Prefectural University of Hiroshima Academic Information Repository
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Status of the dietary education delivered by nutrition teachers during school lunch time: conclusions from Hiroshima Prefecture’s Dietary Education Implementation Survey
Get PDFapplication/pdfTo determine the teaching content delivered by nutrition teachers during school lunch time, the present study analyzed the“ Dietary Education Implementation Survey”, which targeted nutrition teachers.| The results revealed that the number of times of dietary education during school lunch time was higher in the Grade 1 students and less in the Grade 7 students. Regarding the status of implementing the teaching contents described in the“ Dietary Education Guidelines”, the content focused primarily on“ ways to eat a healthy diet”, and this teaching content was more prevalent than“ enjoying meals” or“ diet and culture”. As part of learning the“ ways to eat a healthy diet”, students received explanations of the ingredients in their school lunches, and were taught the importance of not being picky eaters and to finish meals without leaving any leftovers on their plate. For“ enjoy meals,” students were instructed on table manners, and for“ diet and culture”, students were given an explanation of local produce. In addition, elementary schools that frequently taught dietary education provided instructions on adequate intake of grain dishes, fish and meat dishes, and vegetable dishes. School lunches were also used to review material learned in different subjects.| School lunch is an important teaching opportunity for cultivating ideal dietary habits and practical skills in students. Therefore, in the future, to achieve higher educational effectiveness, ways to utilize school lunch menus as teaching material should be considered.departmental bulletin pape
Grammar Syllabus Reconstruction for Academic Achievement: Analysis of Selected Grammatical Expressions in Each Step
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Advocacy and empowerment functions provided by professionals can solve the psychiatric multidrug mass prescription problem ― Signifi cance and possibility in an interview survey ―
Get PDFapplication/pdf本研究は，日本特有とされる精神科多剤大量処方問題を解決するために，専門職がとりうる有効なアプローチ を明らかにすることである。具体的には，ある障害者就労支援事業所の取り組みに注目し，その事業所の管理者とサービス管理責任者の2 名にインタビューした。得られたデータをSCAT（Steps for Coding and Theorization） を用いて分析した。この事業所では，服薬の問題が利用者の健康や生活の質，そして人生全体に大きな影響を及ぼしていることに気づき，通院同行支援などの独自の取り組みを行っていた。その結果として，減薬や断薬も可能になっていた。このような支援を行うにあたり，スタッフ自身も当事者会と連携するなどして，薬の問題を学び，エンパワーメントされていた。分析を通じて，服薬に関する当事者の自己決定力を高める支援の本質は，アドボカシーとエンパワーメントであることがわかった。The purpose of this study is to clarify the effective approaches that professionals can take in order to solve the psychiatric multidrug prescription problem that is unique to Japan. Specifi cally, we focused on the efforts of a workplace for supporting persons with disabilities and interviewed two persons: the manager of the offi ce and the manager of service. The obtained data was analyzed using SCAT (Steps for Coding and Theorization). At this offi ce, professionals noticed that the problem of taking medicine had a great infl uence on the health and quality of life of the user, and the whole life, and carried out their unique approach such as support for going to the hospital. As a result, drug reduction and cessation were possible. In providing such support, the staff themselves learned and were empowered by working with the user to learn about drug issues. Through analysis, it was found that the essence of support for enhancing the self-determination power of the parties regarding medication is advocacy and empowerment.原著departmental bulletin pape
Integrated learning to enhance learning effectiveness during clinical nutrition practicum in registered dietitian course
Get PDFapplication/pdf“Integrated learning” was introduced as preparatory learning for clinical nutrition practicums for students studying to become registered dietitians. Integrated learning aims to teach patient-oriented menu planning and to nurture a habit of thinking about dietary and nutritional guidance through participation in cooking and tasting sessions of therapeutic meals (for diabetes and kidney disease) and interaction with kidney disease patients during cooking classes with them.
As a result, many students answered that the integrated learning approach was effective in“ improving motivation to learn”,“ improving motivation towards clinical practicums”, and“ establishing targets and tasks related to clinical practicums”. As for cooking classes for therapeutic meals, cooking and tasting meals for patients with kidney disease received more positive reviews compared to diabetic meals. Not many students felt that they had learned enough about“ menu suggestions that follow the lifestyles of patients” during the clinical practicum after the integrated learning sessions suggesting that menu planning is a difficult area to learn during clinical practicums. However, many students answered that they fully understood the need for “menu suggestions for tasty meals for nutritional and dietary management” and“ nutritional guidance that increases the motivation of patients”. Therefore, the present study suggested that the new integrated learning approach develops a deeper understanding of menu planning and dietary and nutritional guidance during clinical practicums.departmental bulletin pape
A Study on Localization Management Model in Global Companies: A Case Study of CSV Management Based on Nestlé S.A.
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Marketing Perspectives in the Development of Department Store in Japan
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Devising Prosthetic Devices for a Child with Congenital Absence of the Left Forearm
Get PDFapplication/pdf先天性上肢欠損児に対する早期の義手装着の利点として，義手の機能や外観を受け入れやすくなり，両手動作 による成長の促進に寄与する。しかし上肢欠損児の場合は，義手を使用せず残存機能を利用する。一方で，小学 校では 1 学年から両手を使う跳び箱動作や縄跳びおよび鉄棒動作が学習指導に盛り込まれている。併せて，保護 者と児からは，自転車操作の希望も寄せられた。 本研究では，先天性左前腕欠損児の就学前から現在（小学 3 年生）までの就学環境に必要となる両手動作のう ち，自転車操作，縄跳び，跳び箱および鉄棒に着目して，個々の動作に対応した自助具（義手）の作製および提 供を行った。それらを使用した際の動作解析などによる効果検証を行い自助具（義手）の有効性を認めた。 小児期の身体活動は健全な成長に必要不可欠であるため，今後も自助具（義手）の修理など児の成長に対応した フォローアップを継続することが重要であると考える。The early use of prosthetic hands is benefi cial for children with congenital absence or amputation of upper limbs, as they become familiar with such devices’ functions and appearances more smoothly than those who begin use later in life. This facilitates their bilateral hand movements, consequently promoting their growth. However, in these children, importance tends to be attached to the harnessing of their remaining functions, rather than the use of prosthetic hands. On the other hand, it is necessary to consider that activities requiring bilateral hand movements, such as box jump, jump rope, and horizontal bar, are incorporated into educational programs from the fi rst grade of elementary school. In the present case, a child with congenital absence of the left forearm and her parents desired support for these activities, as well as support to be able to ride a bicycle. Among the bilateral hand movements needed for elementary school activities from the preschool period to the third grade (present), we focused on those needed for bicycle riding, jump rope, box jump, and horizontal bar to create and offer self-help devices (prosthetic hands) corresponding to individual activities. Their usefulness was mainly confi rmed through motion analysis. As physical activities during childhood are indispensable for healthy growth, it may be important to continue following up with the child through approaches, such as repairing her self-help devices, in consideration of her growth stage.特別寄稿departmental bulletin pape