This study investigated the nutritional, physical, and staling properties of gluten-free rice flour bread prepared with varying levels of liquid okara substitution (0-50%; 0% as control). Liquid okara, obtained by diluting, grinding, and heat-sterilizing raw okara, contained approximately 95% moisture and 5% solids, with dietary fiber as the predominant component followed by proteins. At 50% substitution, the dietary fiber content doubled compared with the control, while the specific volume peaked at 2.25 cm³/g at 25% substitution (vs. 2.04 cm³/g in the control). Bread hardness decreased by up to 30%, resulting in a softer and less adhesive texture. Scanning electron microscopy revealed smaller, more uniformly dispersed particles, and viscoelastic analysis indicated increased storage and loss moduli with higher substitution levels. Breads with 25% and 50% substitutions retained more moisture and springiness during storage. These improvements were attributed to enhanced water retention, delayed starch retrogradation, and structural stabilization. Overall, substitution at approximately 25% provided the optimal balance of nutritional enhancement, textural quality, and storage stability.

This study aimed to elucidate the effects of different cooking methods on physical properties of cooked rice by analyzing cooked rice and water in which the rice was cooked before and after boiling. Three rice cookers were used: pressure induction heating (IH-P), induction heating with steam injection (IH-S), and steam heating (ST). Cooked rice sampled from IH-S showed the highest weight and moisture content, followed by that from IH-P and ST. IH-S rice also exhibited a greater weight and moisture content both before and after boiling. The degree of starch gelatinization was approximately 90% across all the methods. Soluble solids on the rice surface were the lowest in ST. Sensory evaluation revealed that rice cooked using ST was harder, less sticky, and had more distinct grains, while rice cooked using IH-S was softer and moister. These results align with the weight and moisture content and reflect differences in the mechanisms of heating: the ST method uses steam, wherein water does not evaporate, whereas water evaporates when IH-P and IH-S cookers are used. IH-S promotes water absorption before boiling, thereby shortening cooking time and reducing evaporation.

In Japan, Suffolk sheep are bred primarily for meat. Despite being nutritious, suffolk sheep milk products are rarely marketed due to their unique flavor and odor. We examined consumer acceptance for two types of cheese, caillé de brebis and fromage blanc, produced using milk from Suffolk sheep. Sensory evaluations of both cheese varieties and a survey of consumer perceptions of sheep milk cheese were conducted.

"Sensory evaluation indicated high acceptance of specific attributes, particularly the texture of caillé de brebis and the richness of fromage blanc. Both products received low scores for acidity but were rated "average" or higher in overall acceptability. Survey results indicate that sheep-milk cheese is viewed as having "distinctive character" and a "premium image", while also being regarded as "difficult to eat" and "not easily accessible".

These results suggest, based on the study's established criteria of calculating the proportion of scores of 4 or higher, that both cheeses derived from suffolk sheep milk demonstrate palatability.

We investigated the effects of different edible salts on color, ascorbic acid (AsA) content, and nitrate content in spinach boiled in a 1% salt solution. The differences in the chemical properties of edible salts are reflected in their color. In particular, juice prepared from spinach boiled in alkaline salts exhibited significant lightening (L* value), resulting in a brighter appearance. In contrast, under the cooking conditions used in this study(boiling for 2 min, soaking in water for 5 min, and draining to original weight), no clear differences in AsA and nitrate retention were observed among the different salt types, and the commonly held belief that salt addition promotes vitamin C retention could not be substantiated. These results suggest that while salt selection can effectively improve color in liquid-suspended spinach preparations, proper cooking procedures are more important than salt selection for retaining nutritional components.

To explore the feasibility of introducing microwave cooking lessons in elementary schools, we asked 400 parents of elementary school students and 497 fifth- and sixth-grade elementary school students about their microwave oven use at home and their preferred learning topics regarding microwave cooking in school. While junior high and high school textbooks contain information on how microwave ovens work and precautions to take, elementary school textbooks rarely cover this topic. Forty-one percent of parents and 63% of students responded that they had used a microwave oven before the lower grades of elementary school, primarily to "heat rice and side dishes." Seventy-one percent of parents and 72% of students responded that they would like to learn about microwaves in elementary school, and the topics they most often wanted to learn about were safety-related, such as "foods that are dangerous when heated" and "usable containers." These results suggest that students need opportunities to learn about microwave ovens in the lower grades of elementary school and are keen to learn how to use them safely.

This study involved a 1-h home economics lesson in which students used a web-based menu planning application to visualize their breakfast according to the six basic food groups and create nutritionally balanced dinner menus. Breakfast patterns were predominantly centered on staple foods, with<50% of the students consuming main or side dishes. For dinner, 68.5% followed the basic meal structure, increasing their intake of food groups that were insufficient during breakfast. Free-response data showed that 46.3% of students who mentioned breakfast identified specific dietary issues, whereas 32.8% expressed intentions to improve, confirming a progression from awareness to behavioral intent. Although some students focused solely on meeting nutritional targets without considering realistic portion sizes or dish compatibility, this approach may raise awareness about dietary imbalances and encourage improvements in eating habits.