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This paper aims to critically examine the recent political discourse on “relearning” or recurrent education by analyzing the relearning minds of various types of workers. The contemporary usage of “relearning” in Japanese educational policy misses the original implications of compensation on the underprivileged as advocated by the Organisation for Economic Co-operation and Development (OECD) in 1973, for the discourse exclusively focuses on the minds of highly educated workers in big companies. By surveying workers in small- and medium-sized enterprises in provincial cities, we have shown that the relearning minds of people differ in terms of age, gender, educational background, and occupational position. We arrived at an understanding that, while the workers aged 30-40 years tend to be generally willing to relearn, those aged 50-60 years show a positive attitude only toward recreational relearning. The motivation for relearning is higher among the workers in managerial, professional, technical, and clerical sections than among those in the production section. Further, the motivation is higher in full-time workers than part-time or temporary workers; it is higher in workers with college or graduate education than those with high school level education. Highly educated workers have shown more ambition to relearn in general. Their aspiration is not limited to learning only to acquire credentials or licenses. The motivation for relearning may be a sort of “habitus,” which is obtainable via one’s learning experiences. Contrary to the original implication of relearning, the advocation of relearning might widen the gap among people, for their educational background would have an impact on their relearning mind.

It has been a long time since public library services shifted from “loan” type of service, mostly lending books and materials, to an “in-house experience” service that encourages browsing, studying, and participation in library-held events. The purpose of this study is to examine the various services provided by public libraries and discern the extent to which they are well-known among their users. This study describes the actual image of libraries from the users’ perspective. The following findings can be stated: First, by gender, women are more likely to be aware of the changed services. Second, by age group, awareness of services is higher among those in their 30s and 40s, and lower among those in their 70s and above. Lastly, the percentage stating they “did not know” any of services, is particularly high among the elderly., 本論文は2018～2021年度科学研究費補助金（基盤研究（C），課題名：「『都市』と『地方』における公共図書館の資源格差とその推移に関する研究」，研究代表者：長谷川哲也）を受けておこなった研究成果の一部である。

This paper examines the types of new teachers Japan and Italy are attempting to train using quantitative investigation data from students who would like to become kindergarten, primary or secondary school teachers and have practical teaching experience. From this comparative survey, some important finding have been drawn. In Japan, the experience of practical teaching is linked to the development of the abilities and attitudes required of a teacher. This appears to contribute to the reproduction of the ethos of teachers built from the views and abilities that an existing workplace possesses. On the other hand, in Italy, the links between the practical training experience of teachers and the abilities and attitudes they have developed are not as clear as they are in Japan.However, the Italian efforts identified so far suggest that the country is trying to restructure the current culture of teachers from outside the context of universities in a global society. It can be assumed that, together with practical skills, Italy is attempting to foster academic abilities and attitudes and to promote reflective thought and action, which lie at the heart of a framework of key competencies., 本論文の目的は、日本とイタリアの教職志望学生を対象とした質問紙調査データを用い、教育実習に関する彼らの経験と意識を国際比較することを通して、どのような教師を養成しようとしているのかを考察することである。比較調査研究から、次の重要な点が明らかになった。日本では、教育実習の経験が教師として必要な力量と態度の形成に結びついており、既存の現場が有している価値観や力量といった教師文化の再生産に貢献しているようである。その一方で、新たな教育実習プログラム改革を行っているイタリアの場合、改革が開始され初めての修了生がでた第一段階では、教育実習の経験と教師の力量・態度の形成の関連は日本ほど明確ではなかった。教育実習に熱心に取り組むことが力量と態度の形成と必ずしも直線的に結びついておらず、模擬的な体験や子どもとの関わりの影響は限定的であった。だが、これまで確認してきたイタリアの取り組みからは、グローバル社会のなかで大学という学校現場の外から現在の教師文化の再構造化を行おうとする姿がよみとれる。つまり、学校現場や実践を相対化することに力点が置かれるようになっている。実践的指導力とともに、アカデミックな力や態度であり、キー・コンピテンシーの枠組みの中心にある、思慮深い思考や態度を育成しようとしていると推察される。

Topochemical reactions between CaCrO3 and polyvinylidene difluoride yield the new fluorinated phase CaCrO2.5F0.5, which was characterized by powder synchrotron X-ray diffraction, X-ray photoemission spectroscopy, and magnetic susceptibility measurements. The reaction proceeds via reduced oxide intermediates, CaCrO2.67 and CaCrO2.5, in which CrO6 octahedral and CrO4 tetrahedral layers are stacked in a different manner along the c axis of CaCrO3. These two intermediate phases can be selectively synthesized by the carbothermal reduction with g-C3N4. Both CaCrO3 and CaCrO2.5F0.5 adopt the same orthorhombic space group, Pbnm; however, the fluorinated phase has decreased Cr-O-Cr bond angles as compared to the parent compound in both the ab plane and along the c-direction, which indicates an increased orthorhombic distortion due to the fluorination. While the oxygen vacancies are ordered in both intermediate phases, CaCrO2.67 and CaCrO2.5, a site preference for fluorine in the oxyfluoride phase cannot be confirmed. CaCrO3 and CaCrO2.5F0.5 undergo antiferromagnetic phase transitions involving spin canting, where the fluorination causes the transition temperature to increase from 90 K to 110 K, as a result of the competition between the increased octahedral tilting and the enhancement of superexchange interactions involving Cr3+ ions in the CaCrO2.5F0.5 structure.