The sports policy in Japan has been changing rapidly since the beginning of the 21st century. Especially after establishing the Japan Sports Agency in 2015, the relationship between industries and sports has changed. The Japan Sports Agency (JSA) set up the ‘Meeting for the Future Development of Sport’ with several experts and sports-related persons. In this meeting, there were discussions about revitalization of regional communities and the economy through sport. The JSA set economic development goals for the sports industry. Sports policies and industries will have closer relationships in the near future. This study tries to describe the historical relationship between sport-related policies and industries, triggered by the professional baseball league business reopening just after World War II ended. Economic development, technological innovations and socio-cultural changes affected policies for sports and industries in Japan. The final section of this study discusses future issues, such as globalization, digitalization, industrialization and sport integrity, and sports-related policies for industries.

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情報関係者が書く情報論文は，かなり専門的ではあるが，範囲としては狭いことが多い。しかし，情報の問題はマクロとミクロが絡んでいる幅広いものと考える。我々情報関係者は，企業内でスペシャリストかジェネラリストになるべきか迷っている。日本の将来は，情転を上手に使って，技術によって自らの生活を支え，かつ世界の人々にも貢献しなければならない。自らを訓練し’世界の複雑性を理解して，驕ることなく正しい判断の下せる多くの人材を作ることが，これからの日本の唯一の資源ではなかろうか。

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ストックホルム国連人間環境会議を初めとする環境に関する国際会議では、宣言型の文書がそれぞれ採択されている。この中で、地球憲章は持続可能な開発と地球環境の保護を目指し1992年のブラジル・リオデジャネイロで開催された地球サミットで初めて採択が試みられたが、NGOのみの採択にとどまった。各国政府は代わりにリオデジャネイロ宣言をまとめた。その後リオ+10にあたる2002年のヨハネスブルグ・サミットに向けて新たな地球憲章運動が取り組まれた。本論文では国連レベルでの承認を目指している地球憲章が、承認に向けてこれまでどのように取り組まれてきたかを最初に述べる。次にこうした地球憲章に盛り込まれた理念が、今日までの、環境に関する諸国際会議の宣言文に段階的に採用されてきた理念的発展を明らかにした。次にヨハネスブルグ・サミットの「政治宣言」をめぐり「地球憲章」が承認寸前だったことなどさまざまに取り組まれたことを明らかにした。そして、さらなる憲章の理念を具体化させるため、国連での採択や「持続可能な開発のための教育の10年」計画の実現にむけた取組み、市民への啓発と各地でパートナーシップ・イニシアティブの取り組みの推進が望まれることを述べた。

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Global issues such as rich-poor gaps, environmental destruction, governance issues including human rights, democracy, and decentralization, and violent conflicts have become central concerns of the world community in recent decades. The global public goods approach has become the major analytical attempt to deal with these issues since toward the end of the 1990s and the Earth Charter is a new contribution to normative attempts to meet these challenges. The objective of the article is to test, in an analytical manner, if the kyosei approach adds values to the global public goods and the Earth Charter movement. The conclusion suggests, in a tentative manner, that the kyosei approach appears to enrich the global public goods and the Earth Charter movement in a number of ways.

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　現代日本社会の特徴の一つを、「集団主義－個人主義」をめぐる3つのトレンドによって考察する。ただし、本稿で用いる「集団主義」、「個人主義」の概念は、従来、社会心理学で用いられてきた同名の概念とは、基本的に性格を異にする。すなわち、本稿では、規範を身体の溶け合いから擬制される「第三の身体」の声であると捉える大澤（1990）の規範理論に依拠し、第三の身体が具象的身体とオーバーラップする段階を集団主義、そのオーバーラップを減じ、第三の身体が不可視の抽象的身体となった段階を個人主義と定義する。
　欧米では、「集団主義（前近代）→個人主義（近代）→身体の溶け合いへの回帰（ポスト近代）」という歴史的経路を辿ったのに対し、現代日本社会には、①集団主義からマイルドな個人主義へと向かうトレンド、②マイルドな個人主義から本格的な個人主義へと向かうトレンド、③マイルドな個人主義から溶け合う身体へと回帰するトレンドの3つが共存していることを、具体的な社会現象の例をあげつつ指摘した。20年程度の近未来を見通すとき、③のトレンドが急速に主流になるであろうことを予想するとともに、このトレンドを②のトレンドと見誤ってはならないこと（平易に言えば、集団主義の減退を個人主義化と見誤ってはならないこと）を強調した。

