Syllabus
Graduate School of Kagawa Nutrition University
Year 2023

Nutrition Sciences Degree Programs

Subjects Name, Credit Number, and The Prof. in charge
Subjects NameⅠ Basic Nutrition Science

Credit Number
Compulsor
Elective Subject
y Subject

Prof. in charge

Page

Advanced Lectures on Mother and Child Nutrition

1Prof. Akira Nakamura

1

Advanced Lectures on Human Growth and Development Studies

1Prof. Shigeho Tanaka

2

Advanced Lectures on Nutrition for the Elderly

1Prof. Shoji Shinkai

3

Advanced Lectures on Sports Nutrition

1Prof. Jun Iwamoto

4

Advanced Lectures on Basic Nutrition

1Prof. Terue Kawabata

5

Advanced Lectures on Nutritional Physiology

1Prof. Kazuhiro Uenishi

6

Advanced Lectures on Nutrition in Pediatric Care

1

Advanced Lectures on Clinical Nutrition

1Prof. Osamu Ishihara

7

Advanced Lectures on Clinical Nutrition Management

1Prof. Naohiro Washisawa

8

Advanced Lectures on Medical Nutrition

1Prof. Keiko Honda

9

Advanced Lectures on Clinical Nutrition in Life Stage

1

Prof. Keiko Honda

10

Advanced Lectures on Nutritional Epidemiology

1Prof. Satoshi Sasaki

11(Sat) Advanced Lectures on Dietary Reference Intake

1Prof. Kazuhiro Uenishi

12(Sat) Advanced Lectures on Nutrition Management

1Prof. Hiromi Ishida

13

Advanced Lectures on Food Service Management

1Prof. Hiromi Ishida

14

Advanced Lectures on Nutrition Education

1

A/Prof. Fumi Hayashi

151Prof. Yukari Takemi

16

Advanced Lectures on Health Management at School

1

Prof. Nobuko Endo

17

Advanced Lectures on Nutritional Care for Children with Disability

1Prof. Kazuhiro Shimokawa

18

1Prof. Shiuichi Horie

19

Advanced Lectures on Molecular Nutrition

1Prof. Akiko Fukushima

20

Advanced Lectures on Biochemistry1

Prof. Hisanori Kato21

Ⅱ Applied Nutrition Science(Sat) Advanced Lectures on Community Nutrition

Ⅲ Biological Sciences(Sat) Advanced Lectures on Chrono-Nutrition-

Ⅳ Food Science and Culture
Advanced Lectures on Food Cultural Anthropology

1

A/Prof. Akiko Moria

22

Advanced Lectures on Eating Psychology

1Prof. Tomoko Hasegawa

23

Advanced Lectures on Global Nutrition

1Prof. Chizuru Nishida

24

Advanced Lectures on International Development

1Prof. Atsuko Isoda

25

Advanced Lectures on Dietary Education

1

Advanced Lectures on Human Life Education

1

Prof. Rie Imoto

26(Sat) Advanced Lectures on Environmental Education

1

Prof. Rie Imoto

27

Ⅴ Food Science

Advanced Lectures on Food Analysis

1Prof. Teruyuki Usui

28

Advanced Lectures on Food Material Development

1Prof. Masataka Saito

29

Advanced Lectures on Food Functions

1

Prof. Toshihide Nishimura

30

Advanced Lectures on Quality Management

1Prof. Hideki Tsuda

31

Advanced Lectures on Food Hygiene

1Prof. Morihiro Saito

32(Sat) Advanced Lectures on Food System Science

1Prof. Yasuhiro Nakajima

33

Advanced Lectures on Food Preparation Science

1Prof. Keiko Shibata

34

Advanced Lectures on Cookery & Dietary Life

1

Prof. Fumiko Konishi

35

Advanced Lectures on Nutrition Education for Food Preparation

1

Prof. Sachie Yanagisawa

36

Advanced Lectures on Development Support Studies

1Prof. Mika Ooishi

37

Advanced Lectures on School Management

1Prof. Takahide Kato

38

Advanced Lectures on Shokuiku at School

1

Prof. Rie Imoto・Prof.
Hiromi Ishida

39

Research Methodology in NutritionⅠ (Research
Planning)

1Prof. Akiko Fukushima

40

Research Methodology in Nutrition Ⅱ

1Prof. Tetsuji Yokoyama

41

Research Methodology in Nutrition III(Nutritional Assessment and Dietary Evaluation)

2

Prof.Hiromi Ishida・Prof. Kazuhiro Uenishi

42

Research Methodology in Nutrition IV (Diet andFood Environment Surveying)

2

Prof. Yukari Takemi

43

Applied Nutrition, practicum

1

Advanced Common Lectures on Nutrition I(Specific Health Check-up and Health Guidance)

1Prof. Kazuyo Tsushita

44

Special Common Course on Nutrition II

1

45

Special Common Course on Nutrition III

1

Special Common Course on Nutrition IV

1

Prof. Toshihide Nishimura,
Chief of the Nutrition
Prof. Toshihide Nishimura,
Chief of the Nutrition
Prof. Toshihide Nishimura,
Chief of the Nutrition
Sciences Degree Program

Introduction to Research Methodology(Literature Review, Preparation of Presentation,
Ethics in Research)

1

Prof. Masataka Saito・
Prof. Shigeho Tanaka

48

Ⅵ Teaching

Ⅶ Common Subject
(Sat)

Night

Comprehensive Seminars on Nutrition (A,B,C
type seminars)

2

Specialized Seminars on Nutrition

2

Tshihide Nishimura, Chiefof the Nutrition Sciences
Degree Program
Prof. Toshihide
Nishimura・A/Prof. Fumi
Hayashi(Thesis Development) Each student's supervisor

Specialized Experiments and Practicums on
Nutrition

12(Thesis Development) Each student's supervisor

Compulsory Crests

16

Elective Subject

14

Total necessary number of credit for
graduation

3

Comprehensive Lectures on Nutrition

46
47

47
48

30

Subject

Advanced Lectures on Mother and Child Nutrition Prof. Akira Nakamura

Compulsory

Selective

1

creditCourse goals

Students will be required to explain the concept of maternal and child nutrition from the perinatal period to thelactation period and the newborn and its importance, and it is appropriate for mothers and children based on the
nutritional scientific basis of "food education starts from the fetal period".

Course Summary
In 1980s, D. Barker who was a professor of medical faculty of University of Southampton developed the Fetal
origins of Adult Disease:FOAD, which argues that nutritional status of pregnant mothers largely affects healthconditions and disease risks of the next generation. In the 20th century, this hypothesis was developed asOrigins of Health and Disease (DOHaD) hypothesis, a new concept which emphasizing the role of prenatal andperinatal exposure to environmental factors in determining the development of human diseases in adulthood by
Gluckman and Hanson. In Japan, lean women and prematurely born babies are frequently observed, causing
concerns over a sharp increase in lifestyle diseases in the future. Thus, maternal and child nutrition plays animportant role to determine future health and illness of children so that preemptive medicine must be given
before fetal life, and it is an interdisciplinary process that many nutrition experts are needed to learn. The
students will learn the basic concept of DOHaD from its basic research until the clinical study.

Course Plan

4. Basic research on the molecular mechanism of DOHaD:
From animal experiments to epigenomes
5. DOHaD and illness (1): Lifestyle-related diseases, allergy
diseases
6. DOHaD and illness (2): Psycho-neurological disorders
and the gut-brain axis.
7. Fetal programming editing and designer babies

1. The significance and actual situation of maternal and childnutrition in Japan: Wasting women and low birthrate infants
2. The historical background and concept of DOHaD: Largescale birth cohort study
3. The growth of infants and fetal period in DOHaD:
Malnutrition and overnutrition

Work to be done outside of class (preparation, etc.)
Materials related to the topics to be covered in the lecture will be distributed in advance. Students are required
to read them carefully and prepare for lively discussions in the lecture. Students are also required to write an
essay after class and submit it by e-mail before the next class. 2-3 hours of preparatory and review self-study
will be required each week.

Grading criteria

Textbooks

References

Necessary
textbooks will be References will be
introduced as needed.
distributed inclass.
・ In-class performance （30%）
・ Reports (70%)
Feedback on the submitted reports will be given at the beginning of
the next class.

Materials
Handouts will be
distributed at the
N/A
beginning of eachclass.

1

Remarks

Subject

Advanced Lectures on Human Growthand Development Studies

Prof. Shigeho Tanaka

Compulsory

Selective

1

creditCourse goals
The thematic focus of this course is to understand the methods of evaluation and the importance of lifestyle andenergy requirements in a scientific manner especially during the growth period, and to increase problem
awareness and find their own solution.

Course Summary
While the lifestyle habits such as diet, physical activity, sedentary behaviors and sleep are important for children,
it is difficult to understand the evidence. The same is true for energy requirements, and there are challenges
unique to children. The course will explore issues and solutions related to lifestyle and energy requirements ofmainly children including elderly, based on the collection and interpretation of scientific knowledge, understandingof evaluation methods and experimental plans.

Course Plan

1. Introduction: The Importance of Scientific Evidence in the
Discrepancy between "Common Sense" and "Scientific
Knowledge" of Energy
2. Energy requirements for adults, including the elderly
3. Evaluation methods and current status for nutritional status(obesity, thinness, etc.)
4. Evaluation methods and current status for growth

5. Evaluation methods and current status for physical activity
and sedentary behavior
6. Evaluation methods and current status for overall life habits
including sleeping
7. Summary and Presentation

Work to be done outside of class (preparation, etc.)
Students are required to get in the habit of organizing interesting information acquired in the class or throughmedia and investigating it themselves. Furthermore, students are expected to prepare reports and PPT on issues
raised in class (e.g., review of papers) before attending and having presentation in each class. This self-study willtake about twice as much time as class time.

Grading criteria

Textbooks

N/A

References

N/A・ In-class performance (50 %)・ In-class presentations （50%)

Materials
Materials will be
prepared on a
N/A
case-by-case basis
as needed.

2

Other

Subject

Advanced Lectures on Nutrition for the Elderly

Prof Shouji Shinkai

Compulsory

Selective

1

creditCourse goals and Course summary

Course Goals; Nutrition and its development based on the characteristics of the elderly.
Course Summary; Students will learn the ideal nature of food and nutrition based on the characteristics of theelderly and how it should be developed, and will use it in some way for their own master's research.

Course Summary
There are a variety of health indicators for the elderly. Unlike in middle age, functional health is increasingly
important in elderly life. Therefore, in this lecture, domestic and international evidence on the relationship between
functional health and diet/nutrition in the elderly will be collected. Based on this evidence, students will learn whatkind of diet and nutrition management is required in the community, in clinical practice, and at home in order toextend the healthy life expectancy of the elderly.

Course Plan
4. Learn what undernutrition is and how food and nutrition can
1. Learn about the medical, physical, and psychosocial
be used to prevent undernutrition.
characteristics of the elderly.
2. Learn about health indicators (especially functional health) 5. Learn what frailty is and how to use food and nutrition toprevent frailty.
and food and nutrition assessment indicators for the elderly.
6. Learn what dementia is and how food and nutrition can help
3. Review the latest nutritional epidemiology research andlearn about the relationship between food and nutrition and the prevent dementia.
7. Learn to develop food and nutritional guidance based on thehealth of the elderly.
characteristics of the elderly (community, clinical, and home).

Work to be done outside of class (preparation, etc.)
Students are required to: 1. study the textbook and reference books in advance, 2. subscribe to relevant papers
and materials in advance, and 3. devote twice as much time to self-study as they use for preparation of in-classpresentation. In preparation for the presentation, students should prepare for the presentation by studying thematerials and papers to be distributed in advance.

Grading criteria

Textbooks

References

東京都健康長寿医療センター編「健康長寿新ガイドライン エビデンス
新開省二.「死ぬまで介護いらずで人ブック」（社会保険出版
生を楽しむ食べ方」（草思社、2017
社、2017 年）、年）
Summary：World Reporton Ageing and Health（WHO、2015）

Materials

Remarks

Textbooks and reference books
will be distributed free of charge
at the first class. In addition,materials and reference papers
will be distributed as needed.

in the case of
absence, students are
required to inform theacademic office in advance. In
the case of absence,
students may be asked to
study and submit a report on
the materials and reference
papers distributed on the dayof the class・ In-class performance including self-study (50%)
・ Presentation (50%)

3Subject Advanced Lectures on Sports Nutrition

Compulsory

Prof. Jun Iwamoto

Selective

1

creditCourse goals
The team healthcare approach involving medical doctors, trainers, and registered dietitians is required to help
athletes get in shape and prevent injuries and disabilities caused by sports. This course aims to ensure that
registered dietitians can actually provide appropriate nutritional guidance to help athletes get in shape and prevent
sports injuries.

Course Summary

There are gender differences in sports injuries. Men are likely to have external injuries caused by intense
movements, such as fractures, while women often have sprains and ligament damages because fat accumulatedaround joints is involved in joint fragility and sex hormones increase joint motility. Furthermore, female athletes
tend to think that building a slim figure is beneficial to improving performance. As a result, there are many female
athletes with low born mass related to vitamin D deficiency and menstrual abnormality. So it is also required totake into account the prevention of osteoporosis. In the components of the Female Athlete Triad (low energy
availability, amenorrhea, and bone density reduction), the bone mass issue is especially important. The course will
highlight gender differences in sports injuries and problems faced by female athletes, and consider measures toprevent female fractures due to osteoporosis from the perspectives of exercise and nutrition, focusing on eachage stage—growth, pre-menopause, post-menopause, and elderly.

