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Aqueous surfactant dispersion is the most typical starting step to functionalize materials consisting of carbon nanotubes, but the effects of surfactants on the electronic properties are still unclear. Here we report how the functional groups of surfactants affect the electronic properties of carbon nanotube films. Using spectroscopic and thermoelectric characterization, we demonstrate that anionic and non-ionic surfactants contribute to the formation of p-type and n-type carbon nanotubes, respectively. Additionally, p-type doping with oxygen adsorption is found to compete with surfactants' doping. These findings are useful for designing the srarting carbon nanotube materials exhibiting desirable electronic properties.

This study investigates the hydride-mediated electron transfer doping of single-walled carbon nanotubes using absorption spectroscopy and thermoelectric measurements. Specific solvent basicity is found to be important for the efficient n-type doping of carbon nanotubes. This progress is an essential requirement for the future development of electronic and energy devices.

After more than three decades of molecular and carbon-based electronics, the creation of air- and thermally stable n-type materials remains a challenge in the development of future p/n junction devices such as solar cells and thermoelectric modules. Here a series of ordinary salts are reported such as sodium chloride (NaCl), sodium hydroxide (NaOH), and potassium hydroxide (KOH) with crown ethers as new doping reagents for converting single-walled carbon nanotubes to stable n-type materials. Thermoelectric analyses reveal that these new n-type single-walled carbon nanotubes display remarkable air stability even at 100 °C for more than 1 month. Their thermoelectric properties with a dimensionless figure-of-merit (ZT) of 0.1 make these new n-type single-walled carbon nanotubes a most promising candidate for future n-type carbon-based thermoelectric materials., Grant-in-Aid for Young Scientists (B) of Japan Society for the Promotion of Science. Grant Number: 26790014

The thermally-triggered n-type doping of single-walled carbon nanotubes is demonstrated using 1,1'-bis(diphenylphosphino)ferrocene, a novel n-type dopant. Through a simple thermal vacuum process, the phosphine compounds are moderately encapsulated inside single-walled carbon nanotubes. The encapsulation into SWNTs is carefully characterized using Raman/X-ray spectroscopy and transmission electron microscopy. This easy-to-handle doping with air-stable precursors for n-type SWNTs enables the large-scale fabrication of thermoelectric materials showing an excellent power factor exceeding approximately 240 μW mK(-2) .

社会科教育における地理の現状と課題をふまえ，その役割と今後のあり方について展望した．教育における地理と歴史は対峙するものではなく，互いに連携し補完し合う関係にある．限りある地球資源と経済社会をどう持続させ，循環型社会を築いていくか，持続可能な開発のための教育（ESD）が社会科教育にも求められている．そのなかで地理教育が果たすべき役割は，自然と人間との関わりをベースに，地域の具体的事象を取り上げて，科学的な認識に基づく市民性を育成することにある．

The self-assembly of Prussian blue nanoparticles and single-walled carbon nanotubes is demonstrated by using analytical TEM. The nanotube composites containing compositionally tunable Prussian blue...

This chapter discusses the future prospects of geography education in Japan by first examining its current status and associated issues within Social Studies education. The structure of Social Studies is divided into multiple subjects areas (i.e. Geography and History, and Civics) with increasing grade levels. Whereas geographic content forms a large part of elementary school Social Studies, it is taught alongside History and Civics in junior school Social Studies. With the 1989 revision of the National Curriculum Standards, Social Studies in senior high school was reorganized into two subjects “Geography and History and Civics”, as well as “World History” that became compulsory subjects. Since this amalgamation, the status of Geography in senior high school has rapidly declined. Geography taught within Social Studies instruction plays a crucial role in developing students’ social awareness, a premise of value judgments and decision making for thinking about how to make society better. Geography studies specific phenomena and the relationship between human and nature, making it a valuable contribution to ESD.

