This Diploma thesis deals with the support friendly relationships in the classroom for the use of the methods and techniques of drama. The theoretical part focused on the characteristics of primary school pupils and school classroom as a social group. In the methodological part of the program I present the main methods of investigation, such as conversation, social and psychological games, methods and techniques of drama and preparation games and exercises. In the practical part I propose an intervention program where the methods and techniques of drama friendly seeks to foster relationships in the classroom intervention program has a range of six meetings with the classroom and verify its applicability for school practice.

Background: Approximately 1.4 million women are diagnosed with breast cancer worldwide annually. Most newly diagnosed women face multiple treatment decisions, and want information about their disease and its treatment when making these decisions. While prior research investigates the psychosocial impacts of breast cancer, little is known about those impacts on the experience of decision making or how age influences decision making. There is a need to conduct research exploring this experience. Purpose: To develop an understanding of the experience of decision making for women diagnosed with breast cancer across the lifespan. Specific objectives were to explore: 1) the meanings women assigned to decisions; 2) how psychosocial factors influenced the decision making experience, and; 3) similarities and differences in decision making across the lifespan. Method: The tenants of constructivist grounded theory were followed. Twenty-nine semi-structured interviews were conducted with 22 women with invasive breast cancer. Women ranged in age from 32 to 80 years of age (average=55 years). Participant data was grouped by age: younger women, under 45 years (N=7), middle aged women, aged 45-64 years (N=9), and older women, aged 65 and older (N=6). Data was analyzed using the constant comparison method of data analysis. Findings: Women with breast cancer described the experience of treatment decision making soon after diagnosis, and described their needs regarding information about cancer and its treatment. Main findings include a model depicting the process of the ways of learning in breast cancer. Two ways of learning were described by women, “learning by trusting the healthcare system” and “learning by trusting a system of connections.” Women reported barriers to information support, including emotional distress, patient-provider communication, provider-provider communication, making it personal, and access to information. Similarities and differences between age groups are presented. Conclusion: Diagnosed women want information about cancer and its treatment regardless of their ages. Ways of learning in the context of breast cancer guide women as they worked to make treatment decisions, yet barriers to information support exist in breast cancer, occurring at the patient, provider, and health system levels. / May 2016

Homework or no homework has been frequently occurring discussions in society over the years. Today, more teachers than ever have taken sides about homework. But which purpose do the teachers that provide homework have, and can they see the advantage with homework? The purpose with this essay is to examine why teachers at younger ages provide homework in mathematics and what the benefits are? To reach some answers in order to find out some answers to my questions I have made a qualitative study by interviewing six teachers, teaching classes from grades1-3. I have also been studying some other research and literature that are dealing with these questions. The result shows that despite that the teachers have chosen to provide homework they cannot always see any effects. The most common type of homework has the purpose to repeat what has been taught at school. The pupils are supposed to manage to do their homework on their own without any help from their parents. Other purposes that are mentioned in the research are joy, motivation, responsibility and to create a link between school and the domestic environment. The follow-up of the homework consists of the teacher marks the homework and sometimes gives it back to the pupils with comments. / Läxor eller inte läxor har varit vanligen förekommande diskussioner i samhället genom åren. Idag har fler lärare tagit ställning för eller emot läxor än tidigare. Hur tänker då de lärare som ger läxor och vilka vinster ser de med läxor? Syftet med den här uppsatsen är att undersöka varför lärare som undervisar i de yngre åldrarna ger läxor i matematik och vilka vinster de ser med läxor? För att söka svar har jag genomfört kvalitativa intervjuer med sex lärare som undervisar i matematik i årskurserna 1-3. Jag har även tagit del av forskning och litteratur som behandlar frågorna. Resultatet visar att trots att lärarna valt att ge läxor så ser inte alla att den ger någon effekt. Den vanligaste läxan som ges handlar om färdighetsträning. Eleverna ska själva klara av de läxor som ges utan föräldrars inblandning. Andra syften som nämns handlar om glädje, motivation, ansvarstagande samt att skapa en länk mellan hem och skola. Den uppföljning som främst används är att läxan lämnas in för rättning och ibland lämnas tillbaka med kommentarer.