Course Plan

1. About locomotor disorders
2. What is osteoporosis? Why do bones break?
3. Nutrition to prevent osteoporosis and medical treatment(importance of Vitamin D
4. Osteoporosis and physical exercise/sports

5. Sports injuries (physical injuries and disabilities)
6. Osteoporosis in female athletes
7. Summary and free discussion (sports medicine in general)

Work to be done outside of class (preparation, etc.)
Students are required to do preparatory study with materials distributed prior to class.

Grading criteria

Textbooks

N/A・ In-class performance and responses to questions (20 %)・ Reports (80%)
Reports are written about a topic selected by the student regarding
an issue brought up in class, using the latest academic papers (inEnglish) as references.

N/A

Materials
Distributed asneeded.

4References

Remarks

N/ASubject Advanced Lectures on Basic Nutrition

Prof. Terue Kawabata

Compulsory

Selective

1

creditCourse goals
The thematic focus of this course is to learn how diet affects health in terms of body metabolism (digestion andabsorption, body dynamics, physiological actions, and effects on disease, etc.). Students will be required to gain anunderstanding of lipid and fatty acid nutrition in the context of genetic background and to be able to explain
appropriate nutrition at each life stage, including the environment from embryonic stages. This lecture is related tothe acquisition of in-depth knowledge from a broad perspective of nutritional science in the Diploma Policy.

Course Summary
Fatty acids, key constituent of lipids, can be categorized into saturated, monounsaturated and polyunsaturated fatty
acids. The polyunsaturated fatty acids can be further divided into n-6 and n-3. Each type has different effects on
our body. This course aims to ensure that students understand the linkage between fatty acids and diseases andthe nutritional importance of fatty acids at each life stage.

Course Plan

4. About fats and oils in diet (2) Odd chain fatty acids, types of
1. Actual situation of fatty nutrition (1) Production of transfatty acid, food that contains it, and its relationship to disease vegetable oils, palm oils, and health2. Actual situation of fatty nutrition (2) Trans fatty acid intake, 5. n-3 fatty acid nutrients (1) n-3 fatty acids and the role ofthe biometric index in healthlabeling and countermeasure
3. About fats and oils in diet (1) Dietary intake standards, fat 6. n-3 fatty acid nutrients (2) Multi-type n-3 and n-6 fatty acidunsaturated enzymes
energy ratio, saturated fatty acids

Work to be done outside of class (preparation, etc.)
Students are required to read materials distributed in class at home. (60 minutes) Students are required to prepare
for the related content with textbooks or other materials based on the material distributed the following week. (30minutes)

Grading criteria

Textbooks

References

脂質栄養学「日本人の健康と脂質の理解を求めて」/Michihiro Kanno,
2016

N/A
・ In-class performance (50%)
・ Reports (50%)

Materials
Handouts will be
N/A
distributed in class.

5

Remarks

Subject

Advanced Lectures on Nutritional Physiology

Prof. Kazuhiro Uenishi

Compulsory

Selective

1

creditCourse goals
The thematic focus of this course is to understand the linkage between human body function and nutrition basedon physiological indicators and discuss a nutritional and physiological approach to addressing health issues related
to obesity and osteoporosis. Students aim to be able to explain the causes and pathological conditions of obesityand osteoporosis. They also aim to be able to explain the methodology for the prevention and treatment of obesityand osteoporosis.

Course Summary

Students will learn the causality between energy balance and body fat accumulation as well as the relationshipbetween lifestyle, including diet and fitness habit, and bone density.

Course Plan

1. Think about energy balance in nutrition.
2. What is metabolism? What is a cause of metabolism?
3. Consider how to improve metabolism effectively through anutritional physiological approach.
4. Think about how to find the required amount of nutrients, inthe context of calcium.

5. Explain the medical condition of osteoporosis and its cause.
6. Consider bone mass, age-related bone density, andprevention of osteoporosis.
7. Summary. Consider the themes learnt in the class so far in
the context of the students themselves.

Work to be done outside of class (preparation, etc.)
Students are required to read papers related to the course, summarize the contents in a report, and submit thereport in class. Students are required to devote twice as much time to self-study as they do to class time (100minutes per class).

Grading criteria

Textbooks

Dietary Reference
Intakes for Japanese(2020) Prevention andTreatment Guideline for
Osteoporosis. (2015)

N/A

・ In-class performance (50%)
・ Reports (50%)

Materials
Materials will be
introduced or
distributed asneeded6References

Remarks

It is recommended thatstudents take"Research Methodology
in Nutrition III(Nutritional Assessment
and Diet Evaluation)"concurrently with thisclass.

Subject

Advanced Lectures on Clinical Nutrition

Prof. Osamu Ishihara

Selective

Compulsory

1

creditCourse goals

Students will learn the various life events during a woman's lifetime and the physiological changes and pathologicaldeviations associated with development, maturation, and aging, and be able to explain possible and actualinterventions through such means as nutritional intake and diet therapy.

Course Summary
In this class, the dynamic endocrine and metabolic changes that develop physiologically during women's life stages
will be explained, and the pathophysiology, prevention, and treatment of various diseases that frequently
accompany each stage and event will be introduced. The course also aims to provide students with the necessary
and sufficient expertise in the roles that nutrition and diet can play in maintaining and improving women's health.

Course Plan
4. To have children: infertility, recurrent miscarriage, andreproductive medicine, various choices
1. Women's medicine and nutrition: life stages and life events
5. Women's diseases: changes, deviations, and diseases
based on gender differences
associated with pre-reproductive, reproductive, and post2. Puberty and menstruation: physiological changes, deviations,reproductive periods
and diseases associated with sexual maturation
6. Forever beautiful: menopause, post-reproductive period,
3. Pregnancy, delivery, and lactation: physiological changes,
possibilities of anti-aging medicine, hormone replacement
deviations, and diseases associated with pregnancy
therapy
7. Summary discussion

Work to be done outside of class (preparation, etc.)
Students are required to study on their own using reference books and literature on related themes that will be
introduced at each class.

Grading criteria

Textbooks

N/A

References

Introduced in the class・Preparation for the discussion (50%)
・Report (50%)

Materials
Handouts will be
distributed.

7

Remarks

N/ASubject

Advanced Lectures on Clinical Nutrition Management Prof. Naohiro Washisawa

Compulsory

Selective

1

creditCourse goals
・Student are able to describe hospital malnutrition that occurs in health care facilities and nursing homes.
・・Students are able to explain the activities of Nutrition Support Teams (NST) comprising doctors, pharmacists,
nutritionists, and nurses and other professionals working across multiple disciplines.
・・Student are able to identify malnourished and at-risk patients.

Course Summary
The lecture will give examples of how the special environment of the hospital can affect the deterioration ofnutritional status when working with specialized nutrition support.

Course Plan
1. Explanation of hospital malnutrition (1) Abstinance fromfood, overeating, etc.
2. Characteristics of nutritional treatment （2） in hospital andprovision of assignments to students
3. Differences in medical care and nutritional therapy indifferent countries and systems (3) Hospital food service.
4. General handling of fictitious cases set up by the student ina general medical setting

5. Explanation of possible adverse events that may occur inthe medical field in a fictitious case set up by the trainee
6. Evaluation and improvement of the nutrition plan developedby the students
7.Review the environmental differences of the patients
receiving medical treatment.
The contents of the course plan will be combined inaccordance with the circumstances of the students who study

Work to be done outside of class (preparation, etc.)
Students are required to spend at least 30 minutes reading the relevant sections of the textbook in advance ofeach week's lecture. Students are also required to (a) examine the literature on nutritional therapy, (b) analyze it inlight of their own experiences, and (c) summarize the positioning of nutritional therapy in medical institutes in areport.

References

Grading criteria

1. 新臨床栄養学 栄養ケアマネジメント 第4 版 本田佳子編
発行年月：2021 年3 月SBN978-4-263-70794-4 医歯薬出版株式会社 3,800 円
2. 静脈経腸栄養ガイドライン 第3 版 日本静脈経腸栄養学会編
発行年月：2013 年5 月、ISBN978-4-7965-2990-8 照林社 4,000 円
3. 日本人の食事摂取基準 2020 年版 厚生労働省「日本人の食事摂取基準
In the latter half of each（2020 年版）」
lecture, the lecturer will ask
questions related to the lecture 策定検討会報告書
厚生労働省
content and provide feedback
by making further comments on
the answers. Students will also https://www.mhlw.go.jp/stf/seisakunitsuite/bunya/kenkou_iryou/kenkou/eiyou/
syokuji_kijyun.html
be given feedback by adding
4. エッセンシャル臨床栄養学（第8 版）佐藤和人、本間 健、小松龍史編
comments to their
発行年月：2021 年3 月、ISBN978-4-263-70671-8 医歯薬出版株式会社presentations during the
3,700 円lecture. Finally, grades will be
determined based on submitted 5. Kathleen Mahan, Janice Raymond: Krause's Food & the Nutrition Care Process,14th edition (Krause's Food & Nutrition Therapy), 2016, ELSEVIER, Hardcoverreports.
ISBN: 9780323340755
6.Wahan K,Escott-Stump S, Raymond J : クラウスの13 版 栄養ケアプロセスを目指して栄養学と食事療法大事典（日本語版）、2015 年、ガイアブックス、東京

8Subject Advanced Lectures on Medical Nutrition

Prof. Keiko Honda

Compulsory

Selective

1

creditCourse goals
The thematic focus of the course is dietetic therapy, which covers vast scopes depending on underlying diseases
and pathological conditions. The goal of the course is to contribute to the improvement of nutrition and dietary
habits and the prevention of the onset and mitigation of the severity of lifestyle-related diseases, as stated in the
Diploma Policy. The course is designed for students to understand the dietetic therapy procedure: setting goals,
alleviating diseases, preventing progression and exacerbation, supporting medical treatment, and maintaining
physical strength. Students will understand the process for developing dietetic therapy and gain the capacity todeal with complex diseases at the elderly stage of life.

Course Summary
The course will be lectured on dietetic therapy through case studies covering 1) clinical path methods, 2) medical
records and nutrition/food management records, 3) nutritional guidance and its outcomes and implications, and 4)
evidence-based medical analysis

Course Plan
1. Disease treatment guidelines and dietetic therapy
2. The purpose of medical treatment of diseases throughdietetic therapy
3. Establishment of treatment guidelines and the development
process
4. Process of dietetic therapy and nutritional guidance on
disease5. Outcome of dietetic therapy and nutritional guidance on
disease

6. Researching papers and clinical practices of evidence-based
medicine/nutrition
7. Process of dietetic therapy and nutritional guidance at eachlife stage and on patients who have multiple diseases

Work to be done outside of class (preparation, etc.)
・ Acquire knowledge regarding nutritional treatment and diet therapy in the medical treatment guidelines provided
by each medical society.
・ Identify the effectiveness indicators currently used in nutritional treatment and diet therapy.
・ Approximately 90 minutes of self-study are required for each class.

Grading criteria

・ In-class performance (30%)
・ Reports (70%)
Grading criteria: Grades are determined based on the student's
accumulation of knowledge through lectures, research in papers
related to the lectures, and consideration and thinking processes as
demonstrated through reports, etc.

9

Textbooks

References

N/A

各医学会の編集による
診療 Guidelines、論文の書き方の基礎知識臨
床栄養学－栄養ケアマ
ネージメントRemarks
To ensure the suitability of grading andenhance students' self-study, students are
given feedback related to the evaluation of
their reports in the form of comments.
During Stage 4 of COVID-19, the course will
also utilize online classes. (However, at least
one in-person class will be included in thecourse.)Subject

Advanced Lectures on Clinical Nutrition in Life Stage

Prof. Keiko Honda

Compulsory

Selective

1

creditCourse goals
The thematic focus of the course is physical/mental features and nutrition physiology at each stage of life andnutritional factors that may cause lifestyle-related diseases. The course will identify evidence for nutritional
treatments in response to abnormal physical symptoms. It will enable students to know nutritional physiology andsymptoms of chronic diseases and mental/physical conditions of patients, develop plans to apply nutritional care,
and acquire practical treatment techniques. The aim is to acquire profound knowledge that will contribute to theachievement of a happy society through the improvement of nutrition and diet and the prevention of lifestylerelated diseases, as stated in the Diploma Policy.

Course Summary
The course will explain mental/physical features and nutritional physiology at each stage of life, including childhood
and adolescence, and also explain nutritional factors that may cause lifestyle-related diseases, from the viewpointsof medical treatment guidelines and epidemiological study reports. The course will also outline abnormal physicalsymptoms needing nutritional care, their nutritional treatments, and relevant evidence. Finally, it will explain
nutritional physiology and symptoms of chronic diseases and education for removing nutritional factors that may
cause chronic diseases, and provide workshops for practical techniques.

Course Plan
1. The mental and physical features of each life stage and thecauses of lifestyle-related diseases
2. Acute symptoms and nutritional care (Fever, dehydration,
abdominal pain, diarrhea, constipation, vomiting)
3. Congenital metabolic abnormalities and nutritional care

4. Metabolic disorder prevention and nutritional care
5. Digestive disorder prevention and nutritional care
6. Kidney and circularly disorder prevention and nutritionalcare
7. Blood and immune disorders and nutritional care

Work to be done outside of class (preparation, etc.)
Students are required to read papers provided in class. Approximately 90 minutes of self-study are required foreach class.

