The Home Economics Working Group in the Central Curriculum Study Committee (Chukyoken), which played a key role in the 1960s'educational research in the Japan Teachers' Union (Nikkyoso), proposed a curriculum plan for Home Economics in January 1961. The Home Economics Working Group was highly motivated to oppose the government and to demonstrate an entirely new curriculum based on the ruling idea in Nikkyoso that curricula should be systematic and scientific-based. However, the plan brought a fierce backlash, and afterwards, the Working Group was forced to withdraw the plan and change the basis of thieir theory after August 1962. Around the same time, Sotozaki Mitsuhiro, who was an assistant professor at Kochi Junior College, and Home Economics teachers belonging to the Kochi Teachers' Union criticized the Working Group's plan, but earlier studies do not have much information on Sotozaki and the teachers'criticism. Focusing on Sotozaki's assertion, this article reveals the following: 1. Sotozaki and his followers claimed that curricula should put importance on not just academic information but also relevance to children's actual life. 2. Sotozaki and his followers'criticism caused the withdrawal of the Working Group's plan, and lead to changes in the Working Group's thought to the one that prioritizes both children's life and science, and in addition, the transformation affected the subsequent studies on Home Economics education in Nikkyoso and private educational research organizations.

抄録全体を表示

This paper aims at introducing the educational policy of Education International (EI). WCOTP and IFFTU were unified to form EI in 1993. EI is the world's largest school staff organization. It represents more than 29 million teachers and education workers. And 348 affiliated organizations from pre-school to university level operate in 166 countries. Education International's principal aims are: to further the cause of organizations of teachers and education employees; to promote peace, democracy, social justice and equality through the development of education and the collective strength of teachers and education employees; to seek and maintain recognition of the trade union rights of workers in general and of teachers and education employees in particular. And in addition to this, there is also the purpose, to combat all forms of racism and of bias or discrimination in education and society due to gender, marital status, sexual orientation, age, religion, political opinion, social or economic status or national or ethnic origin; to give particular attention to developing the leadership role and involvement of women in society etc. In this paper, I analyzed the backgrounds and discussions of the 1st and 4th World Congress and studied the issues on which EI works today

抄録全体を表示

  We analyzed the reports presented at the “Education about Pollution” section meetings of the Japan Teachers’ Union national conference on educational research from 1971 to 1989. The reports were analyzed from the following three standpoints:

1. How has the proportion of reports about each pollution problem changed relative to the reports as a whole ？

  We assessed the changes in teachers’ interests about particular pollution problems by clarifying the changes in the proportions of relevant reports among total reports.

  This revealed the following points:

・The percentage of reports about air pollution was reduced. On the other hand, the percentage of reports about nuclear power generation increased and came out on top in 1989.

・With regard to water pollution, the percentage of reports about sewage contamination had increased.

2. Who are the agents cooperating with teachers about Education on Pollution? These can be classified into nine categories: local resident groups, researchers, labor unions, parties, doctors, agricultural workers, forestry and fishery workers, parents, lawyers, and patients suffering from pollution-related diseases.

  Some teachers took advantage of their organizational power and occupation characteristics to proceed with pollution research with the help of researchers. We think that these types of research are good examples of civic sciences.

  Some teachers and parents took joint political action to protect the health of children and the school environment from pollution.

3. How have teachers dealt with the problems of nuclear power generation at their union conferences on educational research activities ?

  The teachers pointed out almost all problems related to nuclear power generation reported in the media after the Fukushima Daiichi nuclear disaster. Their argument about nuclear power generation covered a wide range of issues, including　 discrimination and social equality. It is suggested that we use the problems of nuclear power generation as a “window to social issues” in social science education.

抄録全体を表示

The purpose of this paper is to consider the meaning of changes in the discourse on “Okinawa Problem” before and after the “Return” on the basis of a case study of the National Conference for Educational Research (NCER). This is done in the context of questioning the idea of “postwar”. This research is based on reports from 1966 to 1978 of the NCER by an agency of the Japan Teachers' Union. This paper demonstrates changes in the discourse on “Okinawa Problem” by the “Return”. To study discussions at the NCER chronologically, this paper aims to describe interactions with “Hondo” and Okinawa and to approach to the trait of influence of Power in discourse. I reexamine the “postwar” by giving attention to the voices of Okinawa that was structurally suppressed during the cold war.

抄録全体を表示

成長期ラットに対する縮合リン酸塩の影響に関しては, P/Ca比1.5を越えた条件で多くの実験がなされ, 動物に対して種々の悪い影響のあることが報告されている。
本実験においては, 成長中の雄ラット (フィッシャー系, 4週齢) に, オルソリン酸 (OP) 塩としてリン酸水素二ナトリウム, また縮合リン酸塩としてトリポリリン酸 (TP) ナトリウムのみのいずれかをP源とし, P/Ca比を0.7とした飼料で31日間飼育して, 次のような結果を得た。
1) TP態Pは, OP態Pと同じように利用された。
2) TP群のラットの飼料摂取量と平均体重増加は, OP給与の対照群のラットより劣った (p<0.05)。しかし, 飼料効率やたん白質効率には差は認められなかった。
3) TP群は対照群よりも, 肺の平均重量は低かった (p<0.05) が, 胸腺, 心臓, 肝臓, 脾臓, 腎臓, 副腎及び精巣の重量では, 両群に差は認められなかった。
4) 大腿骨及び脛骨+腓骨の平均重量は, 両群の間に差はなかった。
5) TP群における糞及び尿へのカルシウム排泄量は対照群より多く, カルシウムの体内保留率は低くなった (p<0.05)。
6) TP群におけるカルウシム, マグネシウム及び鉄の見かけの吸収率は, 対照群に比し低い値であったが, 有意差は認められなかった。

抄録全体を表示

　小児骨折の発生に、食物・栄養要因が骨の脆弱化を介して関与しているか否かを知るために、調査を行なった。徳島市と隣接する郡内に居住する３回以上骨折を経験した児童・生徒70名（骨折群）について３日間の食事内容を調査し、骨折を経験していない対照群と比較した。その結果、以下の知見を得た。
　 1）　年齢別栄養所要量に対する栄養素充足率は骨折群が対照群よりも全般的に高い。
　 2）　カルシウム充足率には差がなく、カルシウム／リン比は骨折群が有意に低い。
　 3）　骨折群は対照群に比し獣肉類、嗜好飲料の摂取が多く、穀類、乳類、海藻類は少ない。
　 4）　重回帰分析の結果、骨折群におけるカルシウム／リン比の低下は、海藻類や乳類の摂取が少なく獣肉類の摂取が多いことに起因する。
　 5）　主成分分析による食物摂取構造の解析から、骨折群は対照群に比し嗜好的傾向がやや強いことが認められる。
　 以上より、頻回骨折経験児の食物摂取構造はカルシウムの利用を低下させ、骨の脆弱化を介して骨折発生に関与している可能性が示唆された。
　 本研究を行なうにあたり、ご助言をいただいた高知医科大学整形外科山本博司教授に深謝いたします。
　 なお、本研究の要旨は第31回日本学校保健学会（秋田、1984年10月）で発表した。

抄録全体を表示