The dissertation Litteracitet genom interaktion [‘Literacy through Interaction’] spotlights how literacy interaction can work in the primary school’s multilinguistic environments. It investigates conversations that occur in and around teaching about writing. The study material was collected from three different schools from year zero to year three, and special focus is given to what I call literacy chains. These chains are connected by the fact that they all concern a writing assignment that every pupil must complete, which in my material involves the text types narrative, factual text and poem. During the teaching sequences that unfold, there is an interplay of literary events in connection with speech, writing and various artefacts. My main object of inquiry is the interaction that occurs in these literacy chains. The dissertation demonstrates that the teachers’ lessons with the class as a whole lead to fixed conversational patterns, with pupils asked questions that require specific responses. The conversations tend to form either a so-called IRE pattern, where the reader’s initiative for a question demands a given answer in response which is then evaluated by the teacher, or a list pattern, with the pupils filling in answers. In situations involving the whole class, persistent, determined pupils are needed to break into the teacher’s monologue. When persistence wins out, from the pupil’s perspective, pupils can contribute new aspects to these conversations. In small groups and in one-on-one conversations, there are more pupil initiatives, since conversational patterns are not as fixed or predetermined. One key finding is that multilinguistic resources are sometimes made use of even though the schoolwork is usually based on a single-language conversational norm. Yet it is clear that multilingualism is a useful resource regardless of the teacher’s language background. On several occasions, we encounter participants who together construct a multilinguistic environment where languages are interwoven. All three literacy chains provide pupils with clear templates for writing, which determine what the pupils are supposed to do. The writing template in the poem chain serves as support for their writing but is not a straitjacket. This can be compared to the template for the factual text, which includes a copy of the model text. The written language norm of writing properly is communicated in great detail by the teachers to the pupils. Writing properly is not just having good, legible handwriting, but in school the writing norms to be applied in writing assignments are made relevant. On a more general level, the study illustrates that material resources vary in the schools, from green chalkboards to classroom resources that include laptops. However, schoolwork is predicated on paper-based writing. There is built-in stress, since schoolwork is governed by time, with a schedule that determines learning activities down to the minute, with them ending at a precise time. There is a race against time. / Avhandlingen belyser hur litteracitetsinteraktion kan gå till i grundskolans flerspråkiga miljöer. Det handlar om samtal som uppstår i och kring skrivundervisning. Undersökningsmaterialet är insamlat från tre olika skolor inom skolår F-3, och i det materialet är det särskilt det som jag kallar litteracitetskedjor som uppmärksammas. Kedjorna hålls samman av att de berör en gemensam skrivuppgift, som i mitt material handlar om texttyperna berättelse, faktatext och dikt. I de undervisningsförlopp som uppstår samsas litteracitetshändelser knutna till tal, skrift och olika artefakter. Mitt huvudsakliga analysobjekt är interaktionen som uppstår inom litteracitetskedjorna. Avhandlingen visar att lärarnas genomgångar i helklass leder till fasta samtalsmönster genom att de ställer frågor till eleverna som kräver bestämda svar. Samtalen tenderar att bygga antingen på s.k. IRE-mönster, där läsarens frågeinitiativ pockar på ett givet svar som respons, vilket sedan evalueras av läraren, eller på ett listmönster, där elever fyller i svar. I helklassituationer krävs det envisa och målmedvetna elever för att bryta igenom lärarmonologen. Genom att trägen vinner, ur elevperspektiv, kan eleverna bidra med nya aspekter till samtalen. I smågrupper och samtal en mot en förekommer fler elevinitiativ, eftersom samtalsmönstren inte är så fasta och förutbestämda. Ett viktigt resultat är att flerspråkiga resurser ibland tas i bruk, även om skolarbetet oftast bygger på en enspråkig samtalsnorm. Men det är tydligt att flerspråkighet är en användbar resurs oavsett lärarens språkbakgrund. Vi möter vid några tillfällen deltagare som tillsammans konstruerar en flerspråkig miljö där språken flätas ihop. Alla tre litteracitetskedjorna erbjuder elever tydliga skrivmallar, vilket reglerar vad eleverna ska göra. Skrivmallen i diktkedjan fungerar som ett stöd för skrivandet, men ingen tvångströja. Att jämföra med faktatexten där det sker en avskrift av modelltexten. Skriftspråksnormen att skriva fint förmedlas nogsamt av lärarna till eleverna. Skriva fint är inte bara att ha en fin och läsduglig handstil, utan i skolan relevantgörs de normer för skrift som ska tillämpas i skrivuppgifter. På ett mer allmänt plan illustrerar undersökningen att materiella resurser varierar i skolorna från den gröna krittavlan till klassuppsättningar med laptoppar. Skolan stöder sig dock på en pappersbaserad skriftlighet. Det finns en inbyggd stress, för skolarbete är reglerat av tid. Skolan regleras av ett minutbundet tidsschema och de lärande aktiviteterna klipps av utifrån exakta klockslag. Det pågår en kapplöpning med tiden.

