This paper examines the system and education system of emergency medical technicians and compares them with those of other medical professionals. The position of emergency medical technicians was created as a national qualification in 1991 and such technician are regarded as members of the medical profession. However, the role of emergency medical technicians is completely different from those of other typical medical professions. Such medical professionals usually work in hospitals or other medical locations where they are supported by other medical professionals. However, emergency medical technicians typically work in an ambulance, so they don' t have the direct support of members from other medical professions. Therefore emergency medical technicians are required to have advanced medical knowledge and be able to use advanced medical technology. However, currently emergency medical technicians are licensed after a training period shorter than that offered to the other medical professions. In the case of from the ambulance crew member to emergency medical technicians, the training period is as short as half a year. This may arise from a perception amongst the general public of emergency medical technicians as being merely porters who convey the sick and injured. Although it has been ten years since the post of emergency medical technicians was defined and laid out, problems are now being raised as to its efficacy. For this reason, an extension of the medical interventions emergency medical technicians are permitted to make, such as, for example, the endotracheal tube. However, since the training currently received by emergency medical technicians is perceived as being inadequate for such interventions, such an expansion is firmly opposed by doctors. Therefore it has been suggested that if emergency activity is going to be really effective in future, it is necessary to institute reforms that would require ambulance crew members to have a medical qualification.

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Traditionally, education on culinary techniques and skills for beginners has not usually focused on easy learning through the presentation of basic information, including skill evaluation. Likewise, it seems that similar tendencies are found in commercial culinary textbooks for beginners. We carried out an investigation into such commercial culinary textbooks for beginners, with the objective of identifying the learning processes which are dependent on the culinary beginner's abilities. We propose the development of a set of classification scales for techniques to promote effective learning of skills, and the characteristics of commercial culinary textbooks are discussed using this set of scales. Furthermore, the deficiencies of these textbooks, which are supposed to promote skill learning, are described.

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The aim of this research is to examine how "the Notification concerning Students Employment of 8th July, 1925" by the Ministry of Home Affairs and the Ministry of Education influenced on vocational guidance as supporting the transition from school to work in Japan. The focus was especially appropriated to the vocational guidance for the children in Osaka. Because setting up Osaka municipal Child Consultation Center and Osaka municipal Child Vocational Guidance Center, the city first worked on vocational guidance for the children in Japan. In this article, the four nationwide notifications including "the Notification concerning Students Employment of 8th July, 1925" were firstly examined. On the other hand, Osaka City held the Osaka City Children's Vocational Guidance Conference at the beginning of January 1925, and began the employment for children prior to the notification. Secondary, the children's employment of Osaka City after the notification, various rules and reports were examined. As a result, it was revealed that (a) the nationwide policy for the transition, the local policy and implementation for the transition in Osaka influenced effectively each other; (b) the idea of occupational development was gradually recognized; (c) and that the fruit of the interaction between vocational administration and educational administration are the committee for children's employment, which connected elementary school, and vocational guidance after employment. The meaning of the Notification has to be revalued because it greatly contributed to the vocational guidance supporting the transition from school to work in Japan. The historical learning is suggestive to today's support for school-to-work transition.

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The training of teachers who takes charge of specialty subject of vocational schools in China is carried out mainly at eight Vocational Teachers' Universities. These Vocational Teachers' Universities are set up for the cultivation of vocational school teachers. The current status and problems in the training of teachers of vocational schools in China centering on these Vocational Teachers' Universities are analyzed in this paper. These Vocational Teachers' Universities have the following two characteristics. First, the training goal is "both-side mentors" who acts as both a teacher and an engineer. Second, the education standards are drawn up according to the goal of getting both a degree and specialty technology certificate, both-side certificates. To gain such a goal, the present education curriculum is not suitable with it. The teaching contents in Vocational teachers' Universities need to be strengthened in education theory, education ability, especially in vocational educational education theory and other sides.

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This paper aims to analyze the outline of the contents of the text book for the technology subject in elementary education in Germaney on limit of manufacturing. On the text book "Technology" in 1971, the contents of the book is based the element in technological prosess. That book is arranged systematically for planned lesson. But it makes trouble that the lesson of "Technology" is too formal and students do not learn technology with autonomy. On the text book "Technology and Engineering" in 1993, the contents of the book is composed of the same contents as 1971 but that trouble is overcome. The technological prosess is connected technological knowledge, the student can realize the aim of lesson in order to learn with autonomy. Also, the Project-lesson of "Technology and Engineering" is prepared that students are able to learn technology with reality and synthesis.

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The purpose of this paper is to elucidate the logic and the procedure of choice of educational objectives. We took the method of investigating representative books and papers of research into educational objectives. As a result, it was proved that the choice of educational objectives was examined by the view points of precedent teaching and achievement evaluation, the view point of study, and the view point of analysis and integration in a real world of technology and work. We understood that teaching materials which had be chosen in "a Unit" level were reconstituted as systematic units in the process of examining, and also understood that educational objectives which connoted teaching materials were selected.

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Japanese manufacturing industries are exposing to keen global competition and a large amount of unemployed caused by ailing Japanese economy. Also, because of a rapidly advanced information technology, companies want their employees to have a sufficient ability corresponding to the new technology that make their business expand. To cope with this situation, the Japanese government launched the IT learning Support Project in the year 2001 for a wide range of workers regardless of whether they are employed or unemployed. As a part of this project, a trial of e-learning system was carried out nationwide for jobseekers or employees so that they could autonomously develop their skills. In this paper, result of the trial is introduced based on monitors' considerations in IT literacy training courses on problems in public vocational training using an e-learning technology.

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