Despite calls for injury prevention exercise programmes (IPEPs) to move to school settings for the general adolescent population, current research has had mixed outcomes regarding their efficacy in schools as many of the traditional barriers to IPEP implementation still exist, for example, lack of engagement with the programme. A games-based…

Discussed are causes of fires that occur in school science laboratories and ways of preventing them. (RH)

This is an account of the discovery of a potentially dangerous high explosive chemical on storeroom shelves of secondary schools in Pennsylvania. A list of guidelines is given to eliminate problems in the future. (SA)

Recounts an incident in an Arizona high school where a student made a miraculous recovery from a near-death incident. Despite negative predictions from the treating physicians, the student leads a normal life again. (MD)

Presents drinking and driving project focusing on friends and peers of high risk teenage drivers using modeling, positive peer pressure, and assertive skills training. Program includes schoolwide assembly and classroom development of strategies to prevent friends from drinking and driving. Evaluation survey results indicated that majority of…

Discussed are facts about tort liability in science education and strategies that can be used to avoid liability. Variables such as maturity, size, age, mental capacity of students, and the nature of the activities are addressed. Included are four cases in which teachers were held liable for accidents. (KR)

Discusses strategies for managing health and safety within science departments. Emphasizes the importance of risk assessment for both pupil activities and those carried out by technicians. Stresses the role of training and the need for security. (MM)

To enhance the chance for success in educating young drivers, there should be a balance between the content, structure, and goals of traffic safety programs and the normative rules governing young people's lives. Presents recommendations for safety education based on the notion of complementarity and using a multiperspective approach. (AF)

Describes the development of a 29-point questionnaire regarding safety in the science laboratory. Includes a copy of the questionnaire along with specific recommendations for action to take relating to each item on the questionnaire. (TW)

Teachers should know basic first aid, cardiopulmonary resuscitation, and the Heimlich maneuver to be able to deal with emergencies immediately. (SK)

Several arguments for and against driver education and safety programs in the schools are summarized. The validity of the statistics used by opponents is questioned and evidence in support of such programs are outlined. (JMF)

Offers suggestions and outlines ten easy steps for assuring a safer science classroom environment. Includes such recommendations as: scheduling a safety inspection; displaying safety posters; enforcing a laboratory dress code; establishing a safety reference library; and updating safety report forms and procedures. (ML)

Presents two scenarios to illustrate the difference between liability and negligence. Also presents highlights of four actual cases related to laboratory security, appropriate facilities, proper instructions, and protective gear. (JN)

Health educators should consider autoerotic death as a topic for possible inclusion in health and death education classes. This article provides background information which includes extent of the problem, signs and symptoms of participation, health education curriculum, prevention, and implications for death education. (IAH)

Focuses on an innovative approach to instill professionalism in workers such as reactor operators and other nuclear power workers. It may be used by technology instructors to send a message to their students: regardless of the advanced state of technology, the human element provides the key to desirable outcomes. (Author/JOW)