The aim of this diploma thesis is the proposal of guerilla campaign in a company Baliarne obchodu Poprad, a.s.. Introduction of the theoretical part explains basic knowledge of advertising, various types of guerilla and serves as a base for empirical part, in which I analyze current status of external and internal environment of the company. Based on identified weaknesses of the comapny is guerilla campaign designed to appeal to wide range of customers, new target group and the mark has become well known throughout the territoty of Slovak republic.

<p>This dissertation is comprised of research articles examining the strategies instructional designers’ employ to transform both conflict with faculty in higher education and learners’ attitudes through instruction. In the first study, we investigated instructional designers’ perspectives on how conflict impacts their collaborative work with faculty. Through our qualitative analysis of fourteen instructional designers’ perceptions and experiences of conflict with faculty, we found that participants held nuanced perceptions of conflict and experienced conflicts falling within three thematic types of conflict. The second study expanded upon the first study by examining instructional designers approaches to navigate conflict with faculty. Findings revealed instructional designers utilized several strategic interconnected approaches focused on cultivating and strengthening collaborations along with using reflection post collaboration to try and improve future collaborations with faculty. Importantly, these strategies were able to be mapped to the typical collaborative project timeline emphasizing that conflict permeates instructional designers and faculty collaborations. In the third article, we synthesized the literature on designing attitudinal change instruction and organized the literature using Merrill’s first principles of instruction framework. We identified specific strategies that instructional designers can use to effectively design attitudinal change instruction.</p>

The implementation of curriculum change, and innovative pedagogical theory, can help educators and administrators in higher education further the learning gains of students in the sciences. But the introduction of new methods of teaching, or curricular restructuring, can be interpreted by students differently, potentially affecting students' emotional states as well as their relationships with peers. To support not only the learning of students, but also their emotional and social well-being, pedagogical and curricular theory should be enacted in ways that take into consideration the full scope of the student experience. In this dissertation, the implementation of curriculum and pedagogical theory, and the effects of the usage of active learning methods, are examined through student learning gains as well as through any reported social and emotional affects. In the first chapter we examine the history and realization of the integration of clinical and biomedical sciences in the field of predoctoral dental education. In the second chapter, the effects of early experiential learning opportunities are examined via students' progression to clinical competence and students’ self-reported confidence in a predoctoral dental program. In the third chapter, we consider and review how curricular change may affect students' emotional states, their relationships with peers, and if the concept of stereotype threat played any role in the complication observed. Lastly, in chapter four we explore how active learning may benefit, or hinder, the learning of students in an undergraduate anatomy course with social anxiety in a virtual learning environment. Throughout this dissertation, we seek to promote student learning through the use of educational best practices and consider how curriculum and pedagogical changes might also affect the feelings and emotional states of students, for the purpose of building a considerate and effective educational environment.