Vocal teachers’ task is to give students a foundation for their personal practice. When the student leaves the classroom, it is their responsibility to direct their own learning. This essay examines vocal students from upper secondary school's perspective about their personal vocal practice and their practice in relation to the support and help from their vocal teachers. Five schools were contacted where a total of 120 students had access to an online survey via email, to which 56 students responded. The variables in the survey were partially analyzed and processed in the software SPSS. In this study, it was clear that students have a positive attitude towards their personal practice and generally have good practice habits. The student’s level of motivation plays a role in the number of hours that are devoted to practice and having goals with one’s practice, such as vocal lessons, are important for practice motivation, as lessons are occasions where students are assessed. The vocal teacher is important for the student's continued development but not in relation to the student’s weekly practice hours.

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Práce poskytuje přehled základů teorie formálních jazyků, regulovaných gramatik a analýzy LL(1) jazyků. Je zde navržen a analyzován algoritmus pro analýzu programovaných gramatik, inspirován LL(1) analyzátorem. Třída jazyků přijímaná tímto algoritmem je striktní nadtřídou LL(1) jazyků, obsahující některé jazyky, které nejsou bezkontextové. Tato třída se však jeví být neporovnatelná s třídou bezkontextových jazyků.

This thesis is about internet regulations and usage of tunneling protocols as a privacy protection on regulated internet. The thesis includes detailed description of most widely used tunneling protocols focused on their usage in regulated networks. The produce the teoretical part of the thesis is synoptical comparative table including benefits and disadvantages of each protocol and examples of suitable usage. The practical part presents the tunneling protocols in three different scenarios which are very frequent in practice. Each scenario has been realized, the communication has been captured using Wireshark network protocol analyzer and also the analysis of potential risks has been done for the event that the communication would be captured by a third party - the regulator.

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Freshwater systems have, during human history, endured large-scale impacts. According to the water framework directive, measures must be developed to create a better environment for species in, and connected to, freshwater systems. Hydropower plants has caused loss of natural disturbance (e.g., floodings). Using already collected data from vegetation inventory in the riparian zone, probable distribution curves were created to find flooding requirements of different plant species, and linear regression analyses were run to see if hours of flooding and elevation above sea level had an effect on species richness and vegetation cover in the riparian zone. A model of Bredforsen 3 was conducted by using modelled values obtained from Vattenfall AB, with the aim to answer the following questions: How is riparian vegetation in mixed alluvial forests in reaches affected by static minimum flow levels structured according to flow dynamics? What would the zonation of riparian vegetation look like in an unregulated situation? How can minimum flow in Bredforsen be designed to better match the flooding regime similar to a natural riparian vegetation? Species richness showed to be dependent on elevation. Furthermore, significant results for species richness and vegetation cover both showed to be dependent on hours of flooding in the riparian zone for two of the three inventoried areas. In the alluvial forest, Picea abies, was not affected by hours of flooding. This might be caused by a low number of replicates available in Bredforsen of P. abies. In contrast, Quercus robur did show a significance towards hours of flooding and a vague negative trend for trees with high inundation distributed on lower elevations, though, it seems more parameters are affecting its distribution. The probable species distribution curves revealed the riparian zone in Bredforsen lack the clear vegetative zones visible along unregulated rivers. However, the model created for Bredforsen 3, following the assumptions of Ström et al. (2012) showed that today two vegetative zones, are apparent in Bredforsen 3 (amphibian zone and upland vegetation). With the modelled flow, a third zone (riparian forest) could appear. Because Bredforsen is a Natura 2000 reserve, the minimum flow needs alteration to mimic a relatively natural flow, which could lead to all vegetative zones to develop (amphibian zone, graminoids, willow shrubs, riparian forest, and upland vegetation). This could be achieved by using the spill water from Söderfors and time the release of spill to natural flow events. The model made from Bredforsen 3 indicates that this could cause positive changes in the riparian zone where a more natural distribution of vegetative zones is in place, meaning that species distribution returns to previous distribution patterns and would help disturbance dependent species.

