For centuries, the human body has been used as a mean to project the norms, moral values and aesthetic preferences that exist throughout society. It has been controlled through constrictive fashion, family and social virtues and through how we perceive gender and sexuality. This essay strives to show, not only how the body and the aesthetic values coexist, but also how they work together and influence each other, with the body as the aesthetic medium. To do this, Michel Foucault’s writings of sexuality and his theories on morality and discipline, as well as Judith Butler’s works on normativity and performativity are being used. Carolyn Korsmeyer’s work on aesthetic theory from a feminist point of view, specifically what she writes about beauty and the sublime, is also utilized, together with Sigmund Freud’s theories on variant sexuality. As human beings, we have a tendency to view each other as followers of a certain norm; more specifically a gender based one. We divide each other into either men or women, but always as heterosexuals with a desire to procreate. What happens then when we come across someone who either is gay, bi- or transsexual, a transvestite, or someone who’s primary sexual interest is focused on a body part, a piece of clothing, on giving or receiving pain, physical restraint, or to dominate or being dominated? There still exist a social tendency to view these as being outside the norm, but my point in this essay is that these are just as much a performative action as is the one being a heterosexual man or woman. This because we humans are performative at our core, we always stage our gender and sexuality, as well as philosophical and political attitudes, with everyone else being both the audience and fellow actors. Fetishistic practices and BDSM are part of the aesthetic world by their close relationship with aesthetic sublimity. By engaging in one or both of these, the fetishist or BDSM-enthusiast uses his or her body as a mean to experience the delight that is the core of sublimity, as well as beauty. Beauty and sublimity are also the keywords used to describe the pleasure derived from the visual appearance of the female body and the power eminated from the male. These have been highlighted through clothing such as corsets, high heels and uniforms, and all of these have also found their way into both the world of fashion and into the wardrobes of fetishists and those engaging in BDSM. These practises have had a high influence on the haute couture of fashion, mostly due to their provocative values. My point in this essay is then that the aesthetic world consists of something more than just art, for example a painting hung on a wall. It consists of bodily actions and responses, all of which can be seen as parts of a purely aesthetic experience.

This study is qualitative and will show what’s causing anxiety in a class. Further it will describe how teacher’s act and how they handle when anxiety becomes a problem in the education. How can one as a teacher handle and act in to these disturbing situations? The children, who are anxious, take important time from those students who really need help in their learning. To reach our purpose participating observations were made and teachers were interviewed. The result shows what apprehends the most important aspects, namely to prevent anxiety through among other things a structural way of work and self-awareness to their own teacher’s part. The teacher’s show that they are preventing anxiety by staying calm, good planning, which means for example that teachers always have to be one step further, to be sharp and aware of their one’s own action. In the result many different approaches were discovered, some ways were foregone conclusions, but some times the teachers gave a rather surprising result. The teachers have a complex day, for that reason tools are needed to simplify and to prevent some disturbing moments so a good learning environment is encouraged.

The purpose of this study was to examine whether the degree of discipline in social services may be the reason why more children are evicted in one municipality in Stockholm, compared to another. Since our purpose was to study the degree of discipline in social services work with eviction cases where children are concerned, discipline is therefore a central part of the study. The interest in the subject arose from our prior understanding that social services approach to discipline may affect the extent of evictions. In order to answer the study’s question at issue, a qualitative interview was conducted to create an understanding of the discipline and a vignette study was conducted to compare the social workers assessments in two municipalities in Stockholm, Högstad and Lågby. The study's interviews and vignette study was complemented with previous research related to the topic. The theoretical perspective was the basis for the analysis of the empirical study and consisted interconnection of theory by Michel Foucaults as well as Greta Marie Skaus and Erich Fromms perspective which helped us create a better understanding of the discipline in social services. In conclusion, we discussed thoughts and ideas that arose during the study and the results show, among other things, obvious elements of discipline in social services. Additional knowledge from the study contributed to increased understanding was in which way the social services approach to discipline affects their assessments in eviction cases where children are concerned.

