CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: Satoko Tsuru</title> <meta name="description" content="Search results for: Satoko Tsuru"> <meta name="keywords" content="Satoko Tsuru"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="Satoko Tsuru" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Satoko Tsuru"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 9</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Satoko Tsuru</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">9</span> Development of the Structure of the Knowledgebase for Countermeasures in the Knowledge Acquisition Process for Trouble Prediction in Healthcare Processes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shogo%20Kato">Shogo Kato</a>, <a href="https://publications.waset.org/abstracts/search?q=Daisuke%20Okamoto"> Daisuke Okamoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Tsuru"> Satoko Tsuru</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshinori%20Iizuka"> Yoshinori Iizuka</a>, <a href="https://publications.waset.org/abstracts/search?q=Ryoko%20Shimono"> Ryoko Shimono</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Healthcare safety has been perceived important. It is essential to prevent troubles in healthcare processes for healthcare safety. Trouble prevention is based on trouble prediction using accumulated knowledge on processes, troubles, and countermeasures. However, information on troubles has not been accumulated in hospitals in the appropriate structure, and it has not been utilized effectively to prevent troubles. In the previous study, though a detailed knowledge acquisition process for trouble prediction was proposed, the knowledgebase for countermeasures was not involved. In this paper, we aim to propose the structure of the knowledgebase for countermeasures in the knowledge acquisition process for trouble prediction in healthcare process. We first design the structure of countermeasures and propose the knowledge representation form on countermeasures. Then, we evaluate the validity of the proposal, by applying it into an actual hospital. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=trouble%20prevention" title="trouble prevention">trouble prevention</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20structure" title=" knowledge structure"> knowledge structure</a>, <a href="https://publications.waset.org/abstracts/search?q=structured%20knowledge" title=" structured knowledge"> structured knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=reusable%20knowledge" title=" reusable knowledge"> reusable knowledge</a> </p> <a href="https://publications.waset.org/abstracts/37281/development-of-the-structure-of-the-knowledgebase-for-countermeasures-in-the-knowledge-acquisition-process-for-trouble-prediction-in-healthcare-processes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37281.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">367</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">8</span> Wet Polymeric Precipitation Synthesis for Monophasic Tricalcium Phosphate</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=I.%20Grigoraviciute-Puroniene">I. Grigoraviciute-Puroniene</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Tsuru"> K. Tsuru</a>, <a href="https://publications.waset.org/abstracts/search?q=E.%20Garskaite"> E. Garskaite</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Stankeviciute"> Z. Stankeviciute</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Beganskiene"> A. Beganskiene</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Ishikawa"> K. Ishikawa</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Kareiva"> A. Kareiva</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Tricalcium phosphate (β-Ca<sub>3</sub>(PO<sub>4</sub>)<sub>2</sub>, β-TCP) powders were synthesized using wet polymeric precipitation method for the first time to our best knowledge. The results of X-ray diffraction analysis showed the formation of almost single a Ca-deficient hydroxyapatite (CDHA) phase of a poor crystallinity already at room temperature. With continuously increasing the calcination temperature up to 800 °C, the crystalline β-TCP was obtained as the main phase. It was demonstrated that infrared spectroscopy is very effective method to characterize the formation of β-TCP. The SEM results showed that β-TCP solids were homogeneous having a small particle size distribution. The β-TCP powders consisted of spherical particles varying in size from 100 to 300 nm. Fabricated β-TCP specimens were placed to the bones of the rats and maintained for 1-2 months. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tricalcium%20phosphate%20%28%CE%B2-Ca3%28PO4%292" title="Tricalcium phosphate (β-Ca3(PO4)2">Tricalcium phosphate (β-Ca3(PO4)2</a>, <a href="https://publications.waset.org/abstracts/search?q=bone%20regeneration" title=" bone regeneration"> bone regeneration</a>, <a href="https://publications.waset.org/abstracts/search?q=wet%20chemical%20processing" title=" wet chemical processing"> wet chemical processing</a>, <a href="https://publications.waset.org/abstracts/search?q=polymeric%20precipitation" title=" polymeric precipitation"> polymeric precipitation</a> </p> <a href="https://publications.waset.org/abstracts/69402/wet-polymeric-precipitation-synthesis-for-monophasic-tricalcium-phosphate" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69402.