During Work Integrated Learning, pre-service mentoring helps to prepare final-year education students for the workplace. For the purpose of this study, seven pre-service teachers and their mentor teachers formed scholarly communities of practice. Selfregulated professionalism was initiated by implementing the principles of self-regulated learning using a constructivist Whole Brain® Thinking mix as epistemological grounding. Participatory action research was enriched and a Whole Brain® Participatory Action Research Design was used to contribute to the scholarship of mentoring in the education context and the new meaning-making of our current understanding of what action research entails. A baseline study was conducted ten months prior to the commencement of the Whole Brain® Participatory Action Research study. The responses from the Senior and FET Phase pre-service teachers and their mentor teachers in the two online surveys provided an information base for the participatory action research process. The rationale for using Whole Brain® Participatory Action Research was that no scholars have examined a collaborative perspective on pre-teachers, mentor teachers and a university faculty. This particular research design has never before been used in the context of pre-service teacher education. The Herrmann Brain Dominance Instrument® was initially completed by the participants and myself as the principal researcher to inform reflective practice and to create awareness of our thinking preferences. Action research was conducted by the pre-service teachers in their classroom practice and executed by the mentor teachers in their mentorship practice. I employed action research during the scholarly communities of practice sessions with the participants. Peer mentoring, Whole Brain® Mentoring and blended mentoring were innovatively introduced in the mentor teachers’ and my own mentoring practice as an essential part of the self and the we becoming agent(s) of transformation. The development of a Comprehensive Whole Brain® Mentoring Model for the education context is shared as an outcome of this study. / Thesis (PhD)--University of Pretoria, 2020. / Humanities Education / PhD / Unrestricted

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Self-regulated learning skills have been shown to have a positive impact on achievement in the academic setting, enabling graduates to become lifelong learners in professional settings. Although the importance of lifelong learning skills is well articulated in the accounting education literature, this study is the first to address concerns that class time devoted to developing such skills might impair students' acquisition of content knowledge. This study uses a quasi-experimental design within the context of the introductory accounting course. The treatment group received self-regulated learning interventions designed by the researcher and based on Zimmerman's model of the academic learning cycle. Results of this study were obtained using multiple regressions and suggest that students' acquisition of technical knowledge, as measured by conventional exam scores, was not compromised when class time was allocated between self-regulated learning interventions and content instruction. Although benefits of the treatment were not immediate, the treatment group outperformed the control group in terms of scores on exams administered near the end of the course. This study found no evidence of a "ceiling effect" but does provide limited support for the "Matthew effect," whereby higher ability students often reap the greatest benefit from interventions.

Distribution of cocaine- and amphetamine-regulated transcript-like immunoreactivity (CART-LI) was studied in the rat spinal cord, sympathetic ganglia and adrenal glands by immunohistochemical methods, utilizing a polyclonal antiserum raised against the CART peptide fragment 55-102. CART-LI was detected in nerve fibers and in basket-like terminals surrounding many postganglionic neurons of the superior cervical ganglion (SCG), stellate, paravertebral and prevertebral ganglia. Postganglionic neurons exhibited low or non-detectable levels of CART-LI. Surgical sectioning of the cervical sympathetic trunk for 6-7 days resulted in a nearly complete loss of CART-LI fibers and terminals in the SCG. In the adrenal gland, CART-LI nerve fibers formed a plexus underneath the capsule, some of which bifurcated and made a sharp turn toward the adrenal medulla, where clusters of chromaffin cells were intensely labeled. The detection of CART-LI in sympathetic ganglia and adrenal glands extends the previous observation of the presence of CART-LI in sympathetic preganglionic neurons and further supports the notion that CART peptide(s) may function as a signaling molecule in the sympatho-adrenal axis.