This thesis deals with the issues of contraception from history to the present day. The thesis is made of two parts. First part is theoretical and deals with development and application of contraception, i have also included pros and cons of each one. For the sake of better understanding this work contains information about reproductive organs, menstruation and ovulation cycles. First part also contains inclusion of contraception to an education at school. Awareness of contraception is dealt with in a practical part of this thesis. Practical part is in a form of survey. The results of the surface analysis of selected high schools and also a recommendation in a file do reproductive healthcare.

This research applies an archaeological lens to an inner-city master planned development in order to investigate the tension between the design of space and the use of space. The chosen case study for this thesis is Kelvin Grove Urban Village (KGUV), located in inner city Brisbane, Australia. The site of this urban village has strong links to the past. KGUV draws on both the history of the place in particular along with more general mythologies of village life in its design and subsequent marketing approaches. The design and marketing approach depends upon notions of an imagined past where life in a place shaped like a traditional village was better and more socially sustainable than modern urban spaces. The appropriation of this urban village concept has been criticised as a shallow marketing ploy. The translation and applicability of the urban village model across time and space is therefore contentious. KGUV was considered both in terms of its design and marketing and in terms of a reading of the actual use of this master planned place. Central to this analysis is the figure of the boundary and related themes of social heterogeneity, inclusion and exclusion. The refraction of history in the site is also an important theme. An interpretive archaeological approach was used overall as a novel method to derive this analysis.

This master's thesis deals with marketing of the historical monument, specifically private castle Horní hrad. The thesis consists of two parts. The first part is devoted to theoretical background as marketing, marketing mix of historical monuments and enterprise in the field of culture. The practical part deals with past and present of Horní hrad castle. Afterwards the thesis analyses the elements of marketing mix. Based on the information from this part of the thesis and information from marketing research among students of the University of Economics Prague, there are recomendations given for improvement of provided services. The aim of this master's thesis is to determine how private person can create the centre of history and culture for the general public.

The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.

The purpose of this paper is to compare curriculum documents for K-12 education from the state of North Carolina from two time periods, 1920s and 2003. The historical development of the mathematics curriculum in North Carolina provides a snapshot of the shifts in mathematics teaching and learning. North Carolina, a state in the southeast of the United States, has had a statewide standard course over a period spanning more than eighty years. A document analysis of printed curriculum standards from allows a description of the mathematics concepts and tasks that were expected of students in those years. The analysis revealed stark contrasts in the focus of mathematics from a very computational emphasis to one of problem solving. The analysis also highlighted the understanding of algebraic concepts and ideas as an essential outcome of current mathematics programs.

En s’éloignant de l’idée des frontières qui marque une compréhension de la construction des États-nations en tant qu’entités souveraines et homogènes, cette thèse adopte une approche différente en considérant les portes et les murs comme deux métaphores centrales de transgression et de transformation qui amplifient l’expérience des réfugiés et permettent une vision transnationale et trans-mnémonique de divers souvenirs dans deux romans: « Exit West » de Mohsin Hamid et « Go, Went, Gone » de Jenny Erpenbeck. Dans mon premier chapitre, j’explore comment les souvenirs des Allemands sont dialogiquement liés aux souvenirs des réfugiés à travers les paradigmes de l’espace et du temps, ainsi que du passé et du présent, en examinant l’impact durable du mur de Berlin dans « Go, Went, Gone ». Mon deuxième chapitre étudie la métaphore des portes dans « Exit West » qui défient les frontières et la revendication de souveraineté des États-nations. L’objectif de mon chapitre est de comprendre comment ces portes facilitent la mobilité sans contraintes à travers l’espace et le temps, en nous encourageant à réévaluer l’universalité de la migration. Je me réfère principalement au concept de mémoire multidirectionnelle de Rothberg, en relation avec l’étude de Brand sur les mémoires collectives et interconnectées de la traite transatlantique des esclaves qui mobilise les portes comme dispositifs mnémoniques. J’utilise également la notion du « living in the Wake » en relation avec « Afterlife of slavery » de Sharpe pour comprendre comment les souvenirs des réfugiés et des citoyens des États-nations sont dialogiques à travers différentes géographies et temporalités. De plus, je m’appuie sur le concept de « de-borderization » d’Achille Mbembe en lien avec les perspectives de Gloria Anzaldúa sur les frontières pour une meilleure compréhension de l’expérience des réfugiés. / Moving away from borders that signal an understanding of the construction of nation-states as sovereign and homogenous entities, this thesis takes a different approach by considering doors and walls as two central metaphors of transgression and transformation that dramatize the refugee experience and enable a transnational and trans-mnemonic reading of various memories in two novels: Mohsin Hamid’s Exit West (2017) and Jenny Erpenbeck’s Go, Went, Gone (2015). The first chapter of the thesis addresses how memories of Germans are dialogically connected to the memories of refugees across the paradigms of space and time, past and present, through an exploration of the enduring impact of the Berlin Wall in Go, Went, Gone. The second chapter studies the metaphor of doors in Exit West that move beyond borders and challenge the nation-states’ claim to sovereignty to understand how they allow free movement across space and time and rethink the universality of migration. The thesis builds on Michael Rothberg’s concept of multidirectional memory in relation to Dionne Brand’s study of collective and interconnected memories of the slave trade that mobilizes doors as mnemonic devices, and Jenny Sharpe’s notion of “living in the wake” in connection to the afterlife of slavery to understand how memories of refugees and natives of nation-states are dialogical across different geographies and temporalities. Additionally, I rely on Achille Mbembe’s notion of “de-borderization” and relate it to Gloria Anzaldúa’s views on borders to better understand literary representations of the refugee experience.