There are very few studies that have taken the matter of teacher’s leadership in disciplinary actions into research. That is why the purpose of this essay has been to investigate the relationship of how students think their teachers appear in questions of discipline. The study has been narrowed down to gather and analyze the experiences that students have about teachers, and how teachers uphold and set themselves to ground rules in the classroom. The study has shown how the students interpret teacher’s act of following up consequences of classroom rules. It has also shown that the pupils get a feeling and believe that teachers think they’re above the rules that actually have been created by them selves. Nor are the teachers consequent enough in following up the rules that has been placed to follow in the classroom. Conclusively the teacher’s rules are not for the teachers while it is they who should set an example.   The report is based on researching material, consisting of a questionnaire with complementary interviews. The participants are 70 students who currently stay in the grades four and five at a countryside school in the outskirts of southern Stockholm. The research material is very detailed with a high validity and reliability.

<p>This study is qualitative and will show what’s causing anxiety in a class. Further it will describe how teacher’s act and how they handle when anxiety becomes a problem in the education. How can one as a teacher handle and act in to these disturbing situations? The children, who are anxious, take important time from those students who really need help in their learning. To reach our purpose participating observations were made and teachers were interviewed. The result shows what apprehends the most important aspects, namely to prevent anxiety through among other things a structural way of work and self-awareness to their own teacher’s part. The teacher’s show that they are preventing anxiety by staying calm, good planning, which means for example that teachers always have to be one step further, to be sharp and aware of their one’s own action. In the result many different approaches were discovered, some ways were foregone conclusions, but some times the teachers gave a rather surprising result. The teachers have a complex day, for that reason tools are needed to simplify and to prevent some disturbing moments so a good learning environment is encouraged.</p>

During the past number of years the press in Namibia has been regularly publishing reports linking educators to some unacceptable conduct. The apparent increase in the frequency of educator misconduct coupled with relevant research in education law prompted this research to be carried out. Recent research shows that good labour relations promote mutual respect between employer and employee. In education, the good labour relations help to promote the achievement of the national goals on education. The aim of this research was to determine the nature and frequency of educator misconduct in public or government schools in Namibia. The research was also conducted to establish the extent to which educator misconduct affected learning and teaching in the schools as well as the effects on the well-being of the learners and other stakeholders in education. It was also aimed in this research to analyse the respective roles of those individuals, organisations or bodies, such as teacher unions, who are responsible for the management of educator misconduct. The findings from the review of policy documents, text books, journal articles and newspaper articles and the empirical research pointed out a high frequency of educator misconduct. Participants recommended that the supervisors and the employers have to do much more to curb the upsurge of educator misconduct. Educator misconduct was blamed for harmful effects to the learning and teaching of learners, as well as the wellbeing of other stakeholders. The research revealed that legislation plays an important role in the management of educator misconduct. Being consistent with the guidelines from legislation, jurisprudence and the common law regarding management of educator misconduct was established to be essential to ensure fairness to both learners and educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

During the past number of years the press in Namibia has been regularly publishing reports linking educators to some unacceptable conduct. The apparent increase in the frequency of educator misconduct coupled with relevant research in education law prompted this research to be carried out. Recent research shows that good labour relations promote mutual respect between employer and employee. In education, the good labour relations help to promote the achievement of the national goals on education. The aim of this research was to determine the nature and frequency of educator misconduct in public or government schools in Namibia. The research was also conducted to establish the extent to which educator misconduct affected learning and teaching in the schools as well as the effects on the well-being of the learners and other stakeholders in education. It was also aimed in this research to analyse the respective roles of those individuals, organisations or bodies, such as teacher unions, who are responsible for the management of educator misconduct. The findings from the review of policy documents, text books, journal articles and newspaper articles and the empirical research pointed out a high frequency of educator misconduct. Participants recommended that the supervisors and the employers have to do much more to curb the upsurge of educator misconduct. Educator misconduct was blamed for harmful effects to the learning and teaching of learners, as well as the wellbeing of other stakeholders. The research revealed that legislation plays an important role in the management of educator misconduct. Being consistent with the guidelines from legislation, jurisprudence and the common law regarding management of educator misconduct was established to be essential to ensure fairness to both learners and educators. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

