The topic of this diploma thesis is “Environmental analysis and strategy formulation of sports facilities operator.” The main aim of this diploma thesis is evaluation of external and internal environment and formulation of strategic alternatives for the operator of sport facilities in Brno, Starez sport, a.s. External factors are identified via PEST and Porter´s five forces analysis, internal factors are analyzed by The extended marketing mix method of 7P´s. Final evaluation is projected into Internal- External matrix. Strategies proposed by the Internal-External matrix are further specified using SWOT matrix and finally the most attractive strategic alternative is chosen and elaborated. The result of this thesis analyzes among others current situation and competition among swimming pools providers in Brno as well.

The diploma thesis deals with the proposal of strategic alternatives of the selected agricultural company. These issues are explored in the practical part on the basis of the required theoretical foundations. The whole thesis is divided into two key parts, literary research and practical part. Based on the results of the analyses which were carried out in the practical part of the thesis, there are formulated strategic recommendations. Subsequently, a detailed proposal for implementation of the selected strategic alternative is compiled and the economic impacts of this selected strategic alternative are evaluated.

The main aim of the thesis Strategic management of a Production Co-operative is to provide a detailed analysis of the external and internal environment of the Kovona Production Co-operative based in Brno, and the strategic measures, which result from the mentioned analyses. The theoretical part indicates the general methods of strategic analysis with the employment of the chosen methods. In the practical part, the chosen methods were applied on the situation of the production co-operative. Based on the analysis of the external environment, opportunities and threats, which are beneficial or endangering for running the production co-operative which employs handicapped people, are identified. The result of the analysis of the internal environment is the identification of strengths and weaknesses of the production co-operative. The factors of the external and internal environment are evaluated by means of EFE and IFE matrixes. The next part uses chosen tools for the strategy determination: Internal-external matrix and SWOT matrix. Based on the achieved results, there were proposed several strategic alternatives. These strategies should lead to strengthening of the current position of the production co-operative on the market, improvement in its competitiveness by means of more intensive use of promotional tools, implementation of the reorganization of production and the expansion of distribution channels.

[pt] Inserida na área de Estudos da Linguagem, mais especificamente dentro do campo de investigação da Linguística Aplicada (Moita Lopes, 1999, 2006, 2013), esta pesquisa tem como objetivo buscar entendimentos acerca de como as crenças (Kalaja e Barcelos, 2003, 2013; Barcelos, 2006, 2007) dos aprendizes se relacionam a suas interpretações e avaliações (Martin e Rose, 2003; Martin e White, 2005) sobre aspectos relativos ao ensino-aprendizagem em uma sala de aula de inglês para fins específicos (IFE), concebido em sintonia com a Pedagogia Pós-método (Kumaravadivelu, 1994, 2001, 2003, 2006). Para tanto, participaram desta pesquisa um total de dez alunos de um curso técnico de farmácia do Instituto Federal do Rio de Janeiro (IFRJ), campus Rio de Janeiro. Os dados, que incluem suas produções discursivo-reflexivas escritas e orais, foram construídos a partir da utilização de instrumentos de aprendizagem (IA), termo usado em referência ao material didático e definido, no âmbito desta pesquisa, como um conjunto de tarefas sequenciadas em andaimento (scaffolding) elaboradas a partir de texto(s) autêntico(s) com objetivo de mediar o processo de construção de conhecimento. Dessa forma, apesar de não integrarem a análise dos dados desta pesquisa, os IA funcionam como andaimes que