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In the Showa period(正和年間)-1312〜1317-, four huge and well-built stone pagodas were erected in the lower Kakogawa River area, -A thirteen-tiered stone tower in Fukuden-ji Temple (福田寺十三重石塔), a houto pagoda in Jyouraku-ji Temple(常楽寺宝塔), a Gorin-to Pagoda in Houon-ji Temple(報恩寺五輪塔)　and a kasatouba stupa in Hokke-san Ichijyou-ji Temple-. I demonstrated that　Monkan-bo-Syuon(文観房殊音) led the erection those stone pagodas and that the party that invested in the erection was the Daikaku-ji-to lineage(大覚寺統). Still the mystery remains　─　The mystery of whether the main investor　was the emperor emeritus Gouda(後宇多 上皇) or the crown prince Takaharu(皇太子尊治親王). Last November, I investigated “the Houon-ji Temple pilgrimage mandala”(報恩寺参詣曼荼羅）: Dates from the Muromachi Period. a Gorin-to Pagoda in Houon-ji Temple. I confirmed that the Gorin-to Pagoda in Houon-ji Temple is depictured in the mandala, and a sticky note stating " A stone pagoda built at the request of the emperor emeritus Gouda"(後宇多院殿御願石） was stuck near the Gorin-to Pagoda.　It turns out that the main investor of those stone pagodas was the emperor emeritus Gouda,

This study aims to examine the role of Shinbutsu Shugo in Tennosei existence by examining the relationship between Tennosei and Shinbutsu Shugo who have shared Japanese history and tradition. This study aims to clarify the historical significance of the role that guarantees Tennosei permanence. The role of Shinbutsu Shugo was classified into social, political and cultural perspectives, centered on the ancient and medieval periods where the transition of power subjects and the formation and development of Shinbutsu were made. The cyclical causal relationship was confirmed by the thought, ritual, and phenomenon of the time, and it was explained that their relationship was complementary and organic symbiosis. Shinbutsu Shugo's provision of the sanctification of Tenno, the helper who protects Tenno's power and authority, the public offering and prayer law to protect Tenno's comfort and the tranquility of the country is a unique uniqueness of Japan that is hard to find in any country in the world. It is thought that this will expand critical thinking about Tennosei's permanence, and it will be revealed that Tennosei and Shinbutsu Shugo are the total relationship and fate community that captures Japanese history and culture.

In this study, under the theme of the marine technician education and training system, we looked at the marine technician education in Korea, China, and Japan. In Korea, the government-designated educational institutions such as Korea Maritime and Ocean University, Pukyong National University, and Busan Maritime High School are organized and operated appropriate courses such as on-board training to educate marine technician. Japan's marine technician education and training institute includes fisheries high school, fisheries university, and maritime university. Representative institutions include Tokai University and Tokyo University of Marine Science and Technology. China's marine technician education and training institute includes universities, colleges. Representative institutions include Dalian Maritime University and Shanghai Maritime University. Through this study, it was confirmed that both Korea and Northeast Asian countries, China and Japan, are conducting the marine technician education in accordance with relevant international conventions and statutes, and that there are some differences in the detailed system. And since all three countries provide high school marine technician education, it is necessary to compare the characteristics and status of each of them.

In this study, we explored the relationship between organizational cohesion and organizational development, focusing on the village community. To this end, the concept and process of organizational development, the purpose of organizational development, the effect of organizational cohesion and organizational cohesion, the concept of village community and the performance of village community were explored. First, diagnosis of the organizational cohesion of the village community is necessary. Second, an organizational development process through Gilley's general six-step model is needed. Third, it should be accompanied by a specific action plan to raise the level of organizational cohesion so that organizational development can proceed successfully.

The purpose of this study is to analyze various demands in online classes of graduate students, and to establish teaching strategies accordingly. In this study, Witkine & Altschuld's three-stage model was used. three stages are as follows: First, satisfaction with on-line lessons was investigated. In the second stage, data was collected and analyzed through written inquiries and phone calls of graduate students currently taking classes as on-line lectures. In the third step, teaching strategies for utilization were presented. The teaching strategy based on the results of the demand analysis is as follows. First, in order to help learners continue their learning to the end, it is necessary to establish a unique online teaching strategy such as management of learners for active participation, use of various cases for tension and concentration, and transfer of practical knowledge. Second, in order to meet the demand for question/answer with professors and sharing opinions with fellow learners, communication strategies such as online chatting using SNS should be introduced in the course of class introduction and it is necessary to establish strategies for students to actively participate in class and promote immersion. Third, technical support for a smooth distance lecture will be required for instructors.

The high school credit system is a system that allows students to choose their own subjects and allows them to complete their courses, thus allowing them to graduate with cumulative credits. To settle the Korean-style high school credit system, our country is implementing various policies. In that way, it will be embodied in research schools, designation and operation of leading schools, operation of roadmaps for the promotion of high school credit system, promotion of various support projects, and policy forums for high school credit system. The Ministry of Education said in a press release that it will establish a "Korean-style high school credit system" based on advanced cases in major foreign countries such as the United States, Finland and Singapore. If discussions and deliberation in various and wide areas are conducted at the central-Education-Unit School level through forums, research and seminars, it will be able to achieve flexible and individualized education centered on student growth.

The effect of ethnicity in the learning of foreign languages, although indirect (Ellis 1995), has frequently been thought to be one of the most important factors in the field of second language acquisition research. However, few studies have addressed the role of ethnicity exclusively. This study was conducted to see how different ethnic groups (i.e. Non-East-Asians vs. East Asians) differ in their achievement scores in listening comprehension and grammar after being exposed to three or four months of formal instruction. The analysis of two-way ANOVA indicates that non-East Asian students (N=226) are higher achievers than their East-Asian counterparts(N=581), regardless of the task differences (listening comprehension and grammar). When ethnicity was combined, level one was the highest, and the level four the lowest. However, there was no interactive effect between ethnicity and level. Suggestions are provided for future study.