Idag är skolan ofta föremål för debatt i massmedia. Ett vanligt förekommande ämne är den bristande ordningen i klassrummen och hur den leder till försämrade resultat. Den allmänna uppfattningen är att hårdare disciplin är lösningen.           Studiens syfte är därför att skildra hur fem förstelärare gör för att skapa ordning i sina klassrum. För att uppnå syftet utfördes kvalitativa intervjuer med utgångspunkt i en vinjett, vilken våra informanter fick ta del av. I analysen användes framför allt symbolisk interaktionism och ledarskapsteori som teoretiskt ramverk.           Resultatet visade att inga av informanterna var för metoder så som skrämsel, kvarsittning, utkastning eller andra former av bestraffningar. Samtliga informanter uppvisade ett demokratiskt ledarskap och menade istället att trygghetsskapande är den bästa metoden i skapandet av en god arbetsmiljö. Ordningsregler och tydliga ramar menar de ska skapa trygghet och förebygga eventuella beteendeproblem hos eleverna, medan samtal ska hjälpa eleverna att förstå vad de gjort, om de trots allt skulle uppträda opassande. Detta för att hindra att eleven beter sig likadant igen.           Vår förhoppning är att kunna bidra med tips och idéer till andra lärare om hur ordning kan skapas i klassrummet. / Today, school is often the subject of debate in the media. A common topic is the lack of order in the classroom and how it leads to poorer results. The general consensus is that tougher discipline is the solution.           The aim of this study is to describe how five “förstelärare” create order in their classrooms. To achieve the aim, qualitative interviews based on a vignette were conducted, which our informants were presented with. To analyze the results different theories like symbolic interactionism and leadership theory were used.           The results showed that none of the informants was positive to methods such as intimidation, detention, ejection or other forms of punishment. All informants reported a democratic leadership and instead argued for establishing of assurance as the best method, to create a good working environment. They mean that standards of conduct and clear instructions will provide assurance and prevent students’ behavior problems, while dialogs will help students to understand what they have done, so that they do not repeat their behavior.           Our hope is to give other teachers tips and ideas on how order can be created in the classroom.

Disciplin i skolan är idag ett högaktuellt debattämne i Sverige och det engagerar folk i allmänhet och politiker i synnerhet. Debatten växlar mellan hur aktörers syn på disciplin ser ut, där några menar att det handlar om att använda striktare arbetsmetoder, medan andra menar att det handlar om att ge eleverna större inflytande över det egna lärandet. Denna kvalitativa studie behandlar hur synen på och förhållandet till disciplin i svenska skolan idag kan se ut för musiklärare och elever. Arbetet med att generera data har genomförts med hjälp av olika typer av intervjuer, nämligen genom att intervjua tre musiklärare som arbetar på grundskolan samt fyra gruppintervjuer med elever i grundskolan. Studien visar att disciplin kan uppfattas på olika sätt, men de två mest framstående förhållningarna till disciplin är enligt studien upprätthållande av ordning samt självkontroll och eget ansvar. Disciplin genomsyrar därmed alla musiklektioner på ett eller annat sätt. Upprätthållandet av ordning och regler är mer frekvent i lägre årskurser, medan lärare och elever i äldre årskurser ser mer disciplin utifrån att eleverna ska kunna hitta en egen självdisciplin och inre motivation genom att bland annat bygga upp ett förtroende till lärare. Studien visar att för musikämnet är det viktigt att eleverna lär sig arbeta utifrån ett självdisciplinerat beteende, då lärarens närvaro i musikklassrum inte alltid är garanterad. Enligt studien ser elever disciplin mer utifrån regler som kan både vara en hjälp och en stjälp. Studien föreslår att lärarhögskolor kan erbjuda mer praktisk kunskap om hur lärare kan förhålla sig till disciplin i musikklassrummet och för att få en bättre förberedelse ut i arbetslivet.

Uppsatsen handlar om huruvida dagens styrdokument för grundskolan medger en disciplinmodell som grundar sig på fotbollens spelregler. Uppsatsen bygger på textanalys, då den undersöker vad läroplan, skollag och övriga styrdokument säger om upprätthållandet av regler och dess konsekvenser i skolan. För att kunna jämföra upprätthållandet av regler i en skolkontext och en fotbollskontext valde jag ut fyra områden som återfinns i de båda kontexterna: demokrati, makt, trygghet och nolltolerans. Resultatet av undersökningen visar att det finns utrymme i de rådande dokumenten för att tillämpa Frisk-modellen, som jag kallar min disciplinmodell. / The purpose of the essay is to examine whether the current guiding documents for the compulsory school admits a discipline model based on the rules of football. The essay is based on text analysis, as it examines what the curriculum, the school law and other guiding documents say about the preservation of rules and its consequences in school. In order to compare the preservation of rules between school and football I chose four fields that are present in both contexts. These fields are democracy, power, security and zero tolerance. The result of the examination shows that the existing documents admit usage of my own discipline model, which I have named the Frisk model.