Design and baseline characteristics of a prospective cohort study for determinants of osteoporotic fracture in community-dwelling elderly Japanese men: the Fujiwara-kyo Osteoporosis Risk in Men (FORMEN) Study

<p>Abstract</p> <p>Background</p> <p>Osteoporosis and osteoporotic fracture in men are significant public health problems in an aging society. However, information on male osteoporosis remains impressively lacking, especially for Asians. We designed the Fujiwara-kyo Osteoporosis Risk in Men (FORMEN) study as an ancillary study of a cohort study, the Fujiwara-kyo study, to determine risk factors for osteoporotic fractures in Japanese men.</p> <p>Methods/Design</p> <p><it><b>Design</b></it>: A community-based single-centre prospective cohort study with at least a 5-year follow-up</p> <p><it><b>Subjects</b></it>: All the male participants of the Fujiwara-kyo study who were living in the four cities studied, aged 65 years and older, and able to walk without aid from others.</p> <p><it><b>Primary outcome</b></it>: Incidence of osteoporotic fractures including vertebral and clinical non-vertebral fractures.</p> <p><it><b>Additional outcomes</b></it>: Change in bone mineral density (BMD), change in hip geometry, onset of receiving benefits from Long-term Care Insurance (LCI), health-related quality of life, and mortality.</p> <p><it><b>Baseline measurements</b></it>: BMD at the lumbar spine (LS) and hip (TH), hip geometry, vertebral deformity assessment, bone turnover markers, physical and cognitive performance, various medical and lifestyle factors, and geriatric psychosocial measures confirmed by interviews based on self-administrated questionnaires.</p> <p><it><b>Outcome surveillance</b></it>: Annual mail surveys and a follow-up survey at the fifth year comprising similar items to the baseline study will be used to determine the outcomes. Receipt of benefits from LCI and mortality will be obtained from the city governments.</p> <p><it><b>Current status</b></it>: The baseline study was conducted for 2174 eligible men, and 2012 completed the study and were eligible for follow-up. Prevalence rates of osteoporosis (BMD 2.5 SD or more below the young adult mean (YAM)) and low BMD (BMD 1 SD or more below YAM) in at least one of LS and TH were calculated to be 4.4% and 41.8%, respectively. The proportion of men with low BMD only at TH showed a significant increasing trend with aging (p < 0.0001) while that only at LS showed a decreasing trend (p = 0.0386). The prevalence rate of osteoporosis was underestimated when diagnosed using only BMD at LS. Other baseline measurements were successfully obtained.</p> <p>Discussion</p> <p>FORMEN baseline study was performed as designed and the FORMEN cohort study was successfully launched.</p

イヨク ヤ シュタイセイ オ ハグクム ヨウジ キョウイク リョウイキ ケンコウ ニンゲン カンケイ カンキョウ カラ ミタ ニホン ト ニュージーランド ノ ヒカク

近年の教育改革において重要視されている子ども一人一人の自尊心をもとにした他者との効果的対話，論理的思考力やコミュニケーション力の育成を考えたときに，わが国の幼児教育の現状課題を乗り越える試みを示すことが求められている。今回，視察・事前調査を実施したニュージーランドの幼児教育はナショナルカリキュラムであるテ・ファリキに基づいた保育が展開され，幼保小連携の在り方が保育者・保護者・地域で共有されており示唆に富む。本研究では領域「健康」「人間関係」「環境」の観点からニュージーランドの幼児教育の意義とわが国の幼児教育への取り入れの可能性について考察した。子どもが学びの軌跡の確認を保育者・保護者とともにできるポートフォリオ（記録）や，子ども自身が安全管理を含めて遊びや遊具を選べる環境が子どもの主体性を育み，意欲に繋がっていることが明らかとなった。When considering the development of effective interpersonal dialogue, the capacity for logical thought, and communication skills based on children’s individual self-esteem as emphasized in the recent educational reform, we are required to demonstrate our attempts to overcome the current challenges within early childhood education in Japan. We observed and conducted a preliminary survey of New Zealand’s thought-provoking early childhood education wherein: 1 ) the national curriculum of Te Wh¯ariki forms the basis for the implementation of childhood education; and 2) collaborations between kindergartens, day-care centers, and elementary schools are shared with early childhood educators, parents, guardians, and the local area. We considered the significance of New Zealand’s early childhood education and the possibility of its incorporation into early childhood education in Japan in terms of three perspectives: 1) the physique and athletic abilities that are expected to be developed during the early childhood period; 2 ) the environments within early childhood education; and 3) the engagement with people who assist in an uninterrupted transition to elementary school during the early childhood period. We ascertained the portfolios (records) that allow children to check the course of their learning along with early childhood educators, parents, and guardians, as well as an environment in which children themselves can choose their playground equipment and what to play while managing their own safety, thereby developing independence and motivation

ナゲル ノウリョク オ ハグクム キョウカ オウダンガタ ガクシュウ プログラム ノ カイハツ ニ ムケテ 2 ショトウ キョウイク ガッカ ニオケル ジレイ ケンキュウ

低下傾向が続いている子どもたちの「投げる」能力を高めるためには，幼児期からの体験や，それに呼応した支援が求められる。適切な支援を行うためには，保育者や教員自身が，投げることに関する身体構造の仕組みやリリース・ポイント等について深い理解をする必要がある。この深い理解は，理科の領域で学ぶ身体構造についての科学的知識と体育科での学びが有機的に結びつけられることによりなされると考えられる。しかし，多くの保育士養成課程および教員養成課程では，この結びつきについて学ぶ機会が少ないことが予想される。そこで，本論文では本学の初等教育学科に所属する女子学生を対象に，「投げる」ことを題材として，主に体育と理科の連携を中心とした教育プログラムを立案・実施した。また，学生の活動の様子や振り返りから，本教育プログラムに対する学生の学びや成果を検証した。その結果，①投げる動きを客観的に捉え，その視点を共有することで，動きの改善に繋げられたこと，②投げる仕組みを理科（科学）的な視点から学んだことで，投げる動作について深い理解を得た上で，遊びの実践ができたこと，③投げることを楽しむ遊びを考え，試行錯誤を重ねることで，目的に応じた運動やそれに合わせたものづくりのポイントを理解できたことなど一定の成果があったことがうかがえた。Experiences and support for promoting children’s ability of throwing, that is in declining trend, areneeded from early childhood. It is important for nursery and elementary teachers to understand deeply about body structure and timing of release while throwing and help children appropriately. Though this kind of understanding is thought to be brought about by joining knowledges learned in science education and physical education organically, it seems not common for students in nursery and elementary teacher training course to have opportunities to join those knowledges. In this study, we developed a cross-subjects throwing program and taught to students of our department. We found, (1) students got the objective point of view about their throwing movements and improved them by themselves, (2) they attained scientific understanding about throwing movement and utilized them in practice of exercise play, (3) they tried to invent some exercise play containing throwing movement, and seemed to understand points of planning exercise and play