The theme of diploma thesis concerning teaching and educational activities of a physical education teacher is very extensive. It comprises a great number of phenomena. For this reason this diploma thesis only concentrates on the teaching and educational methods that physical education teachers use in basic schools in the České Budějovice region. The diploma thesis mainly deals with quantitative illustration of observed phenomena. We applied a short-term observation method to determine the results. The research was executed in 7 basic schools and 20 teachers and 40 physical education classes were observed. The results were presented in graphs and tables.

Syftet med denna uppsats är att försöka undersöka vad det finns för olika undervisningsmetoder som underlättar för elever som är i matematiksvårigheter. Studien är en systematisk litteraturstudie från begränsade sökningar i Web of Science. Studien har visat på att det finns en rad olika orsaker till varför elever hamnar i matematiksvårigheter, men att det finns olika åtgärder som läraren kan göra för att underlätta för dessa elever som till exempel att använda sig av tallinje, strategier för självreglering eller illustration. / The purpose of this essay is to examine different kinds of teaching methods and what they can do to help students who are in difficulties in mathematics. The study is a systematic literature study based on Web of Science. The study has shown that there are a variety of reasons why students have difficulties in mathematics, but there are also many teaching methods that a teacher can use to help and make it easier for these students like to use number line, self-regulation strategies and illustration.

Magister Educationis - MEd / The purpose of this study was to explore informed ways of teaching when confronted with the kind of common barriers in grade 10 visible both in and out of the classroom. This qualitative study describes the innovative methods that teachers use. The theoretical framework undergirding this study is effective teacher research. The research design involved interviews of twelve Grade 10 learners, focus group and observations of two teachers. In addition, two student teachers in their final year were also observed. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed “the ability from the learner to recreate, imagine and empower their understanding of the world they live in” (CAPS). The findings of the study reveal that creative ways of teaching has the ability to bring about the essential improvement of learner achievement. This falls in line with the South African Education comprehensive programme, which is referred to as Action Plan 2014: Towards the Realization of Schooling 2025.

Number sense is a basic concept within Mathematics. This basic knowledge is developed and often mastered in early compulsory school settings. The purpose of this thesis is to examine the different conceptions of mathematics teachers and students with attention difficulties in regards to the possibilities of these students to develop good number sense. The theory used to analyse this data is twofold. One perspective of it is directly connected to previous research on the topic therefore a literature overview is included in the paper. The second perspective is current research about educative methods and the field of special education. Special education and current research is discussed in relation to interdisciplinary fields of study such as Psychology and Sociology. The paper is a case study where three mathematics teachers and three students with attention difficulties participated to explain their conceptions and thoughts regarding the topic. A thematic overview was created using the collected data. The result shows that the majority of the students and the teachers believe there is a connection between difficulties in developing good number sense and attention difficulties. Both groups explain that consequences of attention difficulties often are low work input during mathematics lessons and low motivation regarding the lessons. The groups also suggested educational methods in the classroom and the approach or attitude of the teacher made a difference.