possibilitam o processo de construção desses dados com base em questões motivadoras (metatarefas) que surgem a partir de sua utilização na prática pedagógica cotidiana na qual se desenvolve esta investigação. Os pressupostos teóricos relacionam uma visão de ensino-aprendizagem e de linguagem, respectivamente: a socioconstrução do conhecimento de acordo com a Teoria Sociocultural (Vygotsky, 1962[1994], 1978; Donato, 2000; Pollard, 2001; Mercer e Littleton, 2007) e a linguagem como fenômeno sociossemiótico segundo o quadro teórico da Linguística Sistêmico-Funcional (Halliday e Hasan, 1989; Halliday, 1994; Halliday e Matthiessen 2013). Orientado por esse quadro teórico, bem como pelo paradigma do construtivismo (Lincoln e Guba, 2006; Edge e Richards, 1998) associado a uma abordagem qualitativo-interpretativista (Erickson, 1986), este trabalho apresenta, então, resultados que sugerem que os alunos, privilegiando o Sistema de Avaliatividade (Martin e Rose, 2003; Martin e White, 2005) no domínio de Atitude, e respectivos subdomínios de Afeto, Julgamento e Apreciação, constroem discursivamente crenças sobre ensino-aprendizagem, sobre linguagem, sobre identidade individual e sobre identidade sociocultural. Ou seja, os alunos participantes parecem estar organizando seus entendimentos acerca do processo ensino-aprendizagem a partir de quatro eixos de significação inter-relacionados: (i) o processo ensino-aprendizagem, (ii) a língua a ser aprendida, (iii) suas identidades individuais e (iv) identidades socioculturais. / [en] This research is inserted in the area of language studies, more specifically within the field of applied linguistics (Moita Lopes, 1999, 2006, 2013), and aims to seek understandings of how learners beliefs (Kalaja and Barcelos, 2003, 2013; Barcelos, 2006, 2007) may be related to their interpretations and evaluations (Martin and Rose, 2003; Martin and White, 2005) of aspects concerning the teaching-learning process in an ESP classroom, conceived in line with the Post-method Pedagogy (Kumaravadivelu, 1994, 2001, 2003, 2006). In order to do that, a total of ten students of a pharmacy technician course at the Instituto Federal do Rio de Janeiro (IFRJ) participated in this research. The data, which include their written and oral discursive-reflexive productions, were built from the utilization of learning instruments (LI), term used in reference to our pedagogical material and defined, in the scope of this research, as a set of sequential tasks related to the use of authentic text(s) and organized in line with the scaffolding principle in order to mediate the process of knowledge construction. Therefore, although these LI do not integrate the data analysis, they act as scaffolds in the process of data construction as they provide prompts that arise from their use in our everyday classroom practice, where this investigation is carried out. The theoretical framework relates a theory of learning and a theory of language, respectively: the social construction of knowledge, according to the Sociocultural Theory (Vygotsky, 1962[1994], 1978; Donato, 2000; Pollard, 2001; Mercer and Littleton, 2007), and language as a social semiotic phenomenon, following the Systemic-functional Linguistics perspective (Halliday and Hasan, 1989; Halliday, 1994; Halliday and Matthiessen 2013). Guided by this theoretical background, as well as by the Constructivism paradigm (Lincoln and Guba, 2006; Edge and Richards, 1998) interfaced with a qualitative and interpretivist approach (Erickson, 1986), this thesis presents results that suggest that the students, resorting to the Appraisal System (Martin and Rose, 2003; Martin and White, 2005) in the domain of Attitude, and its subdomains of Affect, Judgment and Appreciation, discursively construct beliefs about teaching and learning, about language, about individual identity and about cultural identity. That is, students seem to be organizing their understandings of the teaching-learning process from four interrelated meaning axes: (i) the teaching-learning process, (ii) the language to be learned, (iii) their individual identities and (iv) sociocultural identities.