The thesis deals with the eyes of a teacher's free time in order to select appropriate teaching methods for children with ADHD and ADD to these methods allowed the efficient learning with maximum possible use of the potential of the child. The paper discusses selected-art leisure activities, their fillings, forms, methods of teaching in the context of teaching children with ADHD and ADD. Theoretical knowledge is used in the practical part of the analysis of the data collected by means of questionnaires, interviews and observation. At the conclusion of the detailed preparation of the lesson, implementation of educational and training programs and job description of children with ADHD and ADD with the use of available resources and teaching aids. On the basis of the data, it is possible to use art resources-live to work with children with ADHD and ADD, that can help the child with self expression., may act therapeutically and relaxing. At the same time, you can use techniques to indulge the child a sense of accomplishment, which is otherwise the child may receive in the normal school too.

Magister Legum - LLM / The United Nations Convention on Contracts for the International Sale of Goods 1980 (CISG) seeks to provide a standard uniform law for international sales contracts. This research paper analyses the rationale behind South Africa’s delay in deciding whether to ratify the CISG, and its possible effect on trade with other nations. The CISG drafters hoped that uniformity would remove barriers to international sales thereby facilitating international trade. Ratification of the convention is only the beginning of uniformity; uniformity must then be extended to its application and interpretation. Not all countries have ratified the Convention yet they engage in international trade in goods: this state of affairs presents challenges since traders have to choose a national law that applies to their contract where CISG does not apply. This takes traders back to the undesirable pre-CISG era. On the other hand, those States that have ratified the convention face different challenges, the biggest one being a lack of uniformity in its interpretation. The problem of differing interpretations arises because some CISG Articles are vague leading to varied interpretations by national courts. Further, the CISG is still largely misunderstood and some traders from States that have ratified CISG exclude it from application. South Africa can only ratify an international instrument such as the CISG, after it has been tabled before Parliament, and debated upon in accordance with the Constitution. CISG’s shortcomings, particularly regarding interpretation, make it far from certain that CISG would pass the rigorous legislative process. Nonetheless, the Constitution of South Africa requires the South African courts and legislature to promote principles of international law. The paper, therefore, examines, whether the Legislature has a constitutional obligation to ratify CISG. South Africa’s membership of the WTO requires that it promote international trade by removing trade barriers. It is, therefore, vital for South Africa to be seen to be actively facilitating international trade. Even though the trade benefits which flow from ratification are not always visible in States that have ratified the CISG, there is some doubt whether South Africa can sustain its trade relations without ratifying the CISG. The paper shows that the formation of contracts under the South African common law is very similar to formation as set out under Part II of the CISG and if the CISG were to be adopted in South Africa, no major changes would be needed in this regard. International commercial principles as an alternative to the CISG still require a domestic law to govern the contract and would, therefore, leave South African traders in the same position they are in currently, where their trading relations are often governed by foreign laws. Ratifying CISG would certainly simplify contract negotiations particularly with regard to governing law provisions. Overall the advantages of ratification for South Africa far outweigh the shortcomings of the CISG, and ratification will assist in ensuring that South African traders get an opportunity to enter the international trade arena on an equal platform with traders from other nations. / South Africa

Main goal of this thesis is to provide information about project management quality and possibilities of quality improvement in project management by project postaudit. Other goals are to inform about best practice in project management and project postaudit and to provide manual for project postaudit implementation.

Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-06-08T18:22:11Z No. of bitstreams: 1 Maurício Tessi de Souza.pdf: 1434399 bytes, checksum: 33e4b3f5814a662b1128ffd020800265 (MD5) / Made available in DSpace on 2016-06-08T18:22:11Z (GMT). No. of bitstreams: 1 Maurício Tessi de Souza.pdf: 1434399 bytes, checksum: 33e4b3f5814a662b1128ffd020800265 (MD5) Previous issue date: 2016-04-27 / Social software, eg Wikis, Blogs and Microblogs, have gained attention in recent years in the daily life of organizations, these can be incorporated into the project management and collaborative tools. Regarding organizations, these tools can facilitate the sharing of lessons learned and knowledge among employees of an organization and the external public. These facilities can be seen through the real-time communication, access to information by multiple people at the same time and control of information exercised by management or organization. Moreover, the lessons learned are one of the central points of this research, which contributed directly to the organization, management and the security project teams. This study aims to evaluate to what extent the use of an artifact produced by a lessons learned management model can contribute to the management of security projects. As research question of this study narrowed to the following, "To what extent the lessons learned Target 2.0 management model can contribute to the management of security projects?" To this end, this study uses the Design Science Research as a research paradigm and the Technical Action Research as a method, which will reduce the gap between research and practice. This work is characterized as qualitative, using interviews and direct observations techniques. We used a Wiki as a central tool of this artifact, noting the facilities of inputs, consultations and control of the lessons learned from the management and design teams. The device was applied to the organization through a Web 2.0 tool, ie a Wiki, which served as support and support to project teams in the collection of lessons learned. The study found that even the use of the artifact has contributed significantly to the practice of security projects, as there was an improvement in communication between staff and management. Another point seen in the study was the ease of use of the tool users in the process. One of the limitations is the availability of Internet, which is still a problem, because without Internet, the virtual tools or social media are compromised, being a hindrance to the team's work in the field. As a contribution to the theory the artifact created can improve Lessons Learned storage and communication between property security project teams and their managers in the researched organization. / Os softwares sociais, e.g. Wikis, Blogues e Microblogues, têm ganho atenção nos últimos anos no cotidiano das organizações, podendo estes serem incorporados à gestão de projetos como ferramentas colaborativas. No que tange às organizações, essas ferramentas podem facilitar o compartilhamento das lições aprendidas e o conhecimento entre colaboradores de uma organização e o público externo. Estas facilidades podem ser vistas através da comunicação em tempo real, do acesso às informações por várias pessoas ao mesmo tempo e do controle das informações exercido pela gestão ou pela organização. Além disso, as lições aprendidas são um dos pontos centrais desta pesquisa, a qual contribuiu diretamente na organização, na gestão e nas equipes de projetos de segurança. Este estudo tem como objetivo avaliar em que medida o uso de um artefato produzido por meio de um modelo de gestão de lições aprendidas pode contribuir para o gerenciamento de projetos de segurança. Como questão de pesquisa deste estudo delimitou-se a seguinte, "Em que medida o modelo de gestão de lições aprendidas Target 2.0 pode contribuir com a gestão de projetos de segurança?" Para tal, este estudo utiliza o Design Science Research como paradigma de pesquisa e o Technical Action Research como método, que permitem reduzir a lacuna existente entre a pesquisa e a prática. Este trabalho se caracteriza como qualitativo, utilizando as técnicas de entrevista e observação direta. Utilizou-se uma Wiki como ferramenta central deste artefato, observando as facilidades dos inputs, as consultas e controle das lições aprendidas entre a gestão e as equipes de projeto. O artefato foi aplicado na organização por meio de uma ferramenta da Web 2.0, ou seja, uma Wiki, a qual serviu como suporte e apoio às equipes de projeto na coleta das lições aprendidas. O estudo apontou ainda que o uso do artefato contribuiu significativamente para a prática de projetos de segurança, pois houve uma melhora na comunicação entre a equipe e com a gestão. Outro ponto percebido no estudo foi à facilidade de uso da ferramenta pelos usuários nos processos apresentados pelo modelo Target 2.0. Como limitações percebeu-se que a Internet ainda é um problema, pois sem ela as ferramentas virtuais ou as mídias sociais são comprometidas, sendo um empecilho para o trabalho da equipe em campo. Como contribuição para a teoria o artefato criado pode melhorar o armazenamento de Lições Aprendidas e a comunicação entre as equipes de projeto de segurança patrimonial e seus gestores na organização pesquisada.

