課程において学校保健に関する講義を履修することの重要性が示唆された

教育実習における「学校保健」に関する講話の必要性と課題 : 学校保健活動参加への意識向上に向けて

1950年代より議論されている教員養成課程における学校保健の必修化は2018年度において実現されていない。そこで，筆者らは実習に訪れた学生の学校保健活動への意識を向上させることを目的に「学校における事故発生時の対応」の講話を行い，講話の影響についての分析を行った。その結果，講話前においては実習前に学校保健に関する講義を受講していた実習生と受講していなかった実習生との間に，学校保健活動に取り組む意識に差がみられたものの，講話後は両群の実習生の学校保健活動に取り組む意識が向上していた。また，「保健組織活動」については講話前において両群の実習生とも他の学校保健活動と比較し最も意識が低かったが，講話後は最も意識がプラスに変化していた。そのため，学校保健の必修化がなされていない現在,教員の学校保健活動参加への意識を高めるためには，教員としての在り方を学ぶ実習校での学校保健に関する講話が有効であると示唆された

Safety education in school based on the report of the Central Educatio Council : The systematic school hygiene safety sducation connected with body,mind,food and nutrition in a kindergarten, an elementary school, an junior high school

近年,大規模な自然災害や子どもが被害者となる事件や事故,災害が多発している。また,子どもの健康課題は多様化・深刻化しており,食教育の在り方が問われている。そこで本研究では,家庭での保護者の意識や教育力を把握し,分析した結果とその後の実践を示すことにした。その結果,家庭で事故やけがに関する会話をよくしている生徒ほど,事故やけがに対する関心が高いことが分かった。食の安全については,保護者・生徒ともに意識が高いが,生徒は意識や知識があってもそれを実際の生活に生かすことは難しい状況にあり,学校で学習したことを実際の生活に生かしていくことができるよう,幼少期から継続して指導を行うことで行動変容を促すことに繋がると考えられる。今後は,子どもたちが主体的に身の回りの危険や状況を判断し,行動できるよう日常の保育教科学習を見据えた取り組みをしていく。そのために子どもたちの発達段階に即した幼少中一貫のモデルプランを開発していきたい

Relationship between medical examination methods and actual conditions of life for preserving visual acuity in primary and junior high school: Verification of the current vision test

The deterioration of children’s eyesight is on the rise. Children's lives have changed in a short period of time, such as an increase in blue light due to the use of electronic devices. It is necessary to consider non-traditional content of health guidance for prevention. The accurate visual acuity test is important to examine the effects of visual acuity and environmental or living factors. We examined the accuracy of the visual acuity test with the three stage Landolt ring for children from the relationship with the eye axial length. After performing a normal detailed visual acuity test of the children and the correlation analysis with the eye axial length, we examined the distribution of the eye axis according to the results of the three-stage visual acuity test by the Landolt ring. The number of children measured eye axial length was 13. The correlation coefficient between detailed visual acuity test and eye axial length was negative. According to the results of the three-stage visual acuity test, the distribution of the eye axis is good for the right eye: the average eye axis of “A” was 23.44 mm, moderate: the average of “B” was 22.58 mm. The average of the left eye axis for “A” children is 23.34 mm, for “B” is 23.08 mm, and for “C” is 23.7 mm. The correlation coefficient between the detailed visual acuity test and the eye axial length was negative on both sides, namely a negative correlation between the visual acuity and the eye axial length. There was a possibility of not correspondence between the three-stage visual test and the eye axial length. In the case of children, it was considered that their visual performance and answers were different because of their mood and physical condition on the day

Relationship between medical examination methods and actual conditions of life for preserving visual acuity in primary and junior high school: Verification of the current vision test

The deterioration of children’s eyesight is on the rise. Children's lives have changed in a short period of time, such as an increase in blue light due to the use of electronic devices. It is necessary to consider non traditional content of health guidance for prevention. The accurate visual acuity test is important to examine the effects of visual acuity and environmental or living factors. We examined the accuracy of the visual acuity test with the three-stage Landolt ring for children from the relationship with the eye axial length. After performing a normal detailed visual acuity test of the children and the correlation analysis with the eye axial length, we examined the distribution of t he eye axis according to the results of the three stage visual acuity test by the Landolt ring The number of children measured eye axial length was 13. The correlation coefficient between detailed visual acuity test and eye axial length was negative. Ac cording to the results of the three-stage visual acuity test, the distribution of the eye axis is good for the right eye: the average eye axis of “A” was 23.44 mm, moderate: the average of “B” was 22.58 mm. The average of the left eye axis for “A” children is 23.34 mm, for “B” is 23.08 mm, and for “C” is 23.7 mm. The correlation coefficient between the detailed visual acuity test and the eye axial length was negative on both sides, namely a negative correlation between the visual acuity and the eye axial length. There was a possibility of not correspondence between the three-stage visual test and theeye axial length. In the case of children, it was considered that their visual performance and answers were different because of their mood and physical condition on the day

