Although multi-agency collaboration is essential for young carer support, the dimensional structure of inter-organizational social capital (SC) in quasi-governmental agencies remains underexplored. This study therefore aims to develop measurement items for inter-organizational SC between Community Comprehensive Support Centers and their external partner agencies, and to explore its underlying structure. 　Based on the three-dimensional model of Nahapiet and Ghoshal (1998), 14 items were developed and a survey was administered to Center staff in Niigata Prefecture. Exploratory factor analysis extracted a three-factor, 13-item structure that largely corresponded to the theoretical framework. The reliability of each factor was also confirmed. These findings provide a foundation for measuring SC in inter-organizational contexts and offer practical implications for diagnosing and strengthening collaborative arrangements.

　Expanding the physical scope of regional tourist destinations is a cornerstone of economic revitalization; however, enhancing "visitor mobility" frequently precipitates friction with local residents. This Academic Project undertakes a theoretical analysis by organizing existing literature, centering on the case of the Kanmon Region (Shimonoseki and Kitakyushu). 　First, it traces the conceptual evolution of "visitor mobility," highlighting how commercialism has been uncritically integrated into public policy. Second, utilizing Social Exchange Theory and Doxey’s Irridex model, this paper analyzes the structural transformation of resident attitudes toward "antagonism" driven by area expansion. Third, it discusses the current reality where social media neutralizes traditional tourist flow management, thereby accelerating the encroachment of tourism into the private livelihood spheres of residents. 　Building upon these findings, the paper critically reconstructs the consumption promotion model to propose a "Livelihood-Coexistence Visitor Mobility Model," which incorporates resident life satisfaction as a primary prerequisite. Furthermore, it operationalizes a "friction-predicated consensus-building process" that redefines interest conflicts as strategic resources for reaching an agreement. This paper establishes the theoretical foundation for the subsequent empirical research in the Kanmon Region to be presented in a forthcoming paper.

　水産都市下関の発展を支えてきた下関水産振興協会より、2016（平成28）年に下関市立大学が寄贈を受けた資料のうち、『下関水産振興協会議事録』に記載されている事項を読み解きながら、議事録から見えてくる戦後の水産都市下関の実態と、その背景にある日本国内の水産政策や水産業の実情について段階的に検証した。そこには、戦後の経済民主化に向けた公職追放が下関水産振興協会にも大きな影響を与えたことを読み取ることができる。

　This paper is a Japanese tutorial article that summarizes our replication of the Forward-Forward (FF) algorithm on MNIST in the supervised label-in-input setting. We verify the correspondence between the implementation and the mathematical formulation and organize our hyperparameter exploration in a hypothesisintervention-result-interpretation-next-step format, providing tables and figures aggregated across runs from the experiment logs. In our replication, the best test error under label-search inference was 2.12% with jitter augmentation (± 2 pixels) after 500 epochs.

As globalization progresses, the importance of multicultural education has increased. This study examines Yamaguchi Prefecture and the city of Shimonoseki—regions　characterized by a low enrollment of foreign-national students—as case studies to analyze policies, community initiatives, and school practices, as well as the challenges they face, from a sociological perspective on education. The factors underlying the emergence of educational challenges in these regions are examined from three perspectives: the historical discontinuity with conventional education for foreign residents in Japan, the institutional absence of clear educational guidelines for foreign-national students, and the need to cultivate school cultures that support multicultural education. The study concludes that improving multicultural education in regions with small numbers of foreign-national students requires three key approaches: (1) integrating and inheriting existing educational resources based on the historical accumulation of education for foreign residents in the local community; (2) developing educational guidelines that reflect the specific characteristics of such regions; and (3) fostering a school and community culture that promotes comprehensive multicultural education, including respect for students’ home languages and cultural backgrounds, in order to address the structural challenge that this form of education has not yet become embedded in school culture.