Summary This paper argues the effectiveness of Ecohealth education for improving the quality of health and environmental education and for achieving sustainable development in developing countries. To illustrate the need for Ecohealth education, we review the transitions in health education, environmental education and Education for Sustainable Development (ESD) in various developing countries. Moreover, we discuss issues relating to these disciplines and consider the possible roles that Ecohealth education can play. Then, drawing on a case study conducted in Lao PDR, we propose a concrete example of the teaching content of Ecohealth education. We conclude that Ecohealth education can embody the concepts of ESD with respect to health and environmental issues, and thus can contribute to improvements in the quality of health and environmental education, and of ESD. In addition, we propose the following five actions for implementing Ecohealth education in developing countries: (i) promote research based on the approaches of public health and anthropology, and develop teaching materials that use the research results, (ii) empower school-aged children, (iii) encourage the active involvement and sharing of problems among communities, (iv) strengthen participatory teaching and learning methodology and (v) build a training system and train relevant teachers.

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We attempted to propose the equation of assessing the functional status of elderly adult Japanese men. A number of physical and motor performance measurements were collected from a group of 104 male volunteer subjects (mean age 76.4 +/- 5.8 years). Factor analysis with varimax criterion was applied to all the data. Five factors extracted were interpreted as follows: (1) coordination of the body, (2) flexibility of the trunk, (3) static balance, (4) muscular strength and endurance, and (5) cardiorespiratory fitness. Furthermore, the factor score was computed for each individual by each factor. Each of the five factors were weighted in accordance with its relative contribution to the total variance (or the size of eigenvalue). The weighted combination of factor scores was summed to generate an index of functional status (IFS). Next, IFS scores were computed for each individual and normalized to T scores. Then, a multiple linear regression analysis was performed with the factor analytically derived IFS scores as the dependent variable: IFS = -0.625X1 + 0.604X2 + 0.346X3 + 0.223X4 + 0.465X5 + 0.082X6 + 0.114X7 + 0.199X8 + 0.019X9 + 0.071X10 + 19.76; where X1 = walking around two chairs in a figure 8 (sec), X2 = manipulating pegs in a pegboard (num), X3 = vertical jump (cm), X4 = sit and reach (cm), X5 = estimated maximal oxygen uptake (ml/kg/min), X6 = balancing on one leg with eyes open (sec), X7 = grip strength (kg), X8 = trunk flexion from a standing position (cm), X9 = leg muscle endurance in a semi-squat position against a wall (sec), and X10 = balancing on one leg with eyes closed (sec) Thus, information on the 10 variables from five domains was statistically combined to a single score. The above equation was cross-validated in the other group of elderly men (n = 54). The mean IFS obtained for this group (50.0 +/- 8.3) was not significantly different from the validation group (50.0 +/- 10.0). It is apparent that the IFS has the potential to serve as another useful measure of high order, daily living activities.(ABSTRACT TRUNCATED AT 250 WORDS)

Background: The importance of promoting child participation in school health has been emphasized internationally. This study examined ways in which Japan's school health system involves children, and factors enabling child participation in this system. It also suggests strategies to promote child participation in school health in developing countries. Methods: We conducted a document review to clarify the importance of, and recent trends in, child participation in school health. We summarized the system of child participation in school health in Japan and examined factors enabling child participation. Results: We identified the following four factors that enable child participation in school health in Japan: (i) having an explicit legal basis for participatory activities at the national level; (ii) having clear notification, in relevant administrative documents at the prefectural and municipal levels, of the necessity for children's voluntary participation; (iii) establishing a system for teachers to provide support for participatory activities at the school level, and (iv) having a shared understanding among stakeholders about the pedagogical importance of participatory activities in school health. Conclusions: To promote child participation in school health activities in developing countries, it is necessary to describe clearly the importance, benefits, impacts, and purposes of child participation in relevant legal and administrative documents at relevant administrative levels. Schools should also ensure that stakeholders have a common understanding of the educational benefits of child participation considering the cultural context of each country. It is helpful to conduct appropriate training for teachers to enable them to facilitate child participation.

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