Zweite Studienarbeit Hochschule für Angewandte Psychologie Zürich, 2006.

The lack of respect for authority and discipline of teachers on the part of the learners is a factor contributing to low morale and sense of neglected status to teachers. These factors prevent true realisation of the idealism with which educators initially entered the profession, as they are faced with the realities in schools. The need for security and geborgenheit lay the foundation for security in the workplace of educators. The need for physical safety is described in this dissertation on the basis of contextual and theoretical frameworks, to a better understanding of teachers' insecurities. The need to experience geborgenheit appeals to the discipline of Education Law, which focuses inter alia on psychological security through an analysis of legal sources. It contributes to achieve the overall objective of this study, namely to determine the perceptions of educators regarding the impact of student misconduct on their security. Several factors, namely school-related factors, labour law factors as well as society related factors that learners come into contact with every day, contributes to misconduct by some learners. It therefore compels all stakeholders in education to become involved in the education of the students and not to perceive education as a "one-man job". From an employment perspective, the promotion of a safe environment, where learners and educators experience geborgenheit, a prerequisite for their physical and psychological security. This will contribute to the holistic performance of the educational task by the teacher for the benefit of the learners. / MEd (Education Law), North-West University, Potchefstroom Campus, 2013

The lack of respect for authority and discipline of teachers on the part of the learners is a factor contributing to low morale and sense of neglected status to teachers. These factors prevent true realisation of the idealism with which educators initially entered the profession, as they are faced with the realities in schools. The need for security and geborgenheit lay the foundation for security in the workplace of educators. The need for physical safety is described in this dissertation on the basis of contextual and theoretical frameworks, to a better understanding of teachers' insecurities. The need to experience geborgenheit appeals to the discipline of Education Law, which focuses inter alia on psychological security through an analysis of legal sources. It contributes to achieve the overall objective of this study, namely to determine the perceptions of educators regarding the impact of student misconduct on their security. Several factors, namely school-related factors, labour law factors as well as society related factors that learners come into contact with every day, contributes to misconduct by some learners. It therefore compels all stakeholders in education to become involved in the education of the students and not to perceive education as a "one-man job". From an employment perspective, the promotion of a safe environment, where learners and educators experience geborgenheit, a prerequisite for their physical and psychological security. This will contribute to the holistic performance of the educational task by the teacher for the benefit of the learners. / MEd (Education Law), North-West University, Potchefstroom Campus, 2013

Denna uppsats utvecklar Sigmund Freuds begrepp "unheimlich" till ett litteraturvetenskapligtbegrepp och analysverktyg utifrån en hermeneutisk-fenomenologisk ansats. "Unheimlich"framkallas av grundläggande kategoriseringsproblem som uppstår i konfrontation med omvärlden.Begreppet används för att rama in och förstå kategoriseringsproblem i Tove Janssons bokTrollvinter utifrån den litterärt framställda protagonistens perspektiv. Analysen består i attundersöka kategoriseringsproblemens förekomst och funktion för berättelsen. Den visar hur dessakategoriseringsproblem skapar en spänningsladdad dynamik i Trollvinter och hur "unheimlich"berättartekniskt kan utnyttjas för att driva berättelsen framåt. Berättelsen kan ses som ett saktalärande av att hantera grundläggande kategoriseringsproblem och därmed iordningställande avrelationen till omvärlden. Denna uppsats visar således hur "unheimlich" kan användas som ettlitteraturvetenskapligt analysverktyg på litteratur av detta slag för att göra systematiskaundersökningar av dess förekomst och funktion för berättelsen. / In dieser Magister-Arbeit wird Sigmund Freuds Definition von "unheimlich" mit Hilfe eineshermeneutisch-phänomenologischen Ansatzes zu einem literaturwissenschaftlichen Analyse-Hilfsmittel weiterentwickelt. Jemand oder etwas kann dann als "unheimlich" verstanden werden,wenn wesentliche Kategorisierungsprobleme bestehen, welche in Konfrontation mit der Umwelthervorgerufen werden. Der Begriff "unheimlich" wird genutzt um beschriebene Erlebnisse derHauptfigur Mumin in Tove Janssons Buch Trollvinter einzurahmen und zu verstehen. Die Analysebesteht darin, das Vorkommen und die Funktion von Kategorisierungsproblemen innerhalb derGeschichte zu untersuchen und zu zeigen, wie diese eine spannungsgeladene Dynamik inTrollvinter erzeugen. Es wird gezeigt, wie "Das Unheimliche" erzähltechnisch genutzt werden kann,um die Handlung der Geschichte voranzutreiben. Trollvinter kann als ein langsames "in Ordnungbringen" der Beziehung zur Umwelt verstanden werden. Somit zeigt die vorliegende Magister-Arbeit, wie das Vorkommen und die Funktion von "unheimlich" innerhalb einer Geschichtesystematisch untersucht, verstanden und in größeren Zusammenhang gebracht werden kann.