本研究は手づかみ食べに関連する料理特徴について検討した. 手づかみ食べが最も多くみられる1か月間を後期, その直前2か月間を前期とした. 前期と後期の3か月間を合わせて手づかみ食べ発達時期とし, 前期と後期の料理特徴の差異について分析した. 対象は手づかみ食べ発達時期の乳幼児10名とした. 保育所の昼食時に週2回ビデオ観察を行った. 手づかみ食べ発達時期の手づかみ食べ頻度を料理区分別にみた結果,主菜が53.7±42.2％, 副菜が51.6±45.2％であり, それぞれ主食・汁物より有意に高かった. 次に, 主菜・副菜について前期と後期で手づかみ食べをする料理特徴を分析した. 前期は長さのみ (p＜0.05), 後期は主材料の肉類 (p＜0.05) ・調味における酢の使用 (p＜0.01) ・調理法の揚げる (p＜0.05) ・長さ (p＜0.05) ・摂取率 (p＜0.05) で有意差が認められた. 前期より後期で手づかみ食べに関連する料理特徴が多く認められたことから, 前期は料理特徴にあまり関係なく手づかみ食べをする時期であるのに対し, 後期は料理特徴が関係しやすい時期だと考えられた. さらに, 後期の手づかみ食べに関連する料理要因について二項ロジスティック回帰分析を行った結果, 調味の酢のみp＝0.05であり, 手づかみ食べに関連のある要因は料理の要因だけではないことが示唆された.

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  A ranking and rating questionnaire was distributed in order to compare composition photographs of Japanese food on plant, animal, scenery, and geometric design-patterned plates with a blue-proportion of approximately 40%, to determine which design looks most delicious, and the compatibility of plate pattern and food. Results found that plant patterns were compatible with all foods. Then, the grape and flower pattern sizes were changed to make large and small patterned plates, and their compatibility with Japanese food was investigated in a similar manner. Results found that larger patterns were compatible with most foods. It is thought that since there is a clear distinction between the white portions and the blue patterns, the colors of the food are set off to best advantage, making the food appear delicious. Further, it was found that in cases where there was a large amount of food it was important that the pattern be big enough to be seen.

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  The purpose of this study was to explore the key factors in controlling the ingredients of lunch boxes for young children at kindergarten age. It also examined strategies to change frequencies of ingredients of children's lunch boxes to control food palatability and eating habits in their adulthood. A questionnaire was distributed to 770 mothers of preschool children in Nishinomiya city. Frequencies of ingredients of lunch boxes and drawings of lunch boxes by mothers were investigated. Both of these assessments showed that meat was used at extremely high-frequency, while fish was rarely used in lunch boxes. Path analysis showed that meat was used at higher frequency by mothers because children preferred meat, and that fish was used by mothers who tried to emphasize the importance of nutrition in lunch boxes. However, path analysis made it clear that cooking fish increased the time it took to prepare lunch boxes. Furthermore, the mothers did not have a great deal of information about fish recipes. Thus, taking into account children's tastes in food, lack of time for cooking, and lack of knowledge about recipes we can see why there is a decrease in the frequencies of fish in children's lunch boxes. Hence, promoting the importance of balanced nutrition through lectures on simple, quick fish recipes would increase the frequency of fish in children's lunch boxes which might lead them to eat more fish in their adulthood.

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  Drinking an infusion of green tea leaves brewed in a teapot (brewed green tea) is part of everyday Japanese culture and is connected with pleasure and hospitality. In recent years, however, the consumption of green tea has been decreasing, something which is especially noticeable in the younger generation. The purpose of this study is to consider the frequency and reasons for drinking brewed green tea taking into account the differences between generations and how they value green tea. A questionnaire was distributed in the Kanto region in 2012-2013 and 309 valid responses were obtained by mail. As a result of analysis, it was seen that the younger respondents drank brewed green tea rarely especially at mealtimes. Regarding reasons for drinking, the following five factors were identified: ‘adjustment of mentality’, ‘affinity with green tea’, ‘passive drinking’, ‘its affinity with food’ and ‘regulation of body temperature’. There were no age differences in factors which have emotional and cultural aspects such as ‘adjustment of mentality’ and ‘its affinity with food’. However, younger respondents had little ‘affinity with green tea’ and they do not drink it with regard to its emotional and cultural value. That affected their frequency of drinking. If people became more aware of brewed green tea and drank it regularly, it might lead to more composure in their daily lives.

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  Due to the increasing rate of population aging in Japan, it is important to examine the motivation of elderly people and the differences in their living environment as well as their nutritional status and physical functions, in order to effectively support the daily lives of elderly people living independently in the community. We conducted a survey involving advance-age elderly people living independently in KT (remote area) and K (urban area) in Kyoto Prefecture who are considered or registered as persons who require care, and investigated their nutritional status and physical and oral functions over the past three years. This study aimed to understand their physical status, and obtain basic information to provide effective support for them. Factors affecting the favorable health of elderly people included their nutritional status, physical condition, social factors, and mental health, and these factors were closely associated with each other, suggesting the importance of providing multifaceted support for them. To develop supportive services and networks for elderly people, it is important not to provide the same services uniformly for all elderly individuals, but to understand their regional and living environment differences and current needs of the environment surrounding them, and to urgently discuss the provision of effective support for them.

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  The purpose of this research was to clarify the components of and acquire basic information for the development of a coherent citizenship education curriculum spanning elementary, junior high, and high school education through an investigation of the relation between the Crick Report and the Japanese Home Economics Course of Study Guidelines.
  The results indicate that students' learning currently includes several components of citizenship education. In elementary school these are a concern for and understanding of others, a positive attitude, communication skills, and cooperation. In junior high school these is also a respect for diversity as well as problem-solving and decision-making skills. In high school these is collaboration, critical thinking, and a concern for and understanding of current affairs.
  Furthermore, this research indicates that the components of citizenship education which should be added to the curriculum include logical argumentation, negotiation, and the ability to take action.

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