I studien har undersökts vilka kunskaper och färdigheter som elever i årskurs 9 värdesätter och anser som mest väsentliga att bedöma inom sång och ensemblespel och relatera dessa bedömningar till de nationella mål och kriterier som har fastställts för ämnet musik. Jag har använt mig av kvalitativ samtalsintervju som undersökningsmetod och begränsat mig till att undersöka sexton elever, 8 pojkar och 8 flickor, som jag undervisar i musik på en högstadieskola i Mellansverige. Undersökningen utgår från ett fragmatiskt- och sociokulturellt perspektiv på lärande. Resultatet belyses också utifrån formativ bedömning i undervisning och betydelsen av att använda bedömningsmatriser för att tydliggöra för eleverna vad som de förväntas lära sig. Resultatet visar att en gemensam syn på bedömning är viktig för att eleverna ska veta på vilken kunskapsnivå de befinner sig på men även för att de ska veta vad de behöver förbättra. Bedömning är en förutsättning för betygsättning och det finns en stor enighet om vad eleverna anser som väsentligt att bedöma inom musikämnet. Vissa olikheter existerar mellan vad respondenterna anser om att bli bedömda i sång. Andra anser att det är alltför personligt och svårt för en del elever att lära sig sjunga.

Recent research findings have reinforced the importance of soft skills for managerialsuccess. Consequently, there is an ongoing practical need for and research interest ineffective soft skill training. In order to improve the soft skills of their employees,companies have begun to turn to performing artists in the hope of achieving a hightraining effect. While this phenomenon has created excitement, it has hardly been thesubject of serious investigation guided by research questions and executed researchmethodologies. In particular, hardly any insights exist into the exercises artists use whenproviding soft skill training and coaching for a business audience. In order to exploresuch activities in a systematic way, this thesis turns the attention to the performing artshigher education curriculum for identifying relevant exercise categories and for linkingthem to soft skills. This is accomplished through in-depth interviews conducted withclassical singing and drama teachers in Germany. In order to achieve a transfer to thebusiness world, HR representatives from German-based management consulting firmsare also questioned through in-depth interviews in order to explore relevant soft skillsaddressable by performing arts interventions. The results show transfer links betweeneight performing arts curriculum items and seven soft skill categories. Apart fromexploring the relationship between arts-based exercises and managerial soft skills, theresearch results confirm the benefit rationale for arts-based training and highlightsuccess factors. The outcomes are visualised in a suggestive model aimed at providing asystematic orientation for arts-based trainers and for organisations considering soft skilltraining based on the performing arts. However, the research has also limitations,especially a too conservative number of connections between performing arts curricularitems and soft skill categories. Other limitations include a regional and cultural focus onGermany, as well as the reduction of arts-based training activities to the boundaries offormal performing arts education. These shortcomings are used for motivating futureresearch.

abstract: There is a growing necessity for learning opportunities that promote the development of soft skills among college students as they prepare to participate meaningfully in a global, knowledge-based world. Through conducting in-depth interviews with 9 peer-mentors with first, second, and third year levels of experience in Arizona State University’s LEAD mentoring program, this thesis seeks to understand the ways in which soft skill development is promoted through participation in a formal mentoring program. The LEAD mentoring program recruits mentors who have completed the LEAD program classes during their freshman year, are current ASU students in their sophomore year and above, and seek to support and guide other students. Findings reveal that peer-mentors gain a number of valuable soft skills through the mentoring experience: self-awareness, adaptability, teamwork and collaboration, and verbal communication. Additionally, students increased their self-efficacy and ability to seek support. Given these benefits, higher education institutions should seek to increase access to mentoring opportunities. Mentoring programs provide a powerful avenue by which to increase student success, improve inclusivity on campus, and advance justice and social transformation in an increasingly globalized world. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2020

The aim of this thesis was to evaluate the project management system in the organization and to suggest possible changes. In the first phase of work, the author studied the available literature on the basis of which is a review. The next section describes the project management system in the organization, namely Komerční Banka. Furthermore, comparison of results of research conducted by Ernst and Young with the state Komerční Banka. Further research is described Brandeis University internal research of the Bank. Based on this research are determined two critical reasons for project failure. The first is the lack of definition of essential information at the beginning of the project and other insufficiently competent project manager. Another section is devoted to the project manager. Furthermore SWOT analyses is created. There are described hard and soft skills. Suggestions for improvement were divided for existing project managers and for those newly admitted.