Development of cross-sectional classes to express a secure house living space using various construction techniques

In this research, we aim to foster the ability to propose a sustainable living environment in a three-dimensional space trying to organize a lesson in order to clarify the image of the child in the living space: "house". First, we revealed the change of the image of the "house" of the fourth graders through the model making: the children have become conscious of their own life on the durability of the house, or the attachment to the ground through the experience of model making. In addition, we found their interest to the exterior space

[実践報告] 老年看護学実習の学びにポスターツアー（ジグソー法）を用いた教育実践の評価

要旨：本稿では看護学部３年生の「老年看護学実習Ⅰ」の科目におけるポスターツアー（ジグソー法）を用いた教育実践の概要および実施状況、さらに学生からの評価をもとに教育実践の効果を述べる。　2019年９月～10月、58名の学生は老年看護学実習（高齢者施設実習）の学びをグループでまとめてポスターを作成した。ジグソー法による実習グループの再編成後にポスターツアーを実施した。実習終了後、対象学生へ無記名自記式のアンケート調査を実施した。　調査の結果、“実習施設の理解が深まった”は「とてもそう思う」93.1％、「少しそう思う」5.2％、「無回答」1.7％であった。“他施設の役割・機能がわかった”は「とてもそう思う」93.1％、「少しそう思う」3.4％、「どちらでもない」および「無回答」ともに1.7％であった。“施設間の相違がわかった”についても同じ傾向を示した。　ポスターツアー（ジグソー法）を用いた実習の学びの共有は、質疑応答に十分な時間を費やすことが可能となり、発表全体への理解度を深めた。また、個々のグループメンバーが代表として責任をもってグループの学びを他のメンバーへ発表することは、フリーライダーを抑止し、個人の学びを深めることに効果的であった。Abstract: This study outlined an educational practice based on poster presentations (jigsaw method) in the course “Geriatric Nursing Practice I” taught to third-year students at the faculty of nursing in A nursing college. We also described the implementation status of the educational practice and its effectiveness based on students’ evaluations. From September to October 2019, 58 students created posters in groups summarizing what was learned during their practical training in Geriatric Nursing Practice I (i.e., practice at older adult care facilities). Poster presentations were conducted based on the jigsaw method after the students of the training group regrouped. After the practical training was completed, the students were surveyed using an anonymous self-administered questionnaire. According to the survey results, 93.1% of the students responded “Strongly agree” to the statement “I gained adeeper understanding of the training facility,” whereas 5.2% responded “Somewhat agree,” and 1.7% did not provide a response. Regarding the statement “I understood the role and function of other facilities,” 93.1% of the students responded “Strongly agree,” whereas 3.4% responded “Somewhat agree,” and 1.7% either responded “Neither agree nor disagree” or did not provide a response. The same tendency was observed with regard to the statement “I understood the differences between facilities.” Sharing what was learned during the practical training through poster presentations (jigsaw method) allowed the students to spend sufficient time on questions and answers which deepened their understanding of all presentations. Further, each group member presented what their group had learned to other groups, which was effective in deterring freeloaders and promoting intensive individual learning

Chin Morphology in Relation to the Skeletal Pattern, Age, Gender, and Ethnicity

Chin morphology is visually impactful and significantly influences harmonious facial appearance. Therefore, it is important to know the morphological characteristics of the chin in relation to gender and skeletal pattern when performing an orthodontic and surgical orthognathic treatment. This study aimed to examine the relationship between chin size, skeletal pattern, age, gender, and ethnicity. In this study, cone-beam computed tomography images of 208 participants (males: 90, females: 118; 63 Koreans and 145 Egyptians), aged 18 years and older, were used to evaluate the size of the chin in linear dimension, volume, and skeletal pattern. The larger the vertical skeletal pattern, the larger the chin volume and the smaller the width (p < 0.01). In the anteroposterior skeletal pattern, Class III showed a larger volume than that of Class II and Class I (p < 0.01). There was no significant association between age and any of the chin-related measurements. Regarding gender, all measurements of chins were larger for men than for women (p < 0.01). In terms of ethnicity, Koreans had larger chin volumes than Egyptians p < 0.01). Chin volume was related to population, sex, anteroposterior skeletal pattern, and vertical skeletal pattern, indicating the combined effects of various factors

