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Der Vortrag gibt einen Überblick der Neuerungen im Werkzeug Mechanism der Creo Versionen 1.0 und 2.0. Zudem werden 10 hilfreiche "Tips und Tricks" vorgestellt, welche den Mechanismuseinsatz vereinfachen.

This study investigated the effective use of online Multiple-Choice Questions (MCQs) with immediate formative feedback, and the granting of partial credit for correct second or third chance answers when assessing and assisting students’ conceptual learning at higher cognitive levels. The research sample comprised first year engineering science students at the Tshwane University of Technology (TUT), Pretoria campus. The differences between using online MCQ-assessment for problem-solving calculations and using constructed written questions (CRQs)1 in the assessment of problem-solving calculations were explored. Furthermore, the differences between the assessment of problem-solving calculations using online MCQs without immediate formative feedback, and with immediate formative feedback and the granting of partial credit were analysed. The findings revealed that students’ marks were lower when answering problem-solving calculations using online MCQs without immediate formative feedback than when answering the same questions using CRQs. This clearly indicates that using online MCQs without immediate formative feedback is not effective in assessing scientific problem-solving calculations. Alternatively, online MCQs proved effective in assessing problem-solving calculations when immediate formative feedback and partial credit were employed. The statistical analysis showed that students performed significantly better when immediate formative feedback was given and partial credit was granted for correct second or third attempts. This was due to online MCQs utilising immediate formative feedback, which made it possible to grant partial credit when students chose the correct answers after feedback. This showed that online MCQs with immediate formative feedback and partial credit being granted can be an effective assessment tool for scientific problem-solving calculations. It increases performance and supports learning from assessment. Students can thus correct their calculations whilst in the process of doing them. / Science and Technology Education / M. Ed. (Science Education)

Der Vortrag gibt einen Überblick der Neuerungen im Werkzeug Mechanism der Creo Versionen 1.0 und 2.0. Zudem werden 10 hilfreiche "Tips und Tricks" vorgestellt, welche den Mechanismuseinsatz vereinfachen.

Notre projet de recherche porte sur l’enseignement/apprentissage de l’oral en FLE aux étudiants russes de deuxième – et en partie de troisième - année de la faculté de langues de l’université pédagogique. Nous sommes notamment centrés sur l’agir de l’enseignant, celui-ci étant la figure clé assurant la progression du processus de l’apprentissage organisé dans une situation exolingue, en milieu hétéroglotte. Son rôle est plurifonctionnel, ses manifestations sont variables. Les polylogues pédagogiques se trouvent au cœur de nos analyses, dont le but est d’optimiser le processus d’enseignement/apprentissage par l’intermédiaire des modifications de l’agir de l’enseignant en y appliquant notre thèse du « naturel didactique » censée créer des conditions d’expression naturelles dans une situation didactique en motivant ainsi la parole des apprenants, d’une part, et en diminuant la dissymétrie des relations enseignant-apprenants, d’autre part.Les analyses quantitatives ont permis de dégager les particularités discursives des interactions verbales en groupe de FLE de l’université pédagogique russe, notamment la manière spécifique d’agir de l’enseignant. Les éléments dégagés de cette observation permettent d’ouvrir une réflexion sur la pédagogie à concevoir en contexte de la Russie. / Our research project is concerned with the teaching/apprentiship of oral French in the « French as a Foreign Language » (FLE) program for Russian students in the second and, in part, third years in the Faculty of Languages of the teaching university of Vologda. We concentrated in particular on the action of the teacher, since the teacher is the key actor who ensures progress in the learning process in a situation using a non-native language in a foreign language context. The teacher assumes multiple functions with varying manifestations. Pedagogical polylogues are at the heart of our analyses. They aim to optimize the process of teaching/learning by modifying the action of the teacher via the application of our hypothesis of « natural didactics ». This method favors the creation of conditions allowing natural expression in a didactic situation by motivating the learners to speak on the one hand, and by reducing the asymmetry of the teacher-student relation on the other. Quantitative analyses allowed us to isolate particular aspects of verbal interaction in a FLE group within the Russian teaching university and in particular the specific action of the teacher. The results of these observations open up the possibility of a study of pedagogical methods appropriate for use in Russia.

This master´s thesis deals with project planning and management of construction of multifunctional building. The main part of thesis are budget of object and schedules of work, which contain realization of reinforced concrete structure and other related works. Another part of thesis deals with the technical regulations about the implementation of horizontal and vertical parts of reinforced concrete structure and from finishing works about realization of inside plasters. Following this part there is design and schedule of using of appropriate building machines and small machinery for their implementation, design of site equipment, quality assurance of works performed, safety of work and minimization of environmental impact. The thesis contains also proposal of contract of work. This work does not deal with substructure of multifunctional building, because this is solved in bachelor thesis.

This study was an attempt to explore and describe media utilisation from a Primary Science teacher's perspective, within a qualitative theoretical and methodological framework. A brief survey revealed what media was available in the schools, and observation and interview methods were used to give meaning to the media utmsation practice in schools. It was hoped that the results would assist in the construction of guidelines required to improve media use, and consequently science teaching in the rural primary schools. The inquiry revealed that apart from improving educational facilities, re-motivation of the science teachers was an essential ingredient in the search for ways of improving media use in Primary Science instruction / Educational Studies / M. Ed. (Didactics)

Relational databases are the most popular databases used by enterprise applications to store persistent data to this day. It gives a lot of flexibility and efficiency. A process called database normalization helps make sure that the database is free from redundancies and update anomalies. In a Database-First approach to software development, the database is designed first, and then an Object-Relational Mapping (ORM) tool is used to generate the programming classes (data layer) to interact with the database. Finally, the business logic code is written to interact with the data layer to persist the business data to the database. However, in modern application development, a process called Code-First approach evolved where the domain classes and the business logic that interacts with the domain classes are written first. Then an Object Relational Mapping (ORM) tool is used to generate the database from the domain classes. In this approach, since database design is not a concern, software programmers may ignore the process of database normalization altogether. To help software programmers in this process, this thesis takes the theory behind the five database normal forms (1NF - 5NF) and proposes Five Class Normal Forms (1CNF - 5CNF) that software programmers may use to normalize their domain classes. This thesis demonstrates that when the Five Class Normal Forms are applied manually to a class by a programmer, the resulting database that is generated from the Code-First approach is also normalized according to the rules of relational theory.