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Collaborative Education Starting from Lower Graders enhanced by JSCOOP : Career Education by Practical Industry-Academia
No full text長岡工業高等専門学校では，技術者の視点で「社会」・「仕事」・「課題」をとらえることをねらいとして，新たなキャリア教育プログラムの構築を目指している．地域産業界と連携して，課題抽出力，課題解決力を備えたイノベーション人材を育成する実践的教育科目JSCOOPにより得られた課題をもとに，本科１・２年生が取り組む低学年向けキャリア教育プロジェクト「企業の課題に挑戦！」について，概要と取り組みの様子，実施アンケート結果を報告する
Application of omni-purpose electric devices to electrophysiological student practices at the Department of Orthoptics and Visual Sciences, Niigata University of Health and Welfare
Get PDFElectrophysiological examinations, such as electroencephalogram (EEG) and electrooculogram (EOG), are important for objective assessments of human visual functions. Therefore, students training in orthoptics must understand the principles of electrophysiological recordings, which comprise differential amplification and time-locked averaging. However, clinical-use EEG apparatuses are expensive and much encapsulated. We believed that a simpler, cost-effective electrophysiological recording system would be useful for undergraduate education in our department. Today, monolithic instrumentation amplifiers are commercially available at low prices. They have the common mode rejection ratios>120 dB, high (≧10 10 Ω) input impedances, and very low noise levels. For time-precise visual stimulation, an Arduino-compatible microcontroller with an on-board three-color light-emitting diode was employed. Using these omni-purpose devices, we developed a simple undergraduate practice system for electrophysiological recordings. With the system, even inexperienced students can record visually evoked potentials (VEPs) in a common, non-shield room. The signal quality of recorded VEPs was high enough to demonstrate P2 and N2 peaks in student practices. The system is also applicable to EOG recording. Thus our practice system can help students gain the essential knowledge and experiences of electrophysiological examinations in orthoptics
相談支援専門員の養成教育プログラム開発に関する研究 : 被災者支援から派生したソーシャルワークの視点から
Get PDFNiigata Journal of Health and Welfare. 2016, 16(1), 10-20博士(保健学)新潟医療福祉大
APEC Business Advisory Council and ABTC as a Successful Example of the APEC’s Path-finder Initiative
Get PDFAPECはアジア太平洋の21の国・地域が参加する地域経済協力のフォーラムであり、「多様性」にその特徴がある。多様性の中で自由で開かれた貿易・投資の自由化、円滑化の目標を実現するため、APECは様々な現実的取組みを拡大してきた。そのような取組みの一つとして、参加国・地域が同時に実施できないプロジェクトでも、提唱国・地域あるいはグループがまず率先して行い、その後に参加国・地域全体に拡大して実施することを内容とする「パスファインダー･イニシアティブ」がある。APECに対する唯一公式の民間ビジネス諮問組織である「APECビジネス諮問委員会（ABAC）」が導入を提唱した「APECビジネス・トラベル・カード（ABTC）」はパスファインダー･イニシアティブの具体的成功例の一つである。ABTCは海外に頻繁に出張するビジネスパーソンのために発行される。ABTCを所持すれば制度に参加するAPECの国・地域に、旅券とABTCのみで、つまり査証なしでABTC専用レーンを利用して入国できることから、一般旅客の入国審査の長い列に並ぶ必要がなく、APEC地域をビジネスの場とする1分1秒でも時間の惜しい関係者にとって極めて有用である。ABTCはアジア太平洋域内におけるビジネス関係者の移動（business mobility）を容易にする大切なツールの一つであり、APEC域内の民間ビジネスによる経済交流を一層促進することが期待される
Continuity between MEXT’s New Courses of Study for Kindergarten and Elementary Schools: From“ Language” to“ Japanese”
Get 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
F. W. Parker's Principle of the “Educational Freedom”
Get PDFThe goal of humanity is freedom.The means of acquiring freedom may be summed up in one word－education.Therefore, in this paper, I intend to clarify F.W.Parker's principle of the educational freedom.Traditional education was based on the method of quantity teaching.In this method teachers crammed their pupils with dead language and abstract ideas and thus kept them from
looking outside of a limited circle of
truths.Parker criticized this method, because it served an aristocratic society in which the few secured the subjugation of
masses.Parker suggested the method of
quality teaching, because this method would serve to develop a democratic society or
free society.It based itself on the self-effort and original inference, and placed special stress on object lessons,experiment, free thinking and free activity.In his
common school Parker taught his pupils the principles of educational freedom or democracy－altruism, mutual responsibility, and the like.Thus educational freedom
pervaded the whole system of his common school, including teachers, pupils and curriculums
The Effects and Problems of Public Health Nursing Exercises Incorporating Case Methods
Get PDFFor the purpose of examining the effects and problems of public health nursing exercises incorporating case methods, we conducted a survey on students before and after the exercises. The learning objectives
were as follows: Comprehending the information needed for personal/family support, Setting goals for personal/family support, Understanding the link from personal/family support to group support, and
Demonstrating an ability to gather and assess information for collective and/or regional support. Regarding the level of achievement for these goals, it was found that from 15 of the 17 items the total results of‘ Did Well’ and‘ Did Fairly Well’ exceeded 85%. As for improving problem-solving ability,
significant differences were observed before and after the exercises in all 5 items of Aggressiveness, Sociality, Responsibility, Emotional Stability and Communication Ability. There was no significant
difference in the improvement of Self-Efficacy before and after the exercises. Although exercises incorporating case methods were found to have certain effects, it was suggested that from now on it will be necessary to consider the factors that lead to the improvement of the students’ self-efficacy through the exercises.ケースメソッドを取り入れた公衆衛生看護技術演習の効果と課題を検討することを目的に、対象学生に演習前後に質問紙調査を行い、統計学的手法を用いて分析した。学習目標の達成度については、「個人・家族支援のために把握する情報がわかる」「個人・家族支援のアセスメントができる」「個人・家族支援の目標設定ができる」「個人・家族支援から集団への支援へのつながりがわかる」「集団・地域支援のための情報収集とアセスメントができる」「集団・地域支援のための支援方法を考えることができる」など、17項目中15項目において、「できた」「まあできた」の合計が85%を超えていた。課題解決能力の向上については、【積極性】、【社会性】、【責任性】、【情
緒安定性】、【コミュニケーション能力】の５項目すべてにおいて演習実施前と実施後で有意差がみられた。自己効力感の向上については、演習実施前後で有意差がみられなかった。ケースメソッドを取り入れた演習は、一定の効果が認められたものの、今後は、演習を通して学生の自己効力感の向上に繋がるような関わりについて検討していく必要があることが示唆された
