The purposes of this study were to assess the security of kindergartens against trespassers and to identify the problems of their crime prevention systems. The national survey was conducted in 2008 using a questionnaire by mail and data were collected from 1,248 kindergartens in Japan.
The main findings were as follows.
1) Over 80% of respondents answered that a suspicious person may invade into the kindergarten site without being noriced by kindergarten staff.
2) 33.0% did not have any equipment for surveillance system at their kindergartens and most of them hoped to set up some equipments at their kindergartens.
3) 75.4% took two or more measures for urgent connection to staffs, but 52.8% did not have any equipment to notify their crisis to the police rapidly.
4) In the 10.7% of kindergartens, there were the evacuation places which can be locked down and 46.5% of respondents were uncertain of evacuating their kindergartners.
5) This study also revealed a significant and positive correlation between respondents’ consciousness on promoting safety and the preparedness for trespasser.
Findings suggest that most of kindergartens have inadequate plan against trespasser and the improvement of the security system enables kindergarten to be safer place.

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Emotion is an internal risk factor that may induce risk-taking or negligent behavior if students use roads without regulating negative affective states in an adaptive way. Life skill training, which enriches personal resources by strengthening coping with emotions and stress, meets the educational needs of students in the process of their growth. This study aimed at developing an educational program to enhance adolescents’ coping strategies and examining its effectiveness. Eighty-seven high school students aged 15-18 years participated in the program. The training was designed to teach cognitive or behavioral repertoire for coping strategies and discuss affective regu-lation in stressful situations such as feeling time pressure about being late, having a lot of work to do in bad physi-cal condition, and souring a relationship with a friend. After the training, the students showed lower perceived stress and higher self-efficacy in the posttest. The impact was observed in both groups of students in the first and third year of high school. However, it was found that the training led to less decrease in perceived stress among the students with originally low self-efficacy compared to those with high self-efficacy. These findings should be discussed in light of the improvement of the program and spread of safety and life skill education among schools.

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Recently, social demands of disaster safety education have become diversified. A creation of a new disaster safety education model with not only educative effects for school children but also reaching effects for household and regional community has begun to be expected.
In this paper, a disaster safety education model based on regional learning of natural and social environments for school children is proposed from a standpoint as disaster scientific researcher. The proposal model is composed framework of lifelong study as educational community, information common platform as the basis of disaster prevention information, urban walking workshop as basic educational program and regional disaster prevention monitoring function to improve the vulnerability for earthquake disaster.
The validity of the concept and possibility of the expansion of the proposal model was described through a practical study. We postulate that scientific researchers should contribute to disaster safety education fields by the collaboration with safety educational researchers and teachers for development of further advanded educational programs.

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The purpose of this study is to arrange the problems and the methodology in the previous studies of safety education, and to establish the base of e-learning education. Then we attempted to survey the results and problems in the safety education as well as characteristics of teaching materials in e-learning, and to establish body of the theory concerning them. The problems in safety education obtained from the previous study in order to prevent crime were as follows 1) flexible teaching method corresponding to characteristics of children, areas, and schools as well as changes in conditions of society 2) arrangement of contents of safety education 3) evaluation of environment surrounding children, areas and schools, and need of feedback of it came to a conclusion. We suggested that e-learning could be one of the effective methods to solve a lot of problems in safety education.

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“Neighborhood watch scheme houses” is one of the safety volunteer works in the region. So, the effect to defend safety of children and improve the ambient surrounding is expected. The grasp of the realities and collaboration with a related organization are requested for the enhancement of the activity. The purpose of this study is to clarify the person’s consideration who takes part in the activity, the problem with collaboration, and consider the factor that is to be a problem.
Result of analyzing the consideration, is that “Collaboration and independent activity” consisted of two factors, “Collaboration when beginning to act” and “Consciousness of all Collaboration and Independent activity”. “Living environment and ambient surrounding” consisted of five factors. They are “Child's easiness to run in”, “Overall thing of signboard”, “Peripheral danger”, “Living environment”, and “Regional safety environment”.
From the interrelation of the factor, it was revealed that the substantial of the activity leads to the safety in the region. Especially, “Collaboration when beginning to act” influences the result of the desire and collaboration of activity afterward. Moreover, from the relation between activity person’s attribute and factors, it turned out that there is more adequate attribute to the activity.
On the activity, many people answered that it wasn’t hard, so they hope the expansion of the function. And, the safety information from related organization is requested to be offered regularly.

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The purpose of this study was to visually investigate changes in the physiological balance of the body accompanying development, determined through the annual relative growth coefficient of the legs, and the correlation between this coefficient and the annual number of injury sites. We used the school health statistical research conducted by the Ministry of Education, Culture, Sports, Science and Technology to obtain the data for height and leg length. In further, for the length of the legs, we subtracted the sitting height from the body height. For the injury location data, we used the key statistics organized by the National Agency for the Advancement of Sports and Health. We found that the period when leg development is quite marked is at 10 years of age for males and 9 years of age for females, and changes in the arm injury ratio show similar results. This indicates that the sitting height documented in developmental records can be utilized for school safety and physical education.

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