The main purpose of this study is to investigate the current status, demands and problems of Kaohsiung hospital bedside teaching in Kaohsiung, expecting to enhance the content and quality of hospital bedside teaching. The theory and research framework was established through literature review which acted as a basis of research tools for the design. And the survey research method and the qualitative research method are the research methods. Hospital bedside teaching teachers of compulsory education years in Kaohsiung, and students¡¦ parents were the subjects of the survey. Also, students¡¦ parents and bedside teaching teachers were the semi-structured interviewees for qualitative research. Descriptive statistical analysis was proceeded after recovering the formal questionaires, and for the data of interviews we also proceeded the process of data processing to analyze the data collected. According to the results of the analyses, the following conclusions have been reach: Firstly, the problems of hospital bedside teaching in Kaohsiung exists in three dimensions: (a) It is urgent to improve the system; (b) For bedside teaching students back to the school, there are no appropriate management measures for case counseling; (c) The rights of bedside teaching teachers are necessary to be improved. Secondly, it shows the following two aspects for the needs of Kaohsiung hospital bedside teaching: (a) the urgent needs of multi-teaching measures and curriculum for bedside teaching; (b) the services that bedside teaching teachers offer can be further enhanced. Thirdly, it proposed six dilemmas for the aspect of " It is urgent to improve the system planning aspect ": (a) lack of teacher preparation; (b) lack of teaching resources; (c) way of teacher professional education is lack; (d) hospital bedside teaching should be widely publicized; (e) the places in the hospitals to support for bedside teaching are not enough; (f) the controversy for student¡¦s GPA. Fourthly, it proposed three problems for the appropriate management measures for case counseling ": (a) it is lack to pay attention to the students of hospital besdide teaching; (b) to strengthen the assistance and concern for the students back to school and cross-education; (c) the case management system for special education students is not exactly implemented. Fifthly, two problems of the rights of bedside teaching teachers: the traffic allowance for the teachers is not corresponding for the actual needs, and the personal safety and protection of the rights and interests for bedside teaching teachers are ignored. Sixthly, for the services of bedside teaching teachers can further enhance, it proposed three items about "offering a variety of services", " strengthening transition and tracking system" and "arranging the opportunity to interact between the case students and the parents". Keywords¡GSpecial education, Itinerant service, Health Impairment, Education for the Health Impaired, Hospital bedside teaching

Thesis (Ph.D.)--University of Wollongong, 2004. / Typescript. Includes bibliographical references: leaf 216-231.

Thesis (M.P.A.)--Texas State University, San Marcos, 2005. / Includes bibliographical references (leaves 56-57). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.P.A.)--Texas State University, San Marcos, 2005. / Includes bibliographical references (leaves 56-57).

This study is a qualitative study carried out from the analysis of students' spontaneous conceptions about cancer as a transversal theme in health education, which aimed to discover spontaneous conceptions of high school students and teachers about cancer by offering subsidies for the development of new pedagogical strategies for education for health, such as cross-cutting theme. In this study conducted an analysis from a collection of data involving two public schools in the city of Santa Maria, Rio Grande do Sul, with 527 students in 2009. A questionnaire was used with an open question, with the question: What is Cancer to you? The results revealed that participating students have knowledge about the disease, but in a non-scientific. It was found that the students related to cancer death, evil and kindness, also the prognosis, pathophysiology, etiology, people, population incident, transmission and sign. These data show that the conceptions of the learners are far from scientific concepts, reinforcing the importance of prior assessment of the same. Given the importance of cancer and the importance of preconceptions in meaningful learning, this study grants for the establishment of political and pedagogical strategies that contribute to the health education as a transversal theme. In what it refers to the Education for the Health, this study it considers that the cancer is an illness of great relevance, that must be part of the transversal theme in the schools, inserted in Parameters Curriculum National (PCN) informing and preparing the citizens so that they can act with responsibility in relation to its health. / O presente estudo trata-se de uma pesquisa qualitativa realizada a partir da análise das concepções espontâneas dos alunos acerca do câncer como tema transversal na Educação para a Saúde, que teve como objetivo averiguar as concepções espontâneas dos estudantes de ensino médio e fundamental acerca do câncer, propondo subsídios para a elaboração de novas estratégias pedagógicas para a Educação para a saúde, como tema transversal. Neste estudo realizou-se uma análise a partir de uma coleta de dados envolvendo duas escolas públicas da cidade de Santa Maria, Rio Grande do Sul, com 527 alunos no ano de 2009. Foi utilizado um questionário com uma questão aberta, com a pergunta: O que é Câncer para você? Os resultados obtidos revelaram que os alunos participantes têm conhecimento acerca da doença, porém de forma não científica. Constatou-se que os alunos relacionaram câncer à morte, a malignidade e benignidade, também a prognóstico, a fisiopatologia, a etiologia, pessoas, população incidente, transmissão e a signo. Estes dados mostram que o as concepções dos aprendizes estão distantes de conceitos científicos, reforçando a importância da avaliação prévia das mesmas. Dada a importância do câncer e a relevância das concepções prévias na aprendizagem significativa, este estudo buscou subsídios para o estabelecimento de estratégias político-pedagógicas que contribuam na Educação para a Saúde como tema transversal. No que se refere à Educação para a Saúde, este estudo considera que o câncer é uma doença de grande relevância, que deve fazer parte dos temas transversais nas escolas, inseridos nos Parâmetros Curriculares Nacionais (PCN) informando e preparando os cidadãos ativamente para que possam agir com responsabilidade em relação à sua saúde.

