V ANGLICKÉM JAZYCE The thesis focuses on service of documents in administrative proceedings. At the beginning of the thesis, the used terminology and constitutional framework are defined. The main part deals with the two main forms of delivery, an electronic and a documentary form. Regarding the excessive use of electronic communication in today's society, the electronic form is described in detail. Afterwards, the thesis deals with the issue of the service of documents to foreign countries and defects that may occur during the delivery. Many uncertainties and questions have arisen putting an information system of data boxes and using of data boxes for communication between entities and administrative bodies into operation. The author therefore dedicated a considerable attention to this topic. Attention is also paid to the institute of electronic signature. This institute was adopted in the Czech legislation in accordance with European legislation. Elaborating this thesis, the author used primary legal sources, literature both domestic and foreign origin, and public information sources.

While Western science education has always been ubiquitous in the Canadian educational system and society, many researchers have recognized the scientific and educational values of Traditional Ecological Knowledge (TEK). This study aims to contribute to the understanding of TEK and the integration of TEK into science curricula. The prevalence and representation of TEK in grades 7 and 8 official science curriculum documents used in Canada were examined. To describe TEK in the documents, both quantitative and qualitative content analyses were conducted. The results show the high variation of the prevalence and representations of TEK. Overall, Nunavut and Saskatchewan show the highest prevalence and representation of TEK in their curriculum documents, which could establish a benchmark for developing a national learning framework for integrating TEK.

In the light of the declining moral standards in South African society, there is a need for children to be supported and developed on their journey towards responsible adulthood. The school is regarded as one of the most relevant stakeholders in the teaching of values for the moral development of the younger generation in particular and broader society in general. I observed how teachers impart values to leaners through the subject Life Skills that also includes the moral aspect. This study employed a qualitative research method using a case study of four schools and twelve teachers. The four schools were purposefully selected to obtain a deeper understanding of the participants' experiences from different perspectives. The selected schools are from different socio-economic backgrounds. Two schools were selected from rural areas. However, the areas differed in the sense that one was in a traditional village under the authority of a tribal chief while other was on trust land bought by the residents. One school was selected from an informal settlement and one from a semi-urban area. Semi-structured interviews and classroom observations were conducted to gather data. Teachers were interviewed after school and field notes were taken to record data collected from the participants in order to examine how teachers understood and implemented teaching values education in the foundation phase. These values include, amongst others, social justice and equity whereby freedom of choice and access to education are highlighted. The study found that the professional training of life skills teachers and multiculturalism during life skills lessons, i.e. the cultural differences between the teachers and learners as members of a community, need to be addressed. The study also recommends that a relationship of trust between parents and schools should be established to help enable teachers to address the issue of moral regeneration in our society. Classroom observation was conducted during the collection of data. School policy documents were analysed and teachers were interviewed to get a deeper understanding of how they understood values and how they contributed to the development of young citizens. From the observations and interviews, it could be deduced that teachers have different understandings of values education. It was also found that teachers find it difficult to contextualise and reconcile cultural values with the values that they are supposed to teach at school. The recommendations based on the findings of my study include the professional training of Life Skills teachers and the promotion of multiculturalism during Life Skills lessons where the cultural differences between learners and teachers are addressed. The study also recommends that the relationship of trust between teachers, parents and the larger society should be entrenched in order to assist teachers to instil values in young learners. / Thesis (PhD)--University of Pretoria, 2016. / Early Childhood Education / PhD / Unrestricted

The Syllabus Errorum and Selected Documents of the Second Vatican Council The central part of the thesis is a comparison of the document Syllabus Errorum and the documents of the Second Vatican Council. This is preceded by a first section with a comparison of the periods and circumstances in which the two documents came into being. In the following section I provide a summary of the selected literature on this theme. The comparison of the two documents proper, divided up according to logical connections, forms the main section. In the final section I reflect on the general principles and consequences arising out of the preceding comparison and I summarise the conclusions I have come to and look to see how they are reflected in current developments.

