Tato diplomová práce vysvětluje strategickou marketingovou analýzu a popisuje její použitelnost při vstupu na teritoriálně nové trhy. Cílem této diplomové práce je analyzovat současnou situaci ve společnosti TK MAXX a použít tyto závěry společně s teoretickými východisky k určení nejvhodnějších marketingových nástrojů za účelem úspěšného proniknutí na český trh.

Das Forschende Lernen stellt für das Fach Forschungsmethoden einen höchst interessanten Ansatz dar, der Wissensermittlung, Wissenserfahrung und fächerübergreifende Kompetenzen miteinander vereint. Der Werkstattbericht beschäftigt sich mit der Erarbeitung und Umsetzung des Konzeptes des Forschenden Lernens in den Bewegungswissenschaften sowie dem Maschinenbau und dem Umweltengineering.

This chapter gives a brief overview of research methods using video material, lead by the question how these manage the ambiguity lying in interaction regarding this footage. The argument is put forward that, from a perspective of symbolic interactionism, in order to adequately make assertions regarding video material it is necessary to use video itself as a key statement in scientific discourse.

This chapter presents the application of the method of the Analytical Short Film in teacher education seminars and the main results of an accompanying research. Central findings indicate that the usage of the method increases the students’ abilities of reasoning on a scientific basis and improves their levels of reflection (Roters 2012).

The study is an exploratory investigation of Pentecostal pastors' perceptions on psychological distress, using grounded theory. Semi-structured interviews were conducted with five senior pastors, of Pentecostal churches in Soshanguve township located near Pretoria in South Africa. Data was analysed using open, axial and selective qualitative research methods. Verification of the results by the participants enhanced the validity and reliability of the research. Results indicate that there seems to be certain similarities between the established frameworks in psychology and the worldview of pastors with regard to psychological distress. It seems as if the pastors share common views about psychological distress with the medical, interpersonal and cognitive schools of thought. Therefore, psychological distress would be regarded as impairment in the social and occupational life spheres. The pastors' referral patterns and strategies to deal with religious clients' psychological distress are discussed, as well as their limitations as mental health care workers for their communities. It is suggested that, to bring psychological services to the black community, psychologists form collaborative relationships with Pentecostal pastors. / Thesis (MA(Clinical Psychology))--University of Pretoria, 2003. / Psychology / unrestricted

Indiana University-Purdue University Indianapolis (IUPUI) / The anatomical sciences are experiencing a notable decrease in the time and resources devoted to embryology in North American medical education. With more changes assured, it is necessary to investigate the current trends in curriculum, pedagogy, and related experiences of embryology teachers and learners. To address these concerns, the researcher developed two online mixed methods surveys: one for current anatomy and embryology faculty and another for first year medical students. The faculty survey was followed by interviews with volunteers from that cohort. The researcher used a grounded theory methodology to analyze the qualitative components of the surveys, and descriptive statistics to analyze the quantitative components of the surveys. Both the faculty and student surveys illuminated the vast differences between the explicit, implicit, and null curricular components found in the numerous medical education programs represented. A combined grounded theory methodology and phenomenological approach was used to analyze the interviews with faculty. This generated a lived experience narrative of the phenomenon of teaching embryological content to medical students in the modern world, which led to a better understanding of the needs and challenges that face this subject matter and those who teach it. In this fluid era of medical education reform and integration, the perceptions and experiences of anatomy and embryology faculty and first year medical students are invaluable to assessing the curriculum and pedagogy of this foundational anatomical science and formulating evidence-based recommendations for the future.

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The purpose of this three-essay dissertation was to expand knowledge and theory regarding soft systems methodologies (SSMs) and data visualization approaches in business, engineering, and other social sciences. The first essay depicts a bibliometric analysis study of the historic impacts of SSM from 1980-2018 on business, engineering, and other social sciences fields. This study found 285 articles that described or employed SSM for research and included outcomes such as top SSM authors, author citation impacts, common dissemination outlets, time-bound distribution of publications, and other relevant findings. This study provided a picture of who, what, why, when, and where SSM has had the greatest impact on academic thought and practice. The second essay presents research on the academic impact of Systemigrams, an associated data visualization approach, finding examples of conceptual or research development that employed Systemigrams to depict complex problem situations. Recommendations for improvement of designing these data visualizations to increase their field use resulted from this study. The final essay leverages a selection of the articles as use cases to produce a grounded theory study to identify phenomena that arose from the use of SSM for operations and firm strategy research. This study identified two broad themes including (i) scope, structure, and process challenges and (ii) performance and evaluation limitations. These themes were explained by six patterns that emerged from the publications. Each produced change recommendations for SSM process, practice, and reporting to support its continued viability and adoption in business and operations research.

<p>  </p> <p>Science by its very nature is a networked discipline. Experiments and research build off of past experiments and research. Labs are collaborative spaces where many individuals work together with an array of technologies and other infrastructural elements. Much of the work of network building in science is done online as scientists communicate with each other and with the public on platforms like Twitter. But how do science communicators work in these online, digital spaces to build their networks and communicate? What kinds of rhetorical choices do science communicators make when they share research or reach out to connect with others? How do social media, networking, and other technologies influence those choices? What kinds of networks are created in these online, public discussions? In this study, I draw from actor-network theory and assemblage theory methodologies to begin answering these questions. Using snowball sampling, I recruited 12 climate science communicators from three network clusters: Purdue scientists, scientists whose work was highlighted by the nonprofit Black in Environment, and science writers for NASA. Drawing from choices I observed in the Twitter writing of participants, I then spoke with each participant in a discourse-based interview, inviting them to reflect on the choices they made as they wrote online. </p> <p><br></p> <p>The resulting conversation indicated the nonhuman (such as technologies) and human influences on their online discourse. Our discussions also revealed how participants used rhetorical strategies around identification and emotion to better appeal to their specific audiences. With identification, they not only asked themselves how an audience might react to their writing, but also engaged in internal dialogue with their imagined audiences and used conversational language. With emotion, participants emphasized the importance of humor and positivity as strategies by which to make online spaces more appealing and welcoming. This study offers four takeaways from the data: (1) science communicators should be aware of and take control of the networks that surround them; (2) public science communication should still be specific and directed at smaller audiences; (3) science communication—especially in online public spheres like Twitter—should not shy away from engaging with emotion; and (4) those of us who teach writing can (and should) teach writing as a networked process. </p>