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">7</span> Childhood Obesity in Japan: Trends in Obesity Prevalence among Japanese Kids under 17 Years Old from 2007 to 2016</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Houda%20Mnif%20Sellami">Houda Mnif Sellami</a>, <a href="https://publications.waset.org/abstracts/search?q=Toshi%20Umehara"> Toshi Umehara</a>, <a href="https://publications.waset.org/abstracts/search?q=Yuriko%20Yamazaki"> Yuriko Yamazaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Reie%20Matoba"> Reie Matoba</a>, <a href="https://publications.waset.org/abstracts/search?q=Anna%20Sakashita"> Anna Sakashita</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshimi%20Abe"> Yoshimi Abe</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiroyuki%20Otake"> Hiroyuki Otake</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Morita"> Satoko Morita</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshitaka%20Akiyama"> Yoshitaka Akiyama</a>, <a href="https://publications.waset.org/abstracts/search?q=Chieko%20Morisawa"> Chieko Morisawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Eiji%20Omura"> Eiji Omura</a>, <a href="https://publications.waset.org/abstracts/search?q=Masako%20Yazawa"> Masako Yazawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Yoshie%20Koike"> Yoshie Koike</a>, <a href="https://publications.waset.org/abstracts/search?q=Mitsugu%20Tokunaga"> Mitsugu Tokunaga</a>, <a href="https://publications.waset.org/abstracts/search?q=Seiki%20Wada"> Seiki Wada</a>, <a href="https://publications.waset.org/abstracts/search?q=Shinya%20Minagawa"> Shinya Minagawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Masafumi%20Matsuda"> Masafumi Matsuda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Childhood obesity has been, for decades, a very serious public health problem worldwide. Some Asian countries have already reached alarming rates, as lifestyle changed dramatically in this part of the world. In many concerned countries, strategies including educational, promotional and awareness-raising activities have been established to combat obesity within kids. Objective: To estimate the obesity and also the underweight trends of Japanese kids from 5 to 17 years, by single year of age and by gender, over the last decade. Methods We used the data from the cross-sectional annual Nationwide surveys (National Nutrition Survey, Japan, Ministry of education, culture, sports, science and technology) conducted from 2007 to 2016. We compared trajectories of obesity prevalence, with the data on sex and age groups. We also analyzed energy and macronutrients intakes of Japanese kids using Ministry of Health, Labor and Welfare-Japan annual data, from 2007 to 2014. Results: From 2007 to 2016, Boys obesity was higher than Girls obesity for the over 6 YO participants. Both Boys and Girls obesity trends had 2 peaks of prevalence at (11-13 YO) and then at (15-16 YO). From 2007 to 2012, Kids obesity decreased considerably in both sex and all year of age; then obesity decline was more modest till 2016.On the other side, Kids underweight prevalence increased in both sexes. The macronutrients analyze couldn’t show an evident association between obesity trends and foods intake. Conclusion: Japanese kids’ obesity has been decreased since 2007, in opposition to some other countries reports. We didn’t find an observed association with food intake using Health Ministry data; we need further investigation to estimate energy intake, lifestyle and physical activity by year of age to know whether there is any possible relation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=childhood" title="childhood">childhood</a>, <a href="https://publications.waset.org/abstracts/search?q=Japan" title=" Japan"> Japan</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a>, <a href="https://publications.waset.org/abstracts/search?q=underweight" title=" underweight"> underweight</a> </p> <a href="https://publications.waset.org/abstracts/74974/childhood-obesity-in-japan-trends-in-obesity-prevalence-among-japanese-kids-under-17-years-old-from-2007-to-2016" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74974.