The increase in and seriousness of child abuse is often mentioned not only in the public reports but also as the opinions of experts, and is conventional wisdom in Japan. Needless to say, child abuse is a very serious problem. However, whether it is really increasing in actual numbers and whether the severity of the content is increasing must be considered separately. In this paper, we find that it is not easy to say that the increase or seriousness is progressing, and consider the fact that there is even the opposite possibility. Despite this fact, there is no societal doubting of the “increase” and “seriousness,” because the “number of cases of abuse counseling and response” published every year by the Ministry of Health, Labor and Welfare shows a substantial increase. But the “number of cases of counseling,” which includes many false reports, does not show whether there has been an increase or decrease. The “actual numbers” that have been dealt with and actually confirmed as “abuse” are important. However, the Ministry of Health, Labor and Welfare does not reveal these numbers. Japanʼs “countermeasures for abuse” are proceeding without taking into account the basic data of “actual numbers.” In this paper, I will consider some of the reasons for this.

This paper attempts to clarify the misunderstanding related to “the 10 images of 5-year-old children displaying their competencies” seen in books published by private publications (not by the government office). The national curriculum (Course of Study for Kindergarten, National Guidelines for Care and Education at Day Nursery, and Course of Study and Care for Preschool) clearly states that the 10 images are 5-year-olds displaying three competencies (basic knowledge and skills; basic thinking, judgement, and expression; and social and emotional skills). According to child-carers (Hoiku-Sha: teachers of kindergarten, day nursery, and preschool) who foster children in the right way, the 10 images of 5-year-olds should be used to reflect on the practices in kindergarten, day nursery, and preschool, but are often misunderstood and depicted in private publications as the correspondence between 10 skills/abilities and the practice associated with each skill development.

The purpose of this study is to examine the relation between Family SALAD Model and the PM theory. Based on the work of Kurt Lewin and Friedrich A. Hayek, Family SALAD Model was originally invented by Onodera (2017) .

Subjects were 221 healthy under-graduates who had given the questionnaire composed of Family SALAD Model Scale and family PM Scale etc. and answered it.

As a result of the statistical analysis, it was shown that there were significant correlations between Family SALAD Model and the family PM Scale. For instance, it was shown that spontaneous order family system were positively correlated to democratic family system, P scale and M scale of family PM Scale and negatively correlated to autocracy family system and anarchy family system.

This study suggests that Family SALAD Model might have potential benefits of examining family climate or family system empirically.

A purpose of this report is to think about functional arrangement to give life to “subject” effectively at an opportunity of the spot learning called “training” in the curriculum for training of nursery teachers. Therefore I cooperate between each subject and suggest “subject cooperation” aiming at “an effect, efficiency-like education” and “the formation of the high quality training course”. I made “subject correlation list” which exhibited positioning and the characteristic of each subject to become the sketch in planning “subject cooperation”, a role. The role to be assumed by each subject becomes clear and in this way thinks that efficient class development is enabled between charge lecturers. In addition, I can lay the foundation in developing an information sharing and an argument between lecturers and am placed in letting cooperation mature more that it is effective.

In acupuncture clinical, it is necessary to select the correct acupoints. The position of the acupuncture point is defined by the distance and direction from the bone protrusion or the like as an index, and the unit is the traditional Chinese system of weights and length measures, “shakkanhou”. “Sun”= 寸 is length unit in shakkanhou. In the text that is used in the acupuncture therapist’s training course, defined as 1-“sun”= 3 cm. Considering individual differences in physique, it is impossible to search for the acupuncture points of all people by 1-“sun”= 3 cm, and in clinical practice, adjust according to each person’s physique for convenience. Even so, 1-“sun” = 3 cm is slightly too long for an average physique patient. In metric system, there is a standard that １ m is equal to the distance of vacuum space where light travels in 1/299,792,458 seconds （about 1/300 million seconds）. On the other hands, the length of the 1- “sun” has been historically changing.

In this survey we review and reports the 1- “sun” reference value based on actual measurements of the human body.

【Introduction】 About 30 years have passed since the “Social Worker and Care Worker Act” began on training for students. Therefore, the purpose of this research was to clarify the goals of students in their practical training by the perspective of practical instructors. 【Method】 The questionnaire method was carried out at anonymous arbitrary collection formula for a limited time and asked the practical training instructors to describe the difficulty, expectation and effectiveness of the guidance to the students. 【Results】Guidance for students in variety requires individuality of the contents at practical training and a close relationship between the instructor and a faculty regarding to student’s information. In addition, an expectation value for students indicated that the practical instructors wished students experience of practical training to be meaningful opportunity for students. Finally, as effective guidance to difficult students, it was suggested that the close coordination between a teacher and psactical training instructor is necessary. 【Conclusion】 In order for students to experience meaningful practical training, they must obtain basic knowledge of manners and practical training agencies in classes. Also students must clarity and set goals before practical training. We reaffirmed that the necessity of close coordination between a teacher and practical training instructor through sharing student information to prepare the meaningful learning environment.