The purpose of this study was to investigate the use of verbal communication and vocal performance during university-level applied studio voice lessons. Specific emphasis lay on the relationship between verbal communication, vocal performance, and instructional segments as defined by technical and song literature vocal repertoire.

Title: Specifics of swimming teaching children with autism spectrum disorder. Objectives: Application of the structured learning by the concept of common preparatory and basic swimming lessons for children with autism spectrum disorder. Presentation and evaluation of nine case studies and subsequent implementation of policy for teaching swimming to children with autism spectrum disorder. Methods: Analysis of specialized literature, case studies, surveys, interviews, scaling observation and statistics method. Results of the work: Methods of the structured learning support and facilitate the implementation of standard swimming lessons for children with autism spectrum disorder. The case studies confirm the effectiveness of our taught realized swimming lessons. The principles for swimming education of children with autism spectrum disorder are designed based on the above-mentioned examples of swimming lessons. Keywords: Autism Spectrum Disorders, structured teaching swimming lessons

Title: Non-verbal expressions in the students' didactical outputs at the Charles University, the Faculty od Physical Education and Sport in the subject Theory and basics of swimming didactics Purpose: The aim of this diploma thesis is to consider the degree of selected aspects of the non-verbal expressions in the studens' didactical outputs at the Charles University, the Faculty of Physical Education and Sport and to evaluate non-verbal differences between males and famales and between students with more focus on swimming and those who only participated in swimming lesson obligatory. Methods: Observation and video analyzing methods were used for the reserch of the selected aspects. The analysis of the video recording results is presented in graphs. Results: The video analysis method seems to be appropriate for examining the students' didactical outputs. The frequencies of the selected non-verbal acpects of the individuals in the research are intraindividually different. When comparing the students' non-verbal expressions defferences were found in quarter of the observed cases. The differences among students with a higher focus on swimming and those who only compledes obligatory swimming lessons appeared in all cases. They were positive for the students with a higher focus on swimming, but in the...

Title: Czech and French concept of swimming lessons in school. Objectives: The objective of the study is to provide basic information about the concepts and management of swimming training at elementary schools, middle schools, high schools, universities and clubs in France. At the same time, use available resources to outline the functioning of swimming lessons in the Czech Republic and compare both of these systems. Methods: The method of analysis and synthesis was used to process the collected information. The obtained information about the Czech and French concept of swimming lessons in schools and clubs was subsequently compared. Results: Based on a comparison of the concepts of both countries, we found that these systems differ significantly. Although under the auspices of the same body, in France the Ministry of Education has much greater competence and the result is a very well-organized concept of swimming instruction. In comparison with the Czech Republic, it then appears that no institution managing the function is properly performed and significant shortcomings are found in the organization of swimming lessons within compulsory school attendance. Keywords: Czech Republic, France, school education, swimming lessons

The diploma thesis deals with the topic of using musical teaching aids in the study of piano playing at music schools up to the 5th year of study. First, it presents individual areas of children's psychological and psychomotor development, in which the author demonstrates the link between children's development and the positive effects of the use of musical teaching aids in teaching. The subsequent focus of the work is an introduction of and a proposal for the use of specific musical didactic aids for the study of piano playing, i.e. in the subjects Piano and Music Theory, in the framework of education at music schools. Attention is paid to individual aspects influencing the functionality of these aids. The results of a questionnaire created and sent to piano teachers are also presented, on the basis of which, among other things, a selection of the described musical didactic aids is based. The thesis was created with the intention of acquainting beginning teachers with a wide range of musical teaching aids. It can help with better orientation in the available materials for pedagogical practice and with a more effective conception of teaching. Keywords Musical didactic aids, piano lessons, music theory, pedagogy

This essay examines where students gain their knowledge of exercising a musical instrument before they choose aesthetic focus of music in high school, on an instrument used in today’s symphony orchestras. In elementary school curriculum there is no room for students to learn to play an orchestra instrument, you have to obtain your music lessons outside compulsory school. Despite this, there is a vocational training in music in high school where you get individual teaching on your musical instrument, the course Instrument or song. This can be understood through curriculum theory. I used a quantitative method. The empirical data is based on a survey. All students in this survey have received their education outside primary school. 73% of the students have received their education through the cultural school. 50% of the students that play a string instrument had taken Suzuki education and started their education in preschool age. The knowledge legitimized through the formulations of curriculums are political decisions that are about what the state believes citizens should be able to perform to develop a well functioning society. As long as the teaching is not free and does not fall under Swedish National Agency for Education's regulations, all children do not have the same opportunities for learning to play a music instrument. This becomes a social ethical problem when it comes to the accessibility for everyone to play a musical instrument and perhaps especially an orchestra instrument.