The target of my thesis is to find out the level of physical abilities of younger school boys who are active in floorball. I tested the level of motor abilities using the Unifittest (6-60) and the Holistic Motor Test. I did the testing in the floorball club called Start 98 Prague, where I tested 62 players. I compared the level of motor abilities with the general population. I also wanted to find out how big the differences will be with the players who are divided by performance. The research section shows that the players have achieved the best results in their strengths tests. Furthermore, it turned out that the worst achievements were obtained by the players in agility tests. Average results were obtained by the players during their speed skills tests. KEYWORDS younger school, age, motor abilities, floorball, testing, motor abilities tests

The purpose of this study was to contribute with increased knowledge of younger children 's questions when participating in activities with chemistry as content. The study is based on a phenomenographic perspective, which can be described as that the children's questions represent what they experience about the current topic and its content, to make slime. The method of data collection was observation during the chemistry-related activity; to make slime. The ob-servations were made on two occasions and combined four children, aged one to three years, and with two educators participated, however, an educator at each performance. The result shows that the children ask questions and that the questions are directed towards the content of the activity, which is to make slime. It also shows that there is interest from the children to know more and the desire to actively participate. The result also shows that the questions have a certain increase and that the focus of the questions is addressed in the second observation.

This thesis tackles the pervasiveness of aberration in Senecan tragedy. Aberration infects all aspects of the drama, and it is deeply entwined with Senecan criminality. In my introduction, I define my terminology of the aberrant, and I discuss a series of ongoing scholarly debates on the tragedies, showing how understanding the aberrant in Seneca's dramas can shed new light on these questions. In Chapter 1, I examine the relationship between the language of crime in the plays, tracing the Latin words for crime back to their instances in Republican Roman tragedy and other genres and seeing how Seneca uses and develops this language of crime, creating an unstable fuel for his dramas. In Chapter 2, I consider Seneca's paradoxes. I consider not only verbal manifestations but all the different paradoxes that appear in the dramas: visual paradoxes, paradoxes of infinity, thematic paradoxes, intertextual paradoxes and more. Paradox is not merely a formal feature of Seneca's writing but integral to the structure of each play. Paradox becomes Seneca's means of transforming linguistic aberration into thematic aberration. In Chapter 3, I argue that Senecan landscapes are not just verbal artefacts. Seneca describes his anomalous spaces in ways that connect with how space and place was experienced in Roman culture. Seneca's aberrant spaces give us buildings that are bigger on the inside than the outside and bodies that explode with the emotions within them. In Chapter 4, I probe aberrant behaviour, by considering the ambiguous characters of Hercules and Thyestes. I expand our focus to incorporate Roman notions of appropriate behaviour, reading the dramas and De Beneficiis as reflecting wider socio-cultural concerns, and I question common assumptions about the thematization of theatricality in Senecan tragedy. In both Hercules Furens and Thyestes, crime skews and twists the situation, rendering apparently ethical behaviour aberrant.

The final stadial of the last glacial - Younger Dryas (12 650 - 11 500 cal yr BP) is relatively well described in sediments of European lakes, however research related to its progress in Central European area is missing. The goal of this thesis was to examine progress of this stadial based on sediment core from Černé Lake at Šumava (Czech Republic). To reconstruct climatic conditions, sub-fossil remains of Chironomidae was used. The air July temperature was estimated using Swiss-Norwegian model. Geochemical analysis was performed to determine intensity of erosion, trophic status of the lake, and sources of its organic matter. To complete information about catchment, pollen analysis was performed. Following climatic events were identified in the sediment: Older Dryas (13 583 - 13 394 cal yr BP), Alleröd (13 394 - 12 383 cal yr BP), Younger Dryas (12 383 - 11 394 cal yr BP) a Early Holocene (11 394 - 11 138 cal yr BP). Presence of two phases of Younger Dryas was not significantly proven, nevertheless, the isotope composition suggests, that the first half of this oscillation was drier. Reconstructed temperature ranged between 8,30 and 10,31řC. The mean temperature for Older Dryas event was 8,92 řC, for Alleröd 9,61 řC, Younger Dryas 9,17 řC and Early Holocene 10,00 řC. Reconstructed temperature...