Grading criteria

Textbooks

References
References and othermaterials will be
distributed in class.

Materials

Remarks
To ensure thesuitability of gradingand enhance students'
self-study, students are
given feedback related
to the evaluation of
their reports in theform of comments.
During Stage 4 of
COVID-19, the course
will also utilize online
classes. (However, atleast one in-personclass will be included in
the course.)

・ In-class presentations (40%)
・ Participation in discussions (20%)
・ Reports (40%)

10Subject

Advanced Lectures on Nutritional Epidemiology

Prof. Satoshi Sasaki

Compulsory

Selective

1

creditCourse goals
The course intends to learn 1) the academic concept of nutritional epidemiology, 2) nutritional epidemiologicalresearch methodology, and 3) application of nutritional epidemiology to real cases. Students will be able to develop
the capacity to understand, plan, conduct, and analyze nutritional epidemiological research. This course is aprerequisite for students who study human-related fields and pursue careers in those fields.

Course Summary

Focusing mainly on dietary assessment, this course will offer lectures on how to develop a monitoring plan, treat
and analyze data, and interpret and use nutrition/health information.

Course Plan

1. Nutritional epidemiology and history
2. Measuring theory in nutritional epidemiology
3. Theory of descriptive epidemiology and facts
4. Theory of observation study and facts
5. Theory of intervention exam and facts

6. Systematic review and meta-analysis
7. Methodology of searching and reading research papers innutritional epidemiology

Work to be done outside of class (preparation, etc.)
Students are required to read the relevant sections of textbooks thoroughly prior to class. Students are advised toread the textbook with the aim of utilizing it in their research. The food assessment practicum is also considered
to be work outside of class.

Grading criteria

Textbooks

References

・佐々木敏のテータ栄・佐々木敏の栄養養学のすすめ
データはこう読む！
・佐々木敏の栄養デー
第 2 版女子栄養大
タはこう読む！
学出版部、2020
・ Questions and answers during class (50%)
・ Reports (50%)

Materials
Materials will be
distributed in class N/A
as needed.

11

Remarks

Subject

Advanced Lectures on Dietary Reference Intake

Prof. Kazuhiro Uenishi

Selective

Compulsory

1

creditCourse goals
This course seeks to deepen the understanding of nutrition science and its challenges through the establishmentof dietary reference intakes for the Japanese. Students will be able to understand the meaning of theestablishment of dietary reference intakes for the Japanese and how to utilize them. Students will also be able toexplain flail, sarcopenia, and locomotive syndromes.

Course Summary
This course is designed to learn in detail about the 2015 dietary reference intakes for the Japanese andunderstand their rationale. Students will also learn flail, sarcopenia, and locomotive syndromes, which are now
becoming critical problems among elderly people.

Course Plan

1. Dietary reference intakes for the Japanese: Concept andtransition
2. Dietary reference intakes for the Japanese: Usage
3. Dietary reference intakes for the Japanese: Energy
4. Dietary reference intakes for the Japanese: Balance ofenergy-providing nutrients

5. Dietary reference intakes for the Japanese: Vitamins
6. Dietary reference intakes for the Japanese: Minerals
7. Frail, sarcopenia, locomotive syndrome

Work to be done outside of class (preparation, etc.)
Students are required to read papers related to the course, summarize the contents in a report, and submit thereport in class. Students are required to devote twice as much time to self-study as they do to class time (100minutes per class).

Grading criteria

Textbooks

Dietary Reference
Intakes forJapanese (2020)

References

N/A・ In-class performance (50%)
・ Reports (50%)

Materials
Handouts will be
distributed asneeded.

12Remarks

N/ASubject Advanced Lectures on Nutrition Management

Prof. Hiromi Ishida

Selective

Compulsory

1

creditCourse goals
This course will focus on diets that help maintain our mental and physical health, and consider them from multiple
viewpoints including nutrition, preparation, quality, culture, and economics. Students will be able to understand thecycle of nutrition management, select assessment methods depending on different target recipients, and develop
appropriate nutrition intervention (by providing meal)/evaluation plans. Students also will be able to acquire theability to promote practical research in the field of nutrition management practice.

Course Summary
This course will help students understand the current dietary situation of Japanese people at different stages oflife and consider diets that can maintain our mental and physical health. Explanations will be given on how toassess dietary intakes and apply the assessment results, and basic knowledge about menu planning andcomposition. Using one life stage as an example, consider the process of nutrition management with a focus on
dietary assessment.

Course Plan
5. Food preparation and dietary quality, nutrition, dietary
1. Characteristics and challengs of the current dietaryvolume, dietary shape, quality standards, seasoning ratio
situation of Japanese people at different stages of life
6. Meal plan, menu development criteria, nutrition plan, food
2. General idea of nutrition management, procedures ofcomposition, dietary pattern, and cost
nutrition management, the PDCA cycle
7. Summary (Consider the priority of meal improvement from
3. Nutritional assessment, anthropometry, clinical testing,the perspective of dietary assessment and summarize theclinical examination
4. Dietary assessment, dietary assessment methods, nutrients, connection among nutrient level, food level, cuisine and dietarylevel)
food groups, cuisines, dietary patterns

Work to be done outside of class (preparation, etc.)
Students are required to allocate twice as much preparatory and review time to do dietary analysis for eachassigned life stage as they do to class time (100 minutes per class).

Grading criteria

Textbooks

Handouts will be
distributed asneeded.
・ In-class performance (including comments made in class,presentations, etc.) (50%)
・ Reports (50%)
Submitted reports will be returned with comments.

N/A

Materials

N/A

13

References

Remarks

N/ASubject

Advanced Lectures on Food Service Management

Prof. Hiromi Ishida

Selective

Compulsory

1

creditCourse goals
The focus of this course is to learn how to establish an effective and efficient food service system which aims atserving a large number of clients with specific needs. Students will be able to come up with research methods
related to the food service system. Based on marketing theories, they will also be able to explain how to manage
food service resources in nutritional management services (ingredients, cooks, costs, equipment, methodology,
information, etc.) and meet the users’ needs. Students also will be able to acquire research skills in food service
management.

Course Summary
The lecture will be centered around the latest trends of the meal provision system and management cycle at foodservice facilities. Students will jointly review challenges related to food service operation and management thatthey face and discuss how to solve them.

Course Plan
4. Cookery/provision system and quality management (2)1. Nutrition management and food service management (1)Facility/equipment, cooking procedures, procedures,
Nutrition supply, education materials, meal development, quality
standardization
development, production
5. Hygiene management/risk management, HACCP system,
2. Nutrition management and food service management (2)general hygiene management, risk management
Management resources, marketing, management
6. Food service system development, total system, sub3. Cookery/provision system and quality management (1)system, integration
Cookery /provision system, menu management, quality
7. Summary (Clarify the challenges of the student's foodmanagement
service management and summarize the solution.)

Work to be done outside of class (preparation, etc.)
Students are required to allocate twice as much time to self-study as they do to class time. It is recommended
that students place their own thematic focus related to food service operation and management in the context ofthe course contents.

Grading criteria

Textbooks

N/A・ In-class performance (including comments made in class,presentations, etc.) (50%)
・ Reports (50%)
Submitted reports will be returned with comments.

N/A

Materials
Handouts will be
distributed asneeded.

14

References

Remarks

N/ASubject

Advanced Lectures on Nutrition Education

A/Prof. Fumi Hayashi

Compulsory

Selective

1

creditCourse goals
This main focus of the course is to help the student deepening their understanding on the behavioral science
theories and applying the models used to nutrition and dietary education. Students will become able to understandbasic theories necessary for an interventional study of nutrition education and develop concrete plans.

Course Summary

Lectures will cover the basics of behavioral science theories and models that are used for the practice and studyof nutrition education and dietary education targeted at individuals and groups, so that students will learn examples
of how to use them in nutrition education and dietary education. In addition, students will also learn a series ofprocesses, including assessment, identification of priority issues, determination of objectives and goals, selection ofevaluation metrics and methods, planning of interventional programs, selection of educational materials andlearning styles, cooperation and collaboration with related parties, evaluation of intervention, and review ofprograms, in line with the management cycles of nutrition education and dietary education. Through not only
lectures but also literature readings and discussions on multiple themes including nutrition education and dietaryeducation studies for different life stages, students will deepen understanding of theoretical basics andmanagement cycles.

Course Plan
1. Understanding of factors related to food choices and dietarybehaviors that are addressed in nutrition education.
5. Fundamentals of Nutrition Communication and Practice of
2. Basic theory/model of behavior science and how to apply
Nutrition Communication
them to nutrition education and dietary education study
6. Basic criteria of intervention research and case studies in(Mainly learn about individual behavior change)
the nutrition education field
3. Basic theory/model of behavior science and how to apply
7. Review and discussion of research articles related tothem to nutrition education and dietary education study
nutrition education (Summary)(Mainly learn about individuals and relationships between
individuals and society)4. Management cycle of nutrition education/dietary education
and research plans.

Work to be done outside of class (preparation, etc.)
Review what you learnt in your undergraduate program as preparatory study. Develop questions and themes thatwill lead to discussion in class thorough preparatory and review self-study, including reading papers and materials
provided in class. The estimated amount of time for self-study should be about 30 minutes per class.

Grading criteria

・ In-class performance(20%)
・ Reports (80%)

Textbooks

References

Materials

Remarks

・Contento IR. & Koch PA. Nutrition Education: Linking research,
・Contento IR 著 , theory, and practice, 4th edition. Jones & Bartlett Learning, 2020.
足立己幸 , 衛藤久 ・ Glanz, K., Rimer, BK., Viswanath K. Health Behavior and Health
美 , 佐藤都喜子監 Education: Theory, research, and practice, 5th edition. Jossey訳 . これからの栄 Bass, 2015.
養教育論－研究・ ・中山健夫 , 津谷喜一郎編著 : 臨床研究と疫学研究のための国
理論・実践の輪－ , 際ルール集
・中山健夫, 津谷喜一郎編著: 臨床研究と疫学研究のための国際
2015. 第一出版 .
ルール集Part 2

Materials will be
N/A
distributed in class.

15

Subject

Advanced Lectures on Community Nutrition

Prof. Yukari Takemi

Compulsory

Selective

1

creditCourse goals
The thematic focus of this course is nutrition education and food environment improvement (provision of healthy
foods and meals and provision of appropriate related information) as a strategy targeted at the majority population,
based on the understanding of trends of health/nutrition policy in communities (local authorities, schools, andoccupational areas). Students will be able to explain the necessity of nutrition education and food environment
improvement and then develop and plan new food environment improvement programs in consideration of thecharacteristics of target groups.

Course Summary
In the first half of the course, the lecturer will introduce the latest trends in Japanese policies on health, nutrition, and foodeducation based on her own experience of being involved in the policy development process. Next, the course will introduce
some key concepts necessary for promoting nutrition education and improving the food environment in local communities.
These include the 'fundamental population approach,' which will be explained based on overseas case studies, the 'ladder ofintervention,' which is a framework for understanding the effects of the population approach, and the application of 'social
marketing' and 'nudge theory' from behavioral economics to help come up with effective measures and programs. Each session
will include time for discussion based on the lecture content, so students can learn to clarify and refine their thoughts. The
final session will provide an exercise using the 'ladder of intervention' in practice and then hold a group discussion.

Course Plan
1. The concept of food environment: Perception of foodenvironment in Japan and overseas, its conceptual framework,
and why it is deemed globally important
2. Health policy and improvement of the food environment:
Goals, progress, and challenges of Health Japan 21 (national
health promotion campaign)
3. What is a healthy diet?: Consideration of healthy diet by the
MHLW and a healthy diet/food environment certification
system by a consortium of academic organizations

4. Sustainable diet and food environment beyond human health:Global trends in sustainable healthy diets; the contents andchallenges of the "Strategic Initiative for a Healthy andSustainable Food Environment" launched by the MHLW in 2022
5. The 'ladder of intervention' as a theoretical framework of afundamental population approach: Understanding the ladder ofapproach and its use cases for improving food environment
6. Application of social marketing and nudge theory (frombehavioral economics) to the food environment improvement:
learning from specific cases
7. Exercise: Planning food environment improvement measuresusing the 'ladder of intervention,' presentation, and discussion

Work to be done outside of class (preparation, etc.)
Students are required to read the basic plan of each country thoroughly prior to class. Prepare to make comments
in class by thinking about how to utilize what you learn in the class, by placing it in the context of your research
theme.

Grading criteria

Textbooks

References

Materials

Remarks「日本人の長寿を支える「人間の行動変容 「健康な食事」のあり方検に関する基本‐効果 討会」報告書. 厚生労働省
的な栄養教育のた 2014.
「自然に健康になれる持めの理論とモデル」 続可能な食環境づくりの武見ゆかり，赤松 推進に向けた検討会」報
利恵編，医歯薬出 告書．厚生労働版，2022
省 2021.

・ In-class performance (20%)
・ Short essay (50%)
・ Comprehensive report (50%)

Materials will be
N/A
distributed in class.

16

Subject

Advanced Lectures on Health Management at School

Prof. Nobuko Endo

Compulsory

Selective

1

creditCourse goals
This course is concerned with school health nursing as one of health, medical and welfare systems pertaining tochildren’s health and nutritional conditions, and teaches how nutrition teachers (registered dietitians) should thinkand behave at schools. Students will be able to recognize and understand the current situation and challenges ofschool health nursing and consider the role of school meals and dietary challenges at home while keeping
appropriate school health nursing/management in mind.

