The time-use data is an effective educational tool that offers valuable data to understand interpersonal relationship and gender relation within family. The purpose of this study is to determine whether time-use study is an effective teaching material to enhance the awareness of issues related gender, age and social differences in an individual's daily life. Using the data of time-use study, teaching practice with two elementary schools was conducted and observed. The teaching practice was conducted by different methods; the teacher showed the classification of activities of time-use and the students made their own classification. The differences between the students at both schools were analyzed. As a result, the students at both schools using a different classification to analyze their time-use showed a similar level of understanding that housework and work time greatly differ by gender. In addition, the students using an unsophisticated classification had a positive effect on students' learning. These results lead to the conclusion that time-use study is an effective teaching material to make students aware of interpersonal relationship and gender difference within family.

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The use of mobile phone influences the form of human communication. Recent national data show that the numbers of younger people who use mobile phones is increasing. The objective of this study is to clarify the relationship between the mobile phone use, consumer activities and manner concerning mobile phone use. We use date collected from 650 high school students living in Okinawa prefecture. Our participants were divided into two groups, the higher addiction (HA) and the lower addiction (LA) groups of mobile phone use. The results were as follows: 1) The HA pays higher phone bills than the LA, and the HA communicates with their friends via both email and oral communication. 2) The LA is a more desirable consumer by reading their contracts and promptly paying bills. 3) The LA pays more attention to social and moral responsibility than the HA. 4) When mobile phone is used as a teaching material, a topic concerning money or contract is included. However, social responsibilities such as manners also need to be taught.

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This study is aimed to show practice of Home Economics Classes in Finnish comprehensive school. The data were obtained by visiting Home Economics classes and by the survey of the Home Economics Curriculums in Finnish comprehensive school. My main results are follows, 1) the cooking practice is held every week in Home Economics classes of Finnish comprehensive school, and the food education, especially cooking skill is being respected in Home Economics classes, 2) the textbook is utilized in the compulsory classes, 3) the contents regarding the Finnish food culture are included in the 8th grade curriculum, and the contents regarding the world food culture are included in the 9^<th> grade curriculum, 4) the curriculum includes some seasonable events.

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