Permeation of metallic ions in potatoes which were heated in several cooking solutions were investigated. The concentrations of K, Na, Mg, Ca, Fe, Cu, Zn and Mn in these samples were measured by atomic absorption spectrophotometric analysis. The main conclusions were as follows :
1) Na ion in the solution of sodium chloride showed a large mobility and promoted the movement of K ion and alkali earth metallic ions.
2) Poly valent ionic metals had a tendency to be adsorbed on the surface of potatoes.
3) Concentrations of metallic ions infused from potatoes were influenced by the kind of cooking solutions during cooking.

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We determined contents of many trace elements in much harsh edible plants (field horsetails, burdocks, brackens, spinach, Japanese parsley and mugwort) and little harsh edible plants (Daikons, Chinese cabbage, cabbage and carrots) by means of an instrumental neutron activation analysis in order to compare contents of trace elements of the much harsh edible plants with that of the little harsh edible plants. After the samples (about 100-500 mg) of freeze-dried edible plants were irradiated by the Musashi Institute of Technology Research Reactor (MITRR), the each samples was carried out γ-ray spectrometry under four counting conditions. As the results, about 50 elements were determined. Especially, contents of Al, Mg, Mn, K, Co, Cr, Fe and Te in much harsh edible plants were higher than that in little harsh plants. Furthermore, each of much harsh edible plants (3 or 5 g) was extracted with water (300 or 500 ml) for 1 hr at 25 or 100 °C. In both conditions, commonly, Cr, Ni, Co, Br and Rb were soluble whereas V, Mn, Fe, Zn, As, Mo, Al, Sr, Cd, Ba, Au and Hg were remained in residues.

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1) Low-and high-set gels of curdlan were stable even if they were treated with freeze-thawing. Gel strength increased and syneresis was remarkably enhanced by the treatment. The gel strength increased and the syneresis decreased by the increase of concentration of curdlan.
2) In the case of high-set gel, syneresis was repressed by the presence of above 5 % starch, of milk or Tonyu (soy-milk) even after freeze-thawing.
3) Observation of curdlan gels by scanning electron microscope showed that microfibrils of the high-set gel seemed to be wider than those of the low-set gel. Much wider microfibrils were also observed by freeze-thawing in the high-set gel.

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Subsequent to our previous paper, “Effect of the cooking conditions on the expansion of potato souffle, ” we have studied the mechanism of the expansion of potato souffle through examining the effects of water, pectin, and starch content of 4 varieties of potato, i.e. Mayqueen, Danshaku, Norin-ichigo, and Eniwa. Difference of the components are supposed to be related to the expansion.
Water content had no effect on the expansion unless drastic change of the water content was caused by some procedure such as steeping or drying.
The potato with less pectin content expanded more easily. It was essential that pectin was first solubilized. This should be followed by decrease of adhesion of each individual cell.
Different gelatinization properties of the potato starch were found in each kind. The success rate of the three kinds souffle could be raised by changing the first-step deep-frying at low temperature condition taking advantage of the gelatinization properties of each kind of potato.
These results suggest the following mechanism in the expansion of potato soufflé :
1) During first-step deep-frying at low temperature, the pectin the cell walls of which adhere to each other is solubilized and the inner expansion pressure rises spontaneously by water vaporization, while starch is gelatinized and viscoelastic film formation proceeds.
2) During the second-step deep-frying at higher temperature, drastic temperature change instantaneously raise the expansion pressure of the inner vapor, then the cell walls break apart and the expanded space becomes broad. The surrounding viscoelastic film sustains inner pressure and largely expands. As dehydration of the potato proceeds during deep-frying, the surrounding starch film becomes firm and the expansion of potato is stopped.