Course Summary
Students will understand the meaning and purpose of school health nursing and learn its trends. In addition, thecourse will highlight 1) the relationship between general/dietary education and related laws/regulations and 2)
organizational activities of school health nursing, in order to clarify the current challenges of school health nursing.
It will then explore how nutrition teachers or registered dietitians can cooperate with others involved in school
health nursing to solve those challenges.

Course Plan

1. To learn about the significance and purpose of school health 4. 5. Select one school health issue or student health issue
and the domain structure (health management, healthcommon to nutrition teachers and school nurse teachers, andeducation, and organizational activities). Students will also
discuss and plan how they can work together (research,learn about the actual conditions of growth and development education, or policy recommendation, etc.). (Key words:
and health issues of children and the historical changes inproblem finding, assessment)
school health. (Lecture shared with the Health Sciences
6. 7. Presentation and Critique (Lecture shared with the Health
Programs) [Keywords] school health management, school
Sciences Programs)
safety, health education, organizational activities, health issues, Students will mutually present their analysis of the current
school health history)
situation and their approaches (solutions, research plans, etc.)
2. To learn about approaches and research on various issues to the problem they have selected,
in school health from the perspective of the relationship to
Discussion and critique will follow.
dietary education. [Keywords] dietary education, orphan eating, Keywords: presentation, peer review
eating disorders, obesity, leanness.
3. To learn about school health planning, school health andsafety planning, and participation in school health organization
activities from the standpoint of nutrition teachers (registereddietians). [Keywords] nutrition teacher, school nurse, school
health plan, school health safety plan, health organization
activities.

Work to be done outside of class (preparation, etc.)
Students are required to read research papers and materials distributed prior to class.

Grading criteria

Textbooks

References

References will be introduced in class.

学校保健マニュアル 南山堂 衛藤隆（編集）・ In-class presentations (30%),
・ Comments and willingness toparticipate in discussions (30%),・ Reports (40%).

Materials

Remarks

Materials will be distributed asneeded.

17Students are required to participate in at least
one school health conference or other related
conference and submit a report on what theylearned. The classes will include lectures,
discussions, hands-on work, and presentations.
Since this is a graduate school, students are
expected to work independently to solve
problems while mobilizing all of their current
knowledge and experience.

Subject

Advanced Lectures on Nutritional Care
Prof. Kazuhiro Shimokawa
for Children with Disability

Compulsory

Selective

1

creditCourse goals

This course will cover various cases requiring nutritional care and support, including type 1 diabetes of sickly
children, obesity of mentally challenged children, extreme fussiness of autistic children, eating disorders likeanorexia and bulimia associated with mental disability, and eating and swallowing disorders observed in severely
disabled children. Students will be able to understand the various conditions of pupils requiring dietary care andsupport, know how to care and support them, and, as nutrition teachers, provide dietary consulting and othersupport services to pupils and their parents. The objective of this course is to acquire knowledge to become aperson who has profound knowledge from a broad perspective of nutritional science as stated in the DP.

Course Summary
Students will learn disability characteristics of various disabled children including those with development disability,
and master basic knowledge and skills about ways to support them depending on their disability characteristics.

Course Plan

4. Characteristics of disabilities of CWD (3) Swallowing
mechanism development and support for disorders of feeding
and swallowing
1. Overview of education policy for children with disabilities
5. Research Presentation and Discussion (1) "Case Studies of(CWD) and selection of research themes
School Lunch Accidents
2. Characteristics of disabilities of CWD (1) Sensory
6. Characteristics of disabilities of CWD (4) Support for
disturbance and communication support
3. Characteristics of disabilities of CWD (2) Cognitive features endocrine disorders, eating disorders, picky eaters"
7. Research Presentation and Discussion (2) "Consultationof CWD and support
Support for Children and Families in Need of Food
Considerations"

Work to be done outside of class (preparation, etc.)
Lecture notes will be distributed as a textbook in the first class. Students are required to attend the class afterreferring to/reviewing "PowerPoint PDF Data" (provided via Teams) before participating in the class. In "ResearchPresentation and Discussion," two themes (case law research and consultation support) will be presented in thefirst class, and students are required to select one theme for each. Students are required to present theirresearch in the 5th and 7th classes. Students are also required to prepare reports and materials for thepresentation. (200 minutes per week required.)

Grading criteria

Textbooks

References

Lecture Notes distributed in class・ In-class presentations (25%) will be used as the textbook.
・ Participation in discussions(25%)
・ Outcomes of the researchpresentation (50%)
Materials
Evaluations and othercomments will be shared in the Lecture Notes and PDFs of theclass.
PowerPoint used in class will besent to through Teams. Students
will be notified of materials the are
required to prepare themselves
prior to class.

18「 食べる機能の障害 その考え方とリハビ
リテーション」金子芳洋・向井美惠・尾本和彦（日本医師薬出版）「特別支援教育ハンドブック」飯野順子・岡田加奈子・玉川進編著（東山書房）

Remarks

N/ASubject

Advanced Lectures on Chrono-Nutrition

Prof. Shiuichi Horie

Compulsory

Selective

1

creditCourse goals
The importance of preventive medicine is widely acknowledged in the context of aging society. Efforts have alreadybeen made to use bio-markers to early identify groups of people with high risks and provide tailor-madetreatments to prevent the onset of diseases and mitigate symptoms. This course will facilitate students to learn
the significance of accurately analyzing clinical epidemiological data, a biological basis for preemptive medicine, andunderstand the effects of genetics and epigenetics on gene expression and their control mechanism. The course
will also help students to think about lifestyles necessary to sustain health and prevent aging, from the perspectiveof chrono-nutrition, taking into account the nutritional environment during the perinatal period and the relationshipbetween daily diet and gene expression regulation. This course is in line with the Master's Diploma Policy which isto acquire a high degree of expertise and a broad perspective on nutritional science

Course Summary

Students will learn genetic and environmental causes of the onset of non-contagious diseases and understand thegene expression control mechanism. Students will also learn development programming mechanisms of the cases
influenced by environmental factors, referring to the thrifty phenotype and DOHaD hypotheses. In addition, they
will learn chromatin’s histone modification mechanism so as to understand the influences of nutritional status andstress during the embryonic and neonatal periods on the expression format in various tissues in vivo. Negative
consequences of dietary habits on human bodies (such as lifestyle-related diseases and accelerated aging) will be
examined from the perspective of the relationship with clock gene expression rhythm. Finally, open discussions will
be held on bioethics issues associated with gene modifications and alterations such as use of advanced medical
technology and genome editing.

Course Plan
1. Diseases and modern medicine: Non-communicablediseases, genetic/environmental factors, polymorphisms andpreemptive medicine, precision nutrition
2. Genetics and epigenetics: GWAS, histone modifications,miRNAs, exosomes
3. Gene expression regulation mechanism: Frugal phenotypic
hypothesis, DOHaD hypothesis, perinatal nutrition, chronotype

4. Chrono-nutrition and lifestyle-related diseases (1):
Circadian rhythm, clock genes, body clock and sleep/Exercise
5. Chrono-nutrition and lifestyle-related diseases (2): Obesity,
diabetes, brain function, dementia, cancer, intestinal bacteria
and diets
7. General discussion: Genome editing, genetic diagnosis,
reproductive medicine, terminal care and bioethics, researcher
ethicsWork to be done outside of class (preparation, etc.)
Students are required to conduct a preliminary survey on the keywords provided in class. Students are also
required to select and investigate a theme in which they have interest, submit a report on it, and prepare topresent it along with their own views.

Grading criteria

Attendance in class, level ofparticipation in discussions
during class, performance in
off-campus classes, reports,
and presentations in general
discussions are all evaluated.

Textbooks

References

Handouts will be distributed in classand information related to the
The latest reference materials for each item
handout will be explained using awill be included in the lecture handouts.
PowerPoint presentation in class.

Materials

Remarks
The Course plan may be switched due totime constraints. Presentation dates will be
determined in consultation with students

Blu-ray video

19

Subject

Advanced Lectures on Molecular Nutrition

Prof. Akiko FukushimaCompulsory

Selective

1

creditCourse goals
The thematic focus of this course is lifestyle-related diseases and genes. Students will be able to explain thediversity of genes and lifestyle-related diseases at the genetic level. This course is in line with the Master's
Diploma Policy which is to acquire a high degree of expertise and a broad perspective on nutritional science

Course Summary
The human genome has been analyzed, and all life phenomena are being analyzed at the genetic level. Nutrition
science also requires the understanding of humans at the genetic level. The course will cover vast areas frombasic knowledge on genes to the molecular mechanism of the onset of lifestyle-related diseases.

Course Plan
1. Molecular composition of DNA
2. Flow of genetic information (Replication, transcription,translation)
3. Human genome (Autosome, sex chromosome, mitochondriaDNA
4. Lifestyle-related diseases and genetic polymorphisms(genetic diseases, genetic polymorphisms, diseasesusceptibility genes)

5. Molecular mechanism of obesity (mast cells, adipocytokines)
6. Molecular mechanism of diabetes (insulin, TNF-α,
gluconeogenesis)
7. Molecular mechanisms such as hyperlipidemia (LDL
receptor, PPAR)Work to be done outside of class (preparation, etc.)
Students are required to review a textbook used in the undergraduate biochemistry class prior to the course.
Students are also required (a) to read designated papers prior to class, (b) summarize the keywords and study therelevant parts of the references as a review. Approximatory 60 minutes of preparatory and review study are
required per class.

Grading criteria

Textbooks

References

Handouts will be distributed asneeded.
Grades will be determinedbased on submitted reports.

１．佐久間慶子、福島亜紀子著 栄養と遺伝子のはなし－分子栄養学入門 技報堂出版
２．有波忠雄、太田敏子、清水淑子、福島亜紀子、三村邦裕編 メディカルサイエンス遺伝
子検査学 近代出版
３．田村隆明著 基礎から学ぶ遺伝子工学
第３版 羊土社

Materials

Remarks

Materials will be distributed in theclass.

20

N/ASubject

Advanced Lectures on BiochemistryProf. Hisanori Kato

Compulsory

Selective

1

creditCourse goals and Course summary
The thematic focus of this course is cell communication and the regulation of gene expression. Students will beable to explain how stimuli from outside the cells, such as food components and hormones, induce cellularresponses. The course will help students acquire deep and accurate knowledge and develop a broad perspective innutritional science as outlined in the Diploma Policy.

Hormones and growth factors trigger various cell responses by binding to the receptor of the target cell. Many foodcomponents can also cause similar responses, including changes in enzyme activity and regulation of gene
expression. Students will learn about these phenomena, which may lead to disease development. The latter half ofthe course will introduce students to nutritional genomics technologies that enable comprehensive analysis of gene
expression and the relation between the analysis results thereof and cell communication based on real cases.

Course Plan
1. Overview of cell communication; G protein coupled
receptors (i) - the functions of glucagon
2. G protein coupled receptors (ii) - receptor types; tyrosine
kinase receptors (i) - overview
3. Tyrosine kinase receptors (ii) - the functions of insulin;
nuclear receptors (i) - overview
4. Nuclear receptors (ii) - receptor types, intestinal bacteria,
and short-chain fatty acid receptors

5. Food components and gene expression regulation
6. Overview of nutritional genomics - technologicaldevelopment
7. Application of nutritional genomics to studies on foodfunctionality

Work to be done outside of class (preparation, etc.)
Students are required to review the process from gene expression to protein synthesis (transcription, mRNA,translation, etc.) as well as the roles of hormones. Students are encouraged to spend 100 minutes or more perclass to prepare for and review the contents.

Grading criteria

Grades will be determinedbased on submitted reports.
Feedback on the submitted
reports will be provided.

Textbooks

References①加藤久典、藤原葉子編著、栄養科学イラ
ストレイテッド 分子栄養学、羊土社
N/A Lectures will be mainly based②田村隆明、山本雅編 分子生物学イラスト
on hand-out materials andレイテッド、 羊土社
PowePoint files.
③佐久間慶子、福島亜紀子著 栄養と遺伝子のはなし―分子栄養学入門 技報堂出版

Materials

Remarks

Materials will be distributed in class. N/A

21

Subject

Advanced Lectures on Food Cultural Anthropology

A/Prof. Akiko Moria

Compulsory

Selective

1

creditCourse goals
In this course, students will learn the significance of food to humans from an anthropological perspective. The goal
is to understand social and cultural of food and various values reflected in food, based on specific examples. The
goal of this course is related to the Diploma Policy, which is to acquire a high degree of expertise with in-depth
knowledge of human food and a broad perspective on nutritional science

Course Summary

Students will learn the historical transition of Japanese food culture in the broader context of East Asian foodculture. They will also review various cultural aspects reflected in food, through dietary records and ethnography.

Course Plan

1. Thinking about food from a cultural perspective （Face-toface session)

2. Food as life culture （Face-to-face session)
3. History of food culture in Japan (Face-to-face session)
4. Food culture in Japan （Face-to-face session)

5. Food culture in East Asia （Face-to-face session)
6. Food and ideology （Face-to-face session)
7. Modern challenges surrounding food （Face-to-face session)

Work to be done outside of class (preparation, etc.)
Students are required to read the designated book stipulated under References. (Students are required to dedicate
twice as much time to preparatory study as they do to class time.) It is recommended that students visit museums
or exhibitions related to food prior to class.

Grading criteria

Textbooks

References

To be informed in the class

N/A
In-class performance (20%)
Reports (80%)

Materials

Remarks

The course may be changed to online
Handouts will be distributed in class. classes, in consultation with students,
depending on circumstances.

