The aim of this thesis is to investigate how new knowledge can be developed in computer-supported social practice. Participants were selected from newly qualified secondary school teachers and student teachers at a higher education institution in Rwanda. The thesis consists of four empirical case studies, the findings of which were analysed from a sociocultural perspective. In the first study, it has been shown that novice teachers are motivated to acquire information and communication technology (ICT) and to use it in their teaching and learning. The study also reveals that they succeed in situations where school administrators grant them easy access to computers. This implies a need to develop school-based curricula and appropriate pedagogy in the area of ICT literacy, which can allow teachers to develop critical reflection vis-à-vis the new technology and enable them to cope with change in social practice. In the second study, it has been shown that, while acquiring hands-on computer skills in small task-based groups, student teachers can adopt one of the three major learning patterns: individual-led, group-led, or individual-group hybrid-led. Moreover, the study shows that the group-led framework seems to create a supportive environment for knowledge building. This may require that students receive the right kind of teacher assistance and focus on criterion-referenced reflection to regulate their learning. The findings of the third article reveal that students coping with web-based literature face a twofold reality of learning discourse rooted in their sociocultural and educational contexts: the one conveyed through the foreign languages in which they are instructed, the other whose vehicle is their native language. The study suggests an alternative way of constructing a substantial learning discourse based on dissolution of language boundaries. The fourth article shows that appropriation of ICT use can stem from learning conditions including users’ motivation and their participation in social practice. Additionally, it can stem from collaboration between active users and other students. Given this, the study suggests that active ICT users can play a role as agents of change in the implementation of the new technology. Together, the four studies show that thinking and learning with ICT can develop through the interplay of mediation, learning conditions, collaboration and critical reflection.

In 2007 the rotating Presidency of the Council of the European Union (EU) was reformed by the introduction of the so-called trio Presidency . The trio mechanism encourages policy continuity by grouping incumbent Presidencies in teams of three and inviting them to coordinate. This thesis seeks to contribute original knowledge on EU policy-making by mapping how trio practices are established, exploring which factors explain how Member States coordinate, and by assessing how the trio arrangement affects the EU agenda. Empirically, the trio function is examined through its implementation in the policy area of sport, focusing on the three trios to assume office after the coming into force of the Lisbon Treaty in 2009. The analysis is structured around a number of carefully selected dossiers adopted between 2010 and 2013. Guided by a conceptual framework based on agenda-setting and new institutionalism, these decisions are submitted to in depth process-tracing. The analysis draws on qualitative research, primarily official documents and 37 semi-structured interviews. The findings reveal that actors approach the trio with differing preferences and expectations, leading to much variation in how the arrangement is performed. The thesis identifies a number of factors that explain variation. Thus, a fixed agenda supports trios in coordinating priorities and activities ex ante. Moreover, coordination is conditioned by trio composition, as federal and new Member States are more inclined to cooperate. Further, trio practices are shaped by factors such as multiannual planning and focusing events, with the intenseness of trio coordination reflecting whether the agenda includes issues that demand sustained attention. The thesis concludes that the introduction of the trio mechanism has preserved the ability of Member States to use the Council Presidency to prioritise national priorities whilst also encouraging and facilitating EU policy continuity. By extending agenda-management beyond a six month spell, the trio can strengthen the agenda-setting powers of incumbent Member States, particularly on issues that concern establishing urgent responses or developing Council procedures. Moreover, evidence suggests that the arrangement can produce a specific spirit of collegiality, trio solidarity, which sees trio Member States support each other during negotiations, thus affecting EU policy-making beyond agenda-management.

This thesis examined factors that influence three Canadian Nursing Associations’ priority setting and policy advocacy for community environmental health (CEH). The research questions that guided the study were: (a) how do the nature and scope of nursing organizations’ engagement for CEH policies differ according to provincial and federal contexts? and (b) how do nursing organizational factors and external system factors influence the priority-setting and policy advocacy choices for CEH policy? To answer these questions I undertook a qualitative comparative case study. The research was guided by epistemological and methodological principles of interpretative description and informed by whole-systems socio-ecological theory and institutional theory. Data were collected through participant interviews (n=41) and document review. Guided by framework analysis and the use of descriptive and conceptually-oriented matrices, cases were analyzed using an iterative and inductive approach to identify case patterns. These case patterns were then compared to identify cross-cutting factors that influence the Nursing Associations’ priority setting and policy advocacy for CEH. Key findings are represented in an integrated conceptual framework. Nursing Associations’ priority setting and policy advocacy are embedded in a dynamic policy field whereby structures and institutional pressure both create opportunities and narrow the Nursing Associations’ options for engaged CEH advocacy. The findings lead to recommendations for practice, policy, and research that have relevance for the profession, nursing associations, and policy decision-makers.

Diploma thesis gives a comprehensive description of the business plan for establishing a restaurant. Specifies the steps prior to the commencement of the enterprise, from the reconstruction of space and choose the legal form of business, through the creation of marketing and business plan, to evaluate the project in terms of financing. Finally, we consider its implementation.