Due to advances in the conceptual understanding of organisational learning, armed forces tend to establish more permanent systems of formal learning than earlier, enhancing their ability to undergo military change. Striving towards inter-organisational emulation interoperability, meaning that systems are able to interact with each other, has become a necessity. Yet, such a quality is not embedded in the wide variety of theories on the subject, nor explicitly taken into account in the Swedish armed forces Lessons Learned handbook. By examining doctrines of NATO and the Swedish Armed Forces, comparing their approach towards organisational learning capabilities identified by Max Visser, this study aims to describe how the two can be understood as interoperable in the context of Lessons Learned. Additionally, by combining Visser’s theory with that of John R. Deni, providing degrees of interoperability efficiency, the study also serves to provide an analytical framework suitable for further evaluation of systems alike. The result shows that the Lessons Learned procedure of the Swedish armed forces can be considered as interchangeable with that of NATO in three out of four dimensions, leaving human resource management and development as room for improvement.

The purpose of this mixed methods study was to determine if consistent exposure to classroom pets in public elementary school classrooms affected children’s empathy. The sample included 44 students (females = 22; males = 22; mean age = 8.3 years) from four third-grade classrooms. A pre-test, post-test design was used to measure students’ empathy levels, and percentage changes in empathy scores were recorded for all groups. The sample was a convenience sample, and random assignment to treatment groups was not possible. Treatment included using classroom pet fish along with empathy-based lessons. Of the four participating classrooms, one classroom was the Control Group, with no classroom pet and no lessons. A second classroom was the Pet Only group (pet fish in the classroom, but no empathy-based treatment regimen). The third classroom was the Lessons Only group, which had no pet but the students engaged in a series of empathy-based mini lessons. The fourth classroom was the Pet+Lessons group, where students cared for, and interacted with, the classroom pet fish in addition to participating in a 4-week empathy-based treatment regimen. Each group participated in pre- and post-tests using the Bryant Index of Empathy for Children and Adolescents (Bryant, 1982), and the Lessons Only and Pet + Lessons group had four consecutive weeks of empathy-based mini lessons (each lesson with an opportunity for expansion through a project-based approach). This was followed by one week to reflect on the learning through final discussions and to re-administer the post-test. After exposure to the classroom pet and the empathy intervention, the three treatment groups all experienced an increase in empathy, while the Control Group experienced a decrease, suggesting that classroom pets, project-based empathy lessons, or a combination of both all had a positive impact on children’s empathy. Additionally, qualitative data in the form of interviews with classroom teachers, field notes from the researcher during empathy lessons, and examination of children’s empathy journals was analyzed to gain more knowledge on teacher and student perspectives of teaching and learning empathy and working with a classroom pet. Results are discussed relative to future research and classroom practices.

A critical factor in project success or failure, is the impact on project outcomes, caused by the relationship between the project manager and project sponsor. Theory researched provides the foundations between the relationship between project manager and sponsor for an analysis on project best practices. The objective of which is to apply these theories to help create a set of guidelines or recommendations to be implemented to help measure and then manage the relationship through project processes or guidelines. The analysis covers the established views on the roles of both manager and sponsor within a project as well as the relational issues that are a part of it. The impact of these issues on project outcomes are the foundation of this dissertation. A portion of the analysis will be using lessons learned from previous projects and part of this research is to nd best practices for identication and application of these lessons. Empirical data is in the form of a series of interviews with both the main company and a benchmarking process using three other companies. This will help identify the actual perceptions and complexities of the roles and the relationship between managers and sponsors. In order to better understand the di-culties and challenges that exist in the rela- tionship both parties can work to avoid or overcome them as they arise. The diffi-culties will be both hard in terms of technical knowledge as well as soft relaating to people skills. Knowing how the relationship functions best would be an important asset for each party and will greatly increase the chances of project success.

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