The study investigated the effects of wet-type grinder (WG)-treated okara and bacterial cellulose (BC) on the gel properties of egg whites and their intermolecular forces. The findings revealed that BC had higher viscosity than WG-treated okara at the same concentration. As the concentration of WG-treated okara or BC in the egg white gels increased, the breaking stress, strain, and Young's modulus increased, and the elastic parameter n decreased. This increase in concentration also led to a higher amount of protein eluted from the gel into the disulfide (SS)-bond-breaking solution. The breaking stress and strain decreased as the concentration of 2-mercaptoethanol (SS-bond-breaking agent) increased, and the adding effect of WG-treated okara and BC became low. These results suggest that the addition of WG-treated okara or BC can enhance the properties of egg white gel, offering a potential method for improving the texture and quality of food products.

  This study aimed to qualitatively examine the current support provided for preschool children at mealtimes in nurseries and kindergartens by students of early-childhood education. Data regarding children's dietary behaviors and support for children by students of early childhood education from an open-ended survey (72 students and 29 childcare workers) in 2014-2015 were analyzed using a qualitative approach based on the KJ methods. Consequently, children's dietary behaviors were grouped into 16 categories including hygiene, interest in food, food preferences, manners, and brushing teeth. The support for children by students consisted of “talking to them,” “paying attention to what they do,” “assisting and helping them,” “observing them,” and “watching over them,” whereas the support that the childcare workers expected from students was “teaching them” and “cooperating with other professions.” The findings of this study revealed several problems with the education for students of early childhood education.

  We conducted cross-curricular food and nutrition education (shokuiku) classes and bone-mass measurements in second-grade junior high school students and performed a follow-up survey and measurements one year later. Our aims were to clarify the characteristics of changes in bone mass among the students; to evaluate the effectiveness of the classes; and to clarify the student's perceptions through two bone mass measurements.

  Four 50-minute food and nutrition education classes were held in July 2021. Bone mass measurements and a questionnaire survey were conducted in one of the classes. A follow-up survey and bone-mass measurements of the 71 participants were conducted one year later.

  The mean OSI (osteo sono-assessment index; an indicator of bone mass) tended to increase from the second to the third grade in junior high school. The percentage of students who belonged to sports clubs in school or the community and the frequency of calcium-rich food consumption decreased in the third grade. The participants described the results of the bone mass measurements, their dietary and lifestyle habits, and their aspirations for their future lives in the questionnaire surveys.

  Although the junior high school period is an important time for bone mass gain, the percentage of those who had desirable dietary/lifestyle habits was lower in the third grade than in the second grade, when the intervention was conducted. The two bone mass measurements were useful for the participants to be aware of their own growth stage, to consider their lifestyles on the basis of the evidence, and to help them envision their future lives. These results suggest that continuous food and nutrition education—not limited to just a single month—is necessary.