Baigiamojo darbo tikslas – suprojektuoti kompleksinių inžinerinių projektų įgyvendinimo strategijos pasirinkimą, grindžiamą daugiakriteriniais sprendimo priėmimo metodais, ir, jais naudojantis, parinkti tinkamiausią Ignalinos AE įrangos išmontavimo projekto strategiją. Teorinėje dalyje apžvelgiami dažniausiai naudojami daugiakriteriniai sprendimų priėmimo metodai, atlikus metodų palyginimą išrenkami tinkamiausi suformuluotai problemai spręsti. Atlikus situacijos analize Ignalinos AE pastate V1 ir surinkti pirminius duomenis apie įrangos komponentų fizinius, radiologinius, išdėstymo schemų ir kitus duomenis bei atlikus jų pradinę analizę, suformuluojamos strategijų alternatyvos, bei rekomendacinis hierarchinis kriterijų sąrašas, kuris yra charakteringas atominių elektrinių užterštos įrangos išmontavimo projektams. Pateikiamas konkretus problemos sprendimo projektas/metodologija, kuris įgyvendinamas Ignalinos AE pastato V1 įrangos išmontavimo atvejui. / The aim of this paper is to create methodology for choosing the best strategy for complex technology projects using multi criteria decision making methods and to implement this methodology for Ignalina NPP decommissioning project (dismantling equipment in building V1). MCDA methods are analyzed and the most appropriate for Ignalina’s NPP equipment dismantling is chosen. Primary data has been collected and analyzed and two different alternative strategies for dismantling are formulated and also the tree of hierarchical qualitative and quantitative criteria is created. It is used for measuring performance of alternatives against criteria. Finally the scheme for choosing the best alternative has been proposed, and by applying MCDA method the best strategy has been selected for dismantling unused equipment and radioactive waste treatment and decontamination at Ignalina NPP in building V1.

Existing research has focused on the financial challenges affecting public libraries and how to improve library efficiency and funding. However, it is unknown how financial diversification could improve the economic fortunes of public libraries. The purpose of this study was to illuminate the unique structural, legal, and operational dynamics associated with adopting a financial diversification strategy in the Clayton County Library System (CCLS), Georgia, and to explore what would support or hinder the implementation of such a strategy. Using modern portfolio theory, the research explored how the CCLS could diversify its funding sources. A qualitative single-case study was conducted to gather information from a sample of library personnel: 2 library directors, 7 assistant directors, 6 branch managers, and 3 grant writers. Budget documents and meeting minutes over a 3-year period were also reviewed. The data were analyzed using a content analysis method, and were coded inductively. Interview data were triangulated with the results of a review of budget documents, meeting minutes, and related literature. Study findings revealed that financial diversification was an effective strategy for the participants in this study, but such diversification would be complex for the broader CCLS because of stakeholders' concerns about CCLS's organizational characteristics, legal frameworks, and management attitudes. The study findings may be used as a basis for further empirical investigations on adoption of financial diversification plans in public libraries. Positive social change is expected to result from this study because it provides useful data to policymakers, library administrators, and other stakeholders seeking ways to sustain public library funding.

Thesis (M.Ed. (Curriculum Studies)) -- University of Limpopo, 2022 / This study focuses on alternative strategies to improve the performance of learners with special needs at Khulunolwazi Primary School, Mpumalanga. In South Africa, learners with learning barriers are taught in mainstream schools together with learners who do not have learning barriers. Some mainstream schools are full/service schools. Full-service schools are expected to accommodate learners with learning barriers in their mainstream classrooms. However, the majority of teachers experience challenges on how to address the learning needs of learners with learning barriers. This is coupled with a lack of resources and inflexible curricula for learners with learning barriers. The research was conducted by interviewing sampled participants teaching learners with learning barriers in the Senior Phase. Data was collected from those participants and through analysis of documents such as results and Support Needs and Assessment (SNA) 1 and 2 from the School-Based Support Team file. The research findings were that teachers lack sufficient training and continued support to identify and address challenges or learning barriers, especially to learners with learning barriers in the Senior Phase. Furthermore, the research revealed that there was minimal support from support structures like DoE, parents and other stakeholders in education. Recommendations for future research were discussed in support of learners with learning barriers in the mainstream setting

Cette thèse porte sur l’influence des facteurs sémantiques dans la résolution de problèmes additifs isomorphes, et sur les différences de difficulté en résultant. Les contextes statiques favorisent la stratégie basée sur la recherche de la valeur de la partie complémentaire et ceux de type temporel favorisent l’analogie entre éléments homologues. L’objectif est de : (i) montrer que les situations de transformation d’états sont intermédiaires entre les situations statiques et temporelles, (ii) faire appliquer à des contextes statiques la procédure favorisée par le contexte temporel et inversement. Les expériences sont réalisées auprès d’élèves de CM1/CM2. La première atteste du statut intermédiaire des situations de transformation d’état, leur conférant un rôle pivot potentiel pour certaines acquisitions. Les problèmes de transvasement favorisent moins la solution fondée sur le complément que les énoncés de type ensembliste et moins la solution fondée sur la comparaison que ceux de type temporel. Dans la seconde expérience, deux conditions d’apprentissage sont testées : l’une par instruction écrite, l’autre par intervention pédagogique orale. Cette dernière favorise nettement la stratégie par différence-comparaison pour des problèmes d’effectifs, et celle par différence-complément pour les problèmes d’âges. L’effet de généralisation est plus marqué dans le groupe qui a appris la stratégie par différence-comparaison. Dans l’apprentissage écrit, la stratégie différence-comparaison est transférée aux problèmes d’effectifs et généralisée aux problèmes non appris ; la stratégie différence-complément n’est pas transférée aux contextes inhabituels. / This thesis examines semantic factors in additive problem solving and the related differences in difficulties. The problems studied can be solved by two strategies: the complementation strategy, based on a step by step procedure; and the matching procedure, based on the analogy between homologous elements. The two objectives of this work are: (i) to show that change problems are intermediate between combination problems with frequency contexts and combination problems with age contexts; (ii) to transfer to age problems the complementation procedure usually applied to frequency problems, and transfer to frequency problems the matching strategy usually applied to age problem. The experiments were conducted with children of 4th and 5th grades. The first experiment demonstrates that the change situations are intermediate between frequency and age problems. less often solved by a complementation strategy than frequency problems and less often solved by a matching strategy than age problems. In the second experiment, two teaching situations were tested. The first consisted in giving written instruction, in order to transfer the matching strategy to frequency problems, and to transfer the complementation procedure to age problems the transfer was observed for the matching strategy but not for the complementation strategy. The second teaching method consisted in oral lessons in class, the goal bieing similar: a massive effect of transfer of both procedures was observed as well as a generalization effect to problems with other contexts.