Diploma work dealed with vocabulary and its development in children aged 8 to 10. The research was doing as a language tests, language games and essays during the longer time period. The target of this work is found out if the vocabulary is more developed. We examinated also children from another ethnic groups and children with developmental disorders.

The rapid rate of global warming currently underway highlights the need for a deeper understanding of abrupt climate change. The Younger Dryas is a Late-Glacial climate event of widespread and unusually rapid change whose study can help us address this need for increased understanding. Reconstructions from the glacial record offer important contributions to our understanding of the Younger Dryas due to (among other things) the direct physical response of glaciers to even minor perturbations in climate. Because the glacier equilibrium line altitude (ELA) provides a more explicit comparison of climate than properties such as glacier length or area, ELA methods lend themselves well to paleoclimate applications and allow for more direct comparisons in space and time. Here we present a physically based ELA model for alpine paleoglacier climate reconstructions that accounts for differences in glacier width, glacier shape, bed topography and ice thickness, and includes error estimates using Monte Carlo simulations. We validate the ELA model with published mass balance measurements from 4 modern glaciers in the Swiss Alps. We then use the ELA model, combined with a temperature index model, to estimate the changes in temperature and precipitation between the Younger Dryas (constrained by 10Be surface exposure ages) and the present day for three glacier systems in the Graubünden Alps. Our results indicate an ELA depression in this area of 320 m ±51 m during the Younger Dryas relative to today. This ELA depression represents annual mean temperatures 2.29 °C ±1.32 °C cooler relative to today in the region, which corresponds to a decrease in mean summer temperatures of 1.47 °C ±0.73 °C. Our results indicate relatively small changes in summer temperature dominate over other climate changes for the Younger Dryas paleoglaciers in the Alps. This ELA-based paleoclimate reconstruction offers a simple, fast, and cost-effective alternative to many other paleoclimate reconstruction methods. Continued application of the ELA model to more regions will lead to an improved understanding of the Younger Dryas in the Alps, and by extension, of rapid climate events generally.

Complementary and alternative medicine (CAM) refers to a group of diverse medical and healthcare systems, practices, and products not treated as conventional medicine. The body of literature on stress and stress management among young adults has not addressed the use of CAM modalities for stress management among this population. The theoretical foundation of the study was based upon the transactional model of stress and coping, which describes stress as an interaction between an external stressor and the resources available to eliminate the stressor. The purpose of this quantitative study was to examine whether variables such as exposure to CAM, stress level, dispositional coping style, sociodemographic variables, and social support influence young adults' use of CAM modalities for stress management. This study sought to determine to what extent dispositional coping, exposure to and knowledge of CAM, and sociodemographic variables affect young adults' use of CAM modalities for stress management. This study also sought to answer whether there is a difference in the perceived stress of participants who use CAM modalities and those who do not. A quantitative cross-sectional correlational study was employed, using a survey methodology, to identify whether the factors identified in the study influence young adults' use of CAM modalities. Results showed that knowledge of CAM and dispositional coping style significantly influence the use of CAM modalities; sociodemographic variables do not influence the use of these modalities. Furthermore, the use of CAM modalities was found to have a significant relationship to stress level. The findings of the current study suggest the CAM techniques can be adapted and introduced into college settings so that students can better manage their stress levels