The place-name is essential to geographic studies. We geographic educators, however, are sometimes confused about teaching how foreign place-names should be called and transcribed, because it is not easy to call and transcribe them with a standard. In Japan some authorities tried to solve this problem after a modern school system had been established in the Meiji era. For instance, the Ministry of Education showed the standard of foreign place-names in the official gazette in 1902. After that The Shigaku-kai, NHK (Japan Broadcasting Corporation) and Japan Textbook Research Center showed each guideline for foreign place-names, respectively. Moreover, several geographers and geographic educators contributed several articles of this issue to magazines. In this paper the author examine how the names of foreign countries have been called in 40 Japanese school atlases since the Meiji Era, and investigate the consequence from the viewpoint of international understanding.
The author used school atlases for elementary level as to the prewar period, junior high school postwar period, respectively, because they are considered to be important in Japanese national education. After examining the names of foreign countries according to the date, the author could type the consequence of calling and transcribing them as follows.
1) countries which have been called and transcribed in a language different from both English and theirs......India, Greece, The Netherlands etc.
2) countries which have been called and transcribed in English (excluding English countries)......Argentina, Austria, Egypt, Finland Hungary, Norway, Poland, Sweden etc.
3) countries which have been called and transcribed temporarily in their own language, but mainly in English......Spain etc.
4) countries which have been called and transcribed at first in English then in their own language......Germany, Italy etc.
5) countries which have been called and transcribed in their language......English countries, Portugal, Thailand, countries which got independence after the Second World War etc.
Calling and transcribing the names of foreign countries in English was very common in the early Meiji Era because they could get information from English literature. Some coutries began to be called and transcribed in their own language since the mid-Meiji Era, and the guidelines showed such a trend about some countries. However, all guidelines adopted a principle to call former names as far as they were in common use, therefore calling and transcribing in English remains common.
It is possible to teach cross-culture by using foreign place-names for international understanding. Particularly the name of a country, which is her symbol and reveals her history and culture, is very significant. Now that Japanese are considered to need more international understanding, the names of foreign countries should be called and transcribed in their own language. The change of calling and transcribing is very difficult though, because of its influence on the social area beyond the school.

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Nach der Wiedervereinigung Deutschlands sind deutliche regionale Disparitäten zwischen Ost- und Westdeutschland in den Vordergrund getreten, und die Migration zwischen den beiden Gebieten hat stark zugenommen. In diesem Artikel wird der regionale Aspekt der Zuwanderung von Ost nach West, insbesondere des Pendelwesens, diskutiert.
In Westdeutschland, besonders im ehemaligen Zonenrandgebiet, das durch eine schwache Wirtschaftsstruktur charakterisiert ist, hat zur Zeit der Grenzöffnung sehr viele Zuwanderer und Pendler aus Ostdeutschland aufgenommen. Doch war dies ein kurzfristiges Phänomen, denn neuerdings orientieren sich die Zuwanderer bis zu vom Grenzgebiet weiter entfernten Großstädten. Daraus ergibt sich, daß die vor der Wende typische Tendenz, d. h. die Entwicklung der urbanen Zonen einerseits und die Stagnation der Peripherräume andererseits, sich weiter fortsetzt und die regionalen Zentrum-Peripherie-Disparitäten werden immer deutlicher hervortreten.
Nach der enthusiastischen Zeit der Grenzöffnung und Wiedervereinigung erscheint die Enttäuschung und Unzufriedenheit umso größer. Für Westdeutsche sind die ökonomischen und materiellen Belastungen zugunsten des Wiederaufbaus Ostdeutschlands bedeutend, andererseits ist für Ostdeutsche der einseitige Verlauf der Vereinigung ohne Berücksichtigung der alten politischen, ökonomischen, sozialen sowie kulturellen Systeme Ostdeutschlands ebenso bedrückend. Es geht in diesem Aufsatz somit sowohl um die ökonomischen wie sozialen und psychologischen Wandel soll zwischen den beiden deutschen Gebieten, und ihr mittel- und langfristiger Disparitäten diskutiert werden.

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The main purpose of this paper is to make clear the spatial distribution of knowledge regarding Tokyo, Hokkaido and all the other prefectures for the study about Mental Maps of Japan. A survey made high school students in Nagano Prefecture answer each name of the prefectures pictured on white map was conducted. It provided with the percentage of “right”, “wrong”, and “no” answers according to the prefectures. Considering each distribution map of those data can be found spatial characteristics about the knowledge of them.
The results are summarized as follows:
1) The prefectures are located at the ends of the country, for example, Hokkaido, Okinawa prefecture, and so on are known very well. The knowledge of them are fixed or stable.
2) The prefectures near Nagano prefecture regarded as familiar places, for example, Niigata prefecture and Gunma prefecture are known very well. But all prefectures near that may not necessarily be known. By way of example Yamanasi prefecture and Gifu prefecture can be found.
3) Some prefectures are known well, for example, Tokyo and Osaka, are distributed separately.
4) The prefectures are located halfway between above-mentioned prefectures and Nagano prefecture are not known much. Spacial distribution of knowledge of them presents uncontinuous distribution in the form of mosaic.
5) The prefectures are dotted on the triangular-graph used three index, the percentage of “right”, “wrong”, and “no” answers are distributed continuously. And the author considers it means the development of knowledge about them.

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The purpose of this paper is to consider how we should teach geography at a college of technology, one of higher educational facilities. At the same time, the author consider what they should do in the geography teaching to young people at the age of twenty. For this study, the author put his teaching plan into practice, and later he examined questionnaires and opinions written by the students.
As a result, the following became clear. The most important thing, as the purpose of the geographical education in the upper school years at a college of technology, is to let them understand the present international society with a global view. Lectures of world regional geography the author gives normally with topics that are thought to be important to understand the present international society. The author tried to develop the students' general understanding of the problems which the present world faces and its status quo. Racial and ethnic problems are emphasized in his lectures within the general framework of political geography. At the end of his lectures, nations in the Pacific Region are treated by using the method of dynamic regional geography. When teaching, both lecture method and audiovisual method are employed, but normally he put more emphasis on the latter. For evaluation, examination in the form of a paper is best, but it is necessary how they should mark it objectively.

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