22

Subject

Advanced Lectures on Eating Psychology

Prof. Tomoko Hasegawa

Compulsory

Selective

1

creditCourse goals
The main theme of this course is the psychological approach to diet behavior. The course aims to enable students
to 1) intensively read English research papers describing diet behavior and related actions from a psychologicalperspective, and 2) understand and explain psychological theories on diet behavior.

Course Summary

We can psychologically analyze diet behavior from the perspectives of 1) the human as an animal, 2) persons as
individuals, and 3) human beings as social and cultural creatures. And in terms of psychology, eating behavior isrelated to 1) neuroscience, 2) learning and motivation, 3) culture and society, 4) health and clinicalness, and 5)
development.
The latest literature will be selected from the following themes: the development of diet behavior, interactions
between diet behavior and society, cognitive effects on diet behavior, diet behavior and desires to slim down, etc.
Research on the development of diet behavior will be explained from the perspective of interactions with humans.
The number of hours of literature reading will vary depending on the number of students.

Course Plan

1. Outline of diet behavior from the perspective of psychology
2. Reading papers on development of diet behavior
3. Reading papers on diet behavior and social interaction
4. Reading literature on cognitive effects on eating behavior

5. Reading literature on eating behavior and desire for slimming
6. Recent Research Trends in Developmental Psychology of
Eating Behavior 1: From the perspective of food selection
7. Recent Research Trends in Development Psychology of
Eating Behavior 2: From the perspective of mother and childrelationships and family relationships

Work to be done outside of class (preparation, etc.)
Please prepare your resume after carefully reading the assigned sections (including a verbatim translation). Pleaserefer to Yuhikaku's "Dictionary of Psychology" or Heibonsha's "Encyclopedia of Psychology," etc., and prepare
carefully for the psychological terms that will be used. Detailed instructions will be given after registration. Selfstudy time will be about twice as much as class time.

Grading criteria

Textbooks

References

Academic papers andSplane, E. C. et al. (2020).
Psychology of Eating: From biology
to culture to policy
second edition. Routledge.，
References will be designated in class.
Meiselman, H. L. et al. (Eds).(2020).
Presentation contents, level of
Handbook of Eating and Drinking.
participation in discussions
Springer.
(80%)
Other handouts will be distributed inReports (20%)
class as needed
Feedback will be given on
Materials
Remarks
students' comments.

N/A

N/A

23

Subject

Advanced Lectures on Global Nutrition

Prof. Chizuru Nishida

Compulsory

Selective

1

creditCourse goals and Course summaryChild obesity is increasing in many countries. Even in developing countries where malnutrition and infectiondiseases (including AIDS) are major public health issues, child obesity and various lifestyle-related diseases are
rapidly increasing. In this course, students are required to consider what kind of nutrition policy should be
developed in countries facing the double burden of malnutrition, and why the life-course approach is necessary forthe development and scale-up of effective nutrition improvement plans and programs. Students will also learn whatkind of activities are conducted by international institutes such as WHO to support those countries in the publichealth and nutrition fields.

Course Plan
1-3. Learn about global nutrition issues varying rapidly and4-6. Acknowledge the actual situation of commitment,
consider the challengeing of the double burden of malnutrition
capacity, and nutrition governance required to achieve a
increasing in developing countries and the necessity of life
nutrition improvement plan and program and to scale them.
course approach to solve it.
7. Summary

Work to be done outside of class (preparation, etc.)
Students are required to conduct preparatory study about recent news related to global nutrition and food issues
by checking science magazines and newspapers and researching nutrition-related topics on the WHO and UNICEF
websites.

References

Grading criteria

・SCN. 6th Report of the World Nutrition Situation: Progress in Nutrition. SCN,
Geneva, 2010.（Chapter 2: Regional Nutrition Trends and Chapter 3: Maternal
Nutrition）. http://www.unscn.org/files/Publications/RWNS6/html/index.htmlC・Tackling the Double Burden of Malnutrition: A Global Agenda, SCN News No.
32,2006.
・Nishida C. Global food and nutrition strategies for addressing the double burdenof malnutrition and other emerging issues. SCN News No.33, pp18-21, 2006.
・Darnton-Hill I, Nishida C, James WPT. A life course approach to diet, nutrition
and the prevention of chronic diseases. Public Health Nutrition, 7（1A）: 101 121, 2004.
Grades will be determined
・ WHO/FAO. Diet, nutrition and the prevention of chronic diseases. Report of thebased on the level ofparticipation in discussions and joint WHO/FAO Expert Consultation
・FAO/WHO. Preparation and use of food-based dietary guidelines. Report of aon submitted reports.
joint FAO/WHO Expert Consultation （TRS 880）. 1998 （日本語訳本あり）
・ Nishida C, Shrimpton R, Darnton-Hill I. Landscape Analysis on countries'
readiness to accelerate action in nutrition. SCN News No. 37, 2009: 4 - 9.
・ Engesveen K, Nishida C, Prudhon C, Shrimpton, R. Assessing countries'
commitment to accelerate nutrition action demonstrated in PRSPs, UNDAFs
and through nutrition governance. SCN News, No. 37, 2009: 10 - 16.
・List of the Millennium Development Goals ・ICN World Declaration and Plan of
Action on Nutrition, 1992

24

Subject

Advanced Lectures on International Development

Prof. Atsuko Isoda

Compulsory

Selective

1

creditCourse goals
Students are required to understand basic nutrition and health policies of foreign countries as healthcare
professionals and learn international development and cooperation initiatives related to healthcare and nutrition.
The goal of the course is to ensure that students can master the basic philosophies and methodologies of theseinternational initiatives and apply them to nutritional improvement activities inside and outside Japan frominternational perspectives. This is in line with the Master's Diploma Policy which is to acquire a high degree ofexpertise and a broad prospective on nutritional science.

Course Summary
About 800 million people worldwide are still suffering from lack of food and nutrition. Feeding services are one
effective solution. But now, in addition to supports from the healthcare, nutrition and food fields, a broader set of
supports are offered by global society, including those related to economics, the natural environment, and peacebuilding. Using both lectures and workshops, the course will cover the history of international cooperation in the
food/nutrition field; concepts, methods and examples of the human rights-based approach employed by UNICEF;
and the project management process from planning to evaluation.

Course Plan

1. The historical transition and rationale of food/nutrition
challenges and its problem-solving approaches in theinternational cooperation and development area
2. Methodology and concept of a rights-based approach and acase study
3. Practicum applying a rights-based approach: Understanding
and analysis of a case study

4. Methodology of project development and evaluation theories
in the international cooperation area
5. Practicum of project development and evaluation ininternational cooperation (1) Project Development
6. Practicum of project development and evaluation ininternational cooperation (2) Development of evaluation plans
7. Summary

Work to be done outside of class (preparation, etc.)
Students are required to conduct preparatory and review study on designated materials and references. Students
are also required to decidate twice as much time to preparation and review as they do to class time.

Grading criteria

Textbooks

References

N/A
Level of participation andunderstanding of practicum(20%)
Reports (80%)

N/A

Materials

Remarks

Assignment materials and relatedmaterials will be distributed inadvance or in class.

25

N/A

Subject

Advanced Lectures on Human Life Education

Prof. Rie Imoto

Compulsory

Selective

1

creditCourse goals
This course is a prerequisite for students who wish to acquire an advanced home economics teaching license for
middle and high schools.
Students will be able to consider the interaction between people and the environment in human life centered on
the home, deeply understand the contents and methods of home economics required in the course of study, andbe able to provide specialized guidance. In order to achieve the Diploma Policy of "those who acquire a highdegree of expertise and a broad prospective on nutritional science," the program will deepen knowledge in the fieldof food culture science.

Course Summary
After deeply considering how to perceive life, students will understand the relationship between various issues inmodern society and life. In addition, students will formulate specialized guidance to develop the ability to solve life
problems in home economics education. Furthermore, we will formulate specialized instruction to develop life
problem-solving skills in home economics education.

Course Plan

1. Value-consciousness and decision-making in life
2. Living hours and life resources
3. Money in life and various values
4. Environmental issues and life

5. Information and life
6. Research trends in home economics education
7. Education methods to develop the capacity to solve
problems in life

Work to be done outside of class (preparation, etc.)
Students are required to read research papers, references, and materials designated in class and and dedicate
twice as much time to preparatory and review study as they do to class time.

Grading criteria

Textbooks

References

Handouts will be distributed asneeded.
Presentations and comments inclass (50%)
Reports (50%)
Comments will be returned as
feedback.

（一社）日本家政学会 家政学原論部会 編『やさしい家政学原論』建帛社、2018

Materials

Other

Materials will be distributed asneeded.

26

N/ASubject

Advanced Lectures on Environmental Education

Prof. Rie Imoto

Compulsory

Selective

1

creditCourse goals and Course summary
This course aims to ensure that students can understand the close linkage between dietary life and environmental
issues and propose practical classes or projects on dietary education as part of education for sustainable
development (ESD). In order to achieve the Diploma Policy of "those who acquire a high degree of expertise and abroad perspective on nutritional science," the program will deepen knowledge in the field of food culture science.

Students will first learn the linkage between dietary life and environmental issues and the underlying ESD theory,
undertake literature reviews of a few selected key papers, and examine some case studies. They will then choose
their own research topics and make presentations on their plans for dietary environment education. Class
members will discuss each plan.

Course Plan

1. Theories related to the relationship between dietary life and
5. Dietary education as international cooperation
environmental issue and the orientation of dietary education as
6. Mock lesson on dietary education by each student or project
ESD
proposal and presentation
2. Dietary education in school education
7. Discussion and consideration of the mock lesson or project
3. Dietary education in social education
proposal and presentation
4. Dietary education in England and Germany

Work to be done outside of class (preparation, etc.)
Students are required to read research papers, references, and materials designated in class and dedicate twice asmuch time to preparatory and review study as they do to class time.

Grading criteria

Textbooks

References

Handouts will be distributed asneeded.
Presentations and comments inclass (50%)
Reports (50%)
Reports will be returned withfeedback.

日本環境教育学会編『環境教育とＥＳＤ』東洋館出版社、2014日本環境教育学会［監修］『知る・わかる・伝える SDGs I －貧困・食料・
健康・ジェンダー』学文社、2019
その他、授業の際に指示する。

Materials

Other

Materials will be distributed in class. N/A27

Subject

Advanced Lectures on Food Analysis

Prof. Teruyuki Usui

Compulsory

Selective

1

creditCourse goals
Students will become able to understand and explain the purpose of use of analytical instruments in food analysis.
The course is related to the Master's Diploma Policy which is to acquire a high degree of expertise and a broad
perspective on nutritional science.

Course Summary
In the class, students will learn about typical methods of food analysis. The term "food analysis" does not only
mean the quantification of food components, but also has a wide range of meanings, including the evaluation offood functionality. In addition, in contemporary times, it is common to use computers to control analytical
instruments and analyze data, and typical instruments will also be studied.

Course Plan
1. Particle size distribution methods
2. Absorption analysis, fluorescence analysis, andluminescence analysis
3. Methods for separating food components (1)4. Methods for separating food components (2)5. Methods for separating food components (3)6. Methods for using nuclear magnetic resonance
7. Use of Chemical Structure Data

Work to be done outside of class (preparation, etc.)
Students are required to dedicate twice as much time to preparatory and review study as they do to class time(including review using files distributed after class).

Grading criteria

Textbooks

References

N/A
Grades will be determinedbased on submitted homework(including translation of short
English sentences related toanalysis) each time class is
held.

Introduced in class as needed.

Materials

Other

PDF files to review what wascovered in class will be distributed
after class.

28

N/A

Subject

Advanced Lectures on Food Material Development

Prof. Masataka Saito

Compulsory

Selective

1

creditCourse goals and Course summaryHigh value-added foods, including physiological functional foods aimed at health maintenance and foods for the
purpose of utilizing recyclable food waste, are widely distributed and are readily available in the market. Many ofthese foods are made from a wide variety of domestically-produced ingredients. The goal in this course is tounderstand the social needs for food and the research and development processes, and to become able to explain
the characteristics of processed foods etc that use specific food materials and ingredients.

Students will investigate how specific food materials or ingredients have been utilized in recent years and grasp indetail their characteristics and functionality.

Course Plan

1. Food materials that are attracting attention such as lipids,
proteins, peptides, amino acids, etc.
2. Production techniques and usage of food materials(production of food materials and development of processedfood)
3. Case study on food material development basic research(composition, nature, genome editing): online class

4. Food ingredients that are attracting attention such as foodwasting and locally specialized food, etc,)
5. Seafood and agricultural foods (raw materials, ingredients,
research)
6. Development of proposals related to processed food: online
class (Developming the PPT)7. Summary (presentation, discussion, reference introduction):
online classWork to be done outside of class (preparation, etc.)
Students are required to read and summarize designated research papers and reviews in food/nutrition sciencemagazines. They are also required to create a report in the form of a PowerPoint presentation and submit it inclass. Students are required to dedicate twice as much time to preparation and review study as they do to classtime.

Grading criteria

Textbooks

References

Handouts will be distributed asneeded.
・In-class performance andpresentations (60%)
・ Reports (40%)

Materials

Food and Development （UBM ジャパン株式会社）

Remarks
Students are required to prepare a PC for
online classes. (Classes 3 and 6 in thecourse plan)

N/A

29

Subject Advanced Lectures on Food Functions Prof. Toshihide Nishimura

Compulsory

Selective

1

creditCourse goals and Course summary
This course aims to enable students to explain three food functions (nutritional function, preference function, andphysiological function), referring to actual foodstuffs and ingredients. The objective of this class is related to the
Master's Diploma Policy which is to acquire the research and abilities required of professionals with a high degreeof expertise and a broad perspective on food functions.

