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Welfare needs and producing a support system in public housing
Get PDFapplication/pdfJournal Article本研究では、公営団地に居住する住民の福祉ニーズを通して、お互いが助け合える関係づくりに向けた提言を行うことを目的としている。研究対象は、A県B市C区の公営団地に居住する住民とし、自治会を通して調査を行った。「近所づきあいの程度」、「困りごとの有無、内容」、「手伝いができるかどうか」等の項目から分析を行った。住民の困りごとは多岐に渡っていた。公営団地という特殊性のもと、高齢化率が必ずしも高い団地ばかりではなかった。そのため若年層の増加は、支援者として期待される面もあるが、若年層において地域における支えあい、近所づきあいに対して消極的な回答がみられた。特に、40～50代の女性は、困りごととして「仕事」と「将来の不安」が高く、日常生活における地域の支えあいでは対応が困難のものもあった。その一方で、相談相手もなく地域の中で、孤立している状況がみられた。地域の支えあいに向けたマッチングのしくみづくりだけでなく、公的な支援が求められていた。あわせて地域で顔がみえる関係づくりにつながる日常的なしかけづくりが、重要である。In this research, through the welfare needs of residents living in public housing, the aim is to make recommendations for creating relationships that can mutually help each other. Analysis was conducted from items such as "degree of neighborhood association", "content of problems related to daily life", "whether or not to help". The problems of the residents were diverse. Under the special nature of public housing, it was not only housing districts where the aging rate was necessarily high. As a result, the increase in the number of young people is expected as a supporter, but young people responded negatively to regional support and neighbors' association. In particular, women in 40s to 50s had "work" and "anxiety in the future" as problems, and there were also cases where it was difficult to deal with regional support in daily life. On the other hand, there were no consultation partners, and isolated situations were seen in the area. In addition to creating a mechanism of matching towards regional support, role of administration is sought. It is important to lead to the creation of relationships where faces can be seen in the area.journal articl
Intervention of childhood educators in interpersonal conflict situations among children : Method of practice and student guidance
Get PDFapplication/pdfJournal Article幼稚園や保育所での実習において、学生がその対応に戸惑いと困難をおぼえる場面のひとつは子どもたち同士のけんかやいざこざといった対人葛藤場面である。学生向けに書かれた実習のためのテキストをみると、子どものけんかの仲裁には「子どもの気持ちを大切にすること」が求められることが多い。しかしながら、「子どもたちのけんかやいざこざを解消するためには、かれらの心を共感的に理解することが必要だ」という語りは、現場での経験の浅い学生に困難をもたらす可能性がある。なぜなら問題の中心が、いかにトラブルを解決するかという具体的な仲裁の方法の議論から、いかに子どもの気持ちを共感的にとらえることができるかという新たな議論へ移行することになる可能性を持つからだ。本稿はこうした語りを「共感的理解」言説と呼ぶ。本稿の目的は「共感的理解」言説に内在している問題性を整理し、別の角度から問題を捉えるための枠組みをエスノメソドロジー研究の知見から学び、そしてエスノメソドロジー的な視点から保育の実践を実際に観察し分析してみることにある。それらを踏まえて、エスノメソドロジー的な理解の枠組みが、実習に臨む学生への指導にどのように利用可能かについての考察を行う。本稿の分析と考察の結果として、子どもたちの対人葛藤の仲裁においてはひとつの手続きがあることが明らかとなった。すなわち、「開始の準備」「事実の確認」「動機の確認」そして「規則の確認」という手順である「子どもの心を共感的に理解する」とは、本校の事例に即して言えば、保育士と子どもたちのあいだで、仲裁のための準備が整い、ふたりに何があったのかが双方の聞き取りにより確認され、なぜそうしたことになったのかが同定され、そしてそのような場合にはどうするべきなのかが了解されるひとつひとつの段階の到達のなかで形成されることであった。このような点に着目することで、けんかやいざこざの仲裁について、実習前の学生へ指導や助言を伝える機会に「共感的理解」言説とは違った語りを示すことができるものと考えられる。Students in a practical training of nursery and kindergarten often feel bewilderment and difficulty about handling of interpersonal conflict between children, such as fight and quarrel. Some texts of the practical training for students strongly advise to cherish children’s heart and feelings in the scene of mediation. However the narrative such as “It is necessary to understand children’s heart and feelings in empathic way to sort out fight and quarrel between children” has the potential to bring trouble to students who are less-experienced in the field. Because the central question shifts to problem of whether you can engage in empathic understanding of children’s feeling from argument about specific method of mediation. This paper terms the narrative an “empathic understanding” discourse. The purpose of this paper is to carefully sort out problems which are inherent in the “empathic understanding” discourse, to consider an alternative frame of understanding a practice of early childhood care and education by confirming ethnomethodological knowledge, and to present a detailed analysis of it from view point of ethnomethodological studies. Finally, this paper considers how the alternative frame of understanding is available in guidance for students who go into the practical training of nursery and kindergarten. As a result of