In order to obtain a strong hold for better lessons of homemaking education, we observed the lesson-diagnosis to find tendencies and rules in actual lessons. With regard to methods of the study, the category-analysis was performed by introducing the technique of micro-teaching, and a questionnaire was conducted to pupils afther the lessons. 1) Flow-charts and aggregate tables of lessons were prepared according to the categories analysed, and the developments of learning emphasizing the teachers' behavior were analysed in forms and in quantity. 2) The results of the questionnaire supported the teachers' behavior as the statement of pupils' lesson-diagnosis. 3) These results are useful for teachers' self-diagnosis of daily lessons and as proper materials for lesson studies.

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The purpose of this study is to classify the type of authority structure in the husband-wife relationship. Two-generation families and three-generation families were investigated. Authority structure was determined according to types and factors determining such types were determined. This survey was done in Tottori City from Sepetember to October, 1978. The results obtained were as follows : 1. Percentages of four types of the conjugal authority structure in 2-generation family (195 samples) are as follows; sycretic type 66.7%, wife-dominant type 13.8%, autonomic type 12.3%, and husband-dominant type 7.2%. 2. Percentages of seven types of the conjugal authority structure in 3-generation family (85 samples) are as follows; sycretic type 34.1%, young and old-sycretic type 23.5%, wife-dominant type 16.5%, autonomic type 10.6%, husband-dominant type, young and old-autonomic type 7.1% and grandparent-dominant type 0.9%. 3. Factors determining a type of authority structure is considered as follows : years of marriage, wife's employment and degree of financial participation in the family.

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The authority and its influence upon the personality of chidren in 195 nuclear families of Tottori city was surveyed through a questionnaire. The results obtained are as follows; 1. Some amplitude in a limited region is recognized in the diagram. (See Figs. 1-4) 2. In husband-dominant families, the children are relaxed, productive, and adjustable to school. 3. In the syncratic type families, the children are generally preferable. 4. In mutually independent and wife-dominant families, the children are mentally stable.

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The authority and its influence upon the personality of children in 85 of three-generation families in Tottori city was surveyed through the same method as in the second report. The results obtained are as follows : 1. The direction and distance on the scales in the diagrams (Figs. 1-7) suggests the presence of various unpreferable characters, such as nervousness and aggressive tendency. 2. Dependency is most distinct under any authority. 3. Grandparent-dominant type of authority is most undesirable for character formation of children.

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The aim and method of this third survey was the same as Report 2. Following results were obtained. 1) Girls' concept of menu consisted of the low-ranking concepts, such as : nutrition, preference, economy, efficiency and cooking. 2) The more girls had to do with the following four acts, decide menu by oneself, buy foods by oneself, have a talk with family about the menu, be interested in the information on the menu, the more their concept of menu developed. 3) More than half of the girls answered that a good nutrition meant the balance of nutrition elements. But this answer was not influenced by the above four acts. 4) The girls' knowledge of nutrition elements in food was not influenced by the four acts either. 5) Between those who answered balance for nutrition and those who did not, a relationship of having knowledge was not found. The above results were the same as Report 2.

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Prior to charting a course for Consumer-Homemaking Education in Japan, the authors felt the need to understand its development in the United States. Therefore, four Federal legislation for vocational home economics (The Vocational Education Acts) were analyzed. Vocational home economics was included as part of the Smith-Hughes Act of 1917 and has continued to be supported under Federal legislation thus far. The 1963 Act reflected the needs of the times, and has expanded to fulfil two purposes : one to focus on preparation for homemaking, and the second to focus on training for home economics related occupations. The 1968 Act made available funds to offer programs in Consumer-Homemaking Education. A coalition of three professional organizations (The American Home Economics Association, The American Vocational Association, and the Home Economics Education Association) established in 1977, has increased communication and strengthened focus on Consumer-Homemaking Education today.

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On the value of the acid and alkaline foods, research made by Nishizaki et al. (1915), Nishida et al. (1964-1977) and Tsutsumi et al. (1976) were available. A comparative analyses were made of their findings and commented as follows : 1) The tables of the figures obtained by analyses differ sharply from one another. On the problem as to whether a food belongs to the acid value or not, opinions differ widely from one another even though they analyzed the same food. 2) Neutralization of the blood, which shows an acid reaction, cannot be attained by food intake. And from the discrepancies shown among the research results, estimation by grouping of either acid or alkaline foods seem sufficient.

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On the question of how the acid and aklaline foods is taught at junior and senior high schools, 263 teachers of homemaking education answered. The findings are as follows : 1) Regarding the acid and alkaline foods, 96 percent junior and 100 percent senior high school teachers replied that they included it in their teaching. 2) Between 70 and 80 percent of the teachers tended to teach that the numeral value of the potential of hydrogen(pH) balance of blood depended on what kind of food we eat. 3) Concerning the foods, both acid and alkaline, food composition tables which show the ingredients of food were mostly based on the numeral values made by Nishizaki et al. It is proposed that food composition tables should be made by adopting more of other available research materials.

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Ready-made pajamas, of which 11 for summer and 15 for winter use, were examined. 1) The style of trousers differed much. 2) The approximate rate of cloth shrinkage was 8% in width and 6% in length in the case of the summer pajamas. Concerning the winter pajamas, the rate of shrinkage was 7% in width and 12% in length. The 100% cotton ones shrank more than those of mixed fabric. 3) After washing, each fabric showed a higher speed and rate of water absorption. However, two kinds of seersucker cloth and the fabric with 50% polyester blended were slightly inferior in water absorption. 4) Almost all of the winter pajamas and about 60% of the summer ones showed deterioration in texture and colour. Impairment was slight, though one of the pajamas resulted in an open seam at the hem. Ornaments and shirring were apt to be impaired. The foregoing results are important for establishing both proper standards for choosing ready-made pajamas and stimulating the pupils to make good pajamas.

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The reasons for selecting from 26 ready-made pajamas were asked of the junior high school girls before they went into the study of pajamas. The first, second and third reports are here summarized : 1) Main points of selection are appearance, comfortableness and utility, but the order of these items differs between summer and winter. In summer, comfortableness comes first, followed by appearance, but in winter this order is reversed. 2) In both seasons, appearance comes first of all these three items. 3) Of the details in selection, design, easiness and comfortableness in wearing are matters of great concern. The pullover type is preferred to the front-opened or collared type. 4) There are some differences to be considered such as cloth material and pattern between the actual conditions and the guidelines shown in the Course of Study. The appreciation of the aim of the guidelines is, however, necessary for teaching. 5) It is highly necessary to stimulate students to make good pajamas and correct their marked preference for appearance.

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To find out the most appropriate armhole for students of junior high school in sewing smock, the following three experiments were conducted on 64 girl students attending three different classes in the first year of the junior high school affiliated to the Faculty of Education in Okayama University. (1) Cap height 2cm Sew the underarm seam line of sleeves and the side seam line of body in continuation. (2) Cap height 2cm Sew the underarm seam line of sleeves and the side seam line separately from the intersection of the two seam lines. (3) Cap height 9cm Sew the underarm seam line of sleeves and the side seam line in continuation. We come to conclude that (1) is the best armhole among the three. However, diagonal wrinkles radiated from the intersection of the underarm seam line and the side seam line. Therefore, we need further experiments to find out the right armhole by adjusting the cap height.

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