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This thesis describes a functional framework for developing strategic assessment at the Combatant Command level, specifically European Command. The framework establishes a functional architecture based on derived requirements and objectives according to the systems engineering process described by Dennis Buede. This thesis describes the current methodology for developing theater plans based on the national strategies established by the President, Secretary of Defense and Chairman of the Joint Chiefs of Staff. In addition, it provides an analysis of the system stakeholders in order to define the purpose and utility of a strategic assessment from various perspectives. Based on this analysis, the requirements and functions of the system are decomposed and arranged according to a hierarchy via Vitechs CORE 8 University Edition. Finally, the developed model is tested against a notional scenario that assesses a fictional exercise according to the derived functional model, in order to demonstrate the methodology used to relate activities to strategic goals. This thesis defines the framework for conducting strategic assessments and leveraging them to maximize the impact of U.S. activities. / Lieutenant, United States Navy

The topic of the thesis is Public participation in the environmental impact assessment proceedings (EIA). The thesis is divided into three chapters further divided into subchapters. The first chapter deals with the EIA proceedings in general including the history and legal sources of EIA. Moreover the Aarhus convention (as a principal source confirming the public participation in decision making proceedings in environmental matters) is described in detail. The following chapter examines the term of "development consent" and related term "subsequent procedure" as a fundamental conditions to ensure public participation in the appropriate extent as is set down by the directive 2011/92/EU. The third chapter is focused on the main issues related with the Czech legislation regarding the form and methods of public participation in the EIA proceedings and subsequent procedures as well as an access of a public concerned to a review procedure before a court.

This work describes three case studies conducted to address two major problems in the area of chemistry education research, the lack of reported psychometrics regarding instrument scores, and the need for well-characterized assessments to evaluate college chemistry curricula. The first case study describes a psychometric evaluation of the Colorado Learning Attitudes about Science Survey (CLASS), an instrument designed to assess student beliefs about the learning of chemistry. Results from this work suggest that the CLASS instrument provides fertile ground for short instruments with reasonable psychometric properties. Responses to a single scale instrument, created from CLASS, showed that students in an introductory general chemistry course tend to be slightly more expert-like than novice-like in their beliefs about chemistry towards the end of the semester. The second case study discusses the use of a two-tier diagnostic instrument in assessing student understanding of the particulate nature of matter and chemical bonding. In addition to examining psychometric properties of the instrument's scores, this study uses student responses to think about the role of a preparatory chemistry course in promoting understanding of the measured concepts. Results of this study showed that the performance of students with the preparatory chemistry course was slightly better than those without it. The third case study focuses on the development of the Targeted Misconception Inventory (TMI), a two-tier instrument designed to measure student understanding of Bond Energy, Ionic, Bonding, and Phase Changes. The TMI was used to create an instructional intervention. Results from the intervention suggested a learning gain for Bond Energy concept. The three instruments discussed above were multiple-choice given as paper and pencil tests in an introductory chemistry course. The work described in this dissertation showcase a method for examining psychometric evidence. The three case studies provide a significant addition to the psychometric information available on existing instruments. This work makes an emphasis on the importance of pilot testing instruments and gathering psychometric information to provide evidence that the instrument is functioning as intended when used with different samples. This work provides a model for researchers to follow when refining an instrument, and implications for the use of assessment tools in chemistry curricula evaluation.

The development of a standardized assessment can, in general, be broken into multiple stages. In the first, items to be used in the assessment are generated according to the skills and abilities that are to be assessed and the needs of the developers. These items are then, ideally, tested in the field on members of the population for which the assessment is intended. Item Response Theory (IRT) analysis is used to reveal items in the item pool which are unusable due to measurement error, redundancy in the level of item difficulty, or bias. More potential items may be generated and tested until there is a set of valid items with which the developers can move forward. The present study focused on the steps of item tryout and analysis for the establishment of demonstrable item-level validity. Fifty-one potential test items were analyzed for a version of the Shirts and Shoes Test (Plante & Vance, 2012) for 6-year-olds. A total of 23 items were discarded due to error in one or more of the measures mentioned above, and one item was discarded due to its low difficulty. The remaining 27 items were deemed suitable for the 6-year-old population.

