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The study is devoted to the development of a training manual for those who continue or improve their education, which is aimed at independent mastery of German vocabulary determined by a guided tour of Yekaterinburg, as well as the formation of the ability to operate this vocabulary during a guided tour of Yekaterinburg or its sequential translation. During the study, the entry flow of German tourists to Yekaterinburg was analyzed and their attitude to the city was determined. In addition, features were identified during the training of guide-translators and the existing methodological support for them was analyzed. They also examined approaches to teaching foreign languages and developed exercises based on predefined topics and lexical material in accordance with the lesson for the manual on the development of the lexical skills of German-speaking guide-translators in Yekaterinburg. In conclusion, the content of the training manual was described. In the course of the study, one of the versions of the training manual on the development of lexical skills of German-speaking guide-translators in Yekaterinburg was developed. The created training manual will be able to facilitate the preparation of excursion texts for beginner guide-translators and facilitate their adaptation to the specifics of the profession, as well as increase the level of excursions, as uniformity in translation can reduce the tourists' search for information on the Internet, guidebooks, books and other resources, as well as prevent possible distortions in understanding information. / Исследование посвящено разработке учебного пособия для продолжающих или совершенствующих свое образование, которое направленно на самостоятельное овладение немецкой лексикой, детерминированной обзорной экскурсией по Екатеринбургу, а также на формирование умения оперировать этой лексикой во время проведения обзорной экскурсии по Екатеринбургу или ее последовательного перевода. В процессе исследования был проанализирован въездной поток немецких туристов в Екатеринбург и было определено их отношение к городу. Помимо этого, были выявлены особенности при обучении гидов-переводчиков и было проанализировано уже существующее методическое обеспечение для них. Также были рассмотрены подходы к обучению иностранным языкам и разработаны упражнения на основе заданных тем и лексического материала в соответствии с этапом урока для учебного пособия по развитию лексических навыков немецкоговорящих гидов-переводчиков в Екатеринбурге. В заключении было описано содержание учебного пособия. В процессе исследования был разработан один из вариантов учебного пособия по развитию лексических навыков немецкоговорящих гидов-переводчиков в Екатеринбурге. Созданное учебное пособие сможет облегчить подготовку текстов экскурсий начинающих гидов-переводчиков и облегчит их адаптацию к специфике профессии, а также повысит уровень проводимых экскурсий, так как единообразие в переводе может сократить поиск туристами нужной информации в интернете, путеводителях, книгах и других ресурсах, а также предотвратить возможные искажения в понимании информации.

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It is becoming increasing important that teachers educate students about social studies in such a way so that students are interested and motivated by what they read. So often the curriculum is bombarded with physically heavy, incomprehensible, and traditional textbooks. Based upon the need for extensions to the social studies textbooks, my goal to establish a guideline for selecting quality graphic novels fitted for elementary social studies instruction. Therefore, my study will attempt to answer the question: What is an effective means of determining quality graphic novels? Following my adaptation and creation of rubrics established for determining the needs and qualities of graphic novels, I was able to establish and analyze several social studies content related graphic novels appropriate for the elementary social studies curriculum. This investigation into social studies graphic novels provided 18 graphic novels for possible use in the elementary social studies curriculum, 5 of which were deemed quality via the established rubrics. Furthermore, the investigation proved that the books deemed quality provided more than what was established as necessary within the rubrics. The additional information found within those texts was referred to as a postlude. One strong conclusion from this study is the large void of graphic novels that teachers might link with the social studies curriculum so as to enhance elementary social studies instruction.

In the United States alone, over 2 million (or a little more than 3%) of children are estimated to face the death of a parent before they turn 18 (Goodman, 2006)! The numbers only grow when the death of a grandparent, relative, sibling, or classmate are included. Death is a very real and lasting event. Most of these children will have to return to life as it was before in some way or another. For most of these children, that means returning to school. Sadly, in a teacher's undergraduate education they receive little or no formal training in how to help a child deal with tragedy or the death of a loved one. This leaves a major gap in a teacher's knowledge of how to help and of what they can do. The aim of this small study was to help bridge those gaps. In the study elementary school teachers, parents or caregivers of students who had lost a loved one while in elementary school and students who were grieving the loss of a loved one while in elementary school were recruited and asked to share about their experiences and personal knowledge of grieving in an elementary school setting. These participants were asked to answer a short survey and share their thoughts and feelings. Through surveys and interviews the researcher found that most students and parents were satisfied with the naturally response of teacher who intervened in students' lives during a time of grief. Communication was reported by all entities to be the most effective way to help; communication between home and school and between the teacher and the grieving student. From the responses of teachers, caregivers and students a quick reference guild was created that teachers can use in the classroom when they have a grieving student.

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