Name of diploma thesis: Involvement of experts from professional practise in grammar school Name: Jan Svoboda Subject of study: Andragogy a educacation management This diploma thesis focuses on an area that is practiced, developed and supported in vocational schools on a permanent and long-term basis, but in gymnasiums it can be perceived as problematic and even unreachable. It is about involving experts from practice in teaching. The theoratical part is based on an examination of the question of who an expert is and with it related issues of competencies. It is followed by an examination of forms of teaching in which it is possible to involve experts from practice. After this, I deal with the analysis of the curriculum of gymnasiums and the general educational program for gymnasiums. In this part of the thesis I will also touch on current related topics such as Strategy 2030+, legislation, non-profit organizations and multiculturalism. The empirical part is methodologically based on case study approaches and focuses on areas of RVP, which the management of gymnasiums sees as suitable for the involvement of experts in teaching and the use of teaching forms of co-teaching. Specifically, it deals with suitable topics for teaching, the benefits and limitations and conditions of the form for the...

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Language can create realities, and the totalitarian pigs in George Orwell’s Animal Farm tend to use language in order to control the oppressed animals’ minds and world view. Orwell’s dystopian fable Animal Farm repeatedly deals with manipulative language, and so an analysis of the animal characters’ language may help upper secondary students to understand themes such as the power of language and truth. Moreover, for students to understand the power of language and truth in Animal Farm more easily I, in this essay, argue that logic and epistemology might help. This logical and epistemological perspective can be seen as a philosophical perspective for English teachers and students when they discuss language and truth on the farm. Finally, this philosophical analysis of Animal Farm may also improve students’ logical reasoning skills and critical thinking.

<p dir="ltr">Gen Z public school teachers in Indiana were surveyed concerning their perceptions of power used by their principal and their satisfaction with their principal’s supervision. One hundred and forty-five teachers responded to survey items regarding whether they have worked under one or more principals, the community type (rural, urban, suburban) where they teach, the Rahim Leader Power Inventory (RLPI) to measure perceptions of principal’s use of six different available power bases (coercive, reward, legitimate, information, expert, referent) and the abridged Job Descriptive Index (aJDI) to measure satisfaction. Reward power was the most perceived power base and referent power the least. Two statistically significant findings were revealed. First, the more participants perceived their principal using expert (F(6,138) = 55.12, p < .001) and referent power (t(6) = -5.32, p < .001) bases, the less satisfied with supervision they were. Secondly, Gen Z teachers who had one principal perceived their principal to access more legitimate power than Gen Z teachers who have had more than principal (t(143) = 2.16, p =.032). To effectively influence this influential generation, educational leaders should consider autonomy, personalized growth, tactful integrity, and aligned expectations. Gen Z teachers value trust and transparency, and clashes with traditional leadership methods can lead to dissatisfaction. Meeting their expectations for integrity and authenticity is key to enhancing their satisfaction with supervision.</p>

This project exhaustively examines the first element (theme) of each clause in Mark and in samples from other roughly contemporaneous Jewish writings. The comparative documents are divided into two categories, referential and non-referential narratives. Then statistical analyses ( 2 and t-test) are used to determine with which category of comparative documents Mark more closely aligns. The raw results of these hypothesis tests were equivocal, but their corresponding effect sizes (Cramer's V and Cohen's d, respectively) clearly demonstrate that Mark more closely resembles referential narrative, although the difference is small.

The focus of this research project was to determine whether thematic unit instruction or traditional, single-subject instruction was perceived to be the more effective and engaging way of teaching as decided by pre-service teachers. Research has shown that incorporating multiple subjects into one unit or topic of study helps to create more engagement and connections to which students can relate. In creating these connections, students can relate the content to their real life and in turn, better comprehend and retain the material. The pre-service teachers attend the University of Central Florida's College of Education and Human Performance. They voluntarily participated in completing a survey about their perceptions of single subject instruction versus thematic unit instruction. In the survey, the pre-service teachers seemed to be varied on what they believed was a better method of instruction for their future students. The pre-service teachers were split 50/50 as to whether they will teach traditionally, single-subject, or thematically. The pre-service teachers were unanimous in the idea that if they had the support of other teachers and administration as well as resources and research to guide them, that thematic instruction is a method of teaching that they would consider using. Nearly all of the teachers surveyed referred back to doing what is in the best interest of their students.

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Thesis (MA (VA)(Visual Arts))--University of Stellenbosch, 2006. / This thesis aims to investigate the representation of gender in Afrikaans underground comics. Initially the work of Conrad Botes and Anton Kannemeyer in Bitterkomix, dating from 1992 to 2004, will be discussed, followed by a closer look at Stripshow. Chapter one is primarily a discussion about pornography, starting with an overview of feminist arguments against it. This is followed by a number of counter arguments which are also rooted in feminist discourse. The sexually explicit images in Bitterkomix are then analysed according to the mentioned feminist arguments with a short investigation of the context which led to Bitterkomix’s inception, focusing on the dynamics of power and authority. This leads to a discussion of the origin of pornography which establishes Bitterkomix as part of a tradition where sexual explicitness is used in the service of social commentary. Chapter two investigates the connection between satire and iconoclasm and relates it to Stripshow and Bitterkomix. A discussion of the context in which Stripshow originated then follows. Finally, one story in Stripshow is analysed according to the preceding research in order to investigate the manifestation of satire and irony in the relationship between word and image.

This diploma thesis deals with literary work for children and youth of Norwegian writer Jostein Gaarder and its use in leisure time education as a means of intentional ethical, personality and social education. The thesis contains a theoretical and practical part. The theoretical part deals with the introduction of the life and creation of contemporary Norwegian author and the analysis of key themes of selected works for children and youth. The practical part includes work with selected examples, on which suitable methods and activities are applied with respect to the studied subject. The diplomat uses activation methods for the development of critical thinking leading not only to the development of reading literacy, but also to the development of so-called functional literacy. The set of materials is verified in practice; work also includes reflection and (auto) evaluation.