Objectives　To offer an empirical lens—based on the account of a yogo teacher employed at a temporary school in the community where she was relocated after experiencing the Great East Japan Earthquake alongside her students—into the subjective experience of health support activities carried

during the year immediately following the disaster.

Method　An interview was conducted with one yogo teacher who experienced the Great East Japan Earthquake, employed at a public junior high school in the region to where she was evacuated. Analysis involved a narrative approach whereby the yogo teacher's story was rewritten as a story in chronological order.

Results　The immediate course of events following the disaster was divided into three periods and examined. Period 1: The yogo teacher first experienced the earthquake and was forced to evacuate alongside her students, during which time she felt strong [sense of loss] and [sense of despair]. Period 2: At the reopening of the school in temporary classrooms, she believed her top priority was doing what she could as a yogo teacher and contributing to reopening the school, while working with other teaching staff to make the most of their surroundings. The school's reopening brought a significant sense of security and joy to students. This led her to [finding hope], and she recovered her positive attitude. Subsequently, problems manifested such as bullying and violence. She believed that [being there for the children] was the most important thing she could do as a yogo teacher and continued to provide [emotional care]. Period 3: At the time of completion of a temporary school building, she was [confused and explored] the delay of the children's recovery from emotional problems. She coordinated with a university professor of psychology to conduct classes to alleviate students’ tension and stress using strategies such as relaxation techniques. She realized the importance of initiatives that involve [a keen sense of connection and joy].

Conclusion　The yogo teacher interviewed for this study, despite being affected by the disaster herself, was always

about what she could do to address the various health problems that troubled her students, flexibly promoting health support activities in cooperation with school faculty and mental health professionals. Through these health support activities, she realized that these activities should be accomplished not solely by the yogo teacher, but by bringing together various teachers and professionals in- and outside of the school.

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Despite sound information and numerous campaigns, drinking, smoking and drugs fascinate many young people. This can be understood in the context of adolescent psychology. The addiction may represent an initiation path into the adult world, because it breaks taboos and allows excessive experiences. It is important from the side of the adults to take a counter stance to the positions of adolescents. In this way the adolescents can notice attention paid by the adults. Moreover, to take problems of addiction as mutual challenge for both adolescents and adults can bring forth the reductions of symbolic meaning of the addiction for the adolescence.

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Since FY 2020, programming has been a mandatory subject in elementary schools in Japan. Each elementary school decides the grades and subjects for programming in each aspect of curriculum management. However, there have been few reports on school-wide programming education. In this paper, we report on school-wide programming education delivered at an elementary school since 2017. We also report the content of the instructional plans and lesson practices for each grade level developed based on five years of classroom practice. In addition to this, a comparison of the results of the responses to the 2018 and 2021 questionnaires completed by enrolled teachers is used to examine changes in teacher awareness due to school-wide programming education initiatives. Questionnaire surveys of the pupils and teachers suggested that the lesson practices had elicited the pupils' interest in programming and enhanced their subject knowledge. It was also suggested that the teachers' knowledge and awareness of programming education improved through continuous school-wide efforts.

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In the Korea’s educational settings, assessment has been done mainly by multiple choice question tests. It is because securing the objectivity and reliability of the tests tops the priority list. As a result, now even in elementary schools the MCQ test has become a standard method of assessment. This poses no-small problems in school education: Students’ passive attitude is systematically encouraged in schools, and creativity-fostering is systematically blocked. If passive attitude, instead of creativity, keeps being encouraged, school education may cease to have hope for the future, because creativity seems to be one of the key competences that are needed for the future society. For this presentation, a research was conducted using a delphi-type questionnaire and an interview-type discussion to 47 highly-experienced elementary English teachers. The subjects were asked to present their views about creativity and what they were doing for creativity-fostering and how the creativity fostering English education could be made feasible in the ordinary English classes. Their opinions expressed in the delphi-type questionnaire was fully elucidated by an interview-type group discussion with the researcher. On the basis of the research, it was investigated and argued why and how creativity could be fostered by school assessment in a typical EFL context.

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The main aim of the present study was to investigate forms of aggression among the young generation in contemporary society. In Study 1, Picture Frustration (PF) Study was administrated to a student group (n = 80) and an adult group (n = 80) following the inquiry method of asking for both the verbal response and the inward response toward 24 situations involving frustration. The result of the statistical comparison of the PF scores showed that the student group had a significantly smaller number of extrapunitive responses verbally, but inwardly no significant difference was seen, which suggested that young people tend to suppress aggression rather consciously. In Study 2, Stress-Avoidance responses in which both the verbal and inward response do not directly react to the frustration, or the inward response cancels the aggression expressed verbally, were extracted. The result, that the student group showed significantly more Stress-Avoidance responses, suggested unconscious inhibition and dissociation of aggression in the young generation.