The course will pick up topics such as “science of food flavor”, and “physiological functions such as antioxidative
activity or anti-hypertensive activity of peptides derived from meat,” provide guidance on three food functions,and explain foodstuffs and ingredients that have each function. It will also help students understand the mode ofaction of each food ingredient from the perspective of food chemistry or physiology.

Course Plan
1,2 Science of food taste: Outline the factors that determine
deliciousness and the physiology that accept them.
3. Science of Koku attributes of food: Outline the definition of
Koku attributes and the factors involved in Koku in food.
4. Meat aging: Explain the relationship between meatdeliciousness and its aging. (Amino acid, inosinic acid, rigor
mortis, softening)

5. Functions of peptides derived from meat (preferencefunction): Clarify the preference effect and physiological
function of peptides.
6,7. Functions of peptides(physiological function): Clarify the physiological function andmechanism of action. (Imidazole dipeptide, antioxidant effect,
blood pressure increase inhibitory effect, calcium absorption
promoting effect)

Work to be done outside of class (preparation, etc.)
Read the materials distributed prior to class thoroughly and clarify the parts that are not understood (for at least
twice the amount of time as class time). Students are required to review what they learn by researching parts thatare not understood in dictionaries, etc. (for at least twice the amount of time as class time).

Course Plan

Textbooks

N/A・ In-class performance (50%)
・ Reports (50%)

References

References will be designated in class.

Materials

PowerPoint files will be distributed. N/A

30

Remarks

Subject

Advanced Lectures on Quality Management

Prof. Hideki Tsuda

Compulsory

Selective

1

creditCourse goals
While the objects of quality management and assurance are various, the course define the main theme of thiscourse is the quality management/assurance for diets and beverage production. After a series of classes, students
aim to be at a level where they will have a standard mindset that will be useful when working in food and beverage
manufacturing and the companies that provide them.

Course Summary
Classes include "Overview" to learn the differences between quality control and quality assurance and their
methods, and "Quality control and quality assurance" to understand the intentions from recent revisions of laws
and regulations related to food and beverages and various globalized standards. Furthermore, trends and objectivesof legislation and standards that affect the industry, and “quality and quality assurance during normal times andemergencies” to learn about quality control and quality assurance practices based on actual examples of the foodand beverage manufacturing industry. The visits to the production factory will be conducted in order to inflate thestudent’s imagination in the final round of the classes.

Course Plan
1. 2. Introduction of quality management and assurance(Keywords: quality, quality management, quality assurance,
analysis/evaluation method, QMS)
5. 6. Quality management and quality assurance under normal
3. 4. Trends in amendment of laws and regulations which affectand emergency situations (Keywords: quality accident, healthquality management and quality assurance (Keywords: fooddamage, recall/voluntary recall system)
hygiene law, food labeling law, food labeling standards,
7. Excursion to Krin beer factory in Yokohama
Pharmaceutical Machinery Law (Pharmaceuticals and Medical
Devices Law), Freebie Labeling Law, ISO, FSSC, International
Standardization, etc.)

Work to be done outside of class (preparation, etc.)
Students are required to review the previous class and assigned homework as preparation for the next class. (200miniuts per week)

Grading criteria

Textbooks

References

No textbooks. Related documents
will be distributed.

①真壁 肇・鈴木和幸（著）、品質管理と品質保証, 信頼性の基礎、日科技連出版社、
2018②山田正美（著）、図解 よくわかるこれからの品質管理、同文館出版、2017③河岸宏和（著）、食品工場の品質管理、同文館
出版、2015④深田博史・寺田和正（著）、見るみる食品安全・
ＨＡＣＣＰ・ＦＳＳＣ２２０００、日本規格協会、2020Materials

Remarks

・ In-class performance (50%)
・ Reports (50%)

N/A

N/A

31

Subject

Advanced Lectures on Food HygieneProf. Morihiro Saito

Compulsory

Selective

1

creditCourse goals
Even nutritious food may cause harm such as disease and poisoning. The purpose of food sanitation is to preventthese harms and maintain healthy life. Food poisoning is one important incident, and it is a main focus of thiscourse. Students will work to understand and explain the characteristics of recent food poisoning events,
classification of food poisoning, possible causal food and its relationship with disease agents, the characteristics of
disease agents, and prevention of food poisoning. The course is related to the Master's Diploma Policy which is toacquire a high degree of expertise and a broad perspective on nutritional science.

Course Summary

Students will learn the basics of substances and microorganisms that cause food poisoning and the overview offood poisoning. The kinds of food poisoning that will be covered in the course are bacterial food poisoning, viralfood poisoning, chemical food poisoning, parasitic food poisoning, and horse meat poisoning, a recent new addition.

Course Plan

1. The basics of microorganisms (viruses, bacteria, parasites)
related to food hygiene
2. Overview/classification and epidemiology of food poisoning
3. Bacterial food poisoning I: Salmonella, staphylococcus
aureus, vibrio parahaemolyticus, pathogenic Escherichia coli

4. Bacterial food poisoning II: Clostridium botulinum, bacillus
cereus, clostridium perfringens.
5. Viral food poisoning and natural poisoning, food poisoning:
Norovirus, poisonous mushrooms, pufferfish poisoning, shellfish
poisoning, etc.
6. Chemical food poisoning: Allergic food poisoning, harmful
elements, pesticides, etc.
7. Parasitic food poisoning: protozoans, nematodes,
trematodes, tapeworms

Work to be done outside of class (preparation, etc.)
Students are required to write reports assigned in class.

Grading criteria

Textbooks

Handouts will be distributed

・ In-class performance (50%)
・ Reports (50%)

References

N/A

Materials

N/A

Remarks

N/A

32

Subject

Advanced Lectures on Food System Science Prof. Yasuhiro NakashimaCompulsory

Selective

1

creditCourse goals
Food and agriculture today are facing a major turning point. In order to see where the future is headed, students
will study the current status and issues of food and agriculture, and the social framework that supports them,through the concept of food systems. The objective of the course is to acquire the thinking methods andspecialized knowledge to understand and examine the reality and background of changes in dietary habits,
industries related to food, and socially necessary systems, based on a social scientific perspective, especially an
economic one.

Course Summary
The framework and functions of the food system, which are the basis for thinking throughout the class, will be
introduced. The course will then review how food consumption in our country and around the world has changed in
the postwar period and describe the characteristics of recent years. Next, the actual conditions of the agriculture,
food manufacturing, distribution, and retail industries that support those foods will be explained in terms ofindustrial structure and industrial organization. Furthermore, the student will discuss the food safety system andthe labeling system, which have been the biggest concerns of consumers in recent years, and examine theirframework and social issues. Finally, students will learn and think about the dilemma of food and environmental
issues facing the world in the pursuit of the SDGs and the role that food systems should play in this dilemma.

Course Plan

1) What is the food system?
2) Trends in food consumption in Japan and the world3) Economic structure of the food system
4) Distribution mechanism and price formation of agricultural
products

5) Food safety and certification systems
6) Food standards and labeling7) Food issues and food systems

Work to be done outside of class (preparation, etc.)
Students are required to read not only textbooks but also research papers distributed in class. Students are also
required to read references (indicated below) for writing reports.

Grading criteria

・ In-class performance (50%)
・ Reports (50%)

Textbooks

References

時子山ひろみ・荏開津典生・中嶋康博『フードシステムの経済学（第６版）』医歯薬出版、Students are required to have the
ルース・ドフリース『食糧と人類』日経ビジネ
2019 edition of the book. Theス人文庫、2021 年
previous edition should be avoided
because the statistical data is outdated.

Materials

Remarks

Materials are distributed as needed. N/A

33

Subject Advanced Lectures on Food Preparation Science

Prof. Keiko Shibata

Compulsory

Selective

1

creditCourse goals
Students will be able to understand and explain changes in food ingredients and structure that happen in thecooking process, subsequent changes in taste and texture, preference factors of eaters and their evaluation.
Furthermore, students are also required to acquire a high degree of expertise and a broad perspective on foodscience while taking a broad view of nutrition

Course Summary
Focusing primarily on heat cooking, which has a significant influence on preference, this course will discuss therelationship between changes in food and palatability. Students will also learn cooking operation, thecharacteristics of cooking devices, effective ways to use cooking devices, and related applied research. Evaluation
methods will be taught through exercises using typical examples.

Course Plan

5. 6. Changes in heat transfer characteristics: Food
1. 2. Food preference factors and their evaluation: Taste,characteristics, food structure, heat conduction, microwave
odour, vision, taste interaction, sensory evaluation
heating
3. 4. Food changes and human acceptability during the cooking
7. Summary of food taste and preference evaluation: Sensory
process: Cooking conditions, taste, texture, difference test,
attributes, time-series evaluation (time intensity/qualitative
preference testchange over time), factors influencing evaluation

Work to be done outside of class (preparation, etc.)
Students are required to read research papers and books introduced in the class. Approximately 30 minutes of self
-study are required per 100-minute class.

Grading criteria

Textbooks

References

Handouts will be distributed asneeded.
・ In-class participation (30%)
・ Reports (70%) Comments onreports will be made whenreturning the report or byproviding an explanation inclass.

・ＮＥＷ 調理と理論 第２版（山崎、島田他
著）同文書院・調理科学講座 1 ～ 7 巻（島田、橋本他 編
著）朝倉書店
・新版 総合調理科学事典（日本調理科学会編）光生館

Materials

Other

Handouts will be distributed in class. N/A34

Subject Advanced Lectures on Cookery & Dietary Life

Prof. Fumiko Konishi

Compulsory

Selective

1

creditCourse goals(1) Students will be able to explain the link between the antioxidant capacity of food, food preparation, andAlzheimer's disease.
(2) Students will be able to think of measures to live a healthy life both mentally and physically from thecomprehensive perspectives of meal contents, dietary environments, household environments, and exercise habits,
based on the understanding of actual dietary habits of infants to the elderly. The above studies will provide
students with a broad perspective of nutrition and a deeper knowledge and understanding of diet and health. This
course is related to the Master's Diploma Policy which is to acquire a high degree of expertise and a broad
perspective on nutritional science.

Course Summary(1) Looking at infants to the elderly, the course will explain the linkage between actual dietary habits andphysical/mental health, life satisfaction, etc. based on study data, and outline measures to live a healthy life
mentally and physically throughout these stages of life.
(2) The course will explain the antioxidant capacity of food and how it changes with cooking. It will give guidanceon the linkage between the antioxidant property of food and health.

Course Plan
1. Consider the relationship between dietary life and health of
a toddler and a young child (Keywords: toddler, young child,dietary life)
2. Consider the relationship between dietary life and health of 5. Learn the relationship between food functions and healththrough recent research knowledge and experience. (Keywords:
junior high and high school students (Keywords: junior highantioxidant, life habit).
school students, family relationship)
3. Consider the relationship between dietary life and health of 6. Learn the relationship between food functions and healthelderly people. (Keywords: the elderly, life satisfaction, physical through recent research papers. (Keywords: antioxidant,
dietary life) 7 .Summary
strength)
4. Learn the relationship between antioxidant and foodpreparation. (Keywords: antioxidant, food preparation)Work to be done outside of class (preparation, etc.)
Students are required to read the research papers assigned in class.

Grading criteria

Textbooks

References

N/A
・ Reports (100%) Comments on
the content of the reports will
be provided.

N/A

Materials

Remarks

N/A

N/A

35

Subject

Advanced Lectures on Nutrition
Education for Food Preparation

Prof. Yukie Yanagisawa

Compulsory

Selective

1

creditCourse goals
Understand the basic premise that nutrients are supplied through meals, the significance of good taste as an oral
sensation, and how to respond to the feeding function of the subject in meal planning.
Learn how to plan meals that take into consideration the characteristics of each life stage and be able to plan
meals according to the subject.

Course Summary
Culinary education focuses on the understanding of meals and cooking techniques for preparing meals. For mealplanning, the focus will be on oral functions during the life stages of the subject, explaining the characteristics ofeach life stage and how to develop meals from the viewpoint of oral functions. In addition, the course will also
focus on "cooking skills" as one of the meal preparation skills.

Course Plan

1and 2. Significance of "deliciousness" in meals.
3. Use of food groups and the Dietary Balance Guide in mealplanning:
4. Mealplanning by life stage (1): Infants and school-age children,acquisition of good taste, development of oral function

5. Meal planning by life stage (2):Youth, adulthood, mastication.
6. Meal planning by life stage (3) : Aging, Frail Prevention.
7. Practical teaching through the medium of cooking in culinary
educationWork to be done outside of class (preparation, etc.)
Read the papers introduced in class and search for related papers and books to deepen your understanding of
their contents, and search for related papers and books to deepen your understanding of the content. In addition,
students will explore the relevance to their own research themes.

Grading criteria

Textbooks

References

N/A

References will be designated in class.

