A proposta desta dissertação é investigar a literatura infanto-juvenil israelense, especificamente em obras selecionadas das décadas de 70 a 90 do século XX. Neste estudo, pretendemos também observar como operam os conceitos de mímesis e verossimilhança nestas obras com intuito de verificá-los através das análises destes textos a partir da representação ficcional quanto da veracidade histórica. Desta forma, organizamos uma pesquisa centrada na questão dos conflitos, medos e dores que permearam a literatura infanto-juvenil israelense que funciona como mola propulsora de nosso trabalho. Pretendemos, a partir das análises teóricas realizadas, localizar esses questionamentos e apresentar alguns apontamentos para a discussão sobre a natureza de nosso tema e seu desenvolvimento. Para isso, nossa pesquisa se baseará nas obras selecionadas Sumri (1978) e Pantera no porão (1995), ambas do escritor Amós Oz; além destas, também analisaremos a obra O Monstro da Escuridão (1976) de Uri Orlev. Por fim, desejamos apresentar nossas reflexões e, na medida do possível, avançar, mediante a descrição e a compreensão acerca dos conflitos, medos e dores que permeiam a literatura infanto-juvenil israelense. / Our aim is to investigate Israeli childrens and youth literature, especially in some works selected from the 70s to the 90s of the 20th century. In this study, we intend to observe how the concepts of mimesis and verisimilitude are presented in these works by means of analyses regarding both the fictional representation and the historical veracity. Our research is focused on the question of the conflicts, fears and sorrows that pervade Israeli childrens and youth literature, which are the aspects that motivate our study. Based on the theoretical analyses carried out, we identify these issues and present some reflections for the discussion on the nature of our theme and its development. The works analyzed are Sumchi (1978) and A panther in the basement (1995), both by Amós Oz, and The monster in the darkness (1976), by Uri Orlev. Through the description and comprehension of the conflicts, fears and sorrows in the works mentioned, our study may contribute to the scientific inquiry on Israeli childrens and youth literature.

<p>Uppsatsen tar upp frågan om döden inom den epikureiska filosofin. Det visar sig att frågan kan delas upp i flera frågor. Dessa delfrågor kring döden är kopplade till olika rädslor. Uppsatsen tar även upp hur frågan kring döden blir bron mellan metafysiken och etiken inom den epikureiska filosofin. Uppsatsens huvudpunkt är utredningen av Lucretius, <em>De rerum natura</em>. Uppsatsen följer Lucretius argumentation kring naturen, världen och universums uppbyggnad , gudarnas förehavanden och till slut döden som en icke-händelse och därför inget att frukta.</p><p>För att förstå Lucretius bör man även studera Epikuros originaltexter.</p><p>Frågan är om<em> </em>Lucretius argument tillför någonting nytt inom den epikureiska filosofin, eller om Lucretius endast omformulerar och ger nya liknelser kring det som redan står att finna i Epikuros originaltexter.</p><p>Uppsatsens slutsats blir att Lucretius egentligen inte tillför någonting nytt och att Epikuros argument om döden som en icke-händelse står sig bra.</p> / <p>The purpose of this essay is to examine the question of death within the epicurean philosophy. The main question can be divided into part questions. These part questions are connected to different fears. The essay also discusses how the question of death becomes the bridge between metaphysics and ethics within the epicurean philosophy. The essay’s main focus is the examination of Lucretius, <em>De rerum natura.</em> The essay follows Lucretius argumentation about the construction of nature, the word and universe, the whereabouts of the gods and finally death as a non-event and therefore nothing to fear.</p><p>To understand Lucretius one also has to study the original texts written by Epicurus. The question is if Lucretius argument adds anything new to the epicurean philosophy, or if Lucretius only rephrases and comes up with new metaphores about what already is found in the original texts by Epicurus.</p><p>The essay’s conclusions are that Lucretius doesn’t add anything new, and that Epicurus original argumentation about death as a non-event is strong.</p>