No presente estudo, investigamos a questão da violência que vem permeando, de forma significativa, as relações no espaço escolar. Especificamente, objetivamos levantar qual a visão que os docentes têm sobre o fenômeno, bem como, as formas como este ocorre e as estratégias que são utilizadas para sua superação. Metodologicamente, optamos pela abordagem qualitativa, sendo esta uma pesquisa descritiva-exploratória, de cunho humanista. Para o levantamento de dados, utilizamos a entrevista individual norteada por um roteiro semi-estruturado. Pesquisamos vinte professores de ambos os sexos, sendo a maioria constituída de mulheres com mais de 40 anos, de quatro escolas da rede pública de ensino de um município paraense. Organizamos os dados em quadros e o conteúdo foi analisado por categorização, possibilitando melhor compreensão e interpretação das falas expressas pelos professores pesquisados. Pudemos constatar que os professores percebem a violência como um fenômeno em expansão, reforçado, principalmente, pelas desigualdades sociais, pela influência da mídia e pela desestruturação familiar, contribuindo para muitas conseqüências no cotidiano escolar. As formas explícitas foram as mais evidenciadas, principalmente, através das brincadeiras, palavras, dos empurrões, provocações, brigas e outros. Percebem a violência implícita nas relações interpessoais aluno/aluno, aluno/professor, funcionário/aluno e nas condições de trabalho. As estratégias tomadas frente a violência objetivam impor limites e facilitar a convivência , situando o diálogo e a resolução dos conflitos em sala de aula, como as formas mais indicadas para o seu alcance, além disso, consideram importante a atuação conjunta com os pais, com a comunidade e demais componentes da escola. Sentimentos de preocupação, medo, revolta, insegurança, foram reconhecidos como decorrentes do convívio com a violência. Parece poder depreender-se que um dos maiores problemas das escolas é a falta de humanização nas relações entre seus elementos constitutivos e a falta de projeto político-pedagógico. Reage-se muito à ofensa com ofensa, à agressão com agressão, à indiferença com indiferença, e isto parece constituir o paradigma do comportamento na escola. Isto sugere, a necessidade de reverter-se à situação fazendo da escola um espaço de superação da violência. / In the present study, we investigate the question of the violence that comes getting into, of significant form, the relation in the pertaining school space. Specifically, we objectify to investigate which the vision that the professors have on the phenomenon, as well as, the forms as this occurs and the strategies that are used for its overcoming. Methodologically, we opt to the qualitative boarding, being this a descriptive-exploratory research, of matrix humanist. For the data-collecting, we use the individual interview guided by a half-structuralized script. We search twenty professors of both, female and male sex, being the consisting majority of women with 40 years, four schools of the public net of education of paraense city. We organize the data in pictures and the content was analyzed by categorization, having made possible better understanding and interpretation of you say express to them for the searched teachers. We could evidence that the teachers perceive the violence as a phenomenon in expansion, strengthened, mainly, for the social inaqualities, the influence of the media and for the family misstructuration, contributing for many consequences in the daily pertaining to school. The explicit forms had been evidenced, mainly, through the tricks, words, of the pushes, provocations, fights and others. Student/student, student/teacher, employee/student and in the work conditions perceive the implicit violence in the interpersonal relations. The strategies was taken front the violence objectify to impose limits and to facilitate to live togheter, pointing the dialogue and the resolution of the conflicts in classroom, as the indicated forms more for its reach, moreover, consider important the joint performance with the parents, the community and excessively components of the school. Feelings of concern, fear, revolt, unreliability, had been recognized as decurrent of the conviviality with the violence. It seems to be able to infer itself that one of the biggest problems of the schools is the lack of humanization in the relations between its constituent elements, the lack of politician-pedagogical project. It is reacted very to the offense with offense, to the aggression with aggression, the indifference with indifference, and this seems to constitute the paradigm of the behavior in the society and school. This is sugger the need to change to the situation making of the school a space to supperation of the violence.

