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An Analysis of Five-Year-Old Children’s Ability to Sing Japanese Children’s Songs from Short-Term Memory
Get PDFapplication/pdfThe purpose of this study was to elucidate some of the characteristics of young children’s vocal reproductions of Japanese children’s songs (warabe-uta) which had just been taught to them. The subjects were 38 five-year-old children, attending 4 different kindergartens. Their vocalizations were compared to the correct fundamental frequencies, with special attention paid to overall pitch and the tone intervals reproduced. The following general observations could be made from the study results:
１ ．The children tended to diminish rising tone intervals, resulting in the songs generally being sung at an incorrectly-low pitch overall,
２ ．After finishing one word cluster and beginning a second word cluster, the first note of this second cluster was often pitched too low, and too close to the last note of the previous cluster,
３ ．The natural intonation of the way words in the lyrics would be spoken in everyday speech tended to affect the way the children sang them within the context of the melodic line,
４ ．At the ends of melodic phrases where there was first a falling whole tone, then a rising whole tone, the first (falling) tone interval was usually sung correctly as a whole tone, but the second (rising) whole-tone interval tended to be incorrectly diminished.幼児のわらべうたの歌唱の特性を明らかにするために、４園の５歳児３８名について、わらべうたの短期記憶再生音声より基本周波数を確定した。その上で、５歳児のわらべうたの歌唱の特徴について、音高や音程の観点より考察した。その結果、次の４点があげられた。
①全体的に音程の幅を狭く取るために、原曲より低く歌うこと。②５歳児は言葉のまとまりごとに、その前の音の音高に近い適宜な高さから歌い始めること。③言葉の抑揚が旋律の動きに影響を及ぼすこと。④２度音程の終止の場合、長２度下がってから、長２度上行して終止音となる場合が多いが、下降する音程に比べて、終止音に向けて上行する音程がはっきりしない傾向があること。journal articl
Infection prevention measures for nursing care workers : Focusing on MRSA
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An Analysis of Five-Year-Old Children’s Ability to Sing Japanese Children’s Songs from Short-Term Memory Ⅱ : Notes and tone intervals sung by the children vs. correct fundamental frequencies
Get PDFapplication/pdfThe purpose of this study was to elucidate some characteristics of 5-year-old children’s ability to reproduce Japanese children’s songs (Warabe-uta) from short-term memory, especially with respect to the accuracy of the notes and tone intervals they sang, as compared to the correct fundamental frequencies. As a result of these comparisons, the following was discovered:
1.Where the melody contained intervals of a whole tone or more, the children sometimes mistakenly sang these intervals as two notes of the same pitch instead.
2.After finishing one word cluster and beginning a second word cluster, they often started singing the first note of this second cluster either at the same pitch as the last note of the previous cluster, or a whole tone above this last note of the previous cluster.
3.One characteristic of warabe-uta songs is that they often end with a falling whole tone followed by a rising whole tone ( D― C―D, for example), and previous studies had suggested that this characteristic ending may help children sing the final note of the song accurately. However, in the present study, even though almost all the children first sang the falling whole tone accurately, only around 60% of them correctly reproduced the subsequent whole-tone rise to the final note, which may have been due to interference from the natural accent of the words as they would have been spoken.
4.The children adapted their singing to the words and actions of song, sometimes modifying the notes and singing style to suit these non-melodic elements. It therefore again seemed that their singing was generally influenced by the phonology of the spoken Japanese Lanuage.5歳児のわらべうたの短期記憶再生音声について、基本周波数と音程を結び付けて考察した。その結果、次のような特徴が見出された。①子どもたちの歌う音程は原曲に比べ同音が多い。②言葉のまとまりごとに、前の音と同音もしくは、長2度上昇する場合が多い。③わらべうたにおける2度音程の終止の場合、長2度下降した後、長2度上行して終止へ至る場合が多く見られ、終止音の安定性が指摘されている。本研究では、長2度下降した後、約6割は長2度上行して終止音に至っているが、下降音程の方が上昇音程よりはっきりしている。終止音への移行音程には言葉の抑揚などが影響していると考えられる。④子ども達は歌や遊びの進行に合わせて適宜音程や歌い方を変化させている。これには子ども達が感じている、日本語の語感が影響していると考えられる。journal articl
Factors increasing nursing students’ satisfaction with practical training in the perioperative period, with a focus on the relationship between training situations and the guidance of perioperative nurses and teachers
Get PDFapplication/pdfTo clarify the levels of satisfaction of nursing students with perioperative practical training and the factors influencing these levels, we conducted an anonymous self-questionnaire survey of 83 nursing students who had participated in perioperative practical training. The survey included questions about training situations, levels of satisfaction with the training, and evaluation of the training and teaching system. Analysis of the impacts of the perioperative practical training on the students’ learning showed that students who had observed the surgery through to completion showed significantly greater interest in operating room nursing, and that nurses’ guidance in open surgery was evaluated significantly more highly than their guidance in endoscopic surgery. Deepening of learning by observing surgery, receiving teachers’ guidance, and receiving guidance from nurses during surgery affected the students’ levels of satisfaction with perioperative practical training.