Uppsatsen tar upp frågan om döden inom den epikureiska filosofin. Det visar sig att frågan kan delas upp i flera frågor. Dessa delfrågor kring döden är kopplade till olika rädslor. Uppsatsen tar även upp hur frågan kring döden blir bron mellan metafysiken och etiken inom den epikureiska filosofin. Uppsatsens huvudpunkt är utredningen av Lucretius, De rerum natura. Uppsatsen följer Lucretius argumentation kring naturen, världen och universums uppbyggnad , gudarnas förehavanden och till slut döden som en icke-händelse och därför inget att frukta. För att förstå Lucretius bör man även studera Epikuros originaltexter. Frågan är om Lucretius argument tillför någonting nytt inom den epikureiska filosofin, eller om Lucretius endast omformulerar och ger nya liknelser kring det som redan står att finna i Epikuros originaltexter. Uppsatsens slutsats blir att Lucretius egentligen inte tillför någonting nytt och att Epikuros argument om döden som en icke-händelse står sig bra. / The purpose of this essay is to examine the question of death within the epicurean philosophy. The main question can be divided into part questions. These part questions are connected to different fears. The essay also discusses how the question of death becomes the bridge between metaphysics and ethics within the epicurean philosophy. The essay’s main focus is the examination of Lucretius, De rerum natura. The essay follows Lucretius argumentation about the construction of nature, the word and universe, the whereabouts of the gods and finally death as a non-event and therefore nothing to fear. To understand Lucretius one also has to study the original texts written by Epicurus. The question is if Lucretius argument adds anything new to the epicurean philosophy, or if Lucretius only rephrases and comes up with new metaphores about what already is found in the original texts by Epicurus. The essay’s conclusions are that Lucretius doesn’t add anything new, and that Epicurus original argumentation about death as a non-event is strong.

Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2017-05-16T12:54:17Z No. of bitstreams: 1 arquivototal.pdf: 3919041 bytes, checksum: a1f0d5d2f11c68d77395333acf8bf315 (MD5) / Made available in DSpace on 2017-05-16T12:54:17Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 3919041 bytes, checksum: a1f0d5d2f11c68d77395333acf8bf315 (MD5) Previous issue date: 2015-02-06 / This research, from the perspective of anthropology of emotions, aims a comprehensive analysis of the neighborhood of Varjão/Rangel of the city of João Pessoa, Paraíba, as a space of urban sociability of intense personality. The neighborhood is considered one of the most violent and problematic urban quarter of the city. The main hypothesis considered everyday fears and shame as central emotions and as the direct forces of the emotional culture of the neighborhood, as well as of the actions of the residents in the role of interactional units in relation to itself, to another resident, to the neighborhood and to the city. The symbolic-interactionist perspective guided an ethnographic methodology that was held from fieldwork that combined strategies of participant observation and direct interviews. The research results revealed a hierarchical and exclusionary social logic as a central element in the emotional culture of the city of João Pessoa over the peripheral areas of the city, of which the Varjão/Rangel is one of its parts. In this sense, the double neighborhood’s nomination examined here, the official Varjão and the unofficial Rangel as well, demonstrates the impact of moral disputes about the moralizing and modernization process in the city and reflects the everyday stigma, shame and fears as commonplace of an ambiguous and ambivalent identity, the one of the Varjão/Rangel neighborhood. A common resident of the neighborhood, socialized in a tense communicative environment characterized by a deteriorated identity, internalizes the perspective of a "generalized other" that perceives himself as a potentially dangerous character who contaminates the city as a whole. This classificatory logic and argumentation about the neighborhood of the city is taken over by the resident of Varjão/Rangel, who, in turn, hoping to safeguard his face, ends up falling in a play of moral disputes whose logic of excuses and accusations transforms every resident of the neighborhood, including himself, in a branded character. / Este trabalho tem por objetivo uma análise compreensiva do bairro do Varjão/Rangel da cidade de João Pessoa, Paraíba, como espaço de sociabilidade urbana de intensa pessoalidade sob a ótica da antropologia das emoções. O bairro é considerado como um dos mais violentos e problemáticos da malha urbana da cidade. Teve-se por hipótese a questão dos medos corriqueiros e da vergonha cotidiana como emoções centrais e organizadoras da cultura emotiva do bairro, bem como das ações dos moradores do mesmo enquanto unidades interacionais em relação a si mesmo, ao outro morador, ao bairro e à cidade. A proposta metodológica de cunho etnográfico, no interior de uma perspectiva simbólico-interacionista, foi realizada a partir de um trabalho de campo que combinou estratégias de observação participante e de entrevistas diretas. Os resultados da pesquisa revelaram uma lógica societária hierarquizante e excludente