The Relation between Insulin Resistance and Lifestyle in Japanese Female University Students

Using the homeostasis model assessment (HOMA) index, we investigated the link between insulin resistance and lifestyle in Japanese female university students. We used data for 57 Japanese female university students (21.0±0.8 years) who were enrolled in a cross-sectional investigation study. We performed full blood examinations, and anthropometric parameters, nutrient oral intake and daily step counts were measured. The mean HOMA index for the subjects was 1.3±0.6, and 12 subjects were over the level of 1.6, which is considered to indicate insulin resistance in Japan. The HOMA index was positively correlated with abdominal circumference (r＝0.542, p＜0.0001), triglycerides, low density lipoprotein (LDL) cholesterol and systolic blood pressure. In addition, the HOMA index was negatively correlated with n-3 fatty acid and positively correlated with the n-6/n-3 fatty acid ratio (r＝0.304, p＝0.0216). Daily step count was negatively correlated with the HOMA index, but not at a significant level (r＝－0.237, p＝0.0809). Higher HOMA index in some Japanese female university students was noted, and that was associated with lifestyle, especially n-6/n-3 fatty acid ratio of nutrient oral intake

Caspase-11 contributes to site-1 protease cleavage and SREBP1 activation in the inflammatory response of macrophages

Sterol regulatory element-binding proteins (SREBPs) are key transcription factors that control fatty acid and cholesterol metabolism. As the major SREBP isoform in macrophages, SREBP1a is also required for inflammatory and phagocytotic functions. However, it is insufficiently understood how SREBP1a is activated by the innate immune response in macrophages. Here, we show that mouse caspase-11 is a novel inflammatory activator of SREBP1a in macrophages. Upon LPS treatment, caspase-11 was found to promote the processing of site-1 protease (S1P), an enzyme that mediates the cleavage and activation of SREBP1. We also determined that caspase-11 directly associates with S1P and cleaves it at a specific site. Furthermore, deletion of the Casp4 gene, which encodes caspase-11, impaired the activation of S1P and SREBP1 as well as altered the expression of genes regulated by SREBP1 in macrophages. These results demonstrate that the caspase-11/S1P pathway activates SREBP1 in response to LPS, thus regulating subsequent macrophage activation

対話的な手法によるふれあい遊びの実践 ―幼稚園2 歳児クラスの表現遊びを通して―

This study sought to implement imaginary play for a class of 2-year-olds in preschool. A teacher was asked to describe her views on guidance and her specific considerations while looking at video recordings on the implementation of that play. This study also sought to examine the considerations made by and guidance provided by that teacher during implementation of interactive play through dialogue. Taking into account the level of development of 2-year-olds, Teacher A emphasized the association between creation of a play environment in which young children feel at ease and a feeling of normalcy. Teacher A also implemented play as a way to foster a sense of ease by starting with simple movements. Moreover, Teacher A also took into account the process of play in order to encourage children to fully engage in free play. Individual connections with children were taken into account, and even when the teacher held a child’ s hand the teacher provided assistance in her estimate so that the child would naturally hold other child’s hand and thus maintain their relationship. Such steps were found to create a comfortable environment. Play was found to develop through dialogue. The teacher would frequently look at a child and modify her behavior, talking to the child so that the child gradually grew accustomed to the interaction. The teacher also predicted the child’s actions and talked to the child at the appropriate time

幼児の「表現する過程」を大切にした劇つくりの実際

In this paper, we examined the children’s growth, and the teacher’s supports through making up a dramatic play of 5 year-children in kindergarten. There, the teachers valued the process of forming children’s expression. The enhanced relationship between the teacher and the children, influenced on the variety of the children’s body expression, strengthened their fellowship, strengthened the brief that they made up the play by themselves, and it also changed the conscience of the teacher against the dramatic play festival. Through making up the dramatic play focusing on the process, not the result, it became clear that the children could enjoy the body expression in cooperation, between teacher, and also between friends

ふれあい遊びにおける双方向性 ―手をつなぐ行為に着目して―

本研究は誰もが広く親しめる遊びを通して，子どもの感性の育成を目指す着眼点を確認するために，ふれあいあそびによる双方向的展開について，手をつなぐ行為に着目して検討をおこなった。 その結果，提示者の遊びを基に個別的な遊びへの展開がみられること，また子ども同士の関わりで遊びが瞬時に変化していくこと，またそれを受けて，提示者が個別的な遊びを全体への遊びへと提案しているなど，子どもたちと提示者の関係において双方向的な遊びの進め方が見られた。手をつなぐ，つながれるという子どもの行為を観察することによって，手をつなぐという積極的な行為と子どもの身体表現の豊かさにも深まりとの関連が示された。 手をつないで動く遊びの意義については，①リズムや動きの共有が容易である ②交流が容易である ③手の動きが制限されるが身体の感覚が伝わりやすい ④表現する役割が明確になる ⑤動きを繰り返すことで一体感や高揚感を感じる ⑥安心感の受け渡しができるという6つの意義を見出した

子どもの劇つくりにおける保育者の援助

In this paper, we examined the way how one teacher (woman) supports the children’s dramatic play of 5-year children in kindergarten. We analyzed the teacher’s words, from a dramatic play activity for forty-five minutes, and eleven categories have been extracted. And that, made clear that the teacher changed her support according to each children’s reactions. We found that the teacher did not teach the expression of children directly, but tried to let them mature their body expressions spontaneously

運動会における身体表現遊びの実際

The research clarified the contents and the methods in educating preschoolers’ body expression, through analyzing the contents and the forms of the body expression activities from the programs at athletic meetings in preschools. The research showed the numbers of the programs for “body expression”, and for “rhythm and dance” , were almost equal. Therefore, the programs were classified into two patterns: “the body expression ”aimed for enjoying the process of making the stories and expressing them, and “the dancing ” aimed for enjoying the rhythm to music

重症心身障害児(者)通園施設利用者の親の疲労徴候に関する研究

研究ノー

18. asırda "Hırkai şerif" ziyareti

Taha Toros Arşivi, Dosya No: 120-Saraylar. Not: Gazetenin "Tarihten Sahifeler" köşesinde yayımlanmıştır.İstanbul Kalkınma Ajansı (TR10/14/YEN/0033) İstanbul Development Agency (TR10/14/YEN/0033