Primary school teaching and learning, and indeed the whole teaching profession continue to be shaped by the ever – changing knowledge economy and global educational trends. To this end, professional teacher development in Zimbabwean primary schools has become an important focus area in terms of how it can facilitate and contribute to effective teaching and learning in line with the new educational developments. There is consensus among primary school stakeholders that the success of teaching and learning is dependent on promoting an efficient and student - needs driven in – service programme. The purpose of the study was to explore the influence of the university B.Ed (primary) in – service teacher development programme in its mandate to fulfill the critical function to develop primary school teachers with knowledge, skills and competencies for the Zimbabwean primary education system. The imperative has been for the university in – service programme to offer competences and skills that are needed by primary school teachers and for these teachers to upgrade and update their skills for effective teaching and student learning. The theoretical approach that informed the study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective being that knowledge is socially constructed and takes place in real contexts. The study ontology was interpretivism in which the qualitative single case study design was employed. The data were collected through semi - structured interviews with the Chairperson and five lecturers of the Curriculum Studies Department and focus group discussion in respect of ten B.Ed (primary) in – service student teachers. The participants were purposefully sampled taking into account their knowledge and experience with the in – service programme and primary school teaching - learning contexts. The study found that the B.Ed (primary) in – service programme had minimal influence on primary school teachers’ teaching and learning needs. The programme had not fully addressed the primary school teachers’ expectations in terms of imparting knowledge and skills useful for classroom teaching and learning. One of the major contributory factors was that there were curriculum design frailties of the programme which were as a result of lack of dialogue, engagement and consultation between and among important primary school education stakeholders especially in – service teachers. As a result, the programme had not adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet this was the core function of the programme. From the findings, the study recommends that the University sets up a strong Curriculum Development Department funded and staffed with experts in research and curriculum design and development. These should manage the designing and preparation of curriculum documents by involving primary school stakeholders, especially primary school teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

Subject diploma work was micro - region Lipensko, where was effected analyse of presumptions and development for cycle - tourism. Highlights was Lipenská main cycle track and her upward evaluation. Agent evaluation were designed stops on trace. Penthouses with sitting plus place for leant bikes. Stoppings: with informative or visual tables than mini fitness other possibility jogging section and calibration tachometer. After first analyse of cycle {--} tourism was making a marketing research, that has been drawn on set hypotheses. Hypotheses were given three and two of them were disproved. Negate conjectures were inspiration for a proposal project of the Lipenská cycle track. Final phase of the work is the proposal project and grant possibility of European union.

