International schools, loosely defined as those involving students, teachers, curricula and/or languages not from the host country, form a significant sector of education worldwide, with numbers estimated at more than three thousand and predicted to grow rapidly over the next decade. Of equal significance is their role in developing students who are internationally-minded, often explicitly included in school mission statements, and increasingly accepted as a central educational imperative rather than a desirable but peripheral option. It is generally acknowledged that teacher effectiveness has a profound influence on student learning, and it follows therefore that teachers who model international-mindedness are also an important part of the equation. Yet, as the number of international schools increases, appropriately-prepared teachers are becoming increasingly scarce. This thesis identifies key issues facing international teachers, each well documented in literature and research, and increasingly evident in educational policy and strategy at national and international levels, yet found to be lacking in teacher preparation. It is my contention, therefore, that the substantial and systematic inclusion of these issues in initial teacher education programmes is absolutely essential and I investigate how the theoretical commitments of policy statements can be converted into practical provision of appropriate preparation for international teachers. By considering literature and research, survey data and anecdotal evidence from the international education community, I attempt to describe (though not define) international teachers, the international nature of the education they provide to their students, and the type of preparation they need in order to do so. Based on the key issues identified, I propose seven domains of knowledge and skills deemed essential for teacher preparation, synthesised into a potential model for systematic implementation within individual schools and programmes, or within whole educational systems at state or national level.

In November 2010, the coalition government published its seminal The White Paper, The Importance of Teaching. Its recommendations sought to reform Initial Teacher Training (ITT) so that more training was school-based; to create a new national network of ‘Teaching Schools’ that gave outstanding schools in England a leadership role in the initial training and professional development of teachers. This thesis critically analyses the subsequent changes in relationships and tensions between universities and schools as the reforms were implemented. The consequent increase in the number of routes into teaching, coupled with more autonomy devolved to schools in relation to Initial Teacher Preparation (ITP), has served to jeopardise university-based preparation. The changing notions of pedagogy and practice in school-led initial teacher preparation alter the significance of theory in ITP and ultimately question the future for university-led initial teacher education. What constitutes effective teacher preparation is explored through a series of semi-structured interviews drawn from a small, reputational sample across the field of education. This provides the data that reveals a contemporary dichotomy between ‘training’ and ‘education’ that challenges the relevance of a theoretically informed teacher education in favour of ‘on the job training.’ From the discussion of the contested data provided by reputational sample, an outcome of the current changes could result in a peripheral role for universities in ITP. In particular, undergraduate provision, such as the B.Ed, was threatened because it did not provide a sufficient depth of subject knowledge; a shift to post-graduate school-based preparation and a reliance on assessment-only routes renders the role of the universities defunct. The findings from the analysis of the reputational sample were further examined in the workplace through questionnaire given to academics and partnership school mentors working in delivering ITP in an East Midlands University. The tensions between ‘training’ and education and the role of universities in initial teacher preparation were mirrored by teachers and academics. In conclusion, the changes made by the coalition government have made the future of ‘teacher education’ uniquely fragile.

The aim of this thesis is to prove a necessity of re-certification after window seal change. A euro window was made and it was used five types of seals. All of this seals were measured on air-permeability and watertigthness. A differences in air-permeability among seals were measured. It was also determined huge impact on watertighness with correct sealing of head flashing with plastic ending. The watertightness is much better when is end of head flashing with plastic ending sealed with silicone sealant. The conclusion is necessity of re-certification of window after seal change. Because this step has significant effect on final watertigthness and air-permeability of window.

Darbe buvo taikyta sisteminė analizė, leidusi atskleisti ITT ir vadybos raidos dėsningumus, verslo pokyčių valdymo specifiką ITT plėtros sąlygomis. Sisteminės analizės, kaip vieno iš pagrindinių tyrimų metodo, pasirinkimą lėmė ITT, veikiančių verslo aplinkos pokyčius, įvairovė ir jų sąveikos su kitais veiksniais specifika, kai sprendimus tenka rinktis neapibrėžtomis sąlygomis ir nėra galimybės griežtai kiekybiškai jų vertinti. Atliekant tyrimus taip pat buvo taikomi lyginimo, apibendrinimo metodai, statistinių duomenų apdorojimo metodai bei kiti formalūs metodai. Tiriant verslo pokyčių valdymo informacinio amžiaus sąlygomis problemas pasitelkta metodinė trianguliacija, kuri apibrėžiama kaip skirtingų metodų, įvairių empyrinės medžiagos formų, taikymas duomenims aiškinti. Tai leidžia išvengti šališkumo, taikant vieną metodą. Šiuo atveju buvo taikyti šie kiekybiniai ir kokybiniai tyrimo metodai: dokumentų analizės metodas, daugiakriterinis ekspertinio vertinimo metodas. Remiantis tyrimo rezultatais suformuotas verslo pokyčių valdymo modelis ITT plėtros sąlygomis. / Theoretical results of the study: 1) the ICT and business management theory evolution is analyzed, particularity of the following characteristics are outlined, the relation between them identified, the impact of information technologies on business management, main trends and dynamics are identified as well; 2) adequacy of business management theories in the ICT development caused conditions are identified; 3) there are summarized proposed or applicable theoretical models of business change management of organizations given by Lithuanian and foreign scientists, complexly evaluated the possibilities to apply change management methods and principles in ICT caused business environment; 4) there is proposed original ICT project classification; 5) the change management model in ICT caused business environment conditions is created. Practical results of the study: 1) possible trends of business environment changes caused by ICT development are determined; 2) applying multi-criteria analysis, there are identified qualitative indicators and methods, which allow effectively evaluate ICT projects; 3) there are made certain proposals, which increase change management efficiency in implementing ICT projects.