No presente estudo, investigamos a questão da violência que vem permeando, de forma significativa, as relações no espaço escolar. Especificamente, objetivamos levantar qual a visão que os docentes têm sobre o fenômeno, bem como, as formas como este ocorre e as estratégias que são utilizadas para sua superação. Metodologicamente, optamos pela abordagem qualitativa, sendo esta uma pesquisa descritiva-exploratória, de cunho humanista. Para o levantamento de dados, utilizamos a entrevista individual norteada por um roteiro semi-estruturado. Pesquisamos vinte professores de ambos os sexos, sendo a maioria constituída de mulheres com mais de 40 anos, de quatro escolas da rede pública de ensino de um município paraense. Organizamos os dados em quadros e o conteúdo foi analisado por categorização, possibilitando melhor compreensão e interpretação das falas expressas pelos professores pesquisados. Pudemos constatar que os professores percebem a violência como um fenômeno em expansão, reforçado, principalmente, pelas desigualdades sociais, pela influência da mídia e pela desestruturação familiar, contribuindo para muitas conseqüências no cotidiano escolar. As formas explícitas foram as mais evidenciadas, principalmente, através das brincadeiras, palavras, dos empurrões, provocações, brigas e outros. Percebem a violência implícita nas relações interpessoais aluno/aluno, aluno/professor, funcionário/aluno e nas condições de trabalho. As estratégias tomadas frente a violência objetivam impor limites e facilitar a convivência , situando o diálogo e a resolução dos conflitos em sala de aula, como as formas mais indicadas para o seu alcance, além disso, consideram importante a atuação conjunta com os pais, com a comunidade e demais componentes da escola. Sentimentos de preocupação, medo, revolta, insegurança, foram reconhecidos como decorrentes do convívio com a violência. Parece poder depreender-se que um dos maiores problemas das escolas é a falta de humanização nas relações entre seus elementos constitutivos e a falta de projeto político-pedagógico. Reage-se muito à ofensa com ofensa, à agressão com agressão, à indiferença com indiferença, e isto parece constituir o paradigma do comportamento na escola. Isto sugere, a necessidade de reverter-se à situação fazendo da escola um espaço de superação da violência. / In the present study, we investigate the question of the violence that comes getting into, of significant form, the relation in the pertaining school space. Specifically, we objectify to investigate which the vision that the professors have on the phenomenon, as well as, the forms as this occurs and the strategies that are used for its overcoming. Methodologically, we opt to the qualitative boarding, being this a descriptive-exploratory research, of matrix humanist. For the data-collecting, we use the individual interview guided by a half-structuralized script. We search twenty professors of both, female and male sex, being the consisting majority of women with 40 years, four schools of the public net of education of paraense city. We organize the data in pictures and the content was analyzed by categorization, having made possible better understanding and interpretation of you say express to them for the searched teachers. We could evidence that the teachers perceive the violence as a phenomenon in expansion, strengthened, mainly, for the social inaqualities, the influence of the media and for the family misstructuration, contributing for many consequences in the daily pertaining to school. The explicit forms had been evidenced, mainly, through the tricks, words, of the pushes, provocations, fights and others. Student/student, student/teacher, employee/student and in the work conditions perceive the implicit violence in the interpersonal relations. The strategies was taken front the violence objectify to impose limits and to facilitate to live togheter, pointing the dialogue and the resolution of the conflicts in classroom, as the indicated forms more for its reach, moreover, consider important the joint performance with the parents, the community and excessively components of the school. Feelings of concern, fear, revolt, unreliability, had been recognized as decurrent of the conviviality with the violence. It seems to be able to infer itself that one of the biggest problems of the schools is the lack of humanization in the relations between its constituent elements, the lack of politician-pedagogical project. It is reacted very to the offense with offense, to the aggression with aggression, the indifference with indifference, and this seems to constitute the paradigm of the behavior in the society and school. This is sugger the need to change to the situation making of the school a space to supperation of the violence.