In the 1990s, the educational system in Sweden began to a trend toward liberalization and decentralization. The purpose of this paper is to shed light on the concepts of geographical education in the new Swedish curriculum.Social studies and science began to appear in non-compulsory schools in Sweden in the late 1960s. Physical geography and regional geography were driven out of the social studies. Human geography incorporated some important developments of the new geography into the social studies, but it was gradually buried in the social studies. The technical aspects of physical geography were enchanted in science.Until that time, geographical education in the compulsory schools was conducted within a general subject called “orientation”. The orientation subject was divided into a social block consisting of geography, history, religion, and civics, and a natural block consisting of biology, physics, chemistry, and technology. Geography was composed of physical, human, and regional geography, and functioned as one of the core of the orientation subject, which had as its goals the broadening of students' knowledge of humanity, society and the natural world, and the creation of a better society by nurturing independence and sociality. As students progressed from one grade to the next, their studies evolved from general courses into block courses, then finally into courses for individual subjects. Within this framework, the study of geography was a kind of bridge or unifier between natural block on the one hand and the social block on the other.With the revision of the non-compulsory school curriculum in 1992, geography revived into a subject in its own right. With the compulsory school revision in 1994, the orientation subject was dismantled and geography was made an independent subject. As a result, at all levels of school education, geography has now been restored to its original system as a bridge between natural block on the one hand and the social block on the other.Today we are witnessing the globalization of society at a rapid pace, and serious environmental problems are occurring on a worldwide scale. Therefore, educational systems should adopt to the resulting changes in understanding of this diversifying society and promote the well-rounded development of a sense of regional identity and international solidarity. Special emphasis has been placed on geography's role in environmental education. To understand global environmental problems, it is important to take a holistic view of humanity and the natural world. In this sense, geography is gaining attention for its aforementioned roles as a bridge between the natural sciences, the social sciences, and the humanities.The new geographical education has the added role in environmental education of looking holistically at the relationship between humanity and nature to instill in the students a comprehensive environmental image. One of the most important roles of geograhy is to nurture the important attitudes and capacity to understand, from an ecologial perspective, the various local, regional, and global issues and problems that exist between humanity and nature, and to foster a citizenry which can participate in the decisions whitch have an affect on the use and protection of the environment.

Until the 1960s, geography was taught as a core subject in Swedish high schools. However in 1966, geography as a school subject was dismantled and combined with science and social studies. After about 30 years of non-existence as a discipline, geography was restored as an independent subject in 1993 with the introduction of a new, comprehensive high school system.Despite the fact that the unification of geography with social studies and science in 1966 spelled the dismantling of geography as an independent discipline, academic geography at that time was already divided into human and natural branches, and many human geographers who had been working to establish their field as a subfield of social studies welcomed the merger into social studies.With the merger of human geography into social studies, descriptive content in geography was removed and replaced with the scientific concepts and theories of the day. However, the status of geography within social studies began to decline. Reasons for this decline include 1) as geography was riding the wave toward applied social science, no consideration from an educational perspective was given of the results of geography as it was incorporated into social science, 2) almost no theoretical or practical research was conducted in geography as a sub-field of social studies, 3) academic geography and geography education became increasingly estranged from one another, and 4) geography became, in effect, irrelevant in the training of social studies teachers, with the result that their understanding and awareness of geography declined, and they themselves did not deal with geography within the subject of social studies. It can be said that in the 1970s and 1980s, geography education in social studies was essentially non-functional.In 1991, when the Swedish high school system was completely reformed, it was decided to restore geography as a school subject. However, this would not have been possible without the existence of geographers who had struggled to restore their discipline to the school curriculum. At the same time, a quantitative reform in education was called for to deal with the diversification of the social demands of a deindustrializing and information-oriented society, the gravity of environmental problems, internationalization, and other issues. Geography which dealt with the relationship between man and nature apparently played an important role environmental education and international studies. One thing is for certain: there was a demand for its revival as a new type of geography education.It cannot be denied that geography is the foundation of geography education, but it should also be stressed that emphasizing only the uniqueness of geography in geography education is behind the times. Therefore, as we look toward the development of a new type of geography education, geography itself, not only in Sweden but elsewhere, is being asked to reevaluate its significance in geography education.