In this mixed methods research, the authors examine a unique type of small-scale event-a charity-affiliated sport event-and define and measure its social and charitable impacts as perceived by residents. Findings from interviews (N = 37) and surveys (N = 459) with residents indicated that the event's social impacts can be defined by its capacity to develop social capital, enhance collective identity and pride, and promote sport, health, and well-being. Three types of charitable impacts also emerged, including empathy for cause, informational support, and tangible support. Of them, empathy for cause, which addresses a central social issue in the host community, had the strongest association with residents' perceptions of social impacts. These results provide evidence of a variety of positive impacts that a charity-affiliated sport event has on a community, which can be used to bolster appeals for corporate sponsorship and government support to assist in event delivery.

The purpose of this study was to investigate five Japanese graduate (master's level) students’ experiences in online courses in international development and peace through sport that used English as the medium of instruction. The study was situated in the framework of andragogy theory and used a descriptive-qualitative design using an in-depth, semistructured interview approach using online oral and written interviews. Three emergent themes were established. These recurrent themes were (a) learning online specialized content using English as a second language, (b) students’ struggles in group projects through online education, and (c) students’ opinions about the improvement of online education. To better support Japanese graduate students’ online learning, this study encourages academic departments, administrators, and faculty to better design appropriate courses and online activities. This will contribute to a greater appreciation for the richness of sports development and peace and to increasing the availability of meaningful academic and social experiences for graduate students at Japanese universities.

Gold 1. Current condition and task of education system for Cambodia The educational value is quite different amongst the countries of the world, and those depend upon historical, systematic, administrative background in each country along with a strong affect of the current condition. When we consider the Cambodian education, we need to emphasize "How, when and what they start doing" as human, material, financial resources for development purposes. 1-1. Historical background Around the world, history has repeated itself, for good and for bad. Unfortunately, Cambodia experienced one of the worst cases from geopolitical and ideological issue. As a result, Cambodia lost 7/8 of Primary school teachers, 1/10 of Lower-secondary teachers during the Pol Pot regime. Due to these historical backgrounds, Cambodia couldn't establish their education system and assured value until much later. Not limited to the Pol Pot regime, but also from long term colonization and conflict, Cambodia missed a chance to configure the modern system of governance, intellectual human resources, and materials for the whole social infrastructure improvement. 1-2. Legal bases Cambodian government started building the social infrastructure and educational service in 1993. Creating educational policies and plans take a step-by-step approach through research and reviews with partner organizations in order to bring innovation to educational regulations.

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