I takt med att allt fler kulturhistoriskt värdefulla byggnader rivs i landets kommuner utarmas Sveriges kulturarv enligt Riksantikvarieämbetet. Vilken betydelse har då en kulturhistorisk värdebeskrivning i den kommunala beslutsprocessen? Lidingö stad valdes som fallstudie eftersom man där beslutat att riva öns landmärke, en fackverksbro av järn och nitad stål, Gamla Lidingöbron, invigd 1925. Bron är med sin karaktäristiska konstruktion och stora bågspann ett starkt etablerat signum vid öns infart. Den har flera likheter med Gamla Årstabron i Stockholm som till skillnad från Gamla Lidingöbron är statligt ägd, utsedd till byggnadsminne och därmed skyddad. Det framkom i denna studie att Gamla Lidingöbrons kulturhistoriska värde inte hade diskuterats inför rivningsbeslutet 2012 samt att en för ändamålet beställd värderingen saknades i beslutsunderlaget. Planarbetet för en ny bro, ”Lilla Lidingöbron”, som senare lades fram fick kritik från alla remissinstanser som yttrade sig om kulturmiljö eftersom de ansåg att den äldre stålbron borde bevaras. Kommunen uppmanades att ta fram ett bevarandealternativ. Kritiken ledde inte till någon omprövning trots existerande alternativa förslag.  Det enda som skedde var att beskrivningen av brons värde till slut skrevs in i den nya detaljplanen med ordalag tagna ur värderapporten. På vissa ställen dock vända till sin motsats (sid 20-25). Det tillades även där att den kulturhistoriska värderapporten hade använts inför inriktningsbeslutet 2012 trots att det inte var så. Beslutet visade sig ha rötter till tidigt 2000-tal vilket beskrivs i en bilaga.  En utblick görs mot beslutsprocessen för Gamla Danviksbron i Stockholm, byggd 1922, i syfte att exemplifiera hur ett redan taget rivningsbeslut faktiskt kan ändras efter att kulturvärdet åberopats av remissinstans. Till skillnad från Lidingö kommun samarbetade man därefter med de sakkunniga i byggnadsvård för att bevara Gamla Danviksbron.  Slutsatsen är att en kulturhistorisk värdebeskrivning är viktig då den informerar och vägleder om vad som är värdefullt, vad man bör bevara och varför. Dock kan en sådan rapport förlora sin mening när det finns politiska intressen som favoriserar andra lösningar. Likaså när tjänstemän och politiker helt enkelt inte har kunskap om kulturhistoriska värden eller saknar kompetens att samordna olika aktörers intressen när det kommer till att integrera kulturvärden, miljö och innovativa lösningar (bevara och förnya) – med ekonomi och funktion. / As more buildings with established cultural-historical value are being demolished around the country, Sweden's cultural heritage risks being depleted according to The Swedish National Heritage Board. What then is the impact of a cultural-historical value report in the municipal decision-making process? The municipality of Lidingö was chosen as an example because of its decision to demolish the island's landmark bridge; the Old Lidingö bridge (Gamla Lidingöbron), an iron and steel truss bridge from 1925. This bridge, with its characteristic construction, and large arched span, is a strongly established symbol for the island. It has several similarities with the protected state-owned Old Årsta bridge in Stockholm. In this study, it emerged that an existing cultural-historical report, describing the bridge’s high value, was not taken into consideration as a basis for the decision made by the municipality in 2012. During the planning work for a new bridge, Little Lidingö bridge, the municipality received criticism from concerned parties (e.g. Stockholm County Administrative Board) that commented on the cultural value, because they felt that the bridge should be preserved. The municipality was encouraged to develop a conservation-focused alternative. In response to the criticism, the officials did not reconsider the decision. They merely included more of the content of the cultural-historical value report in the detailed development plan. In some of the added paragraphs the meaning of the words was reversed (page 20-25). The development plan also states that the report had been considered prior to the demolition decision, although it had not been. Indications that the 2012 decision had its roots in the early 2000s are included in the appendix. To compare with similar decisions, a brief look is also taken at Stockholm municipality, where the decision-making process regarding the Old Danvik Bridge, built in 1922, is given as an example of how they instead changed direction, and collaborated with experts in cultural conservation.In conclusion, a cultural-historical value description is extremely important. It provides a basic description of what is valuable, what should be preserved and why. However, such a report may lose its impact if there is a political agenda moving in another direction. Another reason that this type of document might be devalued is if officials and politicians lack knowledge of cultural history, or the skills to coordinate the interests of different actors; integrating cultural values, the environment, and innovative solutions (preserving and innovating) – with economics and function.

Basic element of competitive Dance Sport is the dance couple. For being succesful, it's needed to master the combination of specific dance skills, sport skills, stress resilience and skills connected to dance partnership, mainly communication skills and conflict resolution skills. Since the scientific research of conflict resolution among competitive couples is very scarce, aim of our explorative qualitative research is to understand how Latin Dance Sport couples experience conflicts and their subjective meaning of partnership in competitive dance. Experiences of dancers of various dance classes and their trainers were gathered using questionnaire (= 43) and half-structured interviews (= 13). Based on themati analysis, relevant themes were identified and described, and explanatory model further based on activity theory, game theory and theory of interdependence was proposed. Model suggests that contradiction of two different motives (competitive success vs. partner relationship) in the activity systems of competitive dance predisposes possible complex relationships between (implicit and/or explicit) aims of dancers, their type of partnership, possible expressed conflicts and their preferred styles of conflict resolution (based on the unique context of every dance couple). Relevant identified themes...