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">6</span> Managers' Awareness of Employees' Mental Health in Small- and Medium-Sized Enterprises in Underpopulated Mountainous Areas</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Susumu%20Fukita">Susumu Fukita</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Yamasaki"> Satoko Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Kotomi%20Yamashita"> Kotomi Yamashita</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomoko%20Iki"> Tomoko Iki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The increase in the number of workers with mental health problems has become an issue. Many workers work in small- and medium-sized enterprises, which often support local employment and economy, especially in underpopulated mountainous areas. It is important for managers to take mental health measures for employees since there is no budget to hire health staff in small- and medium-sized enterprises. It is necessary to understand the manager's attitude toward the mental health of employees and to publicly support the manager in promoting mental health measures for employees. The purpose of this study was to study the awareness of managers of small- and medium-sized enterprises regarding the mental health of employees and to consider support for managers to take measures for the mental health of employees. Semi-structured interviews were conducted with six managers of small- and medium-sized enterprises in underpopulated mountainous areas in November 2019. Managers were asked about their awareness of the mental health of their employees. Qualitative descriptive analysis was used, and subcategories and categories were extracted. Four categories emerged. Regarding the mental health of employees, the managers acknowledged that if the appearance and behavior of the employees do not interfere with their lives, the manager judges that the employees’ mental health is normal. It was also found that the managers acknowledged that there is a comfortable working environment due to the characteristics of the underpopulated mountainous area. On the other hand, the managers acknowledged that employees are dissatisfied with salaries and management systems. In addition, it was found the manager acknowledged that some employees retire due to mental health problems. Although managers recognized that employees may be dissatisfied with salaries, they also recognized that there was a comfortable working environment due to the characteristics of the areas, with good interpersonal relationships. Economic challenges are difficult to solve in underpopulated mountainous areas. It is useful to consider measures that take advantage of the characteristics of the areas where it is easy to work because of good relations with each other, for example, to create a family-like workplace culture where managers and employees can engage in daily conversation. The managers judged that the employees were in good health if there was no interference with their lives. However, it is too late to take measures at the stage when it becomes an obstacle to life. Therefore, it is necessary to provide training for managers to learn observation techniques by which they quickly notice changes in the situation of employees and give appropriate responses; and to set up a contact point for managers to consult. Local governments should actively provide public support such as training for managers and establishing consultation desks to maintain valuable employment and local economics in underpopulated mountainous areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=employer" title="employer">employer</a>, <a href="https://publications.waset.org/abstracts/search?q=mental%20health" title=" mental health"> mental health</a>, <a href="https://publications.waset.org/abstracts/search?q=small-%20and%20medium-%20sized%20enterprises" title=" small- and medium- sized enterprises"> small- and medium- sized enterprises</a>, <a href="https://publications.waset.org/abstracts/search?q=underpopulated%20areas" title=" underpopulated areas"> underpopulated areas</a> </p> <a href="https://publications.waset.org/abstracts/132856/managers-awareness-of-employees-mental-health-in-small-and-medium-sized-enterprises-in-underpopulated-mountainous-areas" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132856.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5</span> Correlation between Body Mass Index and Blood Sugar/Serum Lipid Levels in Fourth-Grade Boys in Japan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kotomi%20Yamashita">Kotomi Yamashita</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Yamasaki"> Satoko Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Susumu%20Fukita"> Susumu Fukita</a>, <a href="https://publications.waset.org/abstracts/search?q=Risako%20Sakai"> Risako Sakai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lifestyle-related diseases develop from the long-term accumulation of health consequences from a poor lifestyle. Thus, schoolchildren, who have not accumulated long-term lifestyle habits, are believed to be at a lower risk for lifestyle-related diseases. However, schoolchildren rarely receive blood tests unless they are under treatment for a serious disease; without such data on their blood, the impacts of their young lifestyle could not be known. Blood data from physical measurements can help in the implementation of more effective health education. Therefore, we examined the correlation between body mass index (BMI) and blood sugar/serum lipid (BS/SL) levels. From 2014 to 2016, we measured the blood data of fourth-grade students