To increase these levels of satisfaction, continuing surgical nursing education by teachers and nurses is needed. Before surgery, we need to improve students’ preparation for training by prior learning; during surgery, we need to tell students the progress of the ongoing surgery and the roles of nurses as needed. In addition, practical experience in nursing skills enables students to deepen their understanding of surgical nursing. These factors will increase the satisfaction levels of nursing students.看護学生の手術室実習における実習満足度とその影響要因を明らかにすることを目的とし、手術室実習を行った看護学生83名に無記名自記式質問紙調査を行った。調査内容は実習状況、実習満足度のほか、実習および指導体制への評価とした。手術室実習が看護学生の学びに与える影響を分析した結果、実習状況別では手術終了まで見学した学生は興味が有意に高く、切開手術群は鏡視下手術群に比して手術室看護師の指導への評価が有意に高かった。手術室実習満足度には手術見学による学びの深まり、教員の指導、手術中の看護師の指導が影響していることが明らかになった。
手術室実習の満足度を高めるためには、教員と看護師による継続的な手術看護教育が求められる。術前は事前学習により実習準備状態を高める工夫を行い、術中は手術の進行状況や看護師の役割を随時伝えることや看護実践の経験により手術看護の理解を深めることが満足度の向上につながる。journal articl
Relationship between Developmental Stage of Role-Taking Ability and Perspective-Taking Ability : Development of the role–taking ability measurement for children by multiple-choice instrument
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In-School Teacher's Training at Niigata Seiryo Kindergarten : A Case Report of In-School Teacher's Training Using Episodic Recording Method
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A Study of the “Main Business” in the Anti-Tax Haven (CFC) Rules : On the basis of the Nagoya High Court Judgment dated Feb 10, 2016.
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Consideration of the Psychosocial Process of Overcoming Crises by Yogo Teachers
Get PDFapplication/pdfThis study aimed to elucidate the psychological process of overcoming crises by yogo teachers. On eight yogo teachers of A city who have experienced crises in the past, we conducted semi-structured interviews. As a result of analyzing the content of the interviews, using the modified grounded theory approach; seven categories and eighteen perspectives were extracted. Yogo teachers would fall in crises by feeling [wobble of existence as a yogo teacher], and although they would try to make a [positive backdown] tentatively, they would retain the [uncompromising desires to accomplish their duties]. Then, by getting energy from people around them such as their children or colleagues, they would search for“ cooperators” to [find a clue to solve the problem], and would find “solutions through trial and error” and carry out “strategies of assessment and deliberation”. Eventually, yogo teachers got a“regained confidence”will proceed to [before again]. Those yogo teachers who have gone through crises were [aware of their owng rowths].本研究は、養護教諭が危機を乗り越える心理社会的プロセスを明らかにすることを目的とした。A市内に勤務する、過去に危機を経験した養護教諭8名を対象として、半構造化面接を行った。修正版グラウンデッド・セオリー・アプローチを用いて面接内容を分析した結果、7のカテゴリーと18の概念が抽出された。養護教諭は、【養護教諭としての存在の揺らぎ】を感じ、危機に陥る。そのような状況から、一時的には【前向きな撤退】を図るものの、養護教諭としての職務を遂行しようとする【養護教諭としての譲れない思い】を持ち続けている。そして、子どもや同僚など周囲の人からの【エネルギー補給】しながら、問題の【解決への一手】を図るため、〈協力者の探索〉をし、〈試行錯誤の解決策〉見つけ出し、〈見極めて練る戦略〉を実行していく。やがて、〈取り戻した自信〉を得た養護教諭は、【もう一度、前へ】進んでいく。危機を乗り越えた養護教諭は、自らの【成長の自覚】をしていた。journal articl
Studies on the Healthy Image at Junior College Students.
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Continuity between MEXT’s New Courses of Study for Kindergarten and Elementary Schools: From“ Language” to“ Japanese”
Get PDFapplication/pdfIn 2017, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) released its new Course of Study for Kindergarten (CSK) and new Course of Study for Elementary Schools (CSES), with revisions principally being having been made in three areas: “knowledge & ability”, “thought & judgment & expressiveness” and“ energy for learning & personal development”. Close inspection of the“ Purpose” in the new CSK’s section on“ Childcare Content (Language)”, and the“ Goal” in the new CSES’s section on Japanese Language Education (JLE), reveals that although the latter has undergone extensive revision, the former has remained unchanged. The purpose of this paper is therefore to evaluate the amount and kind of continuity which can still be said to exist between these two sections (especially as reflected in the wording of these two sections) when one attempts to read them in the light of the overall intent and goals of these 201 7revisions. Our conclusion is that although the content of the “Purpose” in the new CSK’s section on “Childcare Content (Language)” does not particularly follow a conceptual framework describing which kinds of knowledge and abilities should be developed in kindergartners, it nevertheless displays considerable continuity with the“ Goal” given in the new CSES’s section on JLE.平成29年、新しい幼稚園教育要領と小学校学習指導要領が公示された。今回は、「知識・技能」、「思考力・判断力・ 表現力等」、「学びに向かう力・人間性等」の育成を三つの柱として改訂されている。新幼稚園教育要領の、領域「言葉」のねらいと、新小学校学習指導要領国語科の目標を見ると、後者は大幅に改訂されており、前者は変更されていない。本稿では、新幼稚園教育要領の領域「言葉」のねらいと、今回の改訂の方針を関わらせて読むことを試みた上で、領域「言葉」のねらいおよびそれをふまえた内容と、新小学校学習指導要領国語科の低学年の目標との連続性について、どのように読み取ることが可能か、語彙等の表現から探った。新幼稚園教育要領の領域「言葉」のねらいや内容は、育みたい能力・資質の項目の枠組通りに記述されているわけではないが、国語科の目標と繋がりうるものとして読むことが出来ることが確認出来た。journal articl