The aim of this study was to obtain basic data for the implementation of health promotion activities so that adolescent women can make appropriate decisions and select proper behaviors for the prevention of cervical cancer. An anonymous, self-administered questionnaire was distributed to 273 female nursing school students in January 2015. A total of 248 valid responses were included in the analysis. The contents of the survey included school year; history of HPV vaccination and cervical cancer screening; and recognition and sources of information about cervical cancer, HPV vaccines, and cervical cancer screening. One hundred and thirty-eight students (55.6%) received the cervical cancer vaccine. The most common reason for receiving the vaccination was “because it was recommended by my parents” (n=95, 68.8%), followed by “because it was recommended at the school” (n=52, 37.7%). Nearly 30% of the students reported a bad experience with the vaccination and approximately 70% complained of muscle pain, arm pain, inability to lift the arm, or swelling. One hundred and ten students (44.4%) did not receive the cervical cancer vaccine. The most common reason for not receiving the vaccine was “because the vaccine has adverse reactions” (n=48, 43.6%). Comparison of vaccinated and unvaccinated students revealed a statistically significant difference in the proportion of students with screening experience between vaccinated and unvaccinated students: 37 (26.8%) and 12 (10.9%), respectively (P =0.002). These results suggested that improving the vaccination rate would improve the screening rate and that it is desirable to intensify education about the need for screening at or after vaccination. Furthermore, health promotion activities for the prevention of cervical cancer require that adolescent females and their guardians acquire health information literacy, which is the ability to access, examine, and utilize reliable information effectively and efficiently.

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Falls and mild cognitive impairment (MCI) prevention in older adults are very important issues in primary care prevention. The risk for both increases in relation with the decline of a person’s physical functions, but whether or not physical function tests can adequately gauge a person’s risk factor for both have not yet been fully examined. This study aims to reveal the differences in physical functions in groups with falls and/or MCI risk factors among community-dwelling older adults. The participants included 153 men and 764 women who attended a care prevention program. They were classified into 4 groups as robust or high-risk for falls and MCI based on Demura’s fall risk assessment (DFRA) and the Montreal cognitive assessment (MoCA-J). The physical function tests attempted to assess strength, balance, walk and fall avoidance capacity (hip displacement in the anteroposterior direction (Hip-D)). The results of the physical function tests among the groups were analyzed with two-way ANOVA with age covariate and the Bonferroni correction was used to account for multiple comparisons by gender. Knee extension strength and single-leg standing time showed significant differences in the fall factor for men and in the MCI factor for women. The Hip-D was the only test that was able to clearly show the difference in risk factor for fall and MCI in both genders. Therefore, it was suggested that Hip-D was an effective parameter to detect persons with high risk in both factors.

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The hereditary character of tall height is known, but clear predictions of the tall height of a child after birth are not possible in modern science. However, while final height cannot be accurately predicted, it is thought to be possible to estimate the class level of height from the development process. This study evaluated the tracking status of tall people using the wavelet interpolation method, which was developed as a technique for longitudinal analysis, in order to explore propositions for various phenomena related to tall height by examining the development process. The subjects were 88 boys and 93 girls judged to be tall in the third year of junior high school, from among 4,922 boys and 4,685 girls for whom longitudinal data were obtained. An analysis was then conducted of the kinds of height trends shown from the first grade of elementary school. The results showed that about 90% of boys and about 80% of girls trended within the range of tall height above the mean value + 0.5 SD. This suggests that for both boys and girls, those who were tall trended in the tall height stratum from the first grade of elementary school to the third year of junior high school. The hereditary character of height has long been recognized, but this study may be taken to show for the first time that the individual differences in terms of height until the third year of junior high school are already expressed from the first year of elementary school.

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The purpose of this study was to examine the academic difference due to the evaluation of the integrated type difference based on the degree of obesity. The subjects were 1269 elementary school 6th graders (648 boys and 621 girls) and 988 middle school 3rd graders (511 boys and 477 girls). The degree of obesity was calculated based on the standard weight for the subject’s sex, age, and height. We examined the difference in the average number of correct answers in the national school achievement test based on the degree of obesity using a one-way ANOVA. 　As a result of the analysis, the following findings were obtained. 1. Among elementary school students, there was a significant difference in academic ability among 　normal and obese children; the academic level of obese children was lower in both boys and girls. 2. There was no significant difference in academic ability between obese and normal middle school 　students. However, the academic achievement level of obese boys tended to be large and slightly lower 　than that of normal boys. 　These results suggest that establishing a healthy lifestyle and maintaining a standard weight contributes to the healthy development of cognitive function, including academic ability, in children.

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　The purpose of this study was to assess the changes induced in a regular classroom by the presence of a troubled child. In the course of the study, by focusing on the troubled child and their teachers and other pupils and investigating interactions between these three groups, some characteristics of their relationships were revealed. We conducted a quantitative analysis of the utterances of teachers and children in the class, as well as an interpretive analysis highlighting characteristic interactions in the class. Thus, we were able to demonstrate the following. Through a comparison of teachers’ utterances directed to the focus child with those directed to other children in the class, it was found that about one-quarter of the teacher’s comments were directed to the focus child. Given this result, we suggested that the teacher might be having a special relationship with the focus child. In addition, through interpretive analysis of the interactions between the focus child, teacher, and other children in the classroom, we identified two different situations of interest: a “playing situation,” which was not related to the learning of the focus child, and a “learning situation,” which was concentrated on the learning of other children. We suggest that the teacher employed these two situations intentionally to ensure the progress of the class and alternated between them, with the “playing situation” being used, in particular, for the focus child.

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The purpose of this study was to investigate the variation effects of acute physical education class on positive affect that induce habitual exercise. The subjects of this study were 134 high school students with 1-3 grades. The Waseda Affect Scale of Exercise and Durable Active (WASEDA) was administered before and after in physical education class. Acute physical education class significantly increased positive engagement both male and female, decreased tranquility of female, and no significant negative affect both male and female. These results indicate that physical education of can select exercise event or style of exercise would improve positive engagement.

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