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Volume 71, Issue 2
Displaying 1-6 of 6 articles from this issue
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Brief Reports
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Ayaka Takagi, Kazuhiko Takeda, Naoki Midoh, Naho Komai, Mitsue Yamaguc ...2013 Volume 71 Issue 2 Pages 49-58
Published: 2013
Released on J-STAGE: May 23, 2013
JOURNAL FREE ACCESSObjective: Few studies have investigated the change in body temperature after eating a hot meal. We examined the effects of meal temperature on postprandial thermal sensations, and core and peripheral temperatures using soup samples at different temperatures.
Methods: Twenty young women were studied using preloads consisting of equivalent amounts (150 ml) of soup at 65°C and 37°C, on separate days at 9 am in a randomized order; the control condition involved no soup ingestion. After overnight fast, each subject wore a t-shirt and short pants and thermal sensations, core (eardrum) and peripheral (a fingertip and a toe) temperatures, and heart rate (HR) were measured 10 min before and 65 min after soup ingestion in a temperature-controlled (26°C) room. Palatable score was measured immediately after consumption (from unpalatable [0] to palatable [10]).
Results: The palatable score was significantly higher after 65°C-soup consumption than after 37°C-soup consumption. Postprandial changes in eardrum and toe temperatures, and HR after 65°C-soup consumption were significantly higher than that after 37°C-soup consumption and in the control (Sample effect: p < 0.05, Sample × Time: p < 0.05). Post-hoc comparison tests showed that the thermal sensation was significantly higher just after 65°C-soup consumption than after 37°C-soup consumption and in the control; moreover, eardrum (0~20 min) and toe temperatures (0~15 min) were significantly higher after 65°C-soup consumption than after 37°C-soup consumption.
Conclusion: Our results suggest that 65°C-soup ingestion increases eardrum and toe temperatures. Not only the energy content of the substrate and palatability, but also the temperature of meals affects thermal sensations and body temperature.View full abstractDownload PDF (1156K) -
Takayo Inayama, Yukie Yokose, Nobuyo Tsunoda, Hisako Uchiyama, Hajimu ...2013 Volume 71 Issue 2 Pages 59-66
Published: 2013
Released on J-STAGE: May 23, 2013
JOURNAL FREE ACCESSObjective: This study aimed to evaluate the estimated energy requirement (EER) for dietary planning for individuals with spinal cord injuries (SCIs).
Methods: The subjects were community-dwelling individuals with spinal cord injuries (91 men and 20 women [mean ages, 45.5 and 47.6 years, respectively]) who underwent medical examination via a clinical survey conducted by the National Rehabilitation Center Hospital for Persons with Disabilities. We measured body height and weight, and resting energy expenditure (REE) using a portable indirect calorimeter. Predicted basal energy expenditure was calculated using the National Institute of Health and Nutrition (type NIHN) formula, the basal metabolic rate (BMR) standard value (type Japan-Dietary Reference Intake [DRI]), and the observed REE value. EER was determined using a physical activity level of 1.5 as a reference.
Results: The mean height and weight were 170.2 ± 6.2 cm and 63.8 ± 11.1 kg for men, and 157.6 ± 8.7 cm and 51.0 ± 7.3 kg for women, respectively. The EER for men and women was 2,150 ± 236 kcal and 1,617 ± 176 kcal using type NIHN, 2,083 ± 255 kcal and 1,649 ± 194 kcal using type Japan- DRI, and 1,738 ± 368 kcal and 1,350 ± 301 kcal using the observed REE value.
Conclusion: Estimating daily energy expenditure in individuals with SCIs using BMR values derived physically from the subjects produces a large estimated error with likely overestimated results.View full abstractDownload PDF (897K)
Practical Solutions
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Tatsuaki Sakamoto, Toshi Haruki, Yuko S. Yoshimoto2013 Volume 71 Issue 2 Pages 67-75
Published: 2013
Released on J-STAGE: May 23, 2013
JOURNAL FREE ACCESSObjective: We developed web-based educational material to illustrate how to conduct nutrition education in school subjects and examined the feasibility of this material.
Methods: The web-based material was developed to guide nutrition education in school subjects, using team teaching methods between homeroom teachers and diet and nutrition teachers. It was previously conducted in elementary schools in Osaka, Japan. This material was evaluated by teachers, diet and nutrition teachers, and diet and nutrition trainee teachers. A questionnaire was administered that included the following aspects: technical aspects such as screen layout and operability; the four conditions (attention, relevance, confidence, and satisfaction) of the ARCS model, which are important for keeping learners' motivation high; and the usefulness of the material. Finally, respondents' opinions were collected using open-ended questions.
