This paper analyzes the causes of the political crisis in Czechoslovakia in 1968 with focusing on economic reforms in the “Soviet Union and Eastern Europe” and German political diplomacy in the 1960s. The political crisis that occurred in 1968 was the result of long-term economic reforms in the “Soviet Union and Eastern Europe” that lasted for about 10 years. Economic reforms were faced with persistent oppositions and had led to unstable development. The controversial disputes with national interests were heated in the case of the structural reforms of the Council of Mutual Economic Assistance (COMECON), and oppositions led by conservatives were repeated during domestic economic reforms in the “Soviet Union and Eastern Europe.” As a result, the momentum for the political reform aroused in Czechoslovakia which led to the “Prague Spring.” However, West German diplomacy that attempted to approach Czechoslovakia influenced for the “Prague Spring,” and democratic movement in Czechoslovakia was radicalized. East German political leader, Walter Ulbricht, sympathized about the economic reform in Czechoslovakia at first. However, he worried gradually about the scenario that Czechoslovakia and West Germany approached each other. After that, he decided to support military intervention. The military intervention by the Warsaw Pact Forces ended the “Prague Spring.” With the end of the “Prague Spring,” the system based on “control” was strengthened in the “Soviet Union and Eastern Europe.” Military intervention against the “Prague Spring” became one of the turning points in the history of the Cold War.

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The structural factors behind turnover in superintendents of education fall into four categories:“school district characteristics,” “school board characteristics,” “superintendent qualities,” and“superintendent job performance ability.” The combination of factors in each of these categories (for instance, stress, conflict, prestige, compensation, talent, children’s test results, etc.) have led superintendents themselves to decide to separate from the position, or resulted in separation by a school board’s decision not to renew the contract. Incumbent superintendents of education, especially newly appointed superintendents, have been given opportunities for professional development in an effort to secure the superintendent’s career, strengthen their leadership ability, promote their role in the community, and effect improvements in the district. Normally, in conjunction with the system of licensing renewal and advancement for superintendents of education, university credits and state/district-organized workshops are coordinated with these. In Kentucky, the systematic structuring of the induction program has been praised as a groundbreaking experiment. Another distinctive feature is that newly appointed superintendents perform self-evaluations based on the state’s own seven criteria of effectiveness focused on leadership, for which provide evidence of their own performance.

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This research note is a practical study of the teachers’ experiences of the essay bulletin board ”Sakubun.org” on the Internet. Teachers from several countries collaborate to get students to participate in this bulletin board through their university classes. Students, who are required to write in Japanese, anonymously upload their essays written under the guidance of teachers in each class to the bulletin board and write comments to each other. Previous studies have shown that this bulletin board motivates students to write in Japanese. The bulletin board is also known to function as a place for students to experience psychological interaction. In addition, this study found that teachers use the bulletin board as a place for displaying raw Japanese text materials. They focus on the linguistic and cultural aspects of the content and the writing style of the text. Moreover, they show students the variety of Japanese usage and introduce typical examples of good writing style. The face-to-face relationships between students and teachers in the classroom guarantee the diversity and authenticity of the students on the Internet bulletin board.

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The course of study in the living environment studies requires a smooth connection between early childhood education and education after the middle grades of elementary school. In early childhood, it is important to give comprehensive guidance with an eye on what he wants him to grow up by the end of early childhood, and he points out that thinking ability is born from independent experiences centered on play. Living environment studies, it is required to develop thinking and recognition based on activities and experiences based on the qualities and abilities cultivated in early childhood education. It has been pointed out that guidance from early childhood education to living environment studies and even learning that leads to science in the middle grades is pointed out, and the content of learning related to plant cultivation and growth will be examined for connection to each subject after the middle grades, especially science. I think it is necessary. It is clearly stated that it will lead to problem-solving learning while observing and noticing it, but it is thought that it will be a smooth connection to middle grade science by suppressing the content related to knowledge and understanding.

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In this paper, we focus on elements for system of information security and try to build a structure model to visualize interrelations among elements under consideration, based on some special qualities and systems of information security. To do this, we reconsider information security from three viewpoints such as information, security and culture, and then extract five elements (hereinafter, referred to as “CIARA”) as core elements for system of information security, by emulating “RASIS” for information system. As a result, a well-balanced structure model and some interactive cycles for CIARA were obtained by using relations of 3x3 magic square and Platonic solids. In addition, it was suggested from our observations that the structure model for CIARA is rational.

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A teaching-license renewal course was conducted in primary and secondary career education in Japan, and the results were evaluated. The course was designed to promote understanding of crucial career education concepts and develop participants’ awareness and attitudes regarding career development. The course consisted of lectures on crucial career education concepts and related psychological issues and reflections on participants’ career. An evaluation sheet that included a Likert-scale assessing the degrees of understanding and usefulness indicated positive results. Free descriptions of the course included positive and negative comments, which suggested the effectiveness of the course and the need for improvements.

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This paper deals with the survey on information security awareness and computer literacy, namely information literacy concerning undergraduate students of university in Japan. The results of the computer literacy survey were generally consistent with previous results. In addition, the differences in information security awareness were generally confirmed by personal attributes and personal computer proficiency, namely information literacy. Furthermore, it was suggested from this survey that students with low proficiency in personal computers are required to be motivated to raise information security awareness and to provide information education to improve computer literacy or information literacy.

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