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Subject of the scientific research. ICT caused business changes management. Aim of the research – to construct change, caused by ICT development, management model of organization. Tasks of the research: 1) to analyze relations in the development processes between ICT and business, to go deep trying to find keystones of relation between them, identify the impact of information technologies on business management and identify the trends; 2) to analyze adequacy of business management theories in the ICT development caused conditions; 3) to investigate the change management theories and identify keystones of the new methodologies, which are needed, in the ICT caused business environment; 4) to investigate the possibility to use the good ICT practice examples databases in the change management model, classify the typical ICT projects; 5) to create a ICT caused business change management model, which solves change management problems in organizations, allowed increasing the competitive ability of organizations and expanding their application opportunities in business by using ICT; 6) to explore the proposed change management model in practice (to do experimental modeling).

This work talks about the level of information knowledge of University students. It investigates what kind of knowledge of informatics the entering students have or should have. The students should understands the basics of informatics and be able to operate elementary software. The entry requirements determine RVP and ŠVP. The knowledge of informatics is tested in the ITT subject in an Information Technology test, which is necessary for registration of further subjects at the Department of Informatics. The exit requirements for the University students are set by the creation of their thesis (Bachelors and Masters). The author of the thesis analysis ŠVP and RVP of Informatics for high school education and the information contained in Cermat catalogues. The thesis also analysis the requirements of particular departments. The IT tests will be changed according to the newly discovered requirements. The author will also create a semi automated machine for evaluation of IT tests. The software will enable the students to upload their files and compare them with the correct solution. The software will also show the percentage of success of the results.

This is an investigation by a participant researcher into the 'hidden world' of Further Education (FE). I became interested in how the many innovations, which have occurred in the past twenty years have made FE staff feel and how this effected their work and how they coped with what often felt like the conflicting demands of constant change. This is longitudinal insider research with a political edge as it is an examination of one of New Labour's major inclusion strategies, as it covers almost all of the twelve years they were in power. Over this period I have seen staff concerns change, as have their 'folk devils', and as lecturers and support staff went through different 'moral panics' during a period of massive change and uncertainty in the post compulsory sector. The original grounded theory type emergent categories and my own personal ontology lead me to adopt the position of a 'critical realist' where I have also attempted to incorporate a Feminist stance with some insights from sociological theorists like Bourdieu. Through the Literature Review I looked at the wider social and political issues of 'new managerialism', 'globalisation', 'proletarianisation', 'intensification of labour', the 'audit culture' and the casualisation and 'deprofessionalisation' of academic staff. These and other issues had emerged as possible reasons for the way staff said they felt in my interviews with tutors and my long term participant observations in three colleges and the results from one local stress survey and one national questionnaire of college managers. My conclusions are that many staff who choose to stay in FE are to a degree alienated but not anomic, they still believe in their role despite the changes and take pride and pleasure in their work, especially their interaction with students. The work place and division of labour are gendered both vertically and horizontally. Staff and trainers are unsure of the effectiveness of the new training but recognise that they need more skills to deal with the newer student groups. The different cultural capital, 'habitus' and 'fields' work against a common professionalism developing and these are unlikely to disappear.

In 2007, President Rafael Correa of Ecuador proposed the Yasuní ITT Initiative at the United Nations General Assembly in an effort to contribute to the reduction of carbon dioxide emissions and the local preservation of biodiversity. The initiative proposed enacting an indefinite ban on oil exploration and extraction within the Ecuadorian Yasuní National Park so long as the developed world was willing to contribute to half the forgone costs of drilling. However, despite initial support, the Yasuní Initiative was unsuccessful, and due to a lack of financial support, Correa terminated the proposal in August 2013. With the increasing threat of climate change, the recent Paris Agreement highlights the need for bold actions such as those proposed by the Yasuní Initiative—which represents a solution that the global community needs. This paper looks at the history of the Yasuní Initiative from its inception to ultimate termination, as a developing country’s efforts to take part in the broader discussion of global warming and climate change. The Yasuní Initiative is examined within the context of Ecuador’s relation to oil, the country’s position as a steward of primary forest habitat that acts as a major carbon sink with rich biological and cultural diversity, in addition to the effect that the oil industry has had on the country with close attention to the Amazon region.

The aim of this thesis is to describe and evaluate the education of an autistic pupil in the mainstream school according to the principles of applied behavioural analysis. The default method is the Pennsylvania Verbal Behavior Project, which was implemented at a Czech primary school. The thesis presents a theoretical description of this educational method and its particular techniques. Their practical application is illustrated by the research case study report of a pupil, who was observed in my research. In this research case analysis, I have analysed the input skills of the observed pupil and his progress in particular areas and evaluated status not only according to the VB-MAPP diagnostic material. Description of the development of verbal behaviour is the core objective systematically developed by this educational method and it is an integral part of the pupil's active participation in joint learning. The thesis comes with a new perspective on the education of pupils with autism in the framework of common education at primary school. Pupils involved in this type of education can enter the school even though they are not yet adequately equipped with verbal skills and would not benefit from frontal teaching and common learning process. They are integrated into the ordinary class with respect to...