Author: Rudolf Salvetr Supervisor: PhDr. Pavla Nečasová, Ph. D. Charles University in Prague Title: Mistakes of Czech pupils in the pronunciation of German numerals and the pronunciation of numerals in the textbooks of German language. Number of pages: 94 Title: Mistakes of Czech pupils in the pronunciation of German numerals and the pronunciation of numerals in the textbooks of German language. Summary: The aim of the thesis is to reveal mistakes which Czech pupils make in the pronunciation of German numerals. For the research the the method of observation has been chosen which has been carried out through recording of the pronunciation. Afterwards the recordings were analysed. Due to the analysis we can identify difficult phenomena and numerals. In the second part of the thesis some textbooks have been analysed from the phonetic point of view. The aim of the analysis is to find textbooks which work with the pronunciation in a sophisticated way. Consequently, there are suggested some exercises which can help improve the quality of pronunciation of German numerals by Czech pupils. Key words: analysis, exercises, German numerals, mistakes, pronunciation, recordings, textbooks

Kritická místa matematiky na základní škole (Analýza didaktických praktik učitelů - lineární rovnice) Critical Areas of Mathematics at the Primary School (Analysis of Teachers' Didactic Practices - Linear Equations) Abstract The goal of the diploma thesis is to describe didactic practices used by primary teachers when teaching linear equations, seen as one of the critical moments of primary school mathematics. First, semantic and structural models of linear equations and ways of teaching linear equations as suggested by selected textbooks for primary schools are described. Next, on the basis of literature review, pupil' problems and types of mistakes they make in this area are given. My research consisted of semistructured interviews with five experienced mathematics teachers and observations of their lessons. The interviews and observations were transcribed and the transcriptions were analysed by techniques of grounded theory. It was found out that the teachers use common didactic practices as well as their own which they develop. The practices, models which the teachers use when teaching linear equations, approaches to introducing equivalent operations, as well as a list of critical places within linear equations are the main results of the work. Keywords: Linear equations, models, pupils' problems,...

1 Abstract The goal of the diploma thesis was to identify and describe didactic practices of selected experienced mathematics teachers, used in the teaching of indirect proportion, to make an analysis of the most used textbooks from the point of view of teaching indirect proportion, to select suitable problems which diagnose pupils' knowledge of indirect proportion and to identify pupils' strategies and their mistakes in solving them. Indirect proportion is first described from the point of view of curricular documents and of Czech pupils' results in this area in both national and international surveys. The pupil's knowledge gaining process is characterised from the point of view of didactic constructivism. Next, ways and conceptions of teaching indirect proportion as provided by selected primary textbooks are given. The content analysis of textbooks was made and compared to results of similar studies. Next, the thesis deals with some results of international research on proportional thinking and solving strategies for problems on proportion which are then used as a starting point of my own research on pupils' strategies for problems on indirect proportion. The next part of research consists of semi-structured interviews with experienced teachers, observations of their lessons and analysis of their pupils'...

Graduation date: 2006 / End-user programmers, because they are human, make mistakes. However, past research has not considered how visual end-user debugging devices could be designed to ameliorate the effects of mistakes. This paper empirically examines oracle mistakes mistakes users make about which values are right and which are wrong to reveal differences in how different types of oracle mistakes impact the quality of visual feedback about bugs. We then consider the implications of these empirical results for designers of end-user software engineering environments.

THE USE OF PREPOSITIONS IN SECOND LANGUAGE ACQUISITION PROCESS This thesis investigates the use of three most frequent prepositions by Turkish learners of English at intermediate level of proficiency. The aim of the present study is to find out which differences between prepositions and their corresponding postpositions or case suffixes constitute difficulty on the part of second language learners. This study also examines the possible reasons of the errors/ mistakes pertaining to &lsquo / in&rsquo / , &lsquo / on&rsquo / , &lsquo / at&rsquo / by native speakers of Turkish with intermediate level of proficiency in English. To fulfill the purpose of the study the participants of the study were recorded in natural classroom environment and the recorded data were transcribed. The compiled corpus was examined by two native speakers of English and the researcher. The data was classified under four main categories for each preposition inquired: (i) correct usage, (ii) misuse (i.e., instead of &lsquo / on&rsquo / , for instance, students use &lsquo / in&rsquo / or &lsquo / at&rsquo / e.g., in television ), (iii) overuse (i.e., no preposition is required in the context but the students use one, e.g., I am going at home now), (iv) omission (i.e., a preposition is needed but the students do not use one, e.g., We go holiday). At the end of these analyses, the problematic contexts related to the use of the prepositions &lsquo / in&rsquo / , &lsquo / on&rsquo / , &lsquo / at&rsquo / for TIME and PLACE were identified. For detailed analysis of each category two tools - the Statistical Package for the Social Sciences (SPPS) and the Computerized Language Analysis Child Language Data Exchange System (CLAN CHILDES) were used. Results indicate that Turkish learners of English produce erroneous forms of prepositions in second language acquisition process and the underlying reasons of these errors/mistakes is the interference of native language.