・ In-class performance (50%:Contents of comments made in
the class discussion)・ Reports (50%)

Materials

Remarks

Material swill be distributed in class. N/A36

Subject Advanced Lectures on Development Support Studies

Prof. Mika Ooishi

Compulsory

Selective

1

creditCourse goals
The thematic focus of this course is child development and its support.
- Students will learn the necessity to support both children themselves and their families and communities inwhich they grow.
- Students will deepen their understanding of problems faced by children in families, schools, and communities.
- Students will be able to think about better environments for child growth from a broader perspective.
The contents of the course will be in line with the Master's Diploma Policy which is to acquire a high degree ofexpertise and a broad perspective on developmental support.

Course Summary
The environment surrounding children is greatly changing due to changes in people's attitudes toward child rearing,
and an increase in nuclear families and dual income families. An increase in bullying and truancychild abuse has
become a social problem, affecting child growth significantly. The course seeks to understand challenges andproblems faced by children at each stage of their development, learn the current situation of child support, andexplore solutions. It will also shed light on the problematic situation of each environment surrounding children andconsider how to create better environments for them from various perspectives.

Course Plan
1. What is developmental support ? (It is the developmental
stages and developmental issues of children, various
environments surrounding children, and social changes.)
5. Social support for child-rearing (development as a parent,
2. Children's growth and surrounding environment of children.
situation of child-rearing, social support for child-rearing)(function of families, nuclear families, society with fewer
6. Balance of work and child-rearing. (balance of work and life,
children, local communities)
childcare leave system, a place for children to grow up)
3. Problems faced by children (juvenile crime, bullying, truancy,
7. Aiming to build a society that nurtures both children andchild abuse, child poverty)
adults:Group discussion.
4. Parent-child relationship and children's independence inadolescence (developmental issues in adolescence, separationfrom parents and children, social independence)

Work to be done outside of class (preparation, etc.)
Students are required to read the materials distributed prior to class carefully, and are also asked to research therelated topics before coming to class. (Excluding the first and second time that classes are held.)

Grading criteria

・ In-class performance (50%)
・ Reports （50％）

Textbooks

References

柏木惠子『子どもが育つ条件』岩波書店、2008
日本家政学会家政教育部会編『家族生活のWhile textbooks are not used in this 支援－理論と実践－』建帛社、2014 長津美
course, handouts will be distributed 代子・小澤千穂子編著『改訂新しい家族関係学』建帛社、2018prior to class.
日本家政学会編『現代家族を読み解く 12章』丸善出版、2018 社会保障入門編集委員
会『社会保障入門 2021』中央法規、2021

Materials

Remarks

N/A

N/A

37

Subject

Advanced Lectures on School Management

Prof. Takahide Kato

Compulsory

Selective

1

creditCourse goals
The thematic focus of this course is school management and organization and the positioning of nutrition teachersat schools. Students will be able to understand the concept of public education and school management, andexpress their ideas on school management. They will also deepen their understanding of leadership and roles ofprincipals and organizational collaboration of teachers, and be able to explain the positioning and roles of nutrition
teachers in a school as a team. The goal of this course involves the acquisition of knowledge to become a person
who is recognized as having acquired the necessary competencies to become a professional with a high level ofexpertise in his/her major field of study (special license for nutrition teachers).

Course Summary
Students will learn the concept of public education and school management and deepen their understanding of thereason why school management reforms are demanded and the independence and autonomy of schools. In doing
so, they will understand principals’ leadership and teachers’ organizations, and then grasp the positioning androles of nutrition teachers. They will give thought to the roles and significance of nutrition teachers in a school asa team. Finally, discussions will be held on how nutrition teachers should act in future schools, in the context ofschool management.

Course Plan

1. The significance of public education and schools
2. School management reform and school autonomy andindependence
3. Principal's leadership
4. School organization and staffing system
5. Relationships with parents and community and outlet ofschool management

6. Food safety and the school's response as an organization(countermeasures against allergies and infectious diseases)
7. The future of the "school as a team" and the role of thenutrition teacher: Summary

Work to be done outside of class (preparation, etc.)
Students are required to read related materials, etc., as instructed in class, and to prepare for and review theclass. Students are also required to prepare for the class by connecting what they have learned to their own
research topics and to be prepared to present in class. Approximately 200 minutes of self-study is required eachweek.

Grading criteria

・ In-class performance(including comments in class)(20%)
・ Reports (80％)

Textbooks

References

・加藤崇英編『「チーム学校」まるわ ・加藤崇英編『「チーム学校」まるわかりガイ
かりガイドブック』教育開発研究所、 ドブック』教育開発研究所、2016 年
・日本教育経営学会 ( 編集)『現代の教育
2016 年
・加藤崇英・臼井智美編著『教育の 課題と教育経営』( 講座 現代の教育経営2)
制度と学校のマネジメント』時事通信 学文社、
2018 年社、2018 年
・References will be distributed in class.

Materials

Remarks

N/A

N/A

38

Subject Advanced Lectures on Shokuiku at School Prof. Rie Imoto・Prof. Hiromi Ishida

Compulsory

Selective

1

creditCourse goals
The main theme is to increase the capacity of dietary education at schools and school management to promote
effective dietary education. To achieve the Master's Diploma Policy which is to acquire a high degree of expertiseand a broad perspective on nutritional science, students are required to deeply increase their knowledge of theteaching field.
1. Students can assess the actual situation of children's food.
2. Students can assess the organization and resources used to promote food education in schools.
3. Based on the assessment results, students can formulate a dietary education promotion plan and evaluation
method.

Course Summary
The course requires the students review the curriculum of dietary education applied by the respective students as
a nutrition/home economics teacher to reveal their challenges. Based on that, the students will conduct school
visit, observation, and investigation through interview and consider the way of the dietary education.

Course Plan

1. Guidance, review of your own dietary education curriculum,and clarification of challenges
2. Preliminary guidance: Perspectives on observation inschools; What is an interview survey?
3. Observation at school sites (observation of a dietaryeducation class) (off-campus)
4. Survey at a school (interview with teachers) (off-campus)

5. Share the results of your observations and research withthe class after returning to the university.
6. Develop a plan for promoting dietary education andevaluation methods.
7. Future challenges in dietary education

Work to be done outside of class (preparation, etc.)
Read the handouts and literature provided in the classes to clarify the challenges. Plan and summarize
observations and investigations at school sites.

Grading criteria

Textbooks

References

朝岡幸彦・野村 卓編著『食育の力・文部科学省『食に関する指導の手引―第－食育・農育・教育』光生館、2010
小中高等学校学習指導要領解説、 二次改訂版―』平成31 年3 月
文部科学省
・ In-class presentations (50%)
・ Reports（50％）

Materials

Other

Materials will be distributed asneeded.

39This course can be taken only by students
who wish to obtain a specialized license ofnutrition teacher and home economics
teacher.

SubjectResearch Methodology in NutritionⅠ (Research Planning)

Prof. Akiko FukushimaCompulsory

Selective

1

creditCourse goals
The goal is to understand experimental design and research methods, a basis for nutritional research. This course
relates to acquiring research skills and methodologies for pursuing research in nutritional science as outlined in the
Diploma Policy.

Course Summary
Students will learn ways to formulate hypotheses, make research plans, conduct experiments, and draw
conclusions in the fields of nutrition science and health science. The course will especially focus on how to collectand analyze biomarkers appropriately. In particular, experimental techniques using molecular biological methods will
be explained.

Course Plan

1. Animal testing: laboratory animals, extrapolation, andgenetically modified (GM) animals
2. Nuclear acid analysis: PCR, PT-PCR, electrophoresis,
quantitative PCR, chromosome banding
3. Cell analysis: cell culture, fluorescent staining
4. Protein analysis: electrophoresis, Western blot method,
protein expression

5. Comprehensive analysis: microarray analysis
6. Ethical aspects of nutrition research: Declaration of Helsinki,
animal welfare laws, legal compliance, conflict of interest
7. Research presentation: brief report on your research

Work to be done outside of class (preparation, etc.)
Review the "Nuclear Acids" section in your undergraduate biochemistry textbook before attending the course.
Read research papers specified during class. After class, review and summarize the keywords and the related
information and study the relevant sections in the reference book. Students are encouraged to spend 60 minutes
or more per class to prepare for and review the contents.

Grading criteria

Grades will be determined
comprehensively based onquestions and understanding
demonstrated at the time ofattendance, as well as a close
reading and comprehension of
the contents of two papers tobe submitted as a report: one
original work and review in a
European language and one
original work and review in theJapanese language.

Textbooks

References

Handouts will be distributed asneeded.

1. 田村隆明著、基礎から学ぶ遺伝子工学
第3版 羊土社
2. 牛島俊和、中山敬一編、論文図表を読む
作法 羊土社

Materials

Remarks

Materials will be distributed in class. N/A40

Subject Research Methodology in Nutrition Ⅱ

Prof. Tetsuji Yokoyama

Compulsory

Selective

1

creditCourse goals

The main theme is the method of information processing and statistical analysis in nutritional research.
Goal 1: Can make analysis plans in consideration of the linkage among research purposes, methods, results andanalyses.
Goal 2: Can process outliers and theoretical errors appropriately and determine data to be used for analysis.
Goal 3: Can conduct summarization, univariate analysis, and multivariate analysis of the characteristics of researchtargets and summarize the results in charts.
Goal 4: Can interpret the results of analyses appropriately and draw suitable conclusions.

Course Summary
Students will master the process of quantitative research in the nutritional science and health science fields:
appropriately processing information collected based on research protocols, conducting optimal statistical analysis,
and summarizing the results.

Course Plan
1. Introduction to quantitative research.
2. Information processing method.
3. Statistical analysis (1) Analysis plan, descriptive statistics,
univariate analysis
4. Statistical analysis (2) Multivariate analysis, summary infigures and tables
5. Research presentation

6. Statistical analysis methods (3) Improvement of analysis
methods based on research presentations
7. Statistical analysis methods (4) Interpretation of analysis
results and conclusions

Work to be done outside of class (preparation, etc.)
Preparation of the research presentation will be conducted by individual students between classes 4 and 5 in theabove course plan.

Grading criteria

Textbooks

References

保健活動のための調査・研究ガイド。中村好一。医学書院。 医学への統計学【第３版】。
初めての栄養学研究論文―人には 丹後俊郎著。朝倉書店。
聞けない要点とコツ。日本栄養改善 Survey Research Methods（Applied Social
Research Methods Series）（5th）Floyd J.
学会監修。第一出版。
Fowler, Jr. SAGE Publications, Inc.
Reports

Materials

Remarks

Original teaching materials will be
distributed in class.

It is desirable that you have alreadycollected data based on the research plan. It
is desirable to have studied basic statistics.

41

SubjectResearch Methodology in Nutrition III(Nutritional Assessment and Dietary
Evaluation)

Prof.Hiromi Ishida・Prof. Kazuhiro Uenishi

Compulsory

Selective

1

creditCourse goals

This course seeks to ensure that students will understand the characteristics, advantages and disadvantages ofmethodologies for measuring the nutritional status used in research and consider what to do to increase theaccuracy of data obtained. Students will be able to design and conduct nutritional assessments and dietaryevaluation studies, and analyze the obtained data according to the purposes. They will also be able to understandthe meaning of data. Acquire skills in nutritional assessment in human subjects research.

Course Summary
Students will measure the weight/height, consumed daily diet, and energy metabolism of other students and checkthe accuracy of data obtained. They will also conduct statistical data processing to evaluate and diagnose thenutritional status.

Course Plan
1. Body measurement (DXA method, impedance method)/Prof.
Uenishi
2. Body measurement (circumference, sebum thickness)/Prof.
Uenishi
3. Bone mass measurement (ultrasonography)/Prof. Uenishi
4. Clinical examination (blood chemistry)/Prof. Uenishi
5. Physiological examination (blood pressure, lung activity,
resting metabolic rate)/Prof. Uenishi
6. Dietary survey (identification of examinee's food, coding,confirmation of agreement in weight estimation)/Prof. Ishida
7. Setting the purpose of the dietary survey, survey planningand preparation/Prof. Ishida
8. Meal recording method (characteristics and points to be
noted in implementation)/Prof. Ishida

9. 24-hour recalling method (features and points to note in
implementation)/Prof. Ishida
10. Food intake frequency questionnaire (features and points
to note in implementation)/Prof. Ishida
11. Utilization of the table of food composition (examination ofchanges in ingredients due to cooking)/Prof. Ishida
12. Statistical analysis of body measurements/Prof. Uenishi.
13. Statistical analysis of results of dietary survey/Prof. Ishida
14. Discussion of points to be noted regarding the survey andcriteria for determining nutritional status based on the resultsof statistical analysis/Prof. Uenishi, Ishida

Work to be done outside of class (preparation, etc.)
Students are required to dedicate at least twice as much time to self-study and practice as they do to class time,in order to write reports on the assignments presented before and after the practicums.

Grading criteria

Grades will be determinedbased on:・ A summary of the results ofmeasurement and analysis andpresentation (50%)
・ A comprehensive report (50%)
Submitted reports will be
returned with comments.

Textbooks

References

日本食品標準成分表 2020 年版（八食事調査マニュアル（南山堂）日本栄養改善訂）文部科学省、日本人の食事摂取
学会 監修
基準 2020 年版 厚生労働省

Materials

Remarks

Materials will be introduced anddistributed as needed.

42

N/A

SubjectResearch Methodology in Nutrition IV(Diet and Food EnvironmentProf. Yukari Takemi

Compulsory

Selective

1

creditCourse goals

This course will focus on methods of quantitative surveys and qualitative surveys in nutritional research. As
methods of surveys on dietary habits and food environments necessary for nutritional research targeted at
populations, students will be able to understand the methodologies of quantitative surveys using questionnaires
and qualitative surveys using individual/group interviews to design surveys in accordance with research purposes.
Students will also be able to explain the methodology of surveys on food environments.