como elemento central na cultura emotiva da cidade de João Pessoa em relação aos bairros populares, dos quais o bairro trabalhado faz parte. Neste sentido, a dupla nominação do bairro aqui analisado, entre o oficial Varjão e o oficioso Rangel, demonstra o impacto das disputas morais em torno do processo de moralização e modernização do espaço urbano local, bem como reflete o estigma, a vergonha cotidiana e os medos corriqueiros de uma identidade ambígua e ambivalente, a do bairro do Varjão/Rangel. O morador do bairro, socializado em um ambiente comunicativo tenso e caracterizado por uma identidade deteriorada, assume a perspectiva de um “outro generalizado” que o percebe como um personagem potencialmente perigoso e que contamina a cidade como um todo. Esta lógica de classificação e argumentação da cidade sobre o bairro é assumida pelo morador do Varjão/Rangel, que, por sua vez, na intenção de salvaguardar a sua fachada, acaba caindo em um jogo de disputas morais cuja lógica de desculpas e acusações transforma todo morador do bairro, inclusive ele mesmo, em um personagem estigmatizado.

O objetivo do estudo foi avaliar o efeito da escuta terapêutica na ansiedade pré-operatória e nos medos relacionados à cirurgia em pacientes hospitalizados para tratamento cirúrgico de câncer colorretal. Tratou-se de um ensaio clínico aleatorizado realizado em um hospital geral. Os participantes foram aleatorizados em dois grupos: experimental (GE) (n=25) e controle (GC) (n=25). No GE era realizada a escuta terapêutica, de modo que os pacientes tinham 30 minutos para falar com a pesquisadora sobre sua experiência com a hospitalização para o tratamento da doença. No GC os pacientes eram informados que teriam alguns dados coletados, em seguida a pesquisadora se ausentaria por 30 minutos e que, após este intervalo, a mesma retornaria para a conclusão da pesquisa. As variáveis dependentes (alfa-amilase, cortisol, frequência de pulso, frequência respiratória, pressão arterial, ansiedade estado e medos relacionados à cirurgia) foram coletadas antes e após a realização da intervenção no GE e antes e após o intervalo supracitado no GC. Na comparação das variáveis dependentes no GE em relação ao GC no momento pós-intervenção, não foram identificadas diferenças significativas para nenhuma das variáveis estudadas. Na comparação das variáveis no GE e GC nos momentos pré e pós-intervenção, constatou-se diferenças significativas apenas entre os momentos no GC para as variáveis cortisol (Z=-2,023; p=0,043), frequência de pulso (FP) (Z=-2,121; p=0,034) e medos relacionados à cirurgia (Z=-2,171; p=0,030), com redução dos valores destas variáveis. Na relação entre as variáveis estudadas obteve-se significância entre a ansiedade estado e as variáveis cortisol, idade, escolaridade e religião; os medos relacionados à cirurgia foram relacionados ao sexo, tempo de confirmação do diagnóstico de câncer colorretal, nível de escolaridade, cortisol, estado civil e à pressão arterial diastólica. Apenas a variável renda familiar mensal apresentou diferença significativa em suas distribuições no GE e no GC, no entanto, esta não teve influência sobre as variáveis dependentes. A maioria dos pacientes referiu satisfação quanto ao desenvolvimento da intervenção. Conclui-se que, no momento pré-operatório, nas condições investigadas neste estudo, os dados evidenciaram que a mensuração das variáveis imediatamente após a intervenção de escuta terapêutica de 30 minutos não evidenciou a redução esperada dos valores das variáveis estudadas; estudos com medidas dessas variáveis após um tempo para o paciente processar os efeitos da intervenção poderão confirmar se a mensuração imediata ou uma hora após a intervenção, por exemplo, conduziria a resultados distintos. Contudo, houve redução dos valores de cortisol, frequência de pulso e medos relacionados à cirurgia nos participantes do GC, o que pode ser atribuído ao contato da pesquisadora com tais participantes durante os momentos de coleta de dados / The aim of the study was to evaluate the effect of therapeutic listening on preoperative anxiety and fears related to surgery in patients hospitalized for surgical treatment of colorectal cancer. This is a randomized clinical trial conducted in a general hospital. Participants were randomized in two groups: experimental (n=25) and control (n=25). In the experimental group was performed therapeutic listening. The patients had thirty minutes to talk to the researcher about their experience with hospitalization for the treatment of disease. In the control group patients were informed that they would have some data collected, then the researcher would be gone for thirty minutes and after this range, she would return to complete the research. The dependent variables (alpha-amylase, cortisol, pulse rate, respiratory rate, blood pressure, anxiety