The incredible evolution of Artificial Intelligence (AI) has raised people’s concerns about AI education for the next generation. While nations have spent much effort trying to promote AI curricula for the K-12 level, there is still a lot of room for improvement in the teacher-supporting process. Throughout the attempt to smooth this situation with an application that assists middle/ high school teachers to organize their AI lesson plans, we recognized that the balance among different fields of AI knowledge deserves more attention. Besides technical competence, the social effects and ethical problems of AI should be introduced to young students. Therefore, this study proposes an instructional framework that supports middle/ high school teachers to explain AI ethical issues for their students from an ethnographic perspective, which is based on Seaver’s idea of “algorithm as culture.” There are three big lessons that we have learned from his work, which we would apply to our proposal, including a) Algorithms reflect producers’ culture; b) Mutual interaction between users and algorithms can affect how algorithms practice; and c) Due to technical secrecy, how users can access information is controlled by profit-oriented corporations.

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In today's education, how to keep and utilize a student's learning activity records is considered extremely important as a factor to improve learning comprehension. In recent years, new fields such as Learning Analytics have also developed to analyze learning activity records and provide learning support. This is true not only for campus-based universities but also for online universities. Many online universities use a Learning Management System (LMS) to conduct classes. In the way, the users can collect various kind of data to track the students' learning process. However, it is difficult to say that such important data are being fully utilized at online universities. Hereupon, this study aims to build a system to collect students' unconscious learning activity records and students' conscious learning activity records. By analyzing student learning data collected by the two types of methods, we eventually provide more appropriate learning support. In this paper, we propose an interactive reflection system based on the reflection paper method. This system enables the collection of data on each student before, during, and after his/ her remote class and is also designed to enable the collection and analysis of text-based learning data about the perceived level of understanding by his/ her own.

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The objectives of this research were to; 1) study the aircraft maintenance management system of the Police Aviation Division, 2) develop an operational manual for aircraft maintenance management according to international standards, and 3) study the attitudes towards the use of the aircraft maintenance management operations manual of the Police Aviation Division. The sequence of operation from the study of documents and aircraft maintenance management theory. Then, interviews were conducted to gather information and use the information to develop an aircraft maintenance management operation manual into 3 steps: aircraft maintenance planning and approval procedures, aircraft maintenance operation procedures, and procedures after aircraft maintenance work and report on air maintenance results. The results showed that the development of the aircraft maintenance management system of the Police Aviation Division has three steps, five main roles; 1) aircraft maintenance planning, 2) resource management, 3) aircraft maintenance quality control system, 4) tool management, and aircraft spare parts, and 5) aircraft maintenance supervisor's report. It takes a form of communication within the organization from the bottom up. In addition, aircraft technicians had a good attitude towards using the operating manual in the aircraft maintenance inspection of the Police Aviation Division at a high level.

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Context Value, which is independent from the physical aspects of the products or services, is essential for branding by companies. As a method to design and visualize Context Value, the utilization of Brand Story is attracting attention. In recent years, an increasing number of companies in Japan have introduced Brand Story, but the definition of Jo-cho, which these companies consider as an important keyword for building Brand Story, is yet unclear, and there are some problems to be solved in order to utilize it as a base of effective strategy. In this study, we redefine Jo-cho,taking a cue from the concept of Utagokoro, which is traditional Japanese cultural sensibility, and examine applicability of Jo-cho to develop Brand Story building support application for the companies that are not good at designing and visualizing Context Value.