This dissertation analyses Reinhard Bonnke's evangelistic ministry in Africa, and examines to what extent his propagated "Evangelism by Fire" conforms with the New Testament ministry of evangelism. The results of an analysis of the New Testament ministry of evangelism, especially of the evangelistic ministry of Philip, provide the basis for a comparison with Bonnke's understanding and practice of the evangelistic ministry. A thorough analysis of Bonnke's publications, especially those referring to the theme of evangelism, allows a systematic insight into his understanding of the evangelistic ministry. In order to examine the conformity between Reinhard Bonnke's understanding and his practice of evangelism, expert interviews referring to his gospel crusade in Ile-Ife, Nigeria, in 2002 are analysed, and compared to his understanding of evangelism. Finally, the findings about Bonnke's understanding and practice of evangelism are related to the New Testament evangelistic ministry, and analysed synoptically. The research results of this study show that Bonnke's understanding of evangelism and his practice of evangelism, during the gospel crusade in Ile-Ife, Nigeria, conform with each other. Bonnke's propagated and applied "Evangelism by Fire" shows him to be an evangelist orientated to the New Testament. Zusammenfassung Die vorliegende Dissertation setzt sich mit Reinhard Bonnkes evangelistischem Dienst in Afrika auseinander und überprüft, inwiefern die von ihm bekannt gemachte ,,Evangelism by Fire" mit dem neutestamentlichen evangelistischen Dienst übereinstimmt. Die Ergebnisse aus einer Untersuchung des evangelistischen Dienstes im Neuen Testament, insbesondere des evangelistischen Dienstes des Philippus, bieten die Grundlage für einen Vergleich mit dem Evangelisationsverständnis und der Evangelisationspraxis Bonnkes. Eine intensive Auseinandersetzung mit Bonnkes Publikationen, insbesondere zum Thema Evangelisation, gibt einen systematischen Einblick in sein Verständnis des evangelistischen Dienstes. Um Reinhard Bonnkes Evangelisationsverständnis auf Übereinstimmung mit seiner Evangelisationspraxis zu überprüften, werden Experteninterviews zu seiner 2002 durchgeführten Großevangelisation in Ile-Ife, Nigeria, ausgewertet und mit seinem Evangelisationsverständnis verglichen. Schließlich werden die gewonnenen Forschungsergebnisse zu Bonnkes Evangelisationsverständnis und Evangelisationspraxis in Relation zum neutestamentlichen evangelistischen Dienst gesetzt und synoptisch ausgewertet. Die Forschungsergebnisse zeigen, dass Bonnkes Evangelisationsverständnis und seine Evangelisationspraxis während der Evangelisation in Ile-Ife, Nigeria, kongruieren. Die von Bonnke propagierte und praktizierte ,,Evangelism by Fire" offenbart ihn als Evangelisten mit neutestamentlicher Grundausrichtung. / Christian Spirituality, Church History & Missiology / (D.Th.(Missiology))

[pt] Este estudo tem por objetivo investigar as (re) construções identitárias de uma licencianda no estágio na comunidade de prática de Inglês para Fins Específicos (IFE) a qual pertenço, como parte da busca de entendimentos sobre esse contexto. Para tanto, os dados foram gerados ao longo do semestre que a estagiária compartilhou conosco e eles englobam participações orais e escritas, nas quais foram analisadas suas identidades, que parecem emergir de suas escolhas na linguagem para interpretar o que ela estava vivenciando durante o estágio. Seguindo uma abordagem qualitativo-interpretativista (ERICKSON, 1986; DENZIN; LINCOLN, 2006) e desenvolvida dentro da Linguística Aplicada (MOITA LOPES, 2006, 2013), esta pesquisa se baseia em uma perspectiva socioconstrucionista de identidades (MOITA LOPES, 2003; BUCHOLTZ; HALL, 2005) e sua relação com crenças (BARCELOS, 2006) e emoções (BARCELOS, 2012; ZEMBYLAS, 2004), em conjunção com o prisma da Linguística Sistêmico-Funcional (THOMPSON, 2014a; HALLIDAY; MATTHIESSEN, 2014; EGGINS, 2004; GOUVEIA, 2009) e do Sistema de Avaliatividade (MARTIN; WHITE, 2005; VIAN JR, 2009). A partir desse arcabouço teórico, as análises e discussões sugerem que há novas construções e reformulações significativas nas identidades da estagiária, que emergem discursivamente, principalmente dentro do domínio do afeto. Além disso, é possível interpretar que o estágio supervisionado e as experiências e interações na comunidade de prática de IFE foram essenciais nessas (re) construções, especialmente como professora, com identidades, crenças e emoções interconectadas. O processo de questionamento, análise e reflexão dessas identidades e sua relação complexa com crenças e emoções contribuiu para o desenvolvimento de entendimentos para nossa comunidade de prática, como também promoveu oportunidades de aprendizagem mútua e a curiosidade por outras questões, que podem nos motivar a continuar na pesquisa constante sobre esse contexto de forma mais dinâmica e