state and fears related to surgery) were collected before and after the intervention in experimental group and before and after the break in control group. In comparing the dependent variables in the experimental group compared to the control group in the post-intervention time, no significant differences were identified for any of the variables studied. In comparing the variables in the experimental group and the control group in the pre and post-intervention, there was significant differences only between times in the control group for cortisol (Z=-2,023; p=0,043), pulse rate (Z= -2,121; p=0,034) and fears related to surgery (Z= -2,171; p=0,030), with reduced of these variables. In the relationship between the studied variables, there was a significant difference between state anxiety and the variables cortisol, age, education level and religion; the fears related to the surgery were related to sex, time of confirmation of the diagnosis of colorectal cancer, education level, cortisol, marital status and diastolic blood pressure. Only the variable monthly income showed a significant difference in their distributions in the experimental group and the control group, however, this had no influence on the dependent variables. Most patients report satisfaction with the development of the intervention. It was concluded that, in the preoperative period, under the conditions investigated in this study, the data showed that the measurement of the variables immediately after the intervention of 30 minutes of therapeutic listening did not show the expected reduction of the values of the studied variables; Studies with measures of these variables after a time for the patient to process the effects of the intervention could confirm whether the immediate measurement or one hour after the intervention, for example, would lead to different results. However, there was reduction of cortisol levels, pulse rate and fears related to surgery in the control group, which can be attributed to contact the researcher with these participants during times of data collection

Lorsque les désastres et les catastrophes apparaissent comme des traits marquants de l’existence sociale et collective, notre vision/conception du monde, tant esthétique que cognitive, se voit interpellée, voire prise à défaut. Le monde contemporain est traversé par une crise de nos certitudes de maîtrise de la nature et de la société, crise paradoxale puisqu’elle s’enracine dans nos immenses pouvoirs de transformation, ceux-là mêmes qui entretenaient nos espoirs de progrès et dont les conséquences imprévues nourrissent aujourd’hui nos appréhensions et nos peurs collectives. A travers un regard sociologique, cette recherche interroge le poids des imaginaires sociaux sur la production de l’événement-catastrophe, et, en retour, l’influence de cette dernière sur les opinions, les attitudes et les comportements de prévention du danger et les représentations sociales de la sécurité. Construit sur un corpus d’une dizaine de catastrophe (de la tempête de décembre 1999 en Europe de l’Ouest à la catastrophe de Fukushima en 2011), et soutenu par un travail de terrain (presse, littérature, cinéma, jeux-vidéo mais aussi groupes de préparation aux désastres), ce travail fait apparaitre l’efficience de l’archétypologie durandienne et dévoile de la réactivation d’anciens mythes et l’apparition de nouveaux récits dans le complexe sociétal, introduisant alors une idée neuve en Occident : notre époque est fascinée par sa puissance mais aussi terrifiée par un avenir dans lequel elle ne sait plus lire que des promesses de déclin. / When disasters and catastrophes are prominent features of social and collective life, our aesthetic and cognitive vision or conception of the world is challenged or even overwhelmed. The contemporary world is experiencing a crisis that has shaken our certainties about nature and society’s control. This crisis is paradoxical, because it is rooted in our immense powers of transformation; the very same powers that sustain our hopes of progress. The unexpected consequences of these powers now feed our collective anxieties and fears. This research takes a sociological perspective to assess the influence of the social imaginary on the production of disaster events, and, in turn, the impact of the production of disaster events on the opinions, attitudes and risk-prevention behaviors and social representations of security. Based on a corpus of ten catastrophes (the December 1999 storm in Western Europe to the Fukushima disaster in 2011), and supported by field work (press, literature, cinema, video games and also disaster preparedness groups), this work reveals the effectiveness of the Durandian archetype and reveals reactivation of ancient myths and the emergence of new tales in the social complex, while introducing