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In order to improve railway safety, from a human factor point of view, the Human Science Division of the Railway Technical Research Institute in Japan, has been conducting research for the prevention of human errors, their education and training, and the countermeasures for railway accidents caused by the external factor. This paper outlines recent topics of research based on current issues facing railways.

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In 1946 Richard Wright, a black American, went to France and wrote a book entitled "The Outsider" and published it in 1953. This book was one of his main works in his life but, strange as it may seem, this book did not give him a fame in America particularly as it should when compared with his other works such as "Native Son' and others. This is probably because in "The Outsider" he dealt too many cases of murderous affairs. In the light of the above facts I tried to grasp and show with a method of Psychoanalysis some phases of the high spots of Richard Wright's personal character as a black American writer.

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When operating a product, images of icons or buttons have crucial roles for understanding the use. This study focused on understanding a diverse tendency among people from different countries on image recognition. We studied two different ways of cognizing images: Attribute-oriented Thought versus Relationship-oriented Thought. Two experimental methods were tested: one was an experiment of categorizing images and the other was an experiment of image association. Through the experiment on categorizing images, it was found that there were cognitive differences among nationalities; 71 British and 81 Chinese subjects had stronger tendencies in Attribute-oriented Thought than 76 Japanese and 81 Korean subjects. Next, we examined an experiment on image association. As a result, the British and Chinese subjects had lesser tendencies in Attribute-oriented Thought than the Japanese and Korean subjects; the subjects' responses of the second experiment differed from the ones of the first experiment. These results suggested that the difference of experimental methods could influence on the way of of human beings. The differences were considered as two experimental conditions: the existence of related stimuli, and the differences of cognitive processes.

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Activity theory was used as a method to draw a vision, or a dream, that a leader wanted to achieve in the workplace. For this purpose, an original structure of activity figure presented by Engeström (1987) was modified to make it more user-friendly while keeping all important elements. The modified figure indicates structure of activity like ‘a particular person or a particular small group of people (subject of activity) do(es) something with the use of particular tools by collaboration with other people or groups (community) under a particular division of labor and rules.' This shows not only the structure of activity which you want to achieve but the format of the narrative you use when you present your vision to your colleagues. This paper will describe an example in which we used the method of activity theory in a training session to improve the leadership skills of nurses working for a large hospital.

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This paper chronicles and reflects upon the experiences gathered from a design workshop conducted at Chiba University, with students from Chiba University, Köln International School of Design and with the support of Fujitsu. During the workshop, participants were invited to continuously build and prototype their ideas, rather than following the conventional design process of idea generation, visualization and, only at a later stage, prototyping. Such a hands-on approach proved beneficial in the communication among participants as well as in simplifying the design process. In fact, by working on quick and approximate prototypes, participants could more easily express their ideas overcoming language barriers and visual representation skills. Furthermore, physical prototypes helped participants to identify the key aspects of their proposals and focus on those. Finally, those prototypes also served as useful props to enact the experience of using the proposed artefacts and services.

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When providing educational counseling to caregivers who are raising young children with disabilities, it is important that the counselors understand the caregivers' ideas and mental state so that they can offer support. To communicate with and promote support to caregivers raising young children with disabilities, assessment of not only the children but also the caregivers is needed. The purpose of the present article is, through studies of educational counseling cases that dealt with caregivers raising young children with disabilities, to identify perspectives that are necessary to enable educational counselors to understand caregivers. Case Study 1 involved a baby boy (7 months old) with a hearing impairment. The boy was his parents' first child, and they were worried not only about their first experience of childrearing but also about raising a child with a hearing impairment. Case Study 2 was a young girl (2 years old) who was hyperactive and had trouble interacting with people. The viewpoints that would help caregivers understand their cases were categorized as follows: caregivers' conditions, the family's conditions, the child's conditions, and the environment surrounding the family.

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[Purpose] “Katakori” refers to a nonspecific symptom, including discomfort or dull pain, that is experienced around the occiput and that extends through the cervical spine to the acromion and scapular area. This study aimed to develop a patient-reported outcome measure of disability due to Katakori, namely the Katakori Disability Index, via evaluating patient comprehensibility and comprehensiveness. [Participants and Methods] We conducted a semi-structured interview among participants who had experienced Katakori consistently during the past month to examine patient comprehensibility and comprehensiveness; we particularly used the

-aloud method and cognitive debriefing to evaluate comprehensibility. [Results] We initially tested a provisional version of the Katakori Disability Index with 24 items using two 11-point numeric rating scales in a subset of 10 participants. Considering the issues identified concerning comprehensibility and comprehensiveness, we created a second draft of the Katakori Disability Index with two 6-point Likert scales, modified items, and four additional items. The second draft was tested in another subset of 10 participants. We eventually developed a 31-item Katakori Disability Index with modified instructions and items, two additional items, and a post-survey checklist; all these features addressed the concerns identified and suggestions obtained in the second round of interviews. [Conclusion] We developed a 31-item Katakori Disability Index with content validity.

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