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第18407号 / 情博第522号 / 新制||情||92(附属図書館) / 31265 / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 黒橋 禎夫, 教授 西田 豊明, 教授 河原 達也 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

The fragmented structures and stories of Michael Ondaatje's postmodernist fiction reflect our perception of the past as we view it through both personal memories and public documents of history. The mnemonic theories of F.c. Bartlett, Ulric Neisser and Roger Schank delineate the ways in which the human mind assembles and reassembles these fragments into useful realizations of the past. Combined with Ondaatje's historiographic metafiction, these theories describe the mnemonic workings of the mind as they reveal themselves in literature. Inherent in the view of the past which underlies the fiction and psychological theories invoked by this thesis is the realization that gaps and distortions are unavoidable in the reconstruction of the past. Working primarily within a theoretical framework provided by Linda Hutcheon and Roland Barthes, this thesis examines the way Ondaatje embraces these areas of ambiguity in the past as the primary locus of his imaginative writing in The Collected Works of Billy the Kid, coming Through Slaughter, In the Skin of a Lion, and The English Patient. Ultimately, the psychological and literary views of memory and history describe and predict Ondaatje's ability to re-animate the past into a living performative existence in the present. / Thesis / Master of Arts (MA)

This study focuses on four English teachers’ perception of the concept of culture linked to teaching language. Semi-structured interviews were carried out in order to investigate how they perceive culture in relation to both their personal views and the steering documents for the educational system. To gain a more in–depth understanding of their perception we asked them about their own perception of their teaching methods and how they in turn perceive the students’ development with regards to intercultural understanding. We applied Eva Gagnestam’s four descriptions of culture to be able to explore the different ways in which the teachers worked with the concept of culture in the English classroom.

This study explores the impact of authentic materials on the oral competence of students. In extension, this study is interested in the perspectives and experiences of authentic materials among teachers in French in Swedish secondary school.A solid theoretical framework has been made in the aim at understanding and appreciating the key words of this research, such as oral competence, authenticity, and authentic documents to guarantee a common understanding of these terms which form the basis of this study. In addition, this step allowed to highlight the importance of these criteria in Swedish official educational documents but also to understand how authentic documents help develop students' oral skills.For the purposes of the study a qualitative design was chosen, and data was collected by three semi-structured interviews with three teachers. The results of this study show that two out of three teachers do not particularly consider the criterion of authenticity, and one identified reason was that these teachers simply did not consider this criterion, for lack of time and preferring to use a textbook. However, the teacher who regularly uses authentic materials experiences that it improves the motivation of students and make them more inclined to communicate orally in the target language. Thus, this study points out that few teachers may consider the criterion of authenticity and the use of authentic documents, since out of 3 teachers questioned, only one regularly uses authentic materials. The conclusion is drawn that teachers might be unaware of the many benefits with using authentic materials, which was highlighted during the theoretical research but also in the results of interviews which suggests that the students speak more easily in the target language when the teacher uses authentic materials, preferably in a playful way.

In my thesis I discuss the cost effectiveness of usability testing of technical documents and how any size company with any size budget can implement usability testing. Usability is achieved when the people who use products or technical documents can do so quickly and easily to accomplish their own tasks. Usability testing is best defined as the process of studying users to determine a documentation project's effectiveness for its intended audience. Users are tired of dealing with confusing and unintuitive technical documentation that forces them to either call customer service for help on simple issues or throw out the product in favor of one that is more usable or provides better technical documentation. That is why all technical communicators should include usability testing as part of the technical documentation production cycle. To help technical communicators understand the importance of usability testing, I discuss the cost effectiveness of usability testing and share ways that companies with large budgets and companies with small budgets can begin incorporating usability testing. Then I provide information on all the steps that are necessary for technical communicators to implement usability testing of technical documentation at their company. Options are presented for everything from bare minimum usability testing with a shoe-string budget with pencils, note pads, and only a handful of users to full scale usability testing in large laboratories with the latest equipment and a wide variety of users. The research provides examples from real companies, advice from experienced technical communicators and usability experts, and research demonstrating how many resources are truly required to benefit from usability testing. By showing technical communicators that usability testing is cost effective and that there are many options for implementing usability testing no matter how large or small their budget is, I hope to empower technical communicators to start including usability testing as part of the documentation production cycle at their companies.

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