Darbo užduotis: 1. Išanalizuoti literatūrą nagrinėjama darbo tema. 2. Įvertinti tešmens paruošimo melžimui įtaka pieno srautui ir somatinių ląstelių skaičiui; 3. Nustatyti pieno srauto įtaka somatinių ląstelių skaičiui. Duomenys tyrimams rinkti melžiant karves tendemo tipo melžimo aikštelėje ir stovėjimo vietoje į pieno liniją. Kontrolinių melžimų metu buvo fiksuojami šie rodikliai: karves stovėjimas melžimo aikštelėje iki tešmens ruošimo pradžios laikas (min), tešmens ruošimo melžimui laikas (min), melžimo trukmė (min), pieno kiekis (kg). Iš ALPRO sistemos registruojamų melžimo duomenų, buvo naudojama: vidutinė pieno tekėjimo srovė (kg/min.), pieno srovės pikas (kg/min.). Tyrimuose buvo naudojama programinė įranga : (Exsel, Word) ir SPSS-statistinis paketas. Išvados: 1.Ruošiant tešmenį melžimui ilgiau kaip 0,20 min., iš karvės primelžiame daugiausiai pieno ir buvo nustatytas didžiausias vidutinis pieno srautas, bei pieno srauto pikas. 2. Tarp pieno kiekio ir melžimo trukmės buvo nustatyti statistiškai patikimi koreliacijos koeficientai (P<0,001). 3. Melžiant karves tendemo tipo aikštelėje tarp vidutinio pieno srauto ir pieno kiekio bei melžimo trukmės nustatyta statistiškai patikima koreliacija. (P<0,001). 4. Tešmens ruošimo laikas neįtakoja somatinių ląstelių skaičiaus piene. 5. Besikeičiantis pieno srauto pikas somatinių ląstelių skaičiui piene įtakos neturėjo. 6. Ilgiau stovint karvėms melžimo aikštelėje iki tešmens ruošimo pradžios, pieno srauto pikas ir vidutinis pieno... [toliau žr. visą tekstą] / Task of work: 1. To analyze the theme of work, analyzed by literature; 2. To assess the impact of udder preparation on milk flow and somatic cells count; 3. To determine the impact of milk flow on somatic cells count. The data for researches were amassed while milking cows in tandem milking parlour and in standing place to milk line. During controlling milking there were been fixed these rates: the time of cow’s standing in milking parlour until the beginning of udder preparation (min), the time of udder preparation for milking (min), duration of milking (min), milk quantity (kg). From milking data, registered by ALPRO system, there was used: an average milk flow (kg/min), milk flow peak (kg/min). Software used in these studies: (Excel, Word) and SPSS-statistical package. Conclusions: 1. When preparing udder for milking longer than 0,20 min, we get maximum quantity of milk, and an average milk flow and milk flow peak was determined as the highest. 2. Statistically reliable correlation coefficients were determined between milking duration and milk quantity (P<0,001). 3. When milking cows in tandem milking parlour, it was determined statistically reliable correlation between an average milk flow and milk quantity and milking duration (P<0,001). 4. The time of udder preparation has no influence on somatic cells count in milk. 5. Changing milk flow peak had no influence on somatic cells count in milk. 6. When cows stand longer in milking parlour till the beginning of udder... [to full text]

