With the new technological advances on the eve of the end of the 19th century, a multitude of intrinsic and extrinsic instructional media became available to both teachers and pupils. For effective use of the available instructional media it became increasingly necessary to become both audio and visually literate in order to interpret and understand messages from audio-visual materials/instructional media. This, however, confronted teachers with the urge to become more acquainted with the ways of how to address media selection and integration in a proper way. History as a subject taught at school lends itself to the application of instructional media in a variety of forms. Since the selection of the appropriate or the available media for the teach• ing situation is no easy task, a literature study was undertaken with the purpose of identifying factors that become apparent from media selection models and that need to be considered when instructional media are selected for the teaching of history. Apart from the prob• lem of the lack of an instructional media selection model designed specifically for history teaching, it was possible to propose suitable guidelines based on research findings for the selection of instructional media for history teaching. As far as the empirical research contained in chapter three is concerned, a questionnaire has been developed to determine to what extent history teachers in the present school situation use instructional media, and whether the media available is used effectively. A random sample of fifty (50) schools in the northern region of the Free State was used. Teachers with three years or more experience were asked to complete the questionnaire. An evaluation of the situation was created from the results. One of the most important findings was that a limited number of teachers received training in the effective use of instructional media, or in instructional media science. It appears that the choice of instructional media is considered no easy task by them. Chapter four is devoted to the practical application of instructional media in the teaching of history at the junior secondary level. There lessons have been prepared according to the model that has been developed in this project, which contain aspects of the new outcomes based on education. During the process a selection of media has also been made, ranging from what would be applicable in a school that is fairly adequately equipped with media, to schools that are only partially equipped with media. The study is concluded with a synthesis of all the findings as set out in chapters one through four, where the applicable guidelines for the teaching of history are confirmed. / Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1997

With the new technological advances on the eve of the end of the 19th century, a multitude of intrinsic and extrinsic instructional media became available to both teachers and pupils. For effective use of the available instructional media it became increasingly necessary to become both audio and visually literate in order to interpret and understand messages from audio-visual materials/instructional media. This, however, confronted teachers with the urge to become more acquainted with the ways of how to address media selection and integration in a proper way. History as a subject taught at school lends itself to the application of instructional media in a variety of forms. Since the selection of the appropriate or the available media for the teach• ing situation is no easy task, a literature study was undertaken with the purpose of identifying factors that become apparent from media selection models and that need to be considered when instructional media are selected for the teaching of history. Apart from the prob• lem of the lack of an instructional media selection model designed specifically for history teaching, it was possible to propose suitable guidelines based on research findings for the selection of instructional media for history teaching. As far as the empirical research contained in chapter three is concerned, a questionnaire has been developed to determine to what extent history teachers in the present school situation use instructional media, and whether the media available is used effectively. A random sample of fifty (50) schools in the northern region of the Free State was used. Teachers with three years or more experience were asked to complete the questionnaire. An evaluation of the situation was created from the results. One of the most important findings was that a limited number of teachers received training in the effective use of instructional media, or in instructional media science. It appears that the choice of instructional media is considered no easy task by them. Chapter four is devoted to the practical application of instructional media in the teaching of history at the junior secondary level. There lessons have been prepared according to the model that has been developed in this project, which contain aspects of the new outcomes based on education. During the process a selection of media has also been made, ranging from what would be applicable in a school that is fairly adequately equipped with media, to schools that are only partially equipped with media. The study is concluded with a synthesis of all the findings as set out in chapters one through four, where the applicable guidelines for the teaching of history are confirmed. / Thesis (MEd (Vakdidaktiek))--PU vir CHO, 1997

Diss. (sammanfattning) Linköping : Univ., 2003. / Härtill 4 uppsatser.

The aim of this study was to analyze the Bechyňský stream with regard to the possible consequences of floods in this area. Furthermore, the removal of these consequences and propose new flood protection measures and recommendations. Finally, the work is a summary of the most suitable variant of flood protection. The work may help in future decision how to manage the flow of the Bechyňský stream and surroundings of it´s.