living in a city in Japan. The present study reported on the results of 281 fourth-grade boys only (80.3% of total). We analyzed their BS/SL levels by comparing the blood data against the criteria of the National Center for Child Health and Development in Japan. Next, we examined the correlation between BMI and BS/SL levels. IBM SPSS Statistics for Windows, Version 25 was used for analysis. A total of 69 boys (24.6%) were within the normal range for BMI (18.5–24), whereas 193 (71.5%) and 8 boys (2.8%) had lower and higher BMI, respectively. Regarding BS levels, 280 boys were within the normal range (70–90 mg/dl); 1 boy reported a higher value. All the boys were within the normal range for glycated Hemoglobin (HbA1c) (4.6–6.2%). Regarding SL levels, 271 boys were within the normal range (125–230 mg/dl) for total cholesterol (TC), whereas 5 boys (1.8%) had lower and 5 boys (1.8%) had higher levels. A total of 243 boys (92.7%) were within the normal range (36-138mg/dL) for triglycerides (TG), whereas 19 boys (7.3%) had lower and 19 boys (7.3%) had higher levels. Regarding high-density lipoprotein cholesterol (HDL-C), 276 boys (98.2%) were within the normal range (40-mg/dl), whereas 5 boys (1.8%) reported lower values. All but one boy (280, 99.6%) were within the normal range (-170 mg/dl) for low-density lipoprotein cholesterol (LDL-C); the exception (0.4%) had a higher level. BMI and BS didn’t show a correlation. BMI and HbA1c were moderately positively correlated (r = 0.139, ｐ＝0.019). We also observed moderate positive correlations between BMI and TG (r = 0.328, p < 0.01), TC (r=0.239, p< 0.01), LDL-C (r = 0.324, p < 0.01), respectively. BMI and HDL-C were low correlated (r = -0.185, p = 0.002). Most of the boys were within the normal range for BS/SL levels. However, some boys exceeded the normal TG range. Fourth graders with a high TG may develop a lifestyle-related disease in the future. Given its relation to TG, food habits should be improved in this group. Our findings suggested a positive correlation between BMI and BS/SL levels. Fourth-grade schoolboys with a high BMI may be at high risk for developing lifestyle-related diseases. Lifestyle improvement may be recommended to lower the BS/SL levels in this group. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blood%20sugar%20level" title="blood sugar level">blood sugar level</a>, <a href="https://publications.waset.org/abstracts/search?q=lifestyle-related%20diseases" title=" lifestyle-related diseases"> lifestyle-related diseases</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20students" title=" school students"> school students</a>, <a href="https://publications.waset.org/abstracts/search?q=serum%20lipid%20level" title=" serum lipid level"> serum lipid level</a> </p> <a href="https://publications.waset.org/abstracts/133020/correlation-between-body-mass-index-and-blood-sugarserum-lipid-levels-in-fourth-grade-boys-in-japan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133020.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4</span> Transverse Behavior of Frictional Flat Belt Driven by Tapered Pulley -Change of Transverse Force Under Driving State–</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Fujiwara">Satoko Fujiwara</a>, <a href="https://publications.waset.org/abstracts/search?q=Kiyotaka%20Obunai"> Kiyotaka Obunai</a>, <a href="https://publications.waset.org/abstracts/search?q=Kazuya%20Okubo"> Kazuya Okubo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A skew is one of important problems for designing the conveyor and transmission with frictional flat belt, in which running belt is deviated in width direction due to the transverse force applied to the belt. The skew often not only degrades the stability of the path of belt but also causes some damages of the belt and auxiliary machines. However, the transverse behavior such as the skew has not been discussed quantitatively in detail for frictional belts. The objective of this study is to clarify the transverse behavior of frictional flat belt driven by tapered pulley. Commercially available rubber flat belt reinforced by polyamide film was prepared as the test belt where the thickness and length were 1.25 mm and 630 mm, respectively. Test belt was driven between two pulleys made of aluminum alloy, where diameter and inter-axial length were 50 mm and 150 mm, respectively. Some tapered pulleys were applied where tapered angles were 0 deg (for comparison), 2 deg, 4 deg, and 6 deg. In order to alternatively investigate the transverse behavior, the transverse force applied to the belt was measured when the skew was constrained at the string under driving state. The transverse force was measured by a load cell having free rollers contacting on the side surface of the belt when the displacement in the belt width direction was constrained. The conditions of observed bending stiffness in-plane of the belt were changed by preparing three types of belts (the width of the belt was 20, 30, and 40 mm) where their observed stiffnesses were changed. The contributions of the