In accordance with Sugiura's classification of nursing diagnoses, the present research was investigated the diagnostic methods and coping strategies of Yogo teachers for pupils who visited the health office.
The complaints and problems of pupils who visited the health office were varied acc o rding to the degrees of seriousness and urgency. As pupils visited the health office individually, occasionally during recess many pupils were in the health office simultaneously. Yogo teachers were observed and recorded while managing the pupils in their offices, and their coping strategies were evaluated using Sugiura's classification of nursing diagnoses.
The result indicated that the Yogo teachers observed and inquired about the physical co n dition of the pupils visiting the health office, judged their conditions in terms of the educational and medical aspects of Sugiura's classification of nursing diagnoses, and selected the required treatment for pupils with more serious conditions. The Yogo teachers were found to prioritize pupils based on their conditions if there were more than a few pupils visiting the health office, conduct special nursing activities based on the seriousness of the pupils' conditions as confirmed by the assessment of their vital signs, and make diagnoses through medical consultation and examination.

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The present society is surrounded with a variety of risks. Although the remarkable development of technology provides us with various benefits, risks are coincidentally augmented, requiring us to think about the coexistence with these risks. In this sense, risk communication is one of the critical measures that support us to decide how to face and mitigate the risks.
Risk comm unication can be defined as the process which builds the consensus about the manner to cope with problematic risks through bi-directional exchange of information between those who inflict the risks and the recipient of them. When risk communication is held, the following attitudes will be required for those who are exposed with risks; 1) appropriate control of preconceived idea and emotion,2) the effort to collect and comprehend multilateral information,3) awareness about the existence of counter risks against the intended risk,4) preparedness to feed back the opinions and questions against the provided information about the risks. The intervention by education will be needed to nurture these attitudes for effective risk communication. Moreover, such education will contribute to the development of the ability for trust formation, which is essential to live in the volatile situation of the modem society.
The purpose of this paper is to propose how the education for risk communication should be construc ted in schools and what should be intended in the teaching.

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The purpose of this study was to investigate the relationship between new physical test and bone density. We examined what kind of exercise was necessary for maintenance and increase of bone density. In addition, we examined how should have held exercise and dietary life in an elementary school, a junior high school and a high school from a situation of safety education.
Following results were obtained.
1. Total T-score of new physicalt est, total score of new physicalt est and bone density of the“exerciseg roup”was significantlyh ighert han the“non-exerciseg roup”.
2. Total T-score and total score of“exercise more than 3times in a week group”was significantly higher than that of“non-exerciseg roup”in a junior high schoola nd a high school.
3. Bone density of“exercise and non-undernourishmengtr oup”was significantlyl arger than“non-exercise group”in a junior high school.
4. The bone density had correlation grasping power, sit up,20m shuttle run, a standing broad jump and a handballt hrow.
5. Correlation with 3items (sit up, a standing broad jump and a handball throw) was higher than correlation with all items.

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The purpose of this study was to examine availability of risk expressions which contain adverb phrases. This study consisted of two researches.
In first research, par ticipants converted various numeric expressions to adverb-phrase-expressions. The results showed that when participants converted low or middle numeric expressions, many kinds of adverb-phraseexpressions were chosen.
In second resear c h, participants converted various adverb-phrase-expressions to numeric expressions. The results showed that when participants converted adverb-phrase-expressions such as“slightly dangerous”or“mildly dangerous”, standard deviations of the numeric expressions were notably large.

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When the investigation that asked children in elementary schools contents concerned to“study of safety”that remained in their impression had been done, they who had produced the classroom activity that would be a center role of the safety guidance was only 4.3%. There are problems also in the execution condition of each elementary school.
Therefore, it aimed to try the device of the safety guidance in the classroom activity, to recognize the effect and the possibility again, and to find an effective guidance method in a short time.
The safety guidance in the classroom activity concerned to training of the technique for danger forecast and the scene of others recognition was devised, and the safety guidance program teaching in a short time was developed, Effectiveness was able to be verified through practices in this research.

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