Open counter system of the tickets issuing for the new high-speed rail-way service, the new Tokaido line, was studied to promote the efficient and comfortable issuing. The appropriate seat height, seat back sufficient space for feet and legs were arranged so as to emable the comfortable posture. The control panel to have access to the electronic computer was set at the left, the ticket printer at the right of the clerk within adequate reach and with proper height. The printer areas may be used for handing over of the ticket to another clerk in case of two-men issuing. The tecket-box for subsidiary use was set accordingly at the back of the clerk. The new design was actually adopted at the Tokyo station and gained popular favour. The hourly issue speed reached over 60 per clerk.

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The author aims to analyse the knowledge and interest regarding transport during childhood through the questionnaire, which objected primary school pupils from the third to the sixth grade (8-12 years old) in Tokyo. The following results are obtained.
1) Pupils usually begin their experience to use transport facilities (trains or buses) by themselves during the third to the fifth grade. Their “long” journeys begin by going to swimming pool, and gradually expand their destination to go shopping or museum, where satisfy their intellectual curiosity.
2) Pupils expand their knowledge of Tokyo and its surroundings through their journeys. The third grade pupils have knowledge about Kanto district and its adjacent areas. The geographical knowledge grows rapidly from the third to the sixth grade, and spread to all over Japan except Southern Kinki, San-in, and Shikoku districts. Some pupils accumulate their knowledge of transport facilities during this period.
3) Pupils are most interested in aeroplanes in all the transport facilities, but some shows their curiosity to railways. Generally-speaking, they have much impression outside of school, such as museums or journey to seaside-school. On the contrary, they easily forget what they have studied on school textbooks.

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Wikipedia を is-a 関係からなる大規模な汎用オントロジーへ再構成した．Wikipedia の記事にはカテゴリが付与され，そのカテゴリは他のカテゴリとリンクして階層構造を作っている．Wikipedia のカテゴリと記事を is-a 関係のオントロジーとして利用するためには以下の課題がある．(1) Wikipedia の上位階層は抽象的なカテゴリで構成されており，これをそのまま利用してオントロジーを構成することは適切でない．(2) Wikipedia のカテゴリ間，及びカテゴリと記事間のリンクの意味関係は厳密に定義されていないため，is-a 関係でないリンク関係が多く存在する．これに対して我々は (1) を解決するため，上位のカテゴリ階層を新しく定義し，Wikipedia の上位階層を削除して置き換えた．さらに (2) を解決するため，Wikipedia のカテゴリ間，及びカテゴリ記事間の not-is-a 関係のリンクを 3 つの手法により自動で判定し切り離すことで，Wikipedia のカテゴリと記事の階層を is-a 関係のオントロジーとなるように整形した．本論文では not-is-a 関係を判定するための 3 つの手法を適用した．これにより，“人”，“組織”，“施設”，“地名”，“地形”，“具体物”，“創作物”，“動植物”，“イベント”の 9 種類の意味属性を最上位カテゴリとした，1 つに統一された is-a 関係のオントロジーを構築した．実験の結果，is-a 関係の精度は，カテゴリ間で適合率 95.3%， 再現率 96.6%，カテゴリ‐記事間で適合率 96.2%，再現率 95.6%と高精度であった．提案手法により，全カテゴリの 84.5%（約 34,000 件），全記事の 88.6%（約 422,000 件）をオントロジー化できた．

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