Investigation of guidance on maintaining visual acuity at combined school from kindergarten to junior high school.: Consideration of relationship between visual acuity and lifestyle

The negative effect of visual acuity for growing children led by widely use of IC device such as mobile phone is concerned today. Heavy use of electronic device such as PC in early age will bring poor visual acuity, and an inconvenience in exercise caused by wearing glasses. In this study, we used wearable devise to search relations between daily lives of children and a decrease in vision in add to a preexisting questionnaire. Compared with the duration of watching TV and reading books of PVA( Poor visual acuity) and NPVA(Non poor visual acuity), PVA students were turned out to be using more time in doing, which supports previous studies. The relevance to visual acuity and sleep was clarified to be significantly shorter in NPVA in terms of nocturnal awakening, and also the average of a sleep and a deep sleep duration were longer in NPVA. No significant difference was observed due to the small parameter. From now on, the further work is needed to examine child's sleep conscientiously, including enriching health guidance for sight maintenance

Renal cell carcinoma with a tumor thrombus in the ureter: a case report

<p>Abstract</p> <p>Background</p> <p>Renal cell carcinoma (RCCs) is the most common malignancy of the kidney. When RCC progresses, it is known to form tumor thrombus in the renal vein and/or inferior vena cava. However, RCC does not normally form tumor thrombus in the ureter or renal pelvis.</p> <p>Case presentation</p> <p>A 43-year-old man presented to our department for the treatment of a renal tumor with asymptomatic gross hematuria. In a dynamic CT study, contrast enhancement revealed a tumor suspected to be RCC, but atypical finding as a tumor thrombus that filled the renal pelvis and the whole ureter was also observed. Nephroureterectomy was performed, and the tumor was diagnosed histopathologically as RCC.</p> <p>Conclusion</p> <p>We report here a very rare case of RCC with a tumor thrombus in the whole ureter.</p

Radiation and Health in Kindergarten, Elementary, and Junior High Schools Consistently : Efforts to Enhance Health and Environmental Awareness from the Perspective of Health and Science Education

原発災害等による放射能に対する健康不安や風評対策として，平常時から子どもが安全な環境や，放射線についての知識や判断の仕方，身の回りの安全な生活について学習しておく必要性が高いと考え，本研究では，安全な環境や放射線についての正しい認識を深める学習のあり方を検討することを目的とした。 理科教育と保健指導の連携によって，本校の中学３年生に「放射線学習・放射線と健康」の指導を行い，指導の前後で評価した。実際の実践は，理科分野では中学生の放射線に対する科学的な認識を育成するために環境測定を実施し，データの集積や実験を通して科学的な根拠に基づいた学習を展開した。また,学校保健分野では保健指導として，理科で学習した知識を活かして日常生活や健康との関連を考えさせ，環境の変化に伴う生活・健康課題の改善を図るために自分で情報を収集する手段について指導した。理科と学校保健が連携した指導は，知識と実生活を結びつけ，よりよく生きようという生きる力を育む教育となると考えられた。今後は，学校保健と社会科や技術家庭科との連携も充実させることで，更に効果的な学習と成りえる。The purpose of this study was to consider instructions for maintaining a safe environment and correct awareness of radiation. Lessons on “Knowledge of Radiation” and “Radiation and Health” were given to ninth-grade students. Effects of learning were evaluated before and after classes. Teachers made students put environmental measurement to cultivate their scientific knowledge of radiation in science classes. Classes also addressed the scientific basis through data and experiments. In school health field, teachers asked students to consider relationships between daily life and health, using knowledge learned in science classes. Moreover, teachers guided the students’ means of collecting information to improve their daily life and ability to deal with health problems in the event of environmental changes. The instruction that linked science with school health tied daily lives to scientific knowledge. This instruction can make a contribution to an education that develops a “Zest for Living”. In the future, this instruction can be more effective by incorporating school health into social studies, industrial arts and homemaking