analysis and consideration in this paper, it becomes clear that there is a procedure of mediation in conflict between children; “arrangement of beginning,” “verification of fact,” “verification of motive,” and “verification of rule.” A nursery teacher and children construct a situation of mediation through their conversation, collaboratively referring to a processing of the procedure. “Understanding children’s heart and feelings in empathic way” is formed in achievement of each step, in the context of the case of this paper, getting prepared for the beginning of mediation, verifying what happened to them by listening from both side, identifying why it happened, and making clear how it should be done in such case, between the teacher and children. By focusing on these points, we can offer guidance to students who go into the practical training of nursery and kindergarten from new approach, differing from the “empathic understanding” discourse. Mediation of fight and quarrel are achieved through some specific steps. However, the whole picture of the steps doesn’t become clear, even if you turn your attention to practical questions, listening to what the children speak, organizing both ones carefully and speaking to them empathically. It becomes clear by observing practice between the teacher and children in the field from the perspective of how they interact through some procedure. It is also possible to use the method of practice which is made clear in the observation, when students take approach to the practical training and handle the interpersonal conflict between children as the teacher.journal articl
The current state of child-rearing and the use of regional child care support services in the declining birthrate region
Get PDFapplication/pdfJournal Article本研究では、少子地域であることが地域子育て支援サービスの利用を妨げる一要因として存在するという仮説を立て、立証に向けた少子地域における子育て及び地域子育て支援サービス利用の現状を明らかにすることを目的としている。方法として、サービス利用対象となる子育て中の保護者に対する質問紙調査を行った。結果、本調査の回答者は母親もしくは父親の出身地で子育てしている割合が高く、少子地域のひとつの特性が明らかとなった。地域子育て支援サービスは必要に応じて利用されているが、利用後、「今後利用しない」とした理由のなかには、少子地域であることが含まれる回答があること、「利用していない」理由の多くは「必要がない」ためであるが「利用したいができない」も一定割合いることがわかった。一方、子育ての現状をみると、育児における不安感および制約感の高い人が一定割合いること、肯定感情をもって子育てしている人が多いものの、肯定感を抱けないまま子育てをしている人がいることも明らかになった。さらに、身近な理解者として配偶者や子育て仲間によるサポートが少ない人の存在も確認でき、公的な支援サービスの重要性がうかがえる結果となった。This research posed the hypothesis that the status of communities with few children is itself a factor inhibiting the use of local services for the support of child-rearing. The research seeks to validate the hypothesis by elucidating the current state of usage of child-rearing support services in regions with low child populations. This was carried out through a questionnaire presented to parents and guardians, the user demographic for these services. The responses showed that there was a high proportion of respondents raising children in the respective native towns of the mother or father, suggesting one particular feature of regions with low child populations. While these services are used as-needed, reasons given for "will not use them hereafter" included that "the region has a low child population." The most frequent response for "not currently using these services" was, "I have no use for them." However, "I would like to use them, but cannot" represented a not insignificant proportion of responses. At the same time, if we consider the current conditions of child-rearing, there is a not insignificant proportion of people citing uncertainty about child-rearing and high "feelings of constraint." While there are many people engaging in child-rearing with an affirmative attitude, the findings showed that there are, nevertheless, others who are engaging in child-rearing in the absence of these positive and affirmative emotions. The findings also showed that there are people who lack a support structure in the form of people close to them who understand their circumstances or child-rearing partners like spouses or friends. These findings suggest the importance of creating public support services to support these people.journal articl
Effect of olfaction on the sensitivity of bitter taste
