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Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. / Educational Studies / DED (COMP EDUCATION)

Study-abroad in the United States traces its roots back to early colonial times. The concept of spending a semester or year abroad during the undergraduate degree programme is not a new one; however increasing emphasis has been placed upon the need for acquiring a global education to cope with the demands of an ever increasing internationalised world. The traditional locations for American undergraduates who chose to study-abroad have always been and continue to be Western Europe. Yet, with a culture similar to that of the United States, the question of what intercultural learning takes place is an apt one. Emphasis on non-traditional locations is increasing, yet few studies have been undertaken which examine the experience of American undergraduates who do choose non-traditional destinations for their study-abroad experience. This research examines, through a qualitative study, using in-depth, semi-structured descriptive interviews, the experience of six American undergraduates who chose to spend a semester in South Africa from January to June 2004. A focus group of professionals within the American university study-abroad setting was also interviewed in May of 2003 to determine factors of interest to professionals within the field. The major findings included: The traditional barriers to study-abroad were not applicable to the students studied, however, barriers dealing with lack of information or inaccurate information regarding South Africa and non-promotion of South Africa as a first world country were found to be relevant as deterrents to students choosing South Africa as a destination for study-abroad. The most relevant factors that influenced students to study-abroad in South Africa were found to be: prior academic coursework in African studies at the home institution, the perception that it was a destination that offered opportunities for personal enjoyment and learning prospects in a unique cultural setting in addition to the fact that the host institution's language of instruction was English. Based on these findings, relevant recommendations for further research in this field were suggested. / Educational Studies / DED (COMP EDUCATION)

The diploma thesis aspires, in its theoretical part, for a description of the theoretical and methodical basis and objectives of the educational process in the courses "Life and Art. " This school subject shall provide pupils of 58th grades in primary school with a basic cultural overview of medieval, Renaissance and Baroque architecture and art. The theses defines the concepts of animation, cultural animation and enculturation, experiential education, creative education and artefiletics, and outlines the prospects of their use in the educational process. The thesis also deals with the theory of perception in art and its connection to the pedagogical practice. It mentions the term genius loci as one of the elements of cognition of an architectural object and the place where it is located. In the practical part of the thesis, the individual architectural object of the Tabor Urban Conservation Area and it's immediate neighborhood are described. The thesis provides cultural, general and local historical, and also the theological context of art styles and places, which are the subject of the educational program. Following that, the thesis introduces examples of didactic methods, applicable in the courses "Life and Art."

Text in German with summaries in German and English / Includes bibliographical references (leaves 204-212) / Das Matthäusevangelium ist in seiner literarischen Form eine Erzählung. Jesus und die Bedeutung seines Lebens sowie der göttlichen Sendung bilden dabei die zentrale Rolle. Die narrative Exegese ist somit für die Untersuchung der Lehrmethoden Jesu in der Darstellungsweise von Matthäus besonders dazu geeignet, die Lehrmethoden zu analysieren und literarisch zu charakterisieren. Eine Untersuchung der Lehrmethoden Jesu zeigt, dass Jesus auf besondere Art und Weise die Jünger schult, begleitet und herausfordert. Dazu werden zentrale Texte aus dem Matthäusevangelium, in denen die Lehrmethoden Jesu und der Lernprozess der Jünger deutlich werden, zunächst identifiziert, eingegrenzt und narrativ untersucht. Mit diesen Ergebnissen werden in einem weiteren Schritt die Lehrmethoden Jesu mit erlebnispädagogischen Methoden verglichen. Auf dieser Grundlage werden die Darstellung und Charakteristik der Lehrmethoden Jesu erarbeitet, um so mögliche nicht-offensichtliche Bedeutungen der Darstellung von Jesu Lehrtätigkeit und seinen Methoden zu entdecken. / The Gospel of Matthew is a narrative in its literary form. Jesus, the meaning of his life, and his divine mission constitute the central message of the Gospel of Matthew. The narrative exegesis of Matthew is especially suited to the analysis and literary characterization of the teaching methods of Jesus. Numerous passages show what special methods Christ used to instruct, accompany, and challenge his disciples. Essential passages of the Gospel of Matthew which reveal the teaching methods of Jesus and learning process of the disciple are first identified, then narrowed down, and finally analyzed in their narrative. The results of Jesus’ teaching methods are subsequently compared with contemporary experiential education. The presentation and characteristic of the teaching methods of Jesus are compiled in this manner in order to discover possible non- obvious meanings in the account of the teaching of Jesus and his methods. / New Testament / M. Th. (New Testament)