河川水の溶存物質濃度は降水による希釈効果・蒸発散による濃縮効果・流域内での貯留水の移動による混合効果の影響を受ける.米国北東部ニューハンプシャー (New Hampshire) 州のハバード・ブルック (Hubbard Brook) 実験流域で,流域モデルを改変してこれら水循環が水質に与える影響を推定した.それによると,降水の濃度を1.0単位とした場合,河川水の最大と最少濃度は1967年の場合, 3.90と1.23単位になるように濃縮されると推定された.さらに条件をより現実的にするため,部分混合を仮定し,ラングミューア(Langmuir)の式に基づく吸着・溶脱機構を持つ水質モデルを作成した.本流域で塩素イオンの大部分はフォールアウトとして供給されるので,測定された降水の塩素イオン濃度を入力とし,河川水の塩素イオン濃度を水質モデルでシミュレートした.その結果,河川流量だけを変数とした従来の希釈一濃縮モデルと比較してよい推定が得られた.

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韓半島の南東部海岸に分布する地形面は,高度・連続性などから,高位段丘面(ガムポGampo面;高度60～80m), 中位段丘面(シェッチョンリ Seakcheonri面;高度30～50m),低位段丘面(サンハリ Sanhari面;高度10～20m), 低地,海底平坦面に分けられる.これらの地形,堆積物の特徴などから・調査地域の地形発達は次のように考えられる.高位段丘面は,白亜系および第三系よりなる小起伏の丘陵が沈水して形成された,この地:域における最も古い海成段丘面で,段丘面には赤色土が生成しており・構成礫はくさっている.中位段丘面は,その広さ,連続性,高位段丘礫層に不整合にのる段丘堆積物の特徴から・高位段兵面形成後の海退期をはさむ海進期に形成された.高位段丘面上の赤色土はこの時期に生成されたと考えられる・中位段丘面の形成後にブルグッサ(Bulgooksa)断層の活動によってウルサン(Ulsan)湾から北部はその南部より10m余,示差的に隆起した.低位段丘面は,中位段丘面形成後の海退期に海水準の一時的停滞によって形成された海蝕面である.ヴュルム氷期の最盛期には海水準が一70m以下まで低下し・現在の沈水三角州などの海底平坦面が形成された.後氷期には現海水準より1～3mの高さに浜堤や低い段丘面が形成された.

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香川中央都市^圏1) におけるパーソントリップのOD行列に対し,主成分分析を適用して流動パターンの設定を試み,さらに回帰分析の手法を用いて,流動パターンと都市構成との間の有意な関係について交通目的別に考察を行なった.その結果, 1. 流動パターンは交通目的ごとに異なった形態を示し,全目的の流動パターンは個々の交通目的のそれとは一般には一致しない, 2. 発生・吸収交通は,交通目的ごとにそれぞれ特定の都市構成と密接な関係があり,流動パターンはこれら都市構成の空間的分布と明確な対応関係を有する,ことなどが明らかとなった.

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The purpose of this report is to discuss the relationship between the lapse-rate of air temperature and weather in the vicinity of Yari-ga-take in July and August, 1969 (Fig. 1). The daily mean temperature (Ta) was expressed as a function of altitude (H). The summary of the results are shown as follows:
The mode of percentage frequency of the lapse-rate of air temperature in July and August was 0.55_??_0.59°C/100m, for which the frequency being 29% (Fig. 2).
The average laspse-rate of air temperature for these two months was 0.61°C/100m. The maximum rate (0.82°C/100m) was observed on July 30 when it was cloudy, and the minimum (0.38°C/100m) on July 9 when it was rainy (Table 2).
The lapse-rate on rainy days with lower temperature tended to be within the range of 0.38_??_0.69°C/100m. On cloudy days when temperature was either rising or falling, the laspse-rate varies between 0.52°C/100m and 0.82°C/100m. On fine days with higher temperature, it is nearly equall to the monthly average, ranging from 0.51°C/100m to 0.66°C/100m.

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Geographical education is an important subject within the framework of national education in the world.
In the case of Japan, however, it does not play an effective role, and various problems have occurred, especially in the field of national education, in recent decades.
The purpose of this symposium is to elucidate the problematic points of geographical education, and to reconstruct the new paradigm in this field.
The participants in this symposium were made up of seven reporters, four commentators and one guest speaker.
The themes presented by seven reporters were as follows:
1. TANAKA, Kozo: Curriculum of geography and editing methods of textbooks of Japanese language and social studies in compulsory education.
2. SEKIGUCHI, Tadashi: Problems on the textbook of high-school: A case of “Geography B”.
3. NAKAGAWA, Koichi and KAGEYAMA, Yuji: Critical approach to the geographical studies; a case of Japanese regions.
4. KIMOTO, Tsutomu: On the basic theory of geographical education.
5. OKADA, Makoto: Contribution to geography from the educational circle geography.
6. SASAKI, Hiroshi: Education of geography and comparative study of cultures.
7. MASAI, Yasuo: Education of geography and understanding of cultures through the method of the comparative area study.
Concerning these reports, the commentators posed some questions and gave egective comments and various discussions with many attendants achieved quite good results.
Though we have not come to a definite conclusion, we have confirmed the necessity of studying many problems concerning geographical education in cooperation with both researchers and teachers of geography. These are namely reformations of theory in regional geography from the viewpoint of education, comparative studies on the methodology of geography and the area study, and methodological study for the introduction of cultural geography to geographical education.
The second symposium would be necessary to continue these discussions mentioned above, in the near future, in order to obtain some meaningful and creative results.

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