Cookies with different compositions of wheat flour (WF), rice flour (RF), and soy protein isolate (SPI) were prepared as wheat flour-substitute cookies, and the relationships between their physical and nutritional properties, chewiness, and palatability were investigated. Scanning electron micrograph images showed that WF and WF + RF + SPI cookies had more cracks, whereas RF and RF + SPI cookies had more fine particulates. RF cookies were lighter in color, softer, less crumbly, and denser than WF cookies. RF + SPI cookies were darker, more protein-rich, and less dense than RF cookies. WF + RF + SPI cookies were darker in color and less dense than RF + SPI cookies. There was a significant correlation between the hardness and texture of the sample cookies; less dense and crumbly cookies were evaluated as tastier. Further, adding SPI reduces the density and improves the texture of RF cookies. Adding half the amount of WF created cracks on the surface of the cookies, making them more likely to crumble.

  Fostering the ability to find and solve problems in daily life to better one’s life is an objective of home economics education as put forward in the 2017 junior high school Course of Study. The ability to problem-solve has become a foundation for developing an independent attitude toward well-being by being able to recognize and understand diversity in life values. The present study proposes a first-year teacher training course in home economics education. Lessons were based on (1) sharpening the five senses to better express life values, and (2) learning about the diversity of sensibilities and values of others. In 2016, 22 students participated in a course in which classroom instruction included finding good points in participants’ own daily lives and the reasons for them, and then, sharing these ideas with their classmates. Participants also discovered and understood the good points of others, as well as proposing remedies towards well-being. Student course evaluations revealed that the participants felt they were able to develop their communication skills and become more proactive in their thinking about well-being after gaining a deeper understanding of diversity in life values.

  This study aimed to clarify how Nurturance is unique to elementary school students through different age exchange classes. 98 (48 male, 50 female) 6th graders in elementary school were administered questionnaires about Nurturance, their image of 1st graders and their change of consciousness as a result of these classes.

  The factor analysis of the scale to measure 6th grade Nurturance indicated two reliable factors, which were labeled: how to get to know younger children and how to develop empathy for these children. The average value of the following increased after the classes: how to get to know 1st graders (Nurturance), familiarity with 1st graders (their image of 1st graders), and their change of consciousness with regard to 1st graders, their own families and themselves as well as their personal growth based on these classes. Through different age exchange classes, 6th graders were able to understand the 1st graders, increase their own self-confidence and have a positive image, and to reflect and be aware of their own personal growth.