In this paper, the authors argue environmental differences between the 2 kinds of residential facilities for the elderly people with dementia, i.e. Nursing Home (NH) & Group Home (GH), by examining residents' behavioral errors occured within either of the two environments. The cases of the residents' behavioral errors were collected by means of focus interviews to the trained care staff of each facility, and classified into 8 categories. The result suggests that these categories are further summarized into 3 patterns: the first, represented by category 2 - behavioral errors in searching for his/her way -, is the ones which are observed more in NH than in GH. And the second, represented by category 1 & 6 - errors in going in and out appropriately of the building or a room, and errors in doing suitable work in an appropriate place, respectively -, is the ones vice versa. The third, represented by category 3 & 5 - urinary or excretory errors and others with sanitary trouble, and errors with the confusion of possession or on dealing with the ordinary things, respectively -, is the ones which are observed frequently at certain facilities but not of the same kinds. Detail examination of the cases further suggests that environmental differences between the 2 kinds of facilities might bring these differences in numerical distribution of the patterns.

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The present study examines how individual student subjectively recognize and cope with their reconstructed campuses with using qualitative methodology. The participants were 9 male and 7 female students of a university. They were inquired by means of in-depth interviews. The interview style was semi-structured, and questions were focused mainly on the following: characteristics, impression, and evaluation of the campus, favorite or comfortable places, dislike places, meanings or significance of the university for him/her, desire or dissatisfaction with the university, and evaluation about renewed buildings. A qualitative analysis extracted seven main categories of cognitive aspects were extracted; "Relationships with university," "Recognition about teachers," "Environmental changes," "Relationships with others," "Characteristics of himself/herself," "Evaluation of campus environment," and "Comparison with other universities". A common structure of this campus cognition was identified, and it shows that three categories - environmental changes, relationships with others, and students' own characteristics - are very influential on both campus evaluation and relationships with university. The present results indicate that students' cognition of campus environment changes as the academic year goes by. And the cognition is constructed through the synthesis of physical, social, and cultural aspects of campus environment. The viewpoints of students toward a campus environment should be reconsidered for better planning of campus construction.

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