bending stiffness in-plane of belt and initial inter-axial force to the transverse were discussed in experiments. The inter-axial force was also changed by setting a distance (about 240 mm) between the two pulleys. Influence of observed bending stiffness in-plane of the belt and initial inter-axial force on the transverse force were investigated. The experimental results showed that the transverse force was increased with an increase of observed bending stiffness in-plane of the belt and initial inter-axial force. The transverse force acting on the belt running on the tapered pulley was classified into multiple components. Those were components of forces applied with the deflection of the inter-axial force according to the change of taper angle, the resultant force by the bending moment applied on the belt winding around the tapered pulley, and the reaction force applied due to the shearing deformation. The calculation result of the transverse force was almost agreed with experimental data when those components were formulated. It was also shown that the most contribution was specified to be the shearing deformation, regardless of the test conditions. This study found that transverse behavior of frictional flat belt driven by tapered pulley was explained by the summation of those components of forces. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=skew" title="skew">skew</a>, <a href="https://publications.waset.org/abstracts/search?q=frictional%20flat%20belt" title=" frictional flat belt"> frictional flat belt</a>, <a href="https://publications.waset.org/abstracts/search?q=transverse%20force" title=" transverse force"> transverse force</a>, <a href="https://publications.waset.org/abstracts/search?q=tapered%20pulley" title=" tapered pulley"> tapered pulley</a> </p> <a href="https://publications.waset.org/abstracts/147287/transverse-behavior-of-frictional-flat-belt-driven-by-tapered-pulley-change-of-transverse-force-under-driving-state" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147287.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">148</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> School Refusal Behaviours: The Roles of Adolescent and Parental Factors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Junwen%20Chen">Junwen Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Celina%20Feleppa"> Celina Feleppa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tingyue%20Sun"> Tingyue Sun</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Sasagawa"> Satoko Sasagawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Michael%20Smithson"> Michael Smithson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> School refusal behaviours refer to behaviours to avoid school attendance, chronic lateness in arriving at school, or regular early dismissal. Poor attendance in schools is highly correlated with anxiety, depression, suicide attempts, delinquency, violence, and substance use and abuse. Poor attendance is also a strong indicator of lower achievement in school, as well as problematic social-emotional development. Long-term consequences of school refusal behaviours include fewer opportunities for higher education, employment, and social difficulties, and high risks of later psychiatric illness. Given its negative impacts on youth educational outcomes and well-being, a thorough understanding of factors that are involved in the development of this phenomenon is warranted for developing effective management approaches. This study investigated parental and adolescent factors that may contribute to school refusal behaviours by specifically focusing on the role of parental and adolescents’ anxiety and depression, emotion dysregulation, and parental rearing style. Findings are expected to inform the identification of both parental and adolescents’ factors that may contribute to school refusal behaviours. This knowledge will enable novel and effective approaches that incorporate these factors to managing school refusal behaviours in adolescents, which in turn improve their school and daily functioning. Results are important for an integrative understanding of school refusal behaviours. Furthermore, findings will also provide information for policymakers to weigh the benefits of interventions targeting school refusal behaviours in adolescents. One-hundred-and-six adolescents aged 12-18 years (mean age = 14.79 years old, SD = 1.78, males = 44) and their parents (mean age = 47.49 years old, SD = 5.61, males = 27) completed an online questionnaire measuring both parental and adolescents’ anxiety, depression, emotion dysregulation, parental rearing styles, and adolescents’ school refusal behaviours. Adolescents with school refusal behaviours reported greater anxiety and depression, with their parents showing greater emotion dysregulation. Parental emotion dysregulation and adolescents’ anxiety and depression predicted school refusal behaviours independently. To date, only limited studies have investigated the interplay between parental and youth factors in relation to youth school