Get PDFapplication/pdfJournal Article味覚と嗅覚の受容は異なる経路で脳へと伝達される一方、嗅覚の存在によって味の感じ方が変わることが知られているが、香気成分が味成分の受容そのものに与える影響については明確にされていない。本研究では、ラットを用いた飲水選択嗜好実験を行い、香気成分の添加により苦味溶液の選択率に変化が見れるかどうかを確認することにより、香気成分が苦味の感受性に与える影響について検討した。濃度の異なる塩酸キニーネ水溶液を用いた４瓶選択嗜好実験では、通常水群、香気水群（苦味溶液に10ppmの酪酸ブチルを添加）ともに苦味濃度が増加するほど嗜好率が低下したが、香気水群では0.001mMの苦味溶液で嗜好率が有意に増加した（p＜0.01)。一方、不快臭を示すヘキサナールを用いた場合では、個体差が大きく有意差は認められなかった。ヒトを用いた官能検査では、10ppmの酪酸ブチル、ヘキサナール、イソバレルアルデヒドのいづれの添加でも、0.01mM塩酸キニーネ水溶液の苦味を増加させた。これらの結果から、酪酸ブチルのような香気成分は苦味の感受性を変化させることが示唆され、香気成分の添加により苦味を修飾できる可能性が示された。It is known that not only taste but also olfaction (aroma) largely contributes the flavor of food, however, there is insufficient information about the interaction of olfaction and sensitivity of taste. In the present study, we investigated the effect of olfaction on the sensitivity of bitter taste by four-bottle preference test using rats. Ten male Sprague Dawley rats (6-weeks age) were divided into two groups: control and odor groups, and the drinking water of the odor group were added 10 ppm of butyl acetate (fruit-like odor). Rats were provided four bottles of drinking water containing different concentrations of quinine hydrochloride (0, 0.001, 0.01, 0.1 mM), and the preference rates were measured. The positions of the 4 bottles were randomized and switched every 48 h to avoid positional preference. During 8 days of experimental period, the volume of the 0.001 mM quinine hydrochloride consumed by the rats in the odor group was higher than that in the control group (p<0.01). In contrast, the addition of 10 ppm of 1-hexanal (off-flavor odor) had no effect on the preference rate of the 0.001 mM quinine hydrochloride by rats. Further, any addition of 10 ppm of butyl acetate, 1-hexanal, or isovaleraldehyde increased the sensitivity of bitter taste of 0.01mM quinine hydrochloride by human sensory evaluation. The results indicate that some odors such as butyl acetate may modify sensitivity of bitter taste in human and rat.journal articl
A survey of the terminology used for and texture of modified diets for dysphagia in hospitals and elderly care facilities
Get PDFapplication/pdfJournal Article病院や高齢者施設で提供されている食事を2014年5月～8月に新潟県と山形県の病院と高齢者施設679施設にアンケートを実施し、食事形態ごとの名称とかたさの実態を明らかにした。なお、食事名称は、6つの食事形態、(1)普通に調理した食事、(2)素材の形を残し調理した食事、(3)食べやすく小さくカットした食事、(4)なめらかな状態にした食事、(5)とろみ剤などで固めた食事、(6)その他の食事、の食事形態毎に食事の名称を把握し、かたさは、食事形態の(2)～(6)について4段階、①容易に噛める、②歯ぐきでつぶせる、③舌でつぶせる、④噛まなくてよい、で調査した。その結果、235施設から回答を得た（回収率34.8％）。(2)では、名称に「軟菜」を使用し、①のかたさに調整している施設が多く、これは日本摂食嚥下リハビリテーション学会嚥下調整食分類2013のコード4に合致した。(3)では、独自の名称を用いている施設が多く、かたさも①から④と様々であった。(4)では、(2)と同様に学会分類コード2に合致する名称、かたさの施設が多かった。(5)では、独自の名称を用いている施設が多く、かたさは②から④と様々であった。このことから、(3)と(5)では、他に比べてより対象者の嚥下機能に合わせた個別対応の必要性が高く、施設独自の名称をつけ、かたさを調整した食事提供の必要性が高いことが推察された。We conducted a survey of the terms used for and the texture of dysphagia diets used in hospitals and elderly care facilities. A survey of the terms and texture of dysphagia diets in a total of 679 hospitals and elderly care facilities in Niigata and Yamagata prefectures was conducted from May to August 2014. Hospitals and facilities were asked to provide information on names and texture corresponding to the following six forms of dysphagia diets: Form (1), prepared in a normal manner; Form (2), containing solids; Form (3), containing finely diced/cut food; Form (4), mashed or pureed food; Form (5), thickened using a thickening agent; and Form (6), other. A 4-point scale was used to describe food texture: ①, easily masticated; ②, can be mashed with the gums; �③, can be mashed with the tongue; and ④, mastication not required. A total of 235 hospitals and elderly care facilities responded (response rate, 34.8%). Form (2) diet was called “Nansai”(soft food), and the texture was described as easily masticated by most of respondents. This name and texture were consisted the cord 4 in the Society’s 2013. Form (3) diet had the greatest variation in naming and texture. The names for Form (5) diet had varied original names used of hospitals and elderly care facilities. Taken together, the results show that although Form (3) and (5) diets had greater variation in naming and texture than other form diets, suggesting that the preparation of these form of diets varies more widely among hospitals and elderly care facilities.journal articl