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In the 1990s, Japanese higher education underwent the largest structural changes since the 1940s, when it was forced to carry out drastic reform under the American occupation. In spite of the post-war reforms modeled after the US, Japanese higher education maintained its traditionally rigid, uniform, and hierarchical structure for more than half a century. In the beginning of the 1970s, there was a major rise in the movement to reform higher education, with the aim to shake and change its long established structure. However, because of the strong resistance from universities and professors, the Ministry of Education failed to carry out its reform plan.
At the end of 1980s, there was another big surge in the movement reform Japanese higher education. And this time, the universities and professors criticized as conservative for a long time, started positively to tackle the difficult tasks.
Behind these changing attitudes, we can point to several important factors compelling reform. First, there were three international “megatrends” : i.e.(1) massification, (2) marketization, and (3) globalization. Secondly, there were three national factors:(1) demographic, (2) economic, (3) policy-related factors.
Under the pressure of these forces and quickened by the policies of the Education Ministry based on reports of the University Council, reforms and changes were carried out, ranging from the structure of the total system to the inside of the individual universities. Reforms at the institutional level started from undergraduate education, and various “tools” developed by American universities to improve education for massified students were introduced.
Nearing the end of the 1990s, the universities began to be asked to drastically change their organizational structure, including the traditional chair-faculty system. This system, modeled after the German university, had long been considered the stronghold of academic freedom and autonomy by Japanese professors. The structural changes in Japanese higher education will reach their final phase when the universities succeed in obtaining professors' approval to replace the long established chairfaculty system with the American department-college system, and in creating new independent administration systems.

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『読書世論調査』によれば，2005年ごろまでは若者は読書離れしていなかった．しかし，知識人，出版業界人，ジャーナリズムのアクター3者のバイアスが相互作用してつくられた「若者の読書離れ」という認識は，オーディエンスが“ここちよい”ものとして受容することで1980年代までには“常識”となった．本稿では当時の社会的な背景をふまえたうえで，なぜ「若者の読書離れ」という常識が構成されそして受容されたのかを論じる．

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It is the object of this article to analyze the changing points of view with which the geography of Japan has been described in the United States since World War II, using world geography textbooks for American high school students as a data source. The research shows that while some points of view have not changed during the time, a number of viewpoints have changed.
1. Unchanging views
Japan has been considered a country with a high population density, which is regarded by some as a problem and by others as a resource. Many textbooks emphasize that Japan began to modernize after the arrival of Commodore Perry, and that thus the United States contributed to her modernization.
2. Changing points of view Many textbooks call Japan “the Britain of the East” because of the similarity between the natural environments of the two countries. But this point of view prevailed mainly before andd during World War II. Right after the war, textbooks began to point out that Japanese society had been very feudalistic before the war. This point of view may have reflected the American occupation policy of that time, through which the United States wanted Japan to turn away from the past and make a new start as a democratic country.
Japan's rapid economic growth with American assistance was stressed in the textbooks published in the 1960s. Many of them also explained that Japanese lives were becoming westernized and that traditional life styles were changing in response to the economic growth.
The authors of textbooks in the 1970s considered Japan an example of a country which had developed from a non-industrial society into an industrial society: In the 1980s, however, because of Japan's economic strength, she is described as a rival menacing the United States' position. Some authors are willing to study the factors involved in Japan's success; others emphasized the United States' unfavorable balance of trade with Japan.
In conclusion, the times and the relationships between countries appear to be reflected in the points of view from which regional geography is described.

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