In order to continue to improve the effectiveness of psychotherapy, researchers must identify key change processes. Unfortunately, there are disparate views in the field about the relative importance and potency of specific techniques versus relationship factors. Few measures have been developed to examine the relative contribution of these factors, particularly for child-focused treatment. The Common-Factor Therapist Competence Scale for Youth Psychotherapy (COMP-CF) was developed to address this deficit. For this study, 142 video-taped sessions of child CBT for anxiety were observed and rated by independent coders using the COMP-CF. The measure demonstrated good reliability and internal consistency. Significant between-therapist and between-session differences were noted that warrant further exploration. The COMP-CF also demonstrated initial validity when compared to other observer-rater measures of therapeutic processes such as alliance, CBT-specific competence, and adherence. Recommendations for further development and refinement are discussed. Used in conjunction with adherence measures, the competence measure developed here may help improve our understanding of the therapeutic process.

Strategic Management cycle consist of strategic planning, implementation, monitoring, evaluation and review of strategy. Strategy implementation has thus become the most significant management challenge. Yang et al. (2010) claim that although formulating a consistent strategy is a difficult task for any management team, making that strategy work and implementing it throughout the organisation is even more difficult. Yang further argues that Strategy implementation has been recorded as a key challenge for today’s organisations. According to Gurowitz (2008, there is evidence which shows that less than 10 percent of strategies formulated are effectively executed. Hrebiniak (2005) advances that; failure in organisations to effectively execute strategies is often as a result of limitation in linking organisational goals with objectives (operations). There are many other factors that influence the success of strategy implementation, ranging from the people who communicate or implement the strategy, to the systems or mechanisms in place for co-ordination. Brynard (2005) asserts that strategy implementation is equally challenging for management in Government departments, given that efforts of Government are aimed at improving service delivery. Poor strategy implementation is linked to poor service delivery. It is also worth noting that whilst implementation is acknowledged as a challenge, joint planning and joint implementation policies and strategies experience even a greater challenge in their implementation According to Young (2006), Debra and Yeates (2008), strategy implementation is in itself a risk because of its impact on the processes, people, and the systems. Strategy implementation is thus considered one of the main risk factors in organisations. In concurring with this view, Lorenzi et al. (2008) proposes that, strategy implementation implies change, and therefore poses risk to the processes, the people and the systems.

This diploma thesis focuses on team work during a process of software testing and is divided in three main parts. The first part of this thesis presents main issues, goals and philosophy of software testing. This part is also aimed at core competency of software tester. The second part is aimed at definition of team, teamwork and its advantages and disadvantages. There are discussed ways how it can be measured and evaluated. The third part contains an analysis of real software development project. Significant barriers of team efficiency related to team communication and information flows within and between teams are identified and discussed. Finally there are shown some ways how they can be faced.

This master thesis introduces innovative approach to teaching practice at Waldorf schools, the so called movable classroom. This model originates in German Waldorf schools, primarily from Rudolf Steiner Schule in Bochum. Its main specific is furnishing the classroom with movable equipment, which creates the possibility for greater variability in organizing the space by implementation of weekly outdoor learning and change in the timing set up of teaching units. The research question of this work is meaningfulness of the movable classroom model, it specifically concerns itself with the question, whether it is possible to observe the benefits of movable classroom model for physical, psychological, social and cognitive development of children, while teacher simultaneously takes into account the current limitations of this model. Following observation in the classrooms, which work according to this model and researching contemporary literature, individual categories of both benefits and risks have been specified. Through follow up interviews with teachers, these categories are verified and exactified through actual situations, the research question is answered and further possibilities for working with this model in Czech Waldorf schools are explored.