Course Summary

As quantitative surveys, students will learn the basics of questionnaire surveys aiming to examine dietary action,
dietary behavior, and dietary knowledge, and deepen their understanding by actually designing questionnaires.
As qualitative surveys, students will learn the methods and case studies of individual interviews and focus groupinterviews, and experience the analysis of recorded interviews.
As food environment surveys, students will learn the utilization of existing materials, observation methods,
questionnaire methods, and GIS and get to know the trends of previous studies.
Lastly, students will simulate the combination of these surveys in accordance with research purposes, and deepen
their understanding of the features of each survey and the mutual relationship among such surveys.

Course Plan
7. Qualitative research 1: Types and characteristics of qualitative
1. Necessity of selecting a research method that meets the researchresearch, sampling of subjects, and preparation of interview guide
purpose and ethical considerations in research
Translated with www.DeepL.com/Translator (free version)8.
2. Quantitative research 1: Basics of questionnaire survey (selection
Qualitative Research 2: Learn how to conduct a survey and write aand sampling of subjects, characteristics of various survey methods,
paper based on the examples of previous studies using individual
etc.)
interviews
9.
3. Quantitative research 1: Basics of questionnaire survey (methods of
Qualitative Research 3: Learn how to conduct a survey and write aselecting and extracting subjects, characteristics of various survey
paper based on the examples of previous studies using focus groupmethods, etc.) 3) Quantitative research 2: Development ofinterviews
questionnaire (development of survey framework based on theoretical
10. Qualitative Research 4: Practice analyzing verbatim transcripts asmodel and design of questionnaire)
a method of qualitative research analysis
4. Quantitative research 2: Questionnaire development (development
11. Food environment research 1: Basics of food environment researchof a research framework and questionnaire design based on amethods (organizing the concept of food environment, its significancetheoretical model) 4) Quantitative research 3: Considering issues inin nutrition research, etc.)
12. Food
the design and implementation of questionnaire surveys based on
environment survey 2: Types and characteristics of food environment
examples from previous studies
survey methods (use of existing data, observation, questionnaire, GIS,
5. Quantitative Research 3: Thinking about issues in designing andetc.)
implementing questionnaire surveys from examples of previous studies
13. Dietary environment survey 3: Recent trends in previous studies5) Quantitative Research 4: Creating a survey framework andon the relationship between dietary environment and health status ofpracticing questionnaire design according to the research question
food intake
6. Quantitative survey 5: Processing and analysis of obtained data
Practice of actual use of survey methods (simulation and presentation(necessity of thinking about analysis methods before conducting theof the use of multiple surveys in combination according to research
survey)objectives, assuming a community, school, workplace, etc.)
Translated with www.DeepL.com/Translator (free version)

Work to be done outside of class (preparation, etc.)
Read the relevant prior literature and materials as instructed in class, and prepare for and review the class.
Students are expected to deepen their understanding of the contents of the course by connecting them to theirown research topics and considering how they can be utilized.

Grading criteria

Textbooks

N/A・ In-class performance (20%)
・ Comprehensive report (80%)

References

・中村好一：保健活動のための調査・研究ガ
イド、2002。医学書院
・保坂亨、中澤潤、大野木裕明編著：心理学
マニュアル 面接法、2000。 北大路書房
・キャサリン・ポープ／ニコラス・メイズ編著、大滝純司監訳：質的研究実践ガイド‐保健医
療サービス向上のために、2008。医学書院
・佐藤郁哉：質的データ分析法‐原理・方法・実践、2008。 新曜社

Materials
Materials will be distributed in class N/A

Remarks

Subject

Advanced Common Lectures on
Nutrition I (Specific Health Check-up
and Health Guidance)

Prof. Kazuyo Tsushita

Compulsory

Selective

1

creditCourse goals

In Japan, various health guidance programs, including specific health guidance, have been put in place to protect
people’s health. This course aims to help students understand the purpose of each program and the goals of
responsible entities and learn the knowledge and skills necessary to provide health guidance with the guidelines inmind..

Course Summary

Course Plan
1. Mechanisms to support health guidance (health checkup
system according to life stage, guidelines, etc.)
2. Health guidance for metabolic syndrome GL: Guidelines of
the Society for Lifestyle Prevention
3. Health guidance for metabolic syndrome 3) Case study,
health guidance method to promote behavioral change
4. Specific health guidance in Phase 4 (GL: Standard Health
Examination and Health Guidance Program)

5. Health guidance in prevention of severe diabetic
nephropathy (Program for prevention of severe diabetic
nephropathy)
6. Health guidance for elderly diabetics
7. Evaluation of health guidanceWork to be done outside of class (preparation, etc.)
Self-study by reading materials in advance, reviewing case studies, and preparing teaching records.

Grading criteria

Textbooks

References
厚生労働省：標準的な保健指導プログラム(第４期版～令和５年公開)厚生労働省：重症化予防てびき
https://www.mhlw.go.jp/content/12400000/tebiki.pdf
厚生労働科学研究班（津下班）進捗チェックリスト
ガイド、「一体的実施・KDB活用支援ツール」の抽出条件の考え方と保健事業への活用Ver.1
https://ktsushita.com/index.php/4kenkyuhan/ke
nkyuhan-koureisya/
門脇孝、津下一代編．第三期特定健診・特定保健指導ガイド 南山堂

N/APreparation for class (20%),
active participation in questions
and case studies (30%), postclass report (50%)

Materials

Remarks

Materials will be distributed in class N/A

44

Subject

Special Common Course Ⅱ ～ IV

Prof. Toshihide Nishimura,
Chief of the Nutrition
Sciences Degree Program

Compulsory

Selective

1

creditCourse goals and Course summary
The National Institute of Public Health and the Graduate School of Kagawa Nutrition University have concluded anagreement on human resource development and research cooperation. This agreement allows our students toparticipate in short-term training sessions and some classes of long-term training courses that are provided by the
National Institute of Public Health. By taking these classes of the National Institute of Public Health, students will
aim to develop capabilities necessary to become leaders in society, including a broad range of knowledge andexpertise regarding the fields of public health and medical health welfare. Depending on the number of classes you
take, you can receive credits of Special Common Courses I to IV.

Course Plan

For more information on the training offered by the National
Read the related materials assigned in class, and prepare for
Institute of Health Sciences, please visit the following website:
and review the class.
https://www.niph.go.jp/entrance/r5/index.html

Work to be done outside of class (preparation, etc.)
Read the related materials assigned in class, and prepare for and review the class.

Grading criteria

Textbooks

References

Refer to the class outline published
Refer to the class outline published by theby the National Institute of HealthNational Institute of Health Sciences.
Sciences.
Grades will be determinedbased on a report after after
the course at the National
Institute of Health Sciences.

Materials

Remarks

The training courses conducted by the
National Institute of Health Sciences are
originally intended for local government
Refer to the class outline published employees. Therefore, graduate students
by the National Institute of Health may not necessarily be able to take thetraining or courses they desire if they do not
Sciences.
meet the course requirements or if there isa limit to the number of students who cantake the course.

45

Subject

Introduction to Research Methodology
Prof. Masataka Saito・Prof.
(Literature Review, Preparation of
Shigeho Tanaka
Presentation, Ethics in Research)

Compulsory

Selective

1

creditCourse goals and Course summary
The goal of this course is to master basic knowledge and skills necessary to conduct research in the nutrition andhealth science fields. Specifically, students will 1) understand ways to search and utilize literature, 2) master basicpresentation skills, and 3) understand guidelines regarding research ethics.

Course Summary
As basic items necessary to conduct research, students will master the following: 1) how to search domestic andforeign literature on prior research and prepare evidence tables, 2) basic presentation skills used in researchseminars and academic meetings (i.e., how to use PowerPoint, speaking techniques), and 3) matters related toresearch ethics guidelines, application for the ethics review committee, and conflicts of interest.

Course Plan
1. Literature search and usage 1: Database search and manual 5. Presentation skills 2: How to speak and ask questions at
research presentations, conferences, etc. (Saito)
search (Saito)
2. Literature search and usage 2: How to use databases such 6. Research Ethics 1: Ethical Guidelines for Medical Research
Involving Human Subjects and Other Ethical Guidelines
as PubMed and Medical Journal Web (Saito)
3. Literature search and usage 3: Practice of creating evidence (Tanaka)
7. Research Ethics 2: Necessity of Application to the Ethics
tables (Saito)
4. Presentation skill 1: How to make PowerPoint presentations Review Committee and Conflict of Interest (COI) in Research(Tanaka)for research reports (Saito)

Work to be done outside of class (preparation, etc.)
Participate in conferences and research meetings, and experience watching and listening to good presentations. As
for ethics education, all graduate students are required to attend the CITI Japan Program.

Grading criteria

A comprehensive report will be
required based on study of thethree parts (literature searchand utilization, presentation, andethics education). Grades will
be determined based on thereport (60%) and classparticipation (40%).

Textbooks

References

N/A

References will be introduced as needed.

Materials

Remarks

All master's course students are required toMaterials will be distributed in each take this course. Doctoral students who
have entered from other graduate schools
class.
are also encouraged to attend.

46

Tshihide Nishimura, Chief

Subject Comprehensive Lectures on Nutrition of the Nutrition Sciences
Degree Program

Compulsory

Selective

1

creditCourse goals and Course summary
The course aims to enable students to know various challenges on nutrition science, broaden their perspectives,and position their interest and research agendas in order to launch a research on nutrition science.
Graduate students are expected to find their research themes from among various challenges on nutrition science,
explore them, publish the results, and receive professional evaluation. In order to do so, they are firstly required tohave sufficient expertise and understand new issues in each field of nutrition science. Each of all full-time
professors of the Nutrition Science Degree Programs gives a 90-minute class once during the course and explainschallenges on nutrition science, interdisciplinary/diversity of its methodology, and its future prospects based on
their own research and activities. Students will be able to understand the whole picture of nutrition science andclarify the positioning of the themes they are going to work on in the respective specialized fields.

Course Plan
Part 1. Prof. Shigeho Tanaka;Advanced Lectures on Human
Growth and Development Studies
Part 2. Prof. Shouji Shinkai; Nutrition for the ElderlyPart 3. Prof. Terue Kawabata; Basic Nutrition.
Part 4. Prof. Kazuhiro Uenishi; Nutritional Physiology
Part 5. Prof. Osamu Ishihara; Clinical Nutrition
Part 6. Prof. Keiko Honda; Medical Nutrition
Part 7. Prof. Hiromi Ishida; Nutrition Management
Part 8. A/Prof. Fumi Hayashi; Nutrition Education
Part 9. Prof. Yukari Takemi, Community Nutrition
Part 10. Prof. Nobuko Endo; Health Management at school
Part 11. Prof. Akiko Fukushima; Molecular Nutrition

Part 12. Prof. Hisanori Kato; BiochemistryPart 13. Prof. Akiko Moriya; Food Culture Anthropology
Part 14. Prof. Rie Imoto; Environmental Education
Part 15. Prof. Teruyuki Usui; Food Analysis
Part 16. Prof. Masataka Saito; Food Material Development
Part 17. Prof. Toshihide Nushimura; Food Functions
Part 18. Prof. Keiko Shibata; Food Preparation Science
Part 19. Prof. Fumiko Konishi; Cookery & Dietary Life
Part 20. Prof. Yasuo Kagawa; Aging BiochemistryPart 21. Summary

Work to be done outside of class (preparation, etc.)
Review what you have learned in each teacher's class and summarize it briefly. Submit a report at the end ofclass.

Grading criteria

Grades will be determinedbased on a summary report
after each class.

Textbooks

References

Materials

Remarks

N/A

47

SubjectComprehensive Seminars on Nutrition(A,B,C type seminars)

Prof. Toshihide
Nishimura・A/Prof. Fumi
HayashiCompulsory

2 Selective

creditCourse goals and Course summary
Students aim to deepen and broaden their understanding of nutrition science by discussing topics related toresearch themes and nutrition science. At the same time, they will improve their expertise and professional
capability and develop the capacity to think theoretically. They will also learn knowledge and techniques to write
master’s theses and reports. They further aim to improve their academic presentation skills and develop theability to lead and manage seminars.

Course Plan
Type B seminar: A symposium or workshop-style seminar
The seminar will consist of the following three types.
In the first semester, second-year students are in charge, and conducted mainly by students in the Advanced Humanin the second semester, first-year students are in charge. The Resources Development Program (external lecturers are alsoplanned). Students take the initiative in planning (setting
first semester is taught by second-year students, and thethemes, selecting external lecturers, etc.), organizing, andsecond semester by first-year students. The chairperson(facilitator) will also be a student, and this will serve as training evaluating the seminar. Plan to hold one seminar per year (firstyear students in charge). The schedule will be decided throughin the skills of facilitating and coordinating a single session.
The class will be held mainly on Wednesdays, but also on other coordination.
C-type seminar: All second-year students give an interimdays during 5th and 6th periods.
report on their research. All 1st and 2nd year students are
expected to participate.

Work to be done outside of class (preparation, etc.)
For your own presentation, prepare the PowerPoint and handouts well. For other students' presentations, readthrough the materials distributed in advance, understand the content of the presentation, and actively participate
in the discussion.

Grading criteria

Textbooks

References

Grades will be determined
comprehensively based on thecontent of their presentationsin class and their participationin discussions.

Materials

Remarks

48