refusal behaviours. Although parental emotion dysregulation has been investigated in relation to youth emotion dysregulation, little is known about its role in the context of school refusal. This study is one of the very few that investigated both parental and adolescent factors in relation to school refusal behaviours in adolescents. The findings support the theoretical models that emphasise the role of youth and parental psychopathology in school refusal behaviours. Future management of school refusal behaviours should target adolescents’ anxiety and depression while incorporating training for parental emotion regulation skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20refusal%20behaviors" title=" school refusal behaviors"> school refusal behaviors</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20factors" title=" parental factors"> parental factors</a>, <a href="https://publications.waset.org/abstracts/search?q=anxiety%20and%20depression" title=" anxiety and depression"> anxiety and depression</a>, <a href="https://publications.waset.org/abstracts/search?q=emotion%20dysregulation" title=" emotion dysregulation"> emotion dysregulation</a> </p> <a href="https://publications.waset.org/abstracts/154131/school-refusal-behaviours-the-roles-of-adolescent-and-parental-factors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154131.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">130</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> The Effect of Disseminating Basic Knowledge on Radiation in Emergency Distance Learning of COVID-19</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Yamasaki">Satoko Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki"> Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Kotomi%20Yamashita"> Kotomi Yamashita</a>, <a href="https://publications.waset.org/abstracts/search?q=Susumu%20Fukita"> Susumu Fukita</a>, <a href="https://publications.waset.org/abstracts/search?q=Kei%20Sounai"> Kei Sounai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> People are susceptible to rumors when the cause of their health problems is unknown or invisible. In order for individuals to be unaffected by rumors, they need basic knowledge and correct information. Community health nursing classes use cases where basic knowledge of radiation can be utilized on a regular basis, thereby teaching that basic knowledge is important in preventing anxiety caused by rumors. Nursing students need to learn that preventive activities are essential for public health nursing care. This is the same methodology used to reduce COVID-19 anxiety among individuals. This study verifies the learning effect concerning the basic knowledge of radiation necessary for case consultation by emergency distance learning. Sixty third-year nursing college students agreed to participate in this research. The knowledge tests conducted before and after classes were compared, with the chi-square test used for testing. There were five knowledge questions regarding distance lessons. This was considered to be 5% significant. The students’ reports which describe the results of responding to health consultations, were analyzed qualitatively and descriptively. In this case study, a person living in an area not affected by radiation was anxious about drinking water and, thus, consulted with a student. The contents of the lecture were selected the minimum amount of knowledge used for the answers of the consultant; specifically hot spots, internal exposure risk, food safety, characteristics of cesium-137, and precautions for counselors. Before taking the class, the most correctly answered question by students concerned daily behavior at risk of internal exposure (52.2%). The question with the fewest correct answers was the selection of places that are likely to be hot spots (3.4%). All responses increased significantly after taking the class (p < 0.001). The answers to the counselors, as written by the students, were 'Cesium is strongly bound to the soil, so it is difficult to transfer to water' and 'Water quality test results of tap water are posted on the city's website.' These were concrete answers obtained by using specialized knowledge. Even in emergency distance learning, the students gained basic knowledge regarding radiation and created a document to utilize said knowledge while assuming the situation concretely. It was thought that the flipped classroom method, even if conducted remotely, could maintain students' learning. It was thought that setting specific knowledge and scenes to be used would enhance the learning effect. By changing the case to concern that of the anxiety caused by infectious diseases, students may be able to effectively gain the basic knowledge to decrease the anxiety of residents due to infectious diseases. