これまで推定の域にとどまっでいた琵琶湖上の気候特性を解明する目的で,湖上の島(沖の白石)と湖上に・設置されたボーリング塔を利用して,長期にわたる気象観測を実施した.得られた1年分 (1982年7月～1983年7月)の資料のなかから,気温・湿度・風をとりあげて,それらの日変化・年変化の様相を解析し,また湖岸との比較も行なった.その結果,(1)湖陸の気温差は冬季の夜間と春季の昼間に大きい, (2) 湖陸の湿度差嫉春季に大きい, (3) 湖上は陸上よりも風速が大,とくに夜間の風速差が顕著である, (4) 琵琶湖の湖陸風は北西岸・北東岸・南東岸の三つの系統からなる,しかしタ刻になると湖風とは異なる風系が発達する, (5) 強風の場合.沖の白石では地峡に沿う風(東西成分)が,ボーリング塔では山地に沿う風(南北成分)が卓越する,などの知見を得た.

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ブイ式の気象ステーションを設計・製作し,琵琶湖北湖南部の北小松沖に設置した。観測した項目は,風向・風速・気温と水温か湿度である。データはMCA無線で研究室まで伝送される。観測期間は1998年から2001年の4年間であるが,漁船の当て逃げや,基地局への落雷,太陽電池の能力不足によって,かなりの欠測がある。
全観測期間の平均風速は3.0m s^-1であり,同期間の彦根気象台の平均風速(2.7m s^-1)の1.1倍である。
月平均風速は1月～3月が大きく,6月が一番小さい。彦根と同じく北西と南東の風が卓越する場合が多いが,南～南南東が卓越することもある。
湖上の気温の年較差は33.3℃であり,彦根の同期間の年較差41.3℃より小さい。また,日較差の年平均値は4.9℃であり,湖外の値よりかなり小さく,湖による気温変化に対する緩和作用を示している。
2001年の相対湿度の年平均値は75%であり,彦根の71%より少し大きくなっている。簡単なセンサーで比較的精度良く測定できたと考えられる。

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The play competence of young children may be fostered and developed under the mutual influences of the following major factors: the child's personal attributes, parent's attributes, physical and social environments for child's play, and human relationships such as parents' rearing attitudes and peer relations. The data on these facts were obtained through the questionnaire survey for the parents. And play competences of 2, 437 preschool children (3-6 years old) enrolled in 10 kindegartens and 9 day-care nurseries were measured by their mothers and classroom teachers who used the Play Competence evaluation scale.
HAYASI Quantification Scaling Type I was used to clarify the relationships between the play competence and these factors. The analysis disclosed that most dominant factors which foster and develop the play competence of young children were child's age, mother's attitude toward play materials, playing together with neighberhood children, and selection of playfellow.
The second aim of this article is to investigate the structure of most doiminant factor which foster the play competence. Path analysis is used for examining the causal relationships among variout variables. The four factors such as parents' living style, period of experience in preschool, play with neighberhood children, and in-door-outdoor play turned out to be more potent in fostering the play competence than any other variables.

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The present study was performed to clarify the reasons for the reduction in the amount of time spent by the current generation of elementary school children playing outside or participating in sports, based on opinions from both the children themselves and their guardians and teachers, data that could be used to establish methods of promoting outdoor activities or sports. This survey was conducted using a questionnaire that targeted 3,752 elementary school students in Kanagawa prefecture (broken down into 999 4th grade boys, 891 4th grade girls, 933 6th grade boys and 929 6th grade girls), 5,017 of the guardians of these students (685 males and 4,332 females), and 1,202 education-related personnel (423 males and 779 females). In order to process the results, we categorized the figures into 3 groups of children, adult generation 1 (20 to 30 years of age), and adult generation 2 (40 to 50 years of age), and analyzed them on the basis of Hayashi's quantification theory. In examining the characteristics of play and activities, we found that children played less frequently outside in locations such as open spaces and empty land lots, and that they tended to play alone more often when compared with recollections by adult generations 1 and 2. Furthermore, we found that playing outside or engaging in sports was not passed on to children as types of activity that could be enjoyed in groups. We also observed that the types of play activities children adopted are greatly affected by the media. Regarding the relationship between play activity environments and the variety of outdoor play and sports, we found that regardless of generation classification the experience of playing in natural settings such as mountains, the sea, rivers or similar locations served as a large factor in providing variety for recreational activities, and that participation in sports clubs and the involvement of adults were also major factors in promoting such activities. Based on these findings, we suggest that establishing and maintaining locations where children can play with a sense of freedom, and the involvement of adults in passing on play activities and introducing play-related ideas, are essential for the promotion of outdoor play activities and sports for children.

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The first purpose of the present study is to observe and analyze the retarded children's interaction behavior with normal peers and nurses.The next purpose is to inquire the way how to work upon the retarded children to develop their personal interaction.The peculiarities of this study are as follows:(1)The data are got from their usual daily life situation in nursery school not from the unusual place such as an experimental room.(2)It adopts the episode sampling not the time sampling to analyze the children's behavior including the context.(3)The standard of analyses is originally made based on the retarded children's own behavior.And I try to inquire the proper way to work upon them.I reported one case of the boy that is on the borderline.As his historical age is 4 years and 1 month, his developmental level is 3 years and 6 months.He has inarticulation and slight weakness on physical exercise.The Sociometric Test shows that he is an isolated child.But it also points out he is admitted as an equal member among his class.The peculiarities of his personal interaction are as follows:(1)The interactions with peers are 61.3%, with nurses are 31.5%.The length of interactions with peers is shorter than with nurses.(2)He uses his body much more than the language to interact with persons.(3)He approaches to peers and nurses but hardly develop the interactions.(4)The interactions using language are more with nurses than with peers, because nurses understand even his inarticulate words much more than peers.(5)His positive interactions are influenced by the surrounding interactions of the other peers or peers and nurses.Based on the above data I try to inquire the way how to work upon him.1.Nurses try to bring him among peers as much as possible.2.Sometimes he needs nurses' help to play equally with peers.3.Nurses need to amend his inarticulate pronunciation.By the present study, the difficulties of the retarded child's interaction are made clear.And I can recognize his troubles concretely.

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