This research considered the perceptions of policing students who attended a Preparing to Teaching in the Lifelong Learning Sector (PTLLS) course at a Central London College for Further Education, in relation to their study needs, motivation levels, relevant support and reflective practice. This phenomenological study considered 15 students from the Metropolitan Police Service (MPS) employing the use of semi-structured interviews to gather data. The findings were that the students‟ perception in relation to the support offered by the MPS was insufficient and this may be due to the pedagogical approach to learning favoured by many students. Several appeared to require support with learning and writing level at three or four. The college did very well in respect of the perception of the students in relation to the support they experienced. The scarcity of time and the intensity of the course was a prominent factor, where some had underestimated how much time they would need to allocate to study. Overwhelmingly the students required support when engaging in study at level three or four and there appeared to exist very little knowledge in how to write an assignment. Some of the students appeared to favour a more pedagogical approach to study and in some cases reacted against the andragogical style employed by the college. Support from the mentor was valued considerably by most of the students and this appears to be a contributory factor in easing the students back into study. In relation to students‟ perceptions of Reflective Practice (RP) there existed three distinct groups, namely those who considered that they used reflective practice, those who considered they did on certain occasions and one who did not. In general there existed a positive attitude towards the concept of RP although none of the students kept a record of their subsequent RP following the PTLLS course. The phenomenon of Situational Reflective Practice was observed which took the form of Reflection-re-Action and Reflection-re-Inaction. This is concerned with the way in which a social group or an organisation is behaving and the impact this has upon an individual. Further research in relation to the idea of Situational Reflective Practice is called for.

This study examined how the personal characteristics of instructional designers influenced their current instructional-design practice (ID). I first looked at the instructional designers’ perceptions of the relationship between their personal characteristics and their ID practice. I then looked at how these variables were used by the designers to influence their ID practice. The study was guided by the following questions: What specific personal characteristics instructional designers perceive as being an important influence on their ID practice? How do instructional designers use specific personal characteristics to influence their ID practice? How do instructional designers use specific personal characteristics to diversify their ID practice? Specific personal characteristics included personal attributes such as age, and experiences, including prior work experiences. Personal characteristics were informed by the literature, the pilot study, and personal experiences. This qualitative research study used interviews as the primary source for data collection. The theoretical framework was symbolic interactionism. A pilot study was used to test and fine-tune the research data-collection methods and analysis. A snowball sampling technique yielded 15 instructional designers working in a higher education setting in the United States. I included instructional designers who did not receive formal training in ID but who obtained the necessary skills to perform the job through experience. The data analysis followed the guidelines proposed by Miles and Huberman, Kvale and Brinkmann, Roulston, and Rubin and Rubin. Findings showed that instructional designers perceived that specific personal characteristics such as (a) gender, (b) age, (c) key people, (d) spirituality, (e) philosophy, (f) formative years, and experiences such as (a) education—student experiences in the classroom, and program preparation, and (b) work experiences—prior work experiences, and ID professional work experiences influenced their ID practice. These personal characteristics influenced the designers ID practice by adding a secondary perspective through their cultural and biological influences, and by directly informing their approach to process through educational and work experiences. Study results showed that specific personal characteristics and experience allow instructional designers to alter their current ID practice, thereby transforming a once-homogeneous process to a heterogeneous one.

Jag har i min uppsats undersökt hur förskoleklassens verksamhet jobbar skolförberedande utifrån lek genom observationer av förskoleklasser på kommunala skolor och Waldorfskolor. Jag har också samtalat med pedagoger i dessa förskoleklasser och genom dessa samtal med pedagogerna kommit fram till hur de ser på sin verksamhet gällande lek och vart de lägger sin fokus, vilka föreställningar de har om lek och hur de använder sig av denna i skolförberedande syfte. Min insamlade empiri analyserades utifrån vald teori och tidigare forskning. Genom analys av observationerna har jag kunnat se om pedagogernas syn på sin verksamhet besvarat de frågeställningar jag har. Jag kunde här tydligt så både likheter och skillnader mellan de olika förskoleklassernas verksamheter. Likheter så som att pedagogerna i förskoleklasserna är ense om att barnen står i fokus vilket man förstår av deras pedagogiska kunskap som kom fram under våra samtal. Men jag upptäckte också att vägen till kunskap låg på olika fokus där kommunala skolan fokuserade på kunskapen som sådan, med formella arbetspass i läroböcker medan förskoleklasser med Waldorfpedagogik var mer intresserade att få igång processer som leder till kunskap hos barnen genom att socialisera barnen genom fri lek. / I have in my thesis investigated how pre-class classes works with preparing children for school from without play through observations on municipal schools and pre-class classes with pedagogy connected to Waldorf. I have also had conversations with the educators and through these conversations seen how they look upon their own area of work regarding play and where they lay their focus, what ideas they have about play and how they work play with a purpose to prepare them for school. My collected empirics was analyzed from without my chosen theory and previous research and through analyze of the observations and conversations I’ve been able to see if the educators look upon their area of work answers the I have clearly seen both comparisons and differences between the different pre-class classes. Comparisons such as the educators are united in having the child in center which I understood from their knowledge shown during our conversations. But that the road to knowledge was focused with differences. Here the municipal pre-class classes focused on knowledge as a product using textbooks while pre-class classes connected to Waldorf was focused on the process leading up to knowledge through socializing the children through free play.

