Upon reconstruction of Toyama Ohashi Bridge in the early Showa era, Toyama Prefecture implemented the “Toyama Ohashi Bridges Commemoration Project” for the purpose of inheriting the memory and records of the old bridge, which will be demolished. As part of this, we continued a study session on bridges for children who were first grade students at start-up, for six years until graduation with the completion of new Toyama Ohashi Bridge. Using this valuable example, in the summer of 2016 when the student participants grew up to the second grade of the high school, a questionnaire research on the memory of Toyama Ohashi Bridge, consciousness to the civil engineering facilities etc, was conducted. As a result, the importance of manufacturing a component of the bridge personally, and the glass beads are placed on the bridge, is showed. Statistically significant difference in the degree of comprehension of the effect and necessity of reconstructing the new Toyama Ohashi Bridge between study group attendants and unattended participants are pointed out. These efforts showed the possibility of leading to affection for civil engineering facilities.

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 Using procedural rules and internal auditing mechanisms, we have eliminated factors that present barriers to improving the quality and productivity of technical consultation work. However, there seemed to be other factors preventing their improvement that were related to the mindset of the engineers, which could not be alleviated by the above rules and mechanisms. Therefore, we investigated the factors in the engineers' mindset using mixed methods research combining qualitative and quantitative research methodologies. First, participant observations and interviews were performed to identify these factors. Next, two questionnaire surveys were performed to determine the trends of these factors. This mixed methods research indicated that the mindset of the engineers one of the factors leading to quality and productivity improvement. Experiments were then conducted regarding the characteristics of the engineers' mindset and to determine methods to increase the flexibility of this mindset. The experimental results indicated that the mindset of an individual is affected by the group's mindset. In addition to the direct method where the supervisor and subordinates discuss their mindset, we found an indirect method that first cultivates an appropriate environment and then nurtures the development of a flexible mindset. The relationships between mindset and quality or productivity have not yet been measured, as there is a time lag before the effects after developing a flexible mindset. Therefore, further long-term observations are required.

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 Japan achieved economic revitalization in this seventy years after the war and established the position as a science nation. Industry base and the social infrastructure such as roads, railroads, harbors, dams were constructed, and the nation became rich, thus the people enjoyed convenient, comfortable life. One of the aims of the elementary school education is to feed ability definite understand and use national language necessary for everyday life, but also to let pupils be interested in natural science, social development through the teaching materials. The maintenance of the social infrastructure facilities is the main point of relief, the security of the life of the people. It is important to tell pupils in the elementary school this meaning. In this paper, tendency of the teaching materials on civil engineering works and living in the postwar national language textbook of elementary school in Japan, and problems and prospects on the materials is described.

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 The introductive education program for community development for undergraduate students in Yamaguchi university is reported. The authors set the index for measuring students' interests on the region where their university is located, and the students' answers before and after the program are compared. While the students were active in “enjoying students' lives in the city,” they were passive in “representing their opinions on the community” or in “participating in community development activities.” After the program, “the interests on local resources” and “the willingness to participate in community development activities” were improved. On the other hand, the students have become less active in “representing their opinions.” Based on the results of the analysis, the role of the introductive education program for community development is also discussed.

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