Chin Morphology in Relation to the Skeletal Pattern, Age, Gender, and Ethnicity

Chin morphology is visually impactful and significantly influences harmonious facial appearance. Therefore, it is important to know the morphological characteristics of the chin in relation to gender and skeletal pattern when performing an orthodontic and surgical orthognathic treatment. This study aimed to examine the relationship between chin size, skeletal pattern, age, gender, and ethnicity. In this study, cone-beam computed tomography images of 208 participants (males: 90, females: 118; 63 Koreans and 145 Egyptians), aged 18 years and older, were used to evaluate the size of the chin in linear dimension, volume, and skeletal pattern. The larger the vertical skeletal pattern, the larger the chin volume and the smaller the width (p p p p < 0.01). Chin volume was related to population, sex, anteroposterior skeletal pattern, and vertical skeletal pattern, indicating the combined effects of various factors

[実践報告] 老年看護学実習の学びにポスターツアー（ジグソー法）を用いた教育実践の評価

application / pdf実践報告要旨：本稿では看護学部３年生の「老年看護学実習Ⅰ」の科目におけるポスターツアー（ジグソー法）を用いた教育実践の概要および実施状況、さらに学生からの評価をもとに教育実践の効果を述べる。 　2019年９月～10月、58名の学生は老年看護学実習（高齢者施設実習）の学びをグループでまとめてポスターを作成した。ジグソー法による実習グループの再編成後にポスターツアーを実施した。実習終了後、対象学生へ無記名自記式のアンケート調査を実施した。 　調査の結果、“実習施設の理解が深まった”は「とてもそう思う」93.1％、「少しそう思う」5.2％、「無回答」1.7％であった。“他施設の役割・機能がわかった”は「とてもそう思う」93.1％、「少しそう思う」3.4％、「どちらでもない」および「無回答」ともに1.7％であった。“施設間の相違がわかった”についても同じ傾向を示した。 　ポスターツアー（ジグソー法）を用いた実習の学びの共有は、質疑応答に十分な時間を費やすことが可能となり、発表全体への理解度を深めた。また、個々のグループメンバーが代表として責任をもってグループの学びを他のメンバーへ発表することは、フリーライダーを抑止し、個人の学びを深めることに効果的であった。 Abstract: This study outlined an educational practice based on poster presentations (jigsaw method) in the course “Geriatric Nursing Practice I” taught to third-year students at the faculty of nursing in A nursing college. We also described the implementation status of the educational practice and its effectiveness based on students’ evaluations. From September to October 2019, 58 students created posters in groups summarizing what was learned during their practical training in Geriatric Nursing Practice I (i.e., practice at older adult care facilities). Poster presentations were conducted based on the jigsaw method after the students of the training group regrouped. After the practical training was completed, the students were surveyed using an anonymous self-administered questionnaire. According to the survey results, 93.1% of the students responded “Strongly agree” to the statement “I gained adeeper understanding of the training facility,” whereas 5.2% responded “Somewhat agree,” and 1.7% did not provide a response. Regarding the statement “I understood the role and function of other facilities,” 93.1% of the students responded “Strongly agree,” whereas 3.4% responded “Somewhat agree,” and 1.7% either responded “Neither agree nor disagree” or did not provide a response. The same tendency was observed with regard to the statement “I understood the differences between facilities.” Sharing what was learned during the practical training through poster presentations (jigsaw method) allowed the students to spend sufficient time on questions and answers which deepened their understanding of all presentations. Further, each group member presented what their group had learned to other groups, which was effective in deterring freeloaders and promoting intensive individual learning