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Solicitud de envio manuscrito de artículo científico. / Solicitud de envío manuscrito de artículo científico. / Esta investigación analiza las estrategias que un grupo de estudiantes de traducción de una universidad peruana emplean para regular las emociones displacenteras y placenteras generadas en dos cursos de traducción directa inglés - español. Siguiendo el Modelo Modal de las Emociones (Gross & Thompson, 2007), se condujeron dos grupos focales para identificar las situaciones que generan emociones en ambos cursos; luego, se aplicó el cuestionario CERQ-36 (Domínguez-Lara & Merino-Soto, 2015) para conocer las frecuencias de uso de las estrategias de regulación de emociones; finalmente, se condujeron dos nuevos grupos focales para reflexionar sobre las respuestas de los estudiantes ante estas situaciones. Los resultados muestran la cadena de decisiones tomadas por los estudiantes ante los generadores de emociones más comunes: la recepción de calificaciones menores a aquellas esperadas, la falta de confianza en sus bagajes traductológico y temático, aspectos de la metodología de la clase y la relación con el profesorado y los compañeros. Los estudiantes atraviesan un proceso que inicia con el uso de las estrategias disfuncionales, como la rumiación y la autoculpa. Sin embargo, ellos llegan a usar estrategias funcionales para cumplir con los objetivos del curso, como la refocalización de los planes. La investigación contribuye a la caracterización de la traducción como una actividad guiada por las emociones. / This research analysis the strategies that a group of translation students of a peruvian university use to regulate their unpleasant and pleasant emotions generated in two direct translation workshops from English to Spanish. The methodology of this research was based on the Modal Model of Emotions (Gross & Thompson, 2007). Two focus groups, one for each workshop, were conducted to identify the situations that trigger students; then, the CERQ-36 questionnaire (Domínguez-Lara & Merino-Soto, 2015) was applied to find how frequently students use certain emotional regulation strategies; finally, two more focus groups were conducted to analysis the students’ responses when experiencing these situations. The results show the decisions chain that the students create when facing the most common scenarios: getting lower grades than expected, the lack of confidence in their traductology and thematic background, aspects of the course methodology, and their relationships with the professors and classmates. Students go through a process that starts with the use of less adaptive strategies, such as rumination and self-blame. However, students continue their process and start to use adaptive strategies to fulfill their goals, such as refocus on planning. This research contributes to the characterization of translation as a activity guided by emotions. / Trabajo de investigación

<p>Social Engineering attacks have been a rising issue in recent years, affecting a multitude of industries. One industry that has been of great interest to hackers is the Healthcare industry due to the high value of patient information. Social Engineering attacks are mainly common because of the ease of execution and the high probability of victimization. A popular way of combatting Social  Engineering attacks is by increasing the user’s ability to detect indicators of attack, which requires a level of cybersecurity education. While the number of cybersecurity training programs is increasing, Social Engineering attacks are still very successful. Therefore, education programs  need to be improved to effectively increase the ability of users to notice indicators of attack. This research aimed to answer the question - what teaching method results in the greatest learning gains  for understanding Social Engineering concepts? This was done by investigating text-based,  gamification, and adversarial thinking teaching methods. These three teaching methods were used  to deliver lessons on an online platform to a sample of Purdue students. After conducting analysis,  both text-based and adversarial thinking showed significant improvement in the understanding of  Social Engineering concepts within the student sample. After conducting a follow-up test, a single  teaching method was not found to be better among the three teaching methods. However, this study  did find two teaching methods that can be used to develop training programs to help decrease the  total number of successful Social Engineering attacks across industries. </p>

The purpose of this research was to identify teachers’ perceptions of barriers to math achievement below Grade 10, if any, to determine which, if any, of the identified barriers teachers reported, and to determine which, if any, previous recommendations for positive changes in mathematics classrooms teachers reported, as well as identify any teacher reports of resistance to change. I conducted research on 19 participants by collecting questionnaires online due to the COVID-19 pandemic. Participants were teachers of mathematics from Grade 4 through Grade 8. I compared participants’ responses to literature-based components using predetermined coding along with emergent coding to identify new themes in this basic interpretive study. The main finding of this study was low math self-efficacy was a widespread problem among students, which must be overcome to prepare students to pursue a STEM degree due to its role in career development when focusing on mathematics as the social cognitive career theory applied to students seeking a STEM degree. Other finding of this study were teachers still used purely procedural mathematics instruction, students were not developing a strong start in mathematics, and teacher math content knowledge still needed improvement.

The purpose of this study was to correlate the Vegetation of the Woodbine Sands with the edaphic factors. In the laboratory an analysis of the edephic factors was made of the twenty-two soil types collected from the three formations. The results of these and other analysis are shown in tables and graphs. The results indicate that the vegetational cover of an area that is uniform in its origin and in its resident soil factors is determined by the edaphic factors present.

The purpose of this study was to determine whether emphasis on aesthetic development appeared to foster educational growth and desirable behavior development to a greater degree than did participation in a traditional-type program.