This curriculum exposes students in Visual Arts classes to the art of exhibition and prepares them to complete the artistic cycle by exhibiting their own work and others. The curriculum is presented in the form of a guide book in which the main body of lessons are geared towards high school Intro to Art classes with quick tips and activities that are adapted toward all grade levels. By learning about all aspects of exhibiting art, theme development, installation design, accessioning and preparing art, and publicity, students are given another tool with which to create a connection with artistic mediums and history. The final goal is to infuse exhibition skills into every aspect of the curriculum as a natural part of learning and talking about art.

Opera itself is a combination of music, poetry, acting and plastic where the central role-plays singer-actor. Each singer should try to develop itself every time. During my study period, I have learned a lot from the reading books of successful and famous opera singers; I noted recommendations of my teachers, professors, opera singers I have met; and tried to follow their recommendations. As you have already read, it really affected me. I hope that my work will be useful for the beginners since several year ago I was beginner too, studied a lot, and worked a lot for my future career.As I have already mentioned below I have played the role of Masetto and Commendatore during performance of Mozart’s Don Giovanni. And from my point of view it is quite hard to play both roles but if you will follow the advices that I have mentioned here ineach my chapter I am sure that it will help you to sing properly during your entire singing career. Since when I started to practice thesetwo roles I had quite few time to study and met a lot of challenges. Hoverer I started to look for the solutions howto overcome challenges. First of all I have started to observe why I couldn’t sleep sometimes well, why I had reflux, why my voice wasn’t in a good condition and also I have started to think about faster ways of studying and started to think how I could learn faster and what are the important keys. I am always trying to follow the advices of the famous singers and trying to fit it to myself. I do not tell you how you should develop your voice skills or singing technique because I think that it is up to your voice technique teacher’s job but what I am trying to share with you is that all my selected chapters will help and do not heart you.

The purpose of this study is to shed light on how the preschool education can preceive the meaning of the concept of teaching and as consequences of the formal activity. The ambition is also to create an understanding of the possible anxiety that educators may experience in connection with teaching activities. With a hermeneutic theoretical approach to science, this study has used qualitative interview studies to problematize an uncertainty about the concepts of education and teaching. It is not only stress and anxiety that has been brought to our attention, but also pressure and demands from what came with the concepts of education and teaching. A difficulty in both practicing and observing in everyday situations, both internally and externally. Although teaching itself becomes both spontaneous and planned occasions this study has noticed other aspects that complicate the concepts. Things that differentiate between the professions of babysitter and preschool teacher have become visible in relation to research issues. On the other hand, not only has this been made clear in the earlier research, but also a lasting and well-known approach from the origin of preschools has been noted. It is after all an significant awareness that follows the active educator as soon as a learning opportunity becomes possible. It is awareness that lays the foundation for the teacher's teaching in preschool.

The purpose of this study was to examine and measure Preparing New Principals Program completers and their readiness to meet the 2011 Florida Principal Leadership Standards. This study was also conducted to identify the Florida Principal Leadership Standards that senior-level school district administrators identified as the most beneficial to future principals in improving student achievement despite increased accountability within the state. A group of 40 senior-level school district administrators who served on the superintendent’s cabinet between 2008 and 2011 were sent a perceptual survey regarding the Preparing New Principals Program and the Florida Principal Leadership Standards. Survey participants had the opportunity to voluntarily participate in a structured interview to obtain further information regarding the survey. All data from the surveys and interviews were studied and disseminated to the district for redesigning the school district’s principal preparation program

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