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=effect%20of%20class" title="effect of class">effect of class</a>, <a href="https://publications.waset.org/abstracts/search?q=emergency%20distance%20learning" title=" emergency distance learning"> emergency distance learning</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20student" title=" nursing student"> nursing student</a>, <a href="https://publications.waset.org/abstracts/search?q=radiation" title=" radiation"> radiation</a> </p> <a href="https://publications.waset.org/abstracts/132794/the-effect-of-disseminating-basic-knowledge-on-radiation-in-emergency-distance-learning-of-covid-19" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132794.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">115</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> The Effect of Environmental Assessment Learning in Evacuation Centers on the COVID-19 Situation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hiromi%20Kawasaki">Hiromi Kawasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Satoko%20Yamasaki"> Satoko Yamasaki</a>, <a href="https://publications.waset.org/abstracts/search?q=Mika%20Iwasa"> Mika Iwasa</a>, <a href="https://publications.waset.org/abstracts/search?q=Tomoko%20Iki"> Tomoko Iki</a>, <a href="https://publications.waset.org/abstracts/search?q=Akiko%20Takaki"> Akiko Takaki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In basic nursing, the conditions necessary for maintaining human health -temperature, humidity, illumination, distance from others, noise, moisture, meals, and excretion- were explained. Nursing students often think of these conditions in the context of a hospital room. In order to make students think of these conditions in terms of an environment necessary for maintaining health and preventing illness for residents, in the third year of community health nursing, students learned how to assess and improve the environment -particularly via the case of shelters in the event of a disaster. The importance of environmental management has increased in 2020 as a preventive measure against COVID-19 infection. We verified the effect of the lessons, which was decided to be conducted through distance learning. Sixty third-year nursing college students consented to participate in this study. Environmental standard knowledge for conducting environmental assessment was examined before and after class, and the percentage of correct answers was compared. The χ² test was used for the test, with a 5% significance level employed. Measures were evaluated via a report submitted by the students after class. Student descriptions were analyzed both qualitatively and descriptively with respect to expected health problems and suggestions for improvement. Students have already learned about the environment in terms of basic nursing in their second year. The correct answers for external environmental values concerning interpersonal distance, illumination, noise, and room temperature (p < 0.001) increased significantly after taking the class. Humidity was registered 83.3% before class and 93.3% after class (p = 0.077). Regarding the body, the percentage of students who answered correctly was 70% or more, both before and after the class. The students’ reports included overcrowding, high humidity/high temperature, and the number of toilets as health hazards. Health disorders to be prevented were heat stroke, infectious diseases, and economy class syndrome; improvement methods were recommended for hyperventilation, stretching, hydration, and waiting at home. After the public health nursing class, the students were able to not only propose environmental management of a hospital room but also had an understanding of the environment in terms of the lives of individuals, environmental assessment, and solutions to health problems. The response rate for basic items learned in the second year was already high before and after class, and interpersonal distance and ventilation were described by students. Students were able to use what they learned in basic nursing about the standards of the human mind and body. In the external environment, the memory of specific numerical values was ambiguous. The environment of the hospital room is controlled, and interest in numerical values may decrease. Nursing staff needs to maintain and improve human health as well as hospital rooms. With COVID-19, it was thought that students would continue to not only consider this point in reference to hospital rooms but also in regard to places where people gather. Even in distance learning, students were able to learn the important issues and lessons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=environmental%20assessment" title="environmental assessment">environmental assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=evacuation%20center" title=" evacuation center"> evacuation center</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20education" title=" nursing education"> nursing education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a> </p> <a href="https://publications.waset.org/abstracts/132793/the-effect-of-environmental-assessment-learning-in-evacuation-centers-on-the-covid-19-situation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132793.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>