Young women’s employment after the Financial Crisis : Comparison between Japan and the United States
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Educational significance of presentation of the rules in classroom : Social construction of a class and practice of categorization
Get PDFapplication/pdfJournal Article学校においては、教師によってある規則が提示された後に、児童たちの活動が開始される場面をわれわれは目にする。しかしながら、日常生活場面を思い起こしてみたとき、規則の提示は規則違反が問題とされる場面で行われることがほとんどである。その場の適切な規則があらかじめ明示され、続いて人びとの活動が開始されるという実践が、教育場面で顕著に観察されるならば、そこになんらかの教育的な営みをみることができるのではないか。本稿の課題は、小学校においてしばしば観察されるこうした規則の提示という教師の実践が、授業の統制という役割とともに、児童の学校経験において重要な教育的意義をもつことを、実際の教室場面での教師と児童のやりとりをもとに明らかにすることにある。本稿は、教室の参与観察において得られたデータのうち、教師の規則の提示によって開始された授業内での児童の規則違反に注目する。結果として、教師と児童が「児童が規則違反をした」という現実を会話のやりとりのなかで明らかにしていく中で、「規則違反」の事実を協働的に組織すると同時に、自分たちの会話を「教師」と「児童」として行なっていることを伝え合うような、カテゴリー化の実践にも関与していることが明らかとなった。教師と児童は、ある具体的な規則を単に問題にすることができるだけでなく、学校という文脈においては、それを「教師」と「児童」というカテゴリー化のなかで問題にできなければならない。教師による規則の提示は、その場面で「教師」と「児童」の活動が行われていることを自分たち自身のあいだで確認するための資源を提供する。児童は、こうした教育的な実践を通じて、学校的なカテゴリーの運用を学ぶのではないだろうか。The scene where the students start their activity after the teacher presents a rule is often observed in the classroom. However, in the everyday life except educational scene, the presentation of rule in many cases occurs after a breach of rule. If the practice where the appropriate rule is stated before the activity starts is remarkably observed in educational scene, you might see an educative performance to it. The purpose of this paper is to clarify an educative effect of the practice where the teacher presents the rule before the students start their activity. The investigation is based on actual interaction between the teacher and the students in classroom, which I recorded through some participant observations. The third section presents a preliminary consideration in line with the purpose of this paper. Over the past few years, several studies on the rules of classroom have been made from a view of a qualitative research. These studies share understanding of the rule; the rule does not prescribe a participants’ behavior and does not lead it to a definite direction but is used by them in order to accountably organize their practice in their practice. This paper also shares this consideration about the rule. However, most of studies set interview or document analysis as their research method, but very few attempts have been made on interaction analysis of classroom about the rule through the participant observation. This paper is concerned with interaction between the teacher and the students who use the rule to organize their reality. The fourth and fifth sections present some data and analysis for the purpose of this paper. In the video data, a student secretly draws a picture on his notebook while a teacher is explaining to her students about watering of a bulbous plant in the science class. The teacher calls his name and makes sure of his breach of rule with him. In the final part, the teacher asks to him, “How will you do?” and then he answers to her, “I’m sorry”. This interaction between the teacher and the student is collaboratively achieved by them. In addition to that, the interaction is based on a practice where they categorize them as “a teacher” and “a student”. They work hard to organize their activity by using the categories “teacher” and “student”. The sixth and final section consider about the result of analysis and present an issue for the future. The foregoing section describes that it is important that the problem of rule in classroom is collaboratively resolved in the effective use of categories “teacher” and “student”. That is, the teacher and students must be able to treat the problem of rule in the use of categories to organize their reality of classroom. This is a practical and empirical issue for them. Therefore, the presentation of rule at the beginning of activity by teacher provides the teacher and students with an opportunity to confirm to treat the rule as the problem of teacher-student relationship in the activity.journal articl