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MARC (Machine-readable Cataloging) is the world's most widely used bibliographic information format, originating in the United States in the 1960s and becoming the first worldwide standard format for book cataloging at the end of the 20th century. Before MARC was born, libraries used collection cards to record and store bibliographic information. Librarians should fill in the bibliographic entries on paper card by hand, to create collection cards. The completed collection cards are arranged in a card case in the same order as reality books, likes a simple information system. However, since modern society had entered the late 20th century, the traditional classical methods of managing and providing information could no longer meet the rapidly increasing demand for information resources. In the 1960s, Henriette Avram, a computer scientist at the Library of Congress, developed the first machine-readable catalog, MARC. Instead of handwritten text, MARC fills in and stores bibliographic information in data format on CD-ROMs or other records. Through output terminals, it can provide bibliographic information in a form that meets the user's requirements and operating environment. The advent of computer processing in place of manual work, and greatly improved the efficiency and accuracy of processing bibliographic information. It enabled MARC to handle the explosive growth of information resources since the late 20th century. The cataloging format developed by Henriette Avram became the national standard of the U.S. in 1971 and was renamed to US MARC in 1985. In 1999, US MARC was unified with CAN MARC of Canada to MARC 21. After that, each country's MARC format had gradually migrated to MARC 21. MARC 21 format has become the de facto worldwide standard of cataloging format. The interchange of bibliographic information within a global scope became possible. The time has come for users to be able to use the resources of multiple libraries together without time and space limitations. With the birth of MARC, an international standard for catalog formats was established. The flow of bibliographic information has transcended national level and taken place on a global scale. As Marshall McLuhan predicted, national borders are no longer barriers or boundaries to human communication. In addition, the unification of cataloging formats has made cooperative cataloging became possible. Each library can utilize the public bibliographic base, and only need to create bibliographies that do not exist in the database. The created bibliographies are then included to the database and can be used by other libraries. This has greatly reduced cataloging workand made the production of information resources more efficient. Looking back on the birth of MACR, it is hard to separate it from the scientific, technological, and social innovations of the time. Even on the eve of the information age, it turned from a card case with entities to a database. It uses virtual space to solute information resources in a more flexible way. When considering the image of the next generation of virtual libraries, the information resource itself, the subject of the virtual library, is certainly important. But we also believe that new possibilities can be found in the library space as a container to collect, organize, interchange, and provide information sources.

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In recent years, a number of institutions, local governments, and companies around the world have been working to resolve issues related to the 17 goals to realize the Sustainable Development Goals (SDGs.) The SDGs aim to realize a society where “No one will be left behind” and the environment of the earth and society is maintained in the form not to damage the future generations’ needs. As in other sectors, the SDGs for ‘information’ are attracting people’s attention. It is expected that the spread of Information and Communication Technology (ICT) plays a vital role in the formation of the infrastructure for various industries and brings about technological innovations. Besides that, on a worldwide scale, people also take full advantage of Information Technology (IT) to build infrastructure and develop newer technologies to create sustainable industries. Hereupon, this paper defines “information environment,” and explains its significance today to achieve a sustainable information environment based on the goals of SDGs. These days, we use tools such as social networking services and mobile phones to form our culture in an environment with overwhelming abundance of IT. ‘SDGs Informatics’ is the informatics to realize a sustainable information environment. It is the study of designing theories and methods that form the basis for the sustainability of the information environment. The “information environment” defined in this study consists of three elements: ‘environment,’ ‘information tools,’ and ‘information culture”. A foundation is the ‘information infrastructure’ called ‘environment.’ On top of this infrastructure, there are ‘information tools,’ which are platforms for utilizing the ‘environment’ and they works as the method to access to the ‘environment.’ The combination of these two elements gives birth to ‘information culture.’ The ‘information culture’ is created simultaneously when people use ‘information tools’ to achieve certain objectives, and human actions and interactions are essentially involved in it. The above three-tiered elements are integrally referred to as “information environment” in this study. A specific example of an ‘environment’ is the ‘Internet’ as a mean of communication. The ‘Internet,’ as ‘environment’ is used to achieve the goal of ‘communicating with others,’ and information tools such as ‘mobile phones and smartphones’ are used as a mean of accessing to the Internet. Then, a culture of ‘digital communication’ such as ‘e-mail’ and ‘social networking services’ is invented to achieve the objective. By breaking down the “information environment” into ‘environment,’ ‘tools,’ and ‘culture,’ it becomes possible to visualize the elements that are currently ‘sustainable’ or ‘unsustainable.’ ‘The conditions surrounding information’ is becoming harder to continuously maintain due to rapid changes in devices and significant platform updates. A gap has emerged between ‘those who are able to respond to updates and those who belong to environments that allow them to do so’ and ‘the rest of the population.’ We focus on this issue and aim to realize a “sustainable information environment”. Achieving a sustainable information environment means that what is possible under the existing information environment can be continuously used in any changing environment or with any technology. Through this research, we propose to continuously use the surrounding environment, information tools, and information culture.

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