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The staining of cloths includes not only the achromatic staining but also the chromatic one. The evaluation of each staining has been done with the surface reflectance which represents the degree of whiteness.
Usually, R_min, measured at wavelength showing the maximum absorption of visible monochromatic light, or R₅₅₀ at 550 nm wavelength is used as the surface reflectance. Alternatively Y value is used instead of the surface reflectance. But the investigations on the correspondence of the surface reflectance to visual sensation have not yet been carried out.
In this paper, the correspondence mentioned above was investigated.
The results obtained were as follows :
1) When we evaluated the degree of staining, the surface reflectance measured at a wavelength showing the maximum absorption of visible monochromatic light corresponded closer to visual evaluation than the other.
2) But, visual evaluation considerably changed with the hue, even if the surface reflectance of the samples were the same.
Consequently, it was considered that, in order to develop the method of evaluation of staining, a new idea not depending on only surface reflectance was necessary.

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Environmental and technical conditions of household work have greatly changed. The same can be said for each family's or housewife's subjective conditions; i.e., idea, image and thought held toward household work. The changing conditions affect the marginal result utility of household work or of other labor, and marginal pain of household work. These effects cause a transfer of the subjective equilibrium point.
We know, from these analyses, the effect of the environmental conditions on subjective conditions, and those of their results or processes. These analytical studies show the need to cope with the behavioral attitudes of each household worker and family, and also open a new frontier of dynamic studies on household work.

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This paper deals with the way in which the living systems of old people in Matsusaka City operate and how the change affects their life when alterations take place in the system. The collected data were analysed by means of the cluster analysis (R-mode) using √CR value for similarity among 64 living items surveyed. From the analysis, items were grouped into 5 structural patterns. The item groups are representing 1) basic personal characteristics, 2) intellectual life, 3) sociality, 4) living consciousness leading to satisfaction/dissatisfaction, and 5) health condition.
On the interrelations among those patterns, there was close relationship between the intellectual life items and sociality items. Also those item groups were weakly correlated with items of sex, presence or absence of spouse, and the number of a New Year's card in the item groups of basic personal characteristics. The living consciousness presented no interrelations with intellectual life or with sociality. However, there was some correlation between the health condition and living consciousness item groups.

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This study aims at developing a theoretical system through which home economics education can continue as a lifelong integrated education. In order to derive the problems in conducting better home economics education, the following matters are investigated : (1) capacities for selfeducation, (2) educational information sources of knowledge and technique required for making a living, (3) conditions of various structural factors affecting individuals learning, and (4) ways of uniting school education with home economics education after leaving school.
Findings are summarized as follows :
1) Internal motivation for learning is low, because the motive power involved in capacities for self-education is especially poor.
2) The major educational information source of knowledge and technique is learners own family members. In the information sources there are both major and minor ones commonly observed in each domain of life such as food, clothing and shelter.
3) Discrepancies between learning tasks and desires for learning, both of which are structural factors for learning, do not provide conditions desirable for home economics education to take firm root. Nor is there any integrative relation between desires for learning and learning activities.
4) The effect of learning at the homemaking education class so far is generally identified, but the evaluation is different in different grades in which the subject of home economics is learned.
From the above findings, it is concluded that the key to the successful home economics education after leaving school should be to foster the woman's positive attitudes toward home economics studies, that the traditional way of learning of home economics should be reexamined, and that the opportunities and curriculum for home economics education to cultivate the vitality to ad just to the changing society would be needed.

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As for lifelong integrated education of women after graduating from school, it is necessary to take into consideration the women's educational career in the field of home economics education after leaving school, while recently in society, there is a tendency toward higher education.
The examination was pursued for the same data of questionnaire as in the previous report from the viewpoint of the educational career of the subjects.
The relation between the subject's educational career and such items as the purpose of learning, situations and contents of learning activities, the media presenting knowledge adn information about daily life, internal motivation, themes in daily life, requirements of carriculums of in-school home economics education etc. was analyzed.
The following results have been obtained.
1) A higher educational career group has a higher participation rate in the activities of learning in group or in individual.
2) The subjects who have different educational careers choose the different media presenting knowledge and information about daily life.
3) The majority of the subjects with higher educational careers has greater internal motivation.
4) The subjects who have different educational careers have different themes in daily life.
The results have indicated that it is important to take into consideration the educational careers when planning curriculums for the home economics education after leaving school.

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