In the present study, we examined one cadaver of patient who had an arteriovenous (AV) fistula to perform gross anatomical examination of complications associated with AV fistula placement: vasodilation, stenosis, and aneurysm formation. Significant vasodilation, stenosis, and aneurysm formation were noted in arteries and veins proximal to the site where anastomosis of the radial artery and the cephalic vein was created. Vasodilation was likely caused by high-pressure blood flow from the radial artery caused by AV anastomosis that was created to place the AV fistula.

Aneurysms likely formed as a result of vascular congestion in veins proximal to the AV anastomosis, caused by repeated punctures within a small region. Lastly, stenosis of the cephalic vein likely occurred as small aneurysms shifted from the site of anastomosis due to high-pressure blood flow.

Our findings suggest that the following conditions are important and must be carefully monitored in order to appropriately maintain AV fistulas: 1) avoid performing punctures in the same area or within a limited region to prevent aneurysm formation and vasodilation, 2) prevent excessive backflow of blood, and 3) prevent vascular congestion of blood returning to the heart as a result of reduced muscular strength of the forearms and palms.

This paper attempts to clarify the meaning of “looking at” a child in SAEKI Yutaka’s thoughts. SAEKI says that “looking at” a child is different from the observation of a child’s behavior or the interpretation of a child’s mind. When we “look at” a child, we can see his/her pursuit of “goodness.” We hope that he/she will become a “good” person as we are “looking at” him/her. The “development” of a child is a phenomenon that emerges in the relationship between “looking at” a child and his/her pursuit of “goodness.” SAEKI shows the “development” of a child, this phenomenon, has a “doughnut structure.” In the “doughnut structure of a child’s development,” a child gradually participates in the real world of cultural practices and is given the help of a caretaker. According to SAEKI, the “culture” is something good in this context because the “culture” is conjointly made by people who pursue “goodness.” “Looking at” a child means “looking at” the child’s pursuit of “goodness,” and it is hoping that the child will become a “good” person while thinking of “goodness” as their “culture.”

A 2012 study conducted by the Ministry of Education, Culture, Sports, Science and Technology has pointed out that “slow academic performance” is one of the main reasons for university dropouts. The needs for First Year Experience at universities and vocational schools have become well recognized, and it has become widely established in Japan. Although schools of vocational education for welfare also provide First Year Experience for students’ vocational education and motivation, their early school days may be going by without satisfying students’ need for obtaining study skills. In this paper, it is verified that supports for study skill acquisition for students who have not acquired basic study skills leads to improvement of learning motivation. We will report the results of the study skill course which we held, based on the understanding of the fact that the study skills are not something that can be acquired simply by taking a course, but that supports are essential.

It is a teacher’s desire that students who enter for the purpose of becoming caregivers will “grow” as professionals while feeling “challenging” even after entering employment. I want to clarify the relationship between the sense of fulfillment of school life and the motivation for learning. Based on the results, I want to stimulate the motivation of students to learn and provide feedback to their educational activities so that they can keep their motivation.

78% of the students “feel full of studying at school”. “Students who feel fulfilled by school training and volunteers” account for 80% of the total. Students who felt more fulfilled in studying felt more fulfilled in practical training and volunteers.

The motivation of the care worker vocational school students for fulfillment and practical orientation led to a sense of fulfillment in school life. Utilizing the pleasure of investigating and practicing real lectures are necessary for students’ fulfilling school life. That leads to the emphasis on the learning content of the students themselves and the deepening of the learning methods.

The purpose of this study is to confirm that Murakami Haruki is strongly affected by children’s literature. There are several effective approaches we could take, such as collating Murakami’s remarks on children’s literature or considering the meaning of his picture book translations. In this study, we clarify the great influence children’s literature had on Murakami by considering the similes employed in Murakami’s literary works, one of their chief characteristics. A simile is a form of rhetoric that overlaps what is in front of you （the tenor） with something that is not here now（the vehicle）. From the entire body of Murakami’s literature, we select similes for which the vehicle is children’s literature. The results should show not only the fact that Murakami read a great deal of children’s literature, but also the intertextuality of children’s literature in his own literary works.

The purpose of this paper is to examine the definition of “judicial welfare” proposed by Yukio Yamaguchi and Yukio Kato from the standpoint of working as a social worker in a correctional facility.

According to Yamaguchi’s definition, when “judiciary” is considered to comprise “court trials” “correction” does not have any connection with “judicial welfare.” Yamaguchi asserts that facilities/organizations such as juvenile training centers and probation offices do not belong to “judiciary” but rather to “administration.”

Kato seeks to define “judicial welfare” while touching on the need for “judiciary” and for the expertise gained from “welfare.” However, like Yamaguchi, Kato does not define “judiciary.”

When proposing the definition of “judicial welfare,” both parties think of “judiciary” only within the framework of “judiciary,” and are unable to explicate “administration.” Therefore, they also cannot touch upon “correction.”