a new idea in the Occident: our age is fascinated by its power, but also terrified of a future in which it can see only promises of decline. / Quando os desastres e as catástrofes surgem como traços marcantes da existência social e coletiva, é a nossa visão/concepção do mundo, tanto estética como cognitiva, que é interrogada, e mesmo posta em xeque. O mundo contemporâneo é atravessado pela crise das nossas certezas de dominação da natureza e da sociedade, uma crise paradoxal, dado que se enraíza nos nossos imensos poderes de transformação. Esses poderes alimentavam as nossas esperanças de progresso. Mas as suas inesperadas consequências estimulam hoje as nossas angústias e os nossos medos coletivos. Através de um olhar sociológico, esta pesquisaquestiona a força dos imaginários sociais na produção do evento-catástrofe e, em sentido contrário, a influência que o evento-catástrofe tem nas opiniões, atitudes e comportamentos de prevenção do perigo e nas representações sociais da segurança. Construído sobre um corpus de uma dezena de catástrofes (da tempestade de Dezembro de 1999 na Europa Ocidental até à catástrofe de Fukushima, em 2011), e apoiado numa pesquisa de campo (imprensa, literatura, filmes, videojogos, como também grupos de preparação para os desastres), este trabalho torna manifesta a eficiência da arque-tipologia durandiana e revela a reativação de mitos antigos, assim como o surgimento de novas narrações no complexo societal. Uma nova ideia irrompe no Ocidente: a nossa época está fascinada pelo seu poder, mas também se encontra aterrorizada por um futuro em que apenas consegue ler promessas de declínio.

La question de la sécurité et du sentiment d’insécurité à Marseille se résume trop souvent à la problématique des « cités » et à l’image des trafics de drogue et des règlements de compte qu’ils évoquent. Ces sujets sont certes réels et importants, mais ils ne doivent pas occulter les problèmes de « délinquance » et d’« incivilités » plus classiques et autrement plus nombreux qui se posent dans toutes les grandes villes, de multiples manières. Les années 1980, sous l’influence des recherches anglo-saxonnes, marquent justement un tournant majeur puisque, conscient des limites de la statistique administrative, on commence à mesurer ces phénomènes sociaux du point de vue de la victime. Alors que des enquêtes en population sont réalisées en France depuis plusieurs années, aucune d’entre elles ne s’intéresse aux usagers des campus universitaires quand bien même les effectifs d’étudiants explosent dans le dernier quart du 20e siècle. En effet, aujourd’hui, l’université représente un passage obligé pour une part importante de la jeunesse.Comment, les campus universitaires, des espaces sociaux similaires au premier regard, laissent-ils apparaître des différences en termes de victimation et de sentiment d’insécurité ? Quelle est le volume des victimations recensées et qui sont les victimes ? Peut-on comprendre l’origine des peurs éventuelles des étudiants et des personnels de l’université ? En quoi l’organisation de la sécurité, les problèmes de délinquance locale ainsi que les représentations sociales forment-ils un ensemble de phénomènes qui s’articulent et s’alimentent ? / The question of security and fear of crime in Marseille is all too often limited to the problem of "cités", the image of drug trafficking and the settling of accounts they evoke. These topics are certainly real and important, but they should not overshadow the more classic and numerous "delinquency" and "incivility" problems that arise in many ways, in all major cities. The 1980s, under the influence of Anglo-Saxon research, mark a turning point. Aware of the limits of administrative statistics, we began to measure these types of social phenomena from the point of view of the victim. While population surveys have been carried out in France for several years, none of them are interested in members of university campuses even though the student population exploded in the last quarter of the 20th century. Indeed, today, the university represents a necessary passage for a substantial part of the youth.How do social spaces, which are similar at first glance, reveal differences in terms of victimization and fear of crime? What is the intensity of victimization and who are the victims? Can we understand the origin of the fears of students and university staff? In what way are the security organizations, the problems of local delinquency as well as the social representations a set of phenomena that articulate and feed each other?This thesis, which is a part of the sociology of delinquency and urban sociology fields, does not resolutely lean towards spectacular crime incidents absent from the campus landscape, but rather, towards everyday life problems of members of 3 main Marseilles’ campuses.

Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

Many students in South Africa are unable to cope with the academic demands of tertiary education as they are not fully prepared for Higher Education (HE). Various inefficiencies in the South African HE system have been identified, including low throughput rates, student dissatisfaction, unsatisfying graduation rates, learner dropouts, learner repetition, motivation, self–efficacy, attitude, personality differences, maturation, the retention of failing learners and unit costs. Student performance and satisfaction cause concern for the government and the HE sector. The purpose of this study is to understand student satisfaction amongst Open Distance Learning BEd Hons students. It further aims to improve student satisfaction and quality in the programme by recognising the context sensitive needs, expectations and experiences of students from different cultural–language groups, as well as constructing guidelines to improve satisfaction. The purposeful sampling consisted of Second year BEd Hons teacherstudents enrolled for open distance learning at the School for continuing teacher education (SCTE). A total of 34 students participated in the study. This number comprised of fifteen students from the focus–group interviews and nineteen students who completed open–ended questionnaires. Students were chosen according to three criteria dimensions: major language groups, gender and number of years teaching experience. This study followed a qualitative investigation of two semi–structured, open–ended focus–group interviews in the format of conversations, as well as documentary analysis of the teaching and learning policy of the North West University (NWU), and an open–ended questionnaire. The data were taperecorded for accurate transcription and analysed by using Atlas.ti. Through the use of Atlas.ti, I constructed categories of recurring patterns in the dataset, and explored the relationships of these categories. Different strategies were used to enhance validity and reliability respectively. The findings indicated that students’ satisfaction with HE environment is influenced by the quality of the programmes offered to them, communication between lecturers/facilitators and students, environment at the learning centres and the support that students received from HEI. The students in their capacity as clients with Higher education institutions (HEIs) are influenced by the support they receive from their work environment, as well as the level of appreciation they receive from HEI regarding their own culture and values. They also value iii the environment they experience during course facilitations at the HEIs. The various student attributes also play a significant part in their satisfaction levels towards the HEIs. Findings also highlighted that students were not satisfied with the support they received from the Open distance learning (ODL) unit. It is clear that the students’ perception of the quality of the programme influences their level of satisfaction. Students are mostly satisfied with the quality of the programme but they feel the communication as well the support from HEI and ODL is not adequate. The students indicated that HEI and ODL do not display sufficient understanding and concern for students. They feel there should be a greater commitment from HEI and ODL to understand and consider the profiles of the students. HEI and ODL should actively consider the background, culture, values, attributes, and personal, as well as domestic circumstances of their students. The BEd Hons programme is a valuable and popular programme, but the responsibility rests with both HEI and ODL to ensure that both the quality and delivery of this programme are enhanced and improved so as to guarantee higher levels of satisfaction amongst students. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2012.

81 Abstract The presented diploma thesis solves fears which are experienced by workers in low-threshold institutions for children and youth (NZDM) in their ongoing contact work. The theoretical articles are focused on the description of NZDM - it's principles, target group, methods and protective mechanisms of work. The following articles describes workers in NZDM. Due to the topic of diploma thesis, the fears are defined in the next articles. The research part of the thesis solves meanings and experiencing of fears using the interpretative phenomenological analysis by A. Smith. The analysis outcome is of high importance experiencing frustration, uncertainty and refusal. The fears are experienced in the background of their own personal life experiences, in the clients specific lives, in the relationship with clients, experiencing competency and work requirements. The most commented values are the intrapsychical safety and self-esteem. The analysis also shows the protective strategies for coping with the fears. Workers talked about the benefits of the experienced problems.