Šio magistrinio darbo pagrindinis tikslas yra identifikuoti dažniausiai vadovų daromas klaidas bei rasti prevencijos priemonių šioms klaidoms išvengti. Tai yra iš trijų pagrindinių dalių susidedantis darbas, kurios pirmojoje yra įvardinta kas yra bankrotas, bei apžvelgta įvairių autorių nuomonė apie dažniausiai pasitaikančias vadovų klaidas, kurios gali neigiamai įtakoti organizaciją. Šios klaidos yra suskirstytos į dvi pagrindines grupes – vadovo asmenybės nulemtas klaidas bei vadovo darbo klaidas. Pagal šiuos kriterijus iš penkiasdešimties įmonių yra atrinktos devynios organizacijas, kuriose aiškiausiai yra matomos vadovų daromos klaidos. Antroje darbo dalyje šių kompanijų veiklos istorija yra išanalizuota per vadovo daromų klaidų prizmę. Pagrindiniais analizės indikatoriais buvo įmonių finansiniai rodikliai bei esminiai įvykiai jų veikloje. Paskutinėje darbo dalyje, remiantis gautais įmonių analizės rezultatais, yra išsamiai išnagrinėtos dažniausiai pasitaikančių vadovo klaidų priežastys, bei pateiktas modelį, pagal kurį šių klaidų būtų galima išvengti. / The main aim of this diploma paper is to identify the most common manager’s mistakes and to find out the best prevention remedies to avoid these mistakes. This paper consists of three main parts. In the first one is characterized bankrupt phenomenon by it self and reviewed different author’s opinion on the most common manager’s mistakes. These mistakes were structured in two main groups – mistakes influenced by manager‘s personality and manager‘s work mistakes. According these criteria’s in the second part of this paper from the list of fifty, nine organizations were selected in which the manager’s mistakes are most visible. The history of these companies was analyzed by manager’s mistakes and the main indicators of this process were financial rates and essential incidents. In the last part I analyzed the main reasons of most common mistakes and offer the model. According that model there are many possibilities to avoid these mistakes.

The main content of my diploma thesis is Pronunciation of middle school children. The theoretical part deals with the aims of pronunciation teaching. This part concerns the question to what measure the pronunciation is important and whether it is possible to influence it by teaching process. Furthermore, I attended to pronunciation differences between English and Czech sounds and typical mistakes made by Czech pupils. The practical part searches and analyses mistakes in Engish pronunciation made by pupils who have just come to middle school by research scanning. Consequently I suggested several exercises to eliminate some of the ascertained mistakes. At the end, I also practically verified them in school practise and summed them up in my final reflection.

This study aims to analyse errors written by Year 9 and examine whether the errors derive from the pupils´ mother tongue (Swedish) or not. 20 essays collected from a school in southern Sweden were examined for this study. The Contrastive Analysis Hypothesis, which states that grammatical errors in L2 English are the result of interference from L1 Swedish, was used as the theoretical basis for this study. Different processes of errors in second language acquisition were then analysed, which are called transfers and generalisation. Four different types of grammatical errors will be described and the errors found in the essays are discussed on the basis of these linguistic errors. In addition, some lexical errors will be accounted for. This study aims to find out whether it is possible to see any connections with the pupils´s errors to Swedish. The results show that some errors can be directly linked to their mother tongue, such as direct translations of prepositions, which were by far the most common type of errors. Some errors are however more likely to be generalisations, where the pupils´ have used their previous knowledge of English syntax, in a new context.

<p>Making mistakes is an inevitable part of mathematics learning and an essential aspect of teaching. The current study examined the patterns and key variations in teachers’ responses to children’s mistakes in kindergarten mathematics classrooms. I developed a coding scheme using both inductive and deductive approaches to document the discourse across a series of video-recorded mathematics lessons from a sample of 24 public school kindergarten teachers. Based on previous classroom observational studies, I first outlined four significant dimensions of teachers’ mistake-handling practices: (1) instructional support: the instructional strategies teachers use to elaborate on students’ mistakes and incorporate their mistakes into ongoing mathematics instructions, (2) emotional reactions: the valence of teachers’ affective reactions to students’ mistakes (i.e., positive, negative, or neutral), (3) locus of responsibility: the individual who is responsible for correcting the mistake, and (4) the nature of mistakes: teachers’ explicit communication about the causes, consequences, and value of making mistakes. Then, I followed an open-coding process to document emergent sub-categories related to each dimension. The study revealed distinct patterns of teachers’ mistake-related practices for the four major dimensions and the complexity of the teacher-child interaction surrounding mistakes. In addition, results indicated that teachers’ positive emotional reactions toward children’s mistakes were associated with their high-quality instructional support and adaptive statements regarding the nature of mistakes. The current study contributes to the understanding of adaptive strategies teachers could use to address children’s mistakes in mathematics classrooms.</p>

This thesis deals with risk assessment in the production system on the assembly line in IG Watteeuw ČR s.r.o. company. Using metod FMEA analysis risk of each part of the production system of selected project. Detection of bottlenecks in the project management process and suggest improve of quality.