inclusiva. / [en] The aim of this study is to investigate the identity (re) constructions of a student-teacher in the practicum in the community of practice of English for Specific Purposes (ESP) that I belong to as part of the search for understandings about our context. In order to accomplish such objective, data generated throughout the semester the student-teacher shared with us encompass oral and written participations in which the identities were analysed and they seemed to emerge from the choices in language to interpret what she was living during the practicum. This interpretative-qualitative research (ERICKSON, 1986; DENZIN; LINCOLN, 2006) is in the area of Applied Linguistics (MOITA LOPES, 2006; 2013) and it is aligned with social constructionist theories of identity (MOITA LOPES, 2003; BUCHOLTZ; HALL, 2003, 2005), beliefs (BARCELOS, 2006) and emotions (BARCELOS, 2012; ZEMBYLAS, 2004). It is also in interface with the principles of Systemic Functional Linguistics (HALLIDAY, 1994; HALLIDAY; MATTHIESSEN, 2014) and the Appraisal System (MARTIN; WHITE, 2005; VIAN JR, 2009). Based on this theoretical framework, the analysis and discussions suggest that there are new constructions and significant reformulations in the student-teacher s identities, which emerge discursively, mainly within the domain of affect. In addition, it is possible to interpret that the practicum and the experiences and interactions in our community of practice of ESP were essential in her (re) constructions, especially as a teacher, and they include interconnected identities, beliefs and emotions. The process of questioning, analysing and reflecting on these identities and their complex relation to beliefs and emotions has contributed to the development of understandings for our community of practice. It also fostered opportunities for mutual learning and the curiosity for other inquiries that can motivate us to continue the constant research about this context in a more dynamic and inclusive way.

This dissertation analyses Reinhard Bonnke's evangelistic ministry in Africa, and examines to what extent his propagated "Evangelism by Fire" conforms with the New Testament ministry of evangelism. The results of an analysis of the New Testament ministry of evangelism, especially of the evangelistic ministry of Philip, provide the basis for a comparison with Bonnke's understanding and practice of the evangelistic ministry. A thorough analysis of Bonnke's publications, especially those referring to the theme of evangelism, allows a systematic insight into his understanding of the evangelistic ministry. In order to examine the conformity between Reinhard Bonnke's understanding and his practice of evangelism, expert interviews referring to his gospel crusade in Ile-Ife, Nigeria, in 2002 are analysed, and compared to his understanding of evangelism. Finally, the findings about Bonnke's understanding and practice of evangelism are related to the New Testament evangelistic ministry, and analysed synoptically. The research results of this study show that Bonnke's understanding of evangelism and his practice of evangelism, during the gospel crusade in Ile-Ife, Nigeria, conform with each other. Bonnke's propagated and applied "Evangelism by Fire" shows him to be an evangelist orientated to the New Testament. Zusammenfassung Die vorliegende Dissertation setzt sich mit Reinhard Bonnkes evangelistischem Dienst in Afrika auseinander und überprüft, inwiefern die von ihm bekannt gemachte ,,Evangelism by Fire" mit dem neutestamentlichen evangelistischen Dienst übereinstimmt. Die Ergebnisse aus einer Untersuchung des evangelistischen Dienstes im Neuen Testament, insbesondere des evangelistischen Dienstes des Philippus, bieten die Grundlage für einen Vergleich mit dem Evangelisationsverständnis und der Evangelisationspraxis Bonnkes. Eine intensive Auseinandersetzung mit Bonnkes Publikationen, insbesondere zum Thema Evangelisation, gibt einen systematischen Einblick in sein Verständnis des evangelistischen Dienstes. Um Reinhard Bonnkes Evangelisationsverständnis auf Übereinstimmung mit seiner Evangelisationspraxis zu überprüften, werden Experteninterviews zu seiner 2002 durchgeführten Großevangelisation in Ile-Ife, Nigeria, ausgewertet und mit seinem Evangelisationsverständnis verglichen. Schließlich werden die gewonnenen Forschungsergebnisse zu Bonnkes Evangelisationsverständnis und Evangelisationspraxis in Relation zum neutestamentlichen evangelistischen Dienst gesetzt und synoptisch ausgewertet. Die Forschungsergebnisse zeigen, dass Bonnkes Evangelisationsverständnis und seine Evangelisationspraxis während der Evangelisation in Ile-Ife, Nigeria, kongruieren. Die von Bonnke propagierte und praktizierte ,,Evangelism by Fire" offenbart ihn als Evangelisten mit neutestamentlicher Grundausrichtung. / Christian Spirituality, Church History and Missiology / (D.Th.(Missiology))