This diploma thesis compares the performance of bilinguals and of interpreting students in simultaneous interpreting. The compared data are from the experiment, within which we tested 3 bilinguals (without any or with little experience in simultaneous interpreting) and 3 trained students of the interpreting MA study programme. The data were collected in the language combination Czech - German. Part of this thesis are also two questionnaires. When comparing the interpreting performances (in form of transcripts of recordings), following interpreting strategies and factors were put emphasis on: salami technique (and related aspects), finishing sentences, hesitation sounds and interferences. This diploma thesis aims at illustrating the effects of the simultaneous interpreting training. The whole thesis is being run through by the question, whether the skill of simultaneous interpreting is an accompanying effect of bilingualism, or whether (and alternatively to what extent) this skill is derived from interpreting training. Keywords: interpreting, simultaneous interpreting, interpreting strategies, interpreting lessons, practice in interpreting, salami technique, finishing sentences, hesitation sounds, interferences, bilingualism, didactics, psycholinguistics

This master's thesis deals with virtues of first grade primary school pupils. The theoretical part is focused on explanation of the term "virtues" and on description of individual areas in which the virtues can appear within education in first grade of primary school. The attention is paid to how the topic "virtues" is related to the goals and contents formulated in "RVP ZP" (General education programme for primary school education). In this part I also focus on introduction of context of ethics, where I concentrate on theories of Jean Piaget and Lawrence Kohlberg, and ethics education. Furthermore, there are programmes, projects and aids mentioned in this thesis, which deal with development of virtues, with education to values and with ethics education. The practical part of this thesis consists of active research. In the research are stated four lessons which deal with the way, this topic can be realised as a content of education and the way the pupils understand this topic. I also deal with virtues of respect and empathy in detail. These education units which develop the topics of virtues are suggested, verified and reflected. Keywords Virtues, ethics education, social and personal competence, personal-social education lessons, first grade of primary school, educational content

This diploma thesis deals with theme of a work of a novice drama teacher at the beginning of school attendance. Specially in the first mid-term of the first class. The theoretical part is a vocational knowledge file which is the practical part based on. The thesis allows a deep view into the drama education. It will help us to learn about a child in the start of schooling and also the aims of the early education of the first mid-term. It also defines the drama education and its principles, goals and forms. The thesis describes an inclusion of drama education in FEP (for Elementary Education) and the ideal properties of a drama education teacher. It deals with an idea of dramatic game, system of the preparatory games and exercises. It does not only introduce methods and techniques of drama education, but it also helps us to create and plan the lessons, often with a use of literary basis. Practical part is based on an assumption or editing of ten lessons of drama education taught by a novice teacher. The lessons aim to develop friendly climate in a class, cooperation support, child social development and teaching of drama education with basic techniques. Other components of the practical part are reflections of lessons describing the progress of the pupils. This is also described by a survey from...

This thesis’ purpose is to review how music in school settings contributes to children’s development, psychosocial health, and well-being. The undertaken method is a compilation of current research which focuses on different themes within the field of music in school settings: group processes, personality processes, cognitive processes, and contribution to society. The objective is to find out about how music lessons and music projects are being applied in school settings to support children’s health and development. The thesis answers the following research question: In which ways can the practice of music in school settings contribute to prevent psychosocial problems amongst children and youth? To answer this question, research published between 2006 – 2020 is studied and analysed with three theoretical perspectives to provide a better understanding of the material: social capital, cognitive theory as well as protective and risk factors for children’s development. The used method for carrying out this thesis is a research summary, which summarises the results within thematic units. The results of the study show that music in school settings can contribute to positive factors within groups such as social cohesion, communication, prosocial skills, and behaviour, generating a more positive social environment in schools with possibilities to encounter school problems related to aggression. Furthermore, music practice in school can enhance children’s learning processes within academic dimensions and aspects related to children’s self and well-being. Results also show music projects’ significance of contributing differentresources, especially to schools located in socio-economically poorer areas.

Diplomová práce se zabývá procesem vyhodnocování či poučení se z projektů, patřící mezi procesy projektového managementu, které umožňují projektovým manažerům zefektivňovat budoucí projekty. V této práci je využito teoretických znalostí a důkladné analýzy projektového prostředí a aktuální úrovně daného procesu pro vytvoření návrhu řešení, který cílí na odstranění identifikovaných nedostatků za účelem zefektivnění celého procesu.