The diploma thesis deals with the problems of regional education and local region taught at the first level of primary school. It consists of two parts. The theoretical part explains the importance of local region taught and places it among the curriculum. This part concerns the geographical characteristics of the region SO ORP Horažďovice too. The following practical part is composed of educational materials focused on the local region. It is set of suggestions of education aimed at 4th and 5th class of primary school with worksheets. The practical part applies the knowledge of the theoretical part. The educational materials are in conformity with the Framework Educational Programme for Elementary Education.

The thesis is focused on creating an advertising campaign for a figure skating club Plzeň. The work is divided into two parts - theoretical part and a practical part. The theoretical part of the thesis defines the basic terms and defines the building of advertising campaigns. The practical part on the knowledge gained from the theoretical part describes in detail the process of planning an advertising campaign. On this basis, the campaign is implemented and the results are then evaluated. The last part of the thesis gives suggestions for improvement campaign in the future.

This work is specialized to analyse tourism development in the region og Nové Hrady and to propose suggestions to innovation development of tourism.

Office hour interactions at universities are one type of communicative activity in which international instructors and their Turkish EFL students are involved as a form of academic or institutional discourse (Drew & Heritage, 1992). In such real world communication, both parties employ several linguistic strategies and attend to various interactional goals to address the academic concerns at hand (Chiang, 2011; Chiang & Mi, 2008; Limberg, 2007; 2010; Reindhart, 2010; Skyrme, 2010). Embracing a discourse analytic approach, this study investigated the primary functions and topics of office hour interactions; discourse organization of office hour interactions with regard to the features of participants’ contributions (e.g. turn-taking and turn length, verbosity or dominance, etc.); suggestion-response episodes; and successful and problematic aspects in office hour interactions. The study utilized the theoretical framework of relational work. Thirty-eight office hour interactions constituted the primary data source. The participants included 3 international instructors and their 34 Turkish EFL students. Post-interaction questionnaires and classroom observations served as secondary data sources in the study. The data analysis demonstrated that office hour interactions have various purposes and topics mostly related to the course content offered by the instructors, their expertise, and their experiences. Additionally, both parties co-constructed the discourse segments of equal and unequal contribution in which they achieved interactional and transactional goals using distinctive linguistic and discourse strategies. The co-constructed suggestion-response episodes included both instructor-initiated suggestions and students’ self-suggestory acts. The use of modals and semi-modals, imperatives, and interrogatives played a key role in instructor-initiated suggestions, whereas the students mostly relied on interrogatives. However, each party made their choices relying on the interactional goals they wished to accomplish through the use of suggestion forms. Finally, both the international instructors and their Turkish EFL students attended to different types of relational work that contributed to the successful and problematic aspects of office hour interactions, and that were mostly connected to suggestions.

The problem of this study is to determine the cause for the reading difficulties and offer remedial suggestions for the sixth-grade children in the Robert E. Lee School, Denton, Texas.

This essay revolves around Jay Asher’s novel Thirteen Reasons Why (2007) or in this case theSwedish translation Tretton skäl varför (2010). When it was published Asher’s novel was aninstant hit among its primary YA audience, but the novel caused a lot of debate and concernamong parents and adults. The purpose of this essay is to examine the possibilities of usingthe novel in Swedish classrooms, both as a work of literature popular among young adults andas a way of opening up discussions about its heavy themes, such as suicide and bullying. Inthe essay previous research on Thirteen Reasons Why. both the 2007 novel and the 2017Netflix-series adaption, is accounted for. Previous research on reading and the connectionsbetween reading, mental health and suicide, as well as its relevance in an educational context,is also described. Furthermore, Asher’s novel is summarized chapter by chapter and itsnarratology is explored and described. Finally, suggestions are made as to how teachers couldwork with the novel in their classrooms and the essay’s main points are summarized inthirteen reasons why it could be beneficial to work with Thirteen Reasons Why.