This study considered the effect of social relations support at nursing homes on the livability of the elderly. To that end, the study provided elderly residents of nursing homes with a total of 43 opportunities to return to their home, go out with their family, or go to familiar places.

  The author found that livability in nursing homes was created if: the residents are promised that they will return to the place outside the nursing home, they can return at any time and regularly. They have the place to call their own and a person to welcome them. This kind of livability expands relationships and the living area of the elderly at nursing homes which in turn makes the elderly feel: an improvement in their living place, an expansion of their social relations, a change in consciousness, a continuity in their lives, a multilayered life system, a sense of security in their nursing home, or an affection for their nursing home, and an improvement in their mood.

  This study confirmed that social relations of the elderly at nursing homes with the place outside leads to better livability.

  In this study, the author examined the infirmary of an elementary school and considered that, in the context of an educational setting, there should be a strong perception of the infirmary as a life space for children and pupils and that the infirmary should be refurbished in order to achieve this purpose. I surveyed some elementary school infirmaries because elementary schools have pupils in six grades, and children have diverse needs. I also examined a case in which a school nurse renovated the infirmary under her own initiative, so that the space could accommodate the multi-faceted roles required of the space. One of the objectives of my study was to obtain basic knowledge that would help us define the ideal infirmary, where children who come to the space are able to relax and leave feeling content. I therefore renovated an infirmary on an experimental basis, and conducted a study. Specifically, I changed the layout of the furniture in the room to divide the room into several spaces. I brought in wooden furniture and added wooden interior decorations. I also examined their effects.

  As a result of these renovations, I was able to set up zones in the infirmary, and children who came to the room were able to freely use the space for any purpose, and they could divide the space any way they wanted to. I received largely positive feedback from children who visited the infirmary concerning the environment in the room, the situation in the infirmary, and how they felt while in the infirmary. Additionally, by using wooden furniture and wooden interior decorations, I had a sense that the children who came to the infirmary were able to relax, and feel less constrained.

  This study is based on a survey of Irish Home Economics teachers, and an examination of Irish Home Economics textbooks and curriculum resources provided by the Professional Development Service for Teachers (PDST).

  The questionnaire was conducted in order to look into Home Economics teachers' class practice. The participants were 38 teachers who attended the annual meeting of the Association of Teachers of Home Economics in Ireland on the 15th of October, 2016.

  The results were as follows:

  1. More than 80％ of Irish Home Economics teachers in this survey were using Home Econimcs textbooks and the majority of them were using PDST lesson materials.

  2. More than 60％ of Irish Home Economics teachers in this survey responded that they are good at teaching having sufficient knowledge in every field.

  3. About 10 to 50％ of Irish Home Economics teachers in this survey answered, “It is difficult to teach with confidence,” or “I don't teach this,” in relation to the fields of 'Living environment design and management' and 'Textile, fashion and design.'

  4. The secondary school home economics textbooks used in Ireland are more detailed than those used in Japan. In addition, the PDST lesson materials are organized by school levels and lesson fields so that it is easier for teachers to select materials according to the contents of Home Economics lessons. Home Economics teachers frequently used Home Economics textbooks and the curriculum resources of the PDST.