著者

Utako Murai Junko Ishihara Ribeka Takachi Ayaka Kotemori Yuri Ishii Kazutoshi Nakamura Junta Tanaka Hiroyasu Iso Shoichiro Tsugane Norie Sawada

出版者

Japan Epidemiological Association

雑誌

Journal of Epidemiology (ISSN:09175040)

巻号頁・発行日

pp.JE20230132, (Released:2024-01-06)

参考文献数

27

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Background: The Japanese database of food composition was revised in 2020, during which both the number of food items and the number of food items measured for sugars, amino acids, and fatty acids were increased. We evaluated the validity of estimated intakes of sugars, amino acids and fatty acids using a long-food frequency questionnaire (FFQ) among middle-aged and elderly Japanese.Methods: From 2012 to 2013, 240 men and women aged 40-74 years from five areas in the JPHC-NEXT protocol were asked to respond to the long-FFQ and provide a 12-day weighed food record (WFR) as reference. The long-FFQ, which included 172 food and beverage items and 11 seasonings, was compared with a 3-day WFR, completed during each distinct season, and validity was assessed using Spearman's correlation coefficients.Results: Percentage differences based on the long-FFQ with the 12-day WFR in men and women varied from -83.9% to 419.6%, and from -75.8% to 623.1% for sugars, -17.5% to 2.8% and -5.8% to 19.6% for amino acids, and -58.5% to 78.8% and -43.4% to 129.3% for fatty acids, respectively. Median values of correlation coefficients for the long-FFQ in men and women were 0.52 and 0.42 for sugars, 0.38 and 0.37 for amino acids, and 0.42 and 0.42 for fatty acids, respectively.Conclusions: The long-FFQ provided reasonable validity in estimating the intakes of sugars, amino acids, and fatty acids in middle-aged and elderly Japanese. Although caution is warranted for some nutrients, these results may be used in future epidemiological studies.

著者

石井 由理 イシイ ユリ Yuri ISHII

雑誌

国際基督教大学学報. I-A, 教育研究 = Educational Studies

巻号頁・発行日

vol.43, pp.29-38, 2001-03

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Norway revised its National Curriculum in 1997 as part of a thorough educational reform. Since Norway is a world leader in terms of the policy and practice of education aimed at promoting better international understanding and moreover shares some features with Japan, how it interprets recent social, economic and political development in the new National Curriculum is worthy of study. The paper briefly introduces the term "Education for International Understanding" and the rationale for studying the Norwegian curriculum. The content of the Curriculum is discussed in terms of raising awareness of global citizenship.