In the 90s of twenty century, the education innovation had come to be considered as one of the essential policies of the developed countries because it concerned the economy development and construction of a country. To cultivate talent person requires a long time and it should be started from the primary education. The elected 12th president of Republic of China on March 22nd, 2008, Ma Ying-jeou, advocates further opening policy with China and he thinks that education culture exchange will be the less sensitive and the preferential policy he will implement at the initial stage. He hopes that the secure foundation of education culture exchange would promote the direct transportation with China. My research analyzes the promotion of cross-strait primary education exchange under direct transportation with China. I use strict structure procedure interactive management (IM) as the method of operation and introduce 12 specific relevant strategies to related organizations. The 12 strategies that Kaohsiung City Government could use are as followed: 1. To establish ¡§China Affairs Bureau¡¨ to manage matters concerned about employment and education of Chinese in Taiwan. 2. To provide the conditions to attract China enterprises to establish transport business headquarters in Kaohsiung. 3. To establish China degree authentication mechanism. 4. To deregulate the law related to official business manpower and the organization. 5. To provide excellent conditions to attract China specialized and talented person and students to come to Kaohsiung. 6. To modify or adopt the related law about cross-strait exchange. 7. To expand the range of hiring foreign country specialists to contain China special technicians. 8. To establish the departments related to harbor city development and the research plans. 9. To solicit the overseas well-known scholars to come the higher educational institutions to carry on the short-term curriculum teaching. 10. To plan to establish perfect science and technology parks. 11. To integrate the investment of non-government enterprise resources and to promote the school achievements. 12. To run the related training workshops for teachers to know extremely well about the background and the policy of cross-strait cultural exchange. The continuation of social life depends on the intercommunity of social individual¡¦s aspects related to life style, value and social manners etc¡K. The specialty of intercommunity could be achieved by the same national basic education that every citizen takes. Based on this, we should promote the cross-strait exchange and cooperation of primary education as the foundation for cross-strait people to live in peace together in the future.

There is an assumption that the ways in which teachers engage with policy are known, yet there is very little evidence to demonstrate how teachers engage with new policies and how this engagement patterns their approach to curriculum development (Kulinna, Brusseau, Cothran, & Tudor-Locke, 2012). Previous research has not clearly distinguished between teachers’ understanding of policy discourses and their subsequent enactment of curriculum. An opportunity to do so arose with the introduction in Scotland of a new curriculum. This new curriculum, Curriculum for Excellence (CfE), intended to provide a framework within which teachers would exercise professional judgment and engage in School Based Curriculum Development (SCBD). The Scottish Government determined the overarching policy for education and Local Authorities were responsible for overseeing the development of the curriculum. CfE intended to empower teachers by encouraging innovation with the proviso that key experiences deemed to be central for pupil learning were addressed. This study aimed to provide insights into the process of SBCD in physical education as teachers prepared for the first year of teaching CfE. The research questions therefore focused on developing an understanding of how the lead teachers tasked with designing the physical education curriculum, within a newly formed curriculum area of health and wellbeing, had engaged with policy and enacted the curriculum. In order to gain a fine-grained understanding of curriculum leaders’ experiences of SBCD, this study drew its sample from a single local authority. The study adopted a research design of repeated interviews with nine teachers who led curriculum development in their respective schools. Two related orders of SBCD as reported and experienced by curriculum leaders emerge from the study: first order SBCD pertains to the process of engagement with policy discourses; and second order refers to the activities associated with the enactment of the curriculum. The findings reported in this thesis showed that events organised by the local authority to support teachers led to the development of a professional learning community which facilitated teachers' active engagement in SBCD. This active engagement required careful tailoring of new developments to the constraints and affordances of their individual schools. First order SBCD was a complex process of engagement/active interpretation and reinterpretation of policy as teachers considered the context for SBCD. These processes led to teachers viewing the broad aims of CfE as a reinforcement of existing practice and curricula. Discourses of accountability appear to have had the most influence in curriculum design decisions, overshadowing the discourses of health and wellbeing within CfE. Teachers’ professional judgements were influenced by regimes of accountability at national and local levels which patterned but did not determine schools’ and teachers’ responses. This is because second order SBCD reflected teachers’ perceptions that a wholescale transformation of physical education was not required or possible within the constraints of their contexts. Curriculum leaders concentrated their efforts on covering the broad aims of CfE and the ‘experiences and outcomes’ outlined in CfE through focusing on their approach to teaching and learning the existing physical education curricula. Thus, they saw health and wellbeing as only one element of physical education rather than as the key focus of their enactment of the curriculum. Teachers’ collective efforts at curriculum enactment were therefore depicted as pragmatic innovation as this encapsulates their responses to policy discourses as they developed a curriculum that would in their view effectively address the broad aims and purposes of CfE while taking account of the constraints of their local context. In contrast to preceding work, a more nuanced account of teacher agency is revealed; teachers were neither wholly the subject of policy discourse nor were they wholly free agents. It follows that if policymakers are seeking transformational change in physical education and an orientation of the subject towards health and wellbeing, there is a need not only for mechanisms to support professional learning, but also for regimes of accountability such as the inspection framework to reflect the policy aims of health and wellbeing more closely.

„Science, the Never-Ending Quest.“ The diploma thesis deals with a proposal of science center aimed at promoting science and education in the field of nanotechnology. The aim of the project is to design a science center that will complement the existing building complex of CEITEC Nano BUT but also through its architectural expression represent the value of such institution and enable it to stand out among the existing buildings, allowing it to become the new center „brain“ of the complex. Nanotechnology represents a significant sphere of the scientific world that holds big potential for the future in various industries including architecture and building construction. The aim of the diploma thesis is thus not only to design new science center but also to raise awarness of nanotechnolgy. The design proposal is based on simple geometric shape - circle which is segmented into three parts. Logical shape of circle complements the already existing complex and becomes the new center point "brain" of the whole complex. The symbol of infinity that circle and Mobius strip represent is associated with the never ending scientific research as the science itself is at the end nothing but a "never ending quest".