In the Meiji Period, 'Industrial Education' was termed 'Jitsugyokyoiku' (Vocational Training Education) in a peculiar manner. Today the Japanese term 'jitsugyo' refers to the management of commerce and industry and means that business corporations engage in business with a view to pursuing profits as previously arranged. Accordingly, the term is used more often than not to imply management. What caused such a propensity for the shift derived from the fact that there existed a strong middle-class consciousness related to education in the Japanese society. Education, aside from the primary education, used to gain a wide acceptance as such that would meet the social needs of the middle-class. Reference materials on Meiji Period reveal that the term was created in the 14th year of Meiji (1881). It was in that year when a political disturbance broke out and reformers were in opposition to the industrial education which was then to be initiated by the government. The force for promoting a change attempted to transform the American type of industrial education initiated by the Ministry of Education into a German type, but ended in an abortive attempt. A government official, whose name was Ryuichi Kuki, succeeded in destroying the plot contemplated by promoters of the German type. That was the beginning of the concept of industrial education in Japan and the process of its realization. This is the development of the Japanese industrial education. Later on, however, the endeavor made by Ministry of Education came under a large-scale attack from the force advocating the German type and was doomed to end in a failure and the education in Japan embarked on a different road. It was through this research that the true history of the education was brought to light.

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We discussed some problems about terminology in the scope of vocational education and training appeared on "Bulletin of Japan Society for the Study of Vocational and Technical Education" published from 1994. There are pseud jungle phase in comprehension of professional qualification such as school teachers established by government, and installed by private bodies and the degree of skilled test installed by government or various private bodies and so on in these journal. And we discussed different types of practice and experiment in various course in high school. We anticipate that complication of glossary on vocational education and training annexed simple explanation and translation by the Society for the Study of Vocational and Technical Education for the progress of the study on these realms.

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The purpose of this paper is to discuss the emergence of accrediting system for developing the university-based industrial teacher education as professions education in the U.S.A., focusing on V.C.Fryklund's (1896-1980) activities. This paper clarified that Fryklund played a big part in the process where the associations of industrial teacher educators got their autonomy for the university-based industrial teacher education. He negotiated with the North Central Association of Colleges and Secondary Schools about the accreditation of the Stout Institute where he worked as a president in the late 1940's. From these experiences, he got the American Association of College for Teacher Education to approve the "departmental accreditation", and established the National Committee on Accreditation of Industrial Arts Teacher Education in 1950 with the collaboration of the National Association of Industrial Teacher Trainers, the American Council on Industrial Arts Teacher Education, and the Mississippi Valley Industrial Arts Conference. In 1958, the committee led by him prepared the draft of The Accreditation of Industrial Teacher Education, which represented the origin of accrediting system for American industrial teacher education. It set sixty-seven standards of six areas that included (a) purpose, organization and administration, (b) student personnel program, (c) the faculty, (d) curriculum, (e) student teaching, and (f) facilities and laboratories. The following three characteristics that were reflected the sense of professions education, were observed in these standards: the first, the standards for industrial teacher education curricula were limited the fundamentals, emphasizing on each university administration and its professional leadership, the second, the standards for the personnel and physical conditions required for the pursuit of education were elaborated, based on the inherencies and status of industrial teacher education, and the third, the standards were provided in order that both of students and faculties were encouraged and promoted their self-disciplined learning, research, and management activities.

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A safety culture or a safety climate is noted as a factor related to degree of safety in an organization. It is pointed out that the usage of these terms is confused, however it is not clear what differences exist between safety culture and safety climate. Therefore this report surveyed definitions of safety culture and safety climate and made clear tidy differences of them. The former is an approach centering on an organization itself and relating to "desirable" ; the latter is an approach centering an individual and a consensus of social group and relating to "wanting". The report pointed out that it must be careful to use these terms with mutual replacement.

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