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The goal of the presented paper is to compare the different approaches of the Novartis Global IT project management in its four divisions. The basics of the project management with the focus on the global or international project management are described in the theoretical part. There are highlighted the ways of projects´ monitoring and evaluation. The history and the evolution of the project management in the context of used methods and approaches in various time periods in the particular divisions of the Novartis Global group are described in the analytical part. The comparison is used through the identification of positives and negatives of the analysed IT project management parameters. Currently we underline the importance of the communication within and outside of the projects with emphasis on the cultural differences in global project management. The results of the comparison are becoming essential for the recommendation for future project management plans in the Novartis Global group. JEL Classification Numbers: M21, O32, O5,

The transition from arithmetic to algebra requires students to change both their thinking and the way they learn. We often observe students using arithmetic formalism also when solving algebraic problems. This formalism manifests itself primarily in the acquisition of coherent computational procedures. Students must be sufficiently aware that the computation steps are sequential transformations of the problem. This creates a problem for them in solving more complex problems. Our research investigated whether problem transformation coupled with atomization is a suitable alternative for students to learn coherent algorithms. Although atomization is not based on precise rules, it was reported by students to be a comprehensible way of solving problems and providing them with sufficient confidence. If students are motivated to understand a computational method, this understanding represents fulfilling the student’s need for security.

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Skewes’ number was discovered in 1933 by South African mathematician Stanley Skewes as upper bound for the first sign change of the difference π (x) − li(x). Whether a Skewes’ number is an integer is an open problem of Number Theory. Assuming Schanuel’s conjecture, it can be shown that Skewes’ number is transcendental. In our paper we have chosen a different approach to prove Skewes’ number is an integer, using lattice points and tangent line. In the paper we acquaint the reader also with prime numbers and their use in RSA coding, we present the primary algorithms Lehmann test and Rabin-Miller test for determining the prime numbers, we introduce the Prime Number Theorem and define the prime-counting function and logarithmic integral function and show their relation.

This study aimed to investigate the flipped and traditional classroom approaches to improve undergraduates' professional presentation skills in English language courses. The presentation skills in English in line with current operating technology, online learning and student-centred tailor-made flipped approach is not just the task of the academic world but a high-demand request of the global labour market. The Covid-19 shift has asked for online, more active student-centred education that can represent flipped classrooms. The theoretical research focused on flipped learning/teaching strategies, pillars, factors, and the conceptual framework of Flipped Classrooms. Firstly, was conducted potential students' need analyses questionnaire ("learners' needs analyses"); then surveys from leading employers were involved ("market needs demand"), and finally, all findings were implemented in the content of a presentation skills English course as objectives, study materials, assessment criteria and teaching strategies. 5-Likert scale questionnaires, open-ended questions After and before the intervention, the pre/post-test students' questionnaires were conducted (5-Likert scale questionnaires, open-ended questions). In research, both qualitative and quantitative research methods were used. Data were analysed statistically using the SPSS software. Findings revealed that the flipped approach enhanced active students' participation, developed the level of oral presentation, reduced the tension of presenting, oral speaking, the assessment criteria and other tools increased learners' motivation, self-awareness, and satisfaction.

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