The objective of my thesis is to summarize activities realted to pricing of drugs, describe ways of launching drugs in the Czech market, present the pricing policy in various stages, forms of price regulation and ways of setting prices and reimbursement. The thesis provides information about steps and issues in the pricing policy by reviewing the existing situation.

In this document I deal with creating a business plan to establish a Pension in the Giant Mountains. First, I present the theoretical background to its establishment, further I create a business plan.

In the first part there are theoretical basis of work performance. The essential stages of the work performance process are described. The object of the analysis in the practical part is the process of work performance and its stages. The work mostly focuses on the stage of goal setting and monitoring of work performance. The impact of the most recent changes was examined through research and survey on the satisfaction of the employees with the new BI system. In the conclusion there are stated few possible changes that can be made to improve the system and work performance in the company.

This thesis deals with both theoretical and practical business plan creation. The aim of the thesis is to answer whether the idea of setting up a fictional firm Sound Play, s.r.o., which performs its business in the area of sound system installation and illumination of cultural and other social events, shows signs of a successful potential business plan.

Background: Present literature highlights early years as an important phase of child development. Whilst Educational Psychologists have a role within early years, there is little research to state what this looks like and how it is conducted in practice. Therefore, this research considers the role an Educational Psychologist could take within an early years setting and explores the variety of work they could conduct. Participants: One early years setting from the researcher’s current Local Authority was used for this research. A total of 33 participants were involved including 11 early years staff, eight Educational Psychologists, 13 parents/carers and a Health Visitor. Methods: This study describes an academic year long Action Research (Tripp, 2003) project with the use of a Research and Development in Organisations framework (Timmins, Shepherd & Kelly, 2003). This included pre-model questionnaires, interviews with early years staff, a focus group with Educational Psychologists and a further focus group with early years staff in order to develop an initial model of educational psychology practice. Work was then completed by the researcher as part of the model of practice. Discrete pieces of work were evaluated via questionnaires, while the project as a whole was evaluated via post-model questionnaires, focus group, interview and researcher diary. Analysis/Findings: Quantitative data were summarised using descriptive statistics and qualitative data were transcribed and a thematic analysis applied. Within this study, the researcher developed a model of practice based on the needs of the setting that included being more frequently involved with casework and conducting work specifically aimed at supporting staff and parents/carers. Additionally, there were discrepancies found in the value placed by participants upon the different pieces of the work as well as the overall approach taken. Conclusion/Implications: This research suggests that there is a greater role for Educational Psychologists within early years, involving more than conducting casework but through providing a more holistic and intensive approach to supporting staff and parents/carers. This supports the existing limited literature as well as advocating a more extensive role for them within early intervention services.

This research analyses the extent to which three newer (European Union) EU member states, Poland, Bulgaria and Latvia have attempted and succeeded in shaping the development of the EU's energy security policy, focusing on natural gas. This explores the argument that EU membership affects the formation of national foreign and energy policy as well as procedures of policy-making, and that newer member states have also been able to shape EU level policy-making through the ‘uploading’ of national preferences. The research engages with relevant conceptual issues to develop and utilise a framework which is a synthesis of literature on EU agenda-setting, policy framing, Europeanisation and the social construction of energy ‘crises’ and (in)security. This conceptual frame is then used to explore and evaluate the influence of newer member states on EU energy policy agenda-setting, policy-making and policy implementation. Evaluating the obstacles and opportunities for influence, an empirically rich data set is analysed to test the extent to which five theoretically derived hypotheses account for member state influence. Five mechanisms are identified as potentially key factors in explaining the degree of influence which member states have. The thesis suggests that one is the impact of supply disruptions and price rises on perceptions and constructions of national and EU energy security. This can contribute towards a context that is conducive to the arguments about policy change and projection being made, a policy window, and is a reflection of the social construction of energy insecurity and energy crises. Diplomatic skill and learning to ‘play the EU game’, being active in Council summits and technocratic level(s), and engaging in consensual policy-making that adheres to EU norms and interests is seen as important. Another key factor is the role of Russia as a major and sometimes monopoly gas supplier, in constraining, enabling, and influencing the strength of national interests - the extent of political will and EU energy policy activism. A fourth factor is considered to be the extent to which institutionalised sub-EU regional and strategic alliances exist and are prioritised as an arena to develop coordinated policies and preferences. The final conceptually derived factor is related to the strength of administrative capacity, in terms of well-coordinated institutions at the national and EU level, and sufficient personnel and resources. The thesis also provides a study of the development of EU energy policy since the 1950s in chapter two, and chapters three to five focus on the three country case studies; Poland, Bulgaria and Latvia. These empirical chapters include in each case a history of their energy policy and relations with both the EU and Russia. The thesis concludes with an analysis of the empirical findings using comparative country case manner approach, along with conceptual (and methodological) observations based on the testing of the hypotheses.