Results: In total, 19 teachers, 12 diet and nutrition teachers, and 84 trainee teachers answered the questionnaire. More than 80% of the participants gave positive responses for the technical aspects and the four conditions of the ARCS model. In addition, 77.4% of the teachers and diet and nutrition teachers answered, “Agree” regarding the question, “Do you think that this educational material is useful for implementing nutrition education in school subjects?” Furthermore, 96.4% of trainee teachers gave positive answers to the question, “Did you learn how to provide nutrition education in school subjects?” However, respondents recommended improving the frame advance and narration speed.
Conclusion: The results suggest that this educational material is feasible as a learning tool for teachers, diet and nutrition teachers, and trainee teachers.View full abstractDownload PDF (904K) -
Tatsuaki Sakamoto, Miki Yachiku, Toshi Haruki2013 Volume 71 Issue 2 Pages 76-85
Published: 2013
Released on J-STAGE: May 23, 2013
JOURNAL FREE ACCESSObjective: We implemented a nutrition education in fourth-grade social studies and integrated studies classes led primarily by the homeroom teachers, and examined the feasibility and learning outcomes of this program.
Methods: From June to July 2012, 106 fourth graders at an elementary school in Osaka participated in a nutrition education during social and integrated studies classes. These classes focused on helping students form the attitude of valuing food, increase their self-efficacy, and inculcate the behavior of finishing their school lunch. The study was designed to compare the situations before and after the program. This study was evaluated by students' descriptive content on worksheets during the program and a questionnaire survey that was conducted before the program (May), after the program (July), and 2 months after the program (September). The percentage of school-lunch food waste per month was used as an index of behavior formation of finishing the entire meals.
Results: On the worksheets, many students described their willingness and behavior formation of finishing their school lunch. The questionnaire results showed that their self-efficacy to finish their meals improved, even if there was a food they disliked, after the program and 2 months later. The percentage of leftover was lower during the program (June and July) and 2 months after the program (September) than before the program.
Conclusion: It was feasible to implement this program at school with diet and nutrition teachers. The program improved the students' self-efficacy and behavior of finishing their meals, which was maintained even after the program.View full abstractDownload PDF (933K)
Research & Field Notes
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Yui Kojima, Ayane Abe, Keina Abe, Rie Akamatsu2013 Volume 71 Issue 2 Pages 86-93
Published: 2013
Released on J-STAGE: May 23, 2013
JOURNAL FREE ACCESSObjective: To analyze the relationship between food waste from school lunches and nutrient intake in elementary school children.
Methods: We administered a self-assessment questionnaire about food waste from school lunches to 112 fifth- and sixth-grade students at an elementary school in Tokyo and weighed the food wasted by each child on 2 days each in May and June 2009. The total number of data was used for analysis. The children were divided into 2 groups according to the percentage of school lunch food wasted: “completely eaten” and “not completely eaten”. Nutrient intake was compared between the 2 groups using the generalized estimating equation. We analyzed the intake of energy, protein, fat, carbohydrate, 5 minerals, 4 vitamins and food fiber.
Results: Data collected from total 218 students (104 boys [47.7%], 114 girls [52.3%]) were analyzed. The “not completely eaten” group included 80 students (36.7%) and the “completely eaten” group included 138 (63.3%) students. The percentage of food waste from school lunches ranged from 0.2% to 84.3%. The median (25th percentile, 75th percentile) energy and nutrient intake in the “not completely eaten” and “completely eaten” groups were as follows: energy, 562 (435, 658) kcal vs. 715 (699, 715) kcal (p < 0.001) and vitamin C, 26 (16, 35) mg vs. 41 (41, 47) mg (p < 0.001). Similarly, the intake of all other nutrients differed significantly between the 2 groups (p < 0.001).
Conclusion: Except for the vitamin C, the nutrient intakes in the “not completely eaten” group were 20~30% lower, and the vitamin C intake was 40% lower than that in the “completely eaten” group.View full abstractDownload PDF (796K)
Letters
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Sven Holst2013 Volume 71 Issue 2 Pages 94-96
Published: 2013
Released on J-STAGE: May 23, 2013
JOURNAL FREE ACCESSDownload PDF (776K)
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