Title: Swimming instruction of mentally handicapped individual and his/her integration - Down's syndrome The diploma thesis deals with a mentally handicapped individual suffering from the Down's syndrome and his/her integration in the preparatory swimming instruction. In practice this includes the execution of preparatory swimming instruction, registration of gradual acquiring of basic swimming skills, evaluation of input and output swimming skills. Key terms: Down's syndrome, mental affliction, swimming instruction, movement activity, movement skills, movement capabilities, integration, basic swimming skills.

The subject of the diploma thesis concerns the integration of mentally handicapped individuals into the group of standard population in the course of preparatory training of swimming. The aim of the thesis is the evaluation and charting of the problem of the Down syndrome and on the basis of the results the proposal and verification of the conception of integration of the handicapped person. The theoretical part of the diploma thesis is based upon the characteristics of the specific traits of mentally handicapped individuals, it explains the terms of the Down syndrome, it explains the integration of mentally handicapped individuals, and it informs about the swimming as a means of integration into the society. The practical part of the diploma thesis described the course of the research work, it characterizes the studied group of individuals, it includes the results of testing (Štochl, 2002) and it registers the acquiring of the respective aptitudes. The results are evaluated by verbal description as well as by the form of graphs. The practical part includes also the preparation of the conception of social integration of mentally handicapped individuals, which has been prepared on the basis of analysis of specialized literature and on the basis of practical and theoretical experience. The conception includes...

This thesis, addresses the convergence between several strings of current research in the quest for a better understanding of the co-dependency and co-evolution of the human being and her ability to innovate, organize and provide products and services through competitive firms. The introduction and development of the concepts “Innovation Health” and “Systems of Innovation Health” aims at capturing emerging interdisciplinary understanding of early childhood developmental health and human life-spanning developmental conditions, to the extent that they are relevant for economic change, knowledge- and innovation related theory and research. An overview and analysis of global demographic changes, as they relate to Innovation Health is provided. Further, an extended view or possible emerging Theory of the Knowing and Innovating Firm is proposed and elaborated. Furthermore, Stein’s effort in the early 20th century to create a new philosophy of the humanities and a model of the human being is revisited. Her ontology of association, community and the human being is introduced in the context of organizational economics and knowledge-based theories. Her philosophy and “emergentis” ontology is applied as the theoretical framework of Innovation Health and the entire research effort.

I dagens värld har samhället blivit beroende av teknik och de flesta yrken använder teknik iolika konstellationer. Med alltmer teknisk utveckling har kompetenskraven och arbetsmetoderna förändrats. Det som tidigare upplevdes som ett ingenjörsmässigt sätt att arbeta har nu blivit ett allmänt sätt att arbeta. Det vill säga - att arbeta i grupper och projekt är sättet att arbeta för de flesta yrken. I en teambaserad miljö behövs förutom utvecklad teknisk kompetens även icke-tekniska (mjuka) färdigheter, såsom interaktion och samarbete med andra människor. Teknik 1, som är en introduktionskurs till teknik i gymnasiet, kan ses som det allra första steget mot en ingenjörsutbildning som är organiserad enligt CDIO (Conceive, Design,Implement, Operate). CDIO är en modell som används i stor utsträckning inom ingenjörsutbildningen för att förbättra sättet att undervisa i teknik och för att förbättra de blivande ingenjörernas kunskaper. Ur detta perspektiv är det intressant att se om teknikundervisningsmetoderna på gymnasienivån - särskilt arbetet i grupper och projekt -utvecklar vissa förmågor och färdigheter som är gemensamma med de som beskrivs i CDIO-modellen. Denna studie kommer att hjälpa oss att bättre förstå om Skolverkets val att basera teknikundervisning med inspiration från CDIO introducerar eleverna till ett ingenjörsmässigt sätt att arbeta och de färdigheter som behövs inom ingenjörsutbildning, som bygger på CDIO-modellen. I denna studie intervjuades tre tekniklärare och sex elever på olika gymnasieskolor i Sverige för att ta reda på deras perspektiv på förmågor och färdigheter enligt ämnets syfte och examensmål som de uppfattar att de uppnår / utvecklar genom grupp- och projektarbete. Vidare studerades om det finns enighet mellan elevernas och lärarnas svar och de lärandemål som anges i CDIO-kursplanen. Resultaten av denna studie visar att det finns många likheter mellan lärandemål skrivna i CDIO-kursplanen i förhållande till de förmågor som lärare och elever nämnde att de utvecklade genom att arbeta i projekt- och grupparbete. Mestadels utvecklades färdigheter relaterade till individuell och yrkesmässig utveckling, såsom ansvarstagande, kreativ problemlösning och analytiska färdigheter, men även kommunikation, systemtänkande och samarbete, samt arbete i grupper av olika konstellationer. / In today's world, society has become dependent on technology and most professions use technology in various constellations. With increasing technical development, the competence requirements and working methods have changed. What was previously perceived as an engineer’s way of working has now become a general way of working. That is - working in groups and projects is the way to work in most professions. In a team-based environment, in addition to developed technical competence, a range of non-technical (soft) skills - such as interaction and collaboration with other people, are also required. Technology 1, which is an introductory course to technology in upper secondary schools in Sweden, can be seen as the very first step towards engineering studies - which are at the university level organized and driven according to the CDIO (Conceive, Design, Implement,Operate). CDIO is a model that is widely used in engineering education to improve the way technology is taught and to improve the quality of the workforce. From this perspective, it is interesting to see if the teaching methods of technology 1 at the upper secondary schools - especially group and project work - develop certain abilities and skills that are common to those described in the CDIO-Syllabus. This study will help us better understand whether the National Agency for Education's choice to base technology education with the inspiration from CDIO, introduces students to an engineering way of working and the skills needed for engineering studies that is based on the CDIO-concept. In this study, three technology teachers and six Technology 1 students from different upper secondary schools in Sweden were interviewed, in order to find out their perspectives on abilities and skills - according to the subject's purpose and degree goals - that they perceive that they achieve / develop through group and project work. Furthermore, it was studied whether there is agreement between the students' and the teachers' answers and the learning objectives stated in the CDIO-syllabus. The results of this study show that there are many similarities between learning objectives written in the CDIO-syllabus in relation to the abilities that teachers and students mentioned that they developed by working in project and group work. Mostly, skills related to individual and professional development were developed that include taking responsibility, creative problem solving and analytical skills, communication, systems thinking and collaboration and work in groups of different constellations are a few of them.