O aprimoramento cognitivo farmacológico refere-se ao uso de medicamentos por pessoas saudáveis para melhorar o funcionamento do cérebro e aprimorar o desempenho cognitivo. Um dos medicamentos mais utilizados no Brasil com esta finalidade é o cloridrato de metilfenidato, comercializado com o nome de Ritalina ou Concerta. Ele tem sido utilizado por universitários, empresários e profissionais da saúde que visam aumentar a capacidade produtiva para cumprir prazos e metas. Considerando que esta prática está se disseminando na sociedade e chegando aos alunos do ensino médio, optou-se por fazer um estudo cujo objetivo foi caracterizar a percepção de alunos do 3º ano do ensino médio de escolas públicas, privadas e profissionalizantes e de cursinhos públicos e privados das cidades de Juazeiro do Norte (CE), Fortaleza (CE) e São Paulo (SP), sobre o uso de medicamentos para aprimoramento cognitivo, buscando identificar condições preditoras ao uso dessas substâncias. Para atingir tal objetivo o procedimento de coleta de dados foi composto de duas etapas: a primeira desenvolveu-se por meio de um estudo quali-quantitativo, com aplicação de questionários, que buscou evidenciar um panorama geral sobre o tema, sendo realizada com 534 sujeitos oriundos do 3º ano do ensino médio de escolas públicas, privadas e profissionalizantes e de cursinhos públicos e privados das cidades de Juazeiro do Norte (CE), Fortaleza (CE) e São Paulo (SP). A partir dos dados colhidos foi realizada uma segunda etapa com 13 alunos da escola profissionalizante da cidade de Juazeiro do Norte (CE), com abordagem qualitativa e realização de grupo focal, que buscou aprofundar o entendimento dessas questões. No tratamento de dados da primeira etapa utilizou-se o teste não paramétrico Qui-quadrado, e na segunda etapa a Análise de Conteúdo. Os resultados apontaram que os alunos querem ingressar no ensino superior, mais do que outras opções, consideram esta a principal função da escola e se consideram preparados para tal. Trabalhar não é seu desejo imediato e por isso não consideram importante que a escola os prepare para tanto. A compreensão de fundamentos científico-tecnológicos e o aprimoramento como pessoa humana foram considerados aspectos importantes. Medicamentos para aprimoramento foram vistos como algo positivo que poderia ser usado às vésperas do vestibular; para ajudar nos momentos de pressão por parte dos pais e da escola, em que se sentem sobrecarregados pelas suas obrigações; para conseguir realizar múltiplas atividades; para garantir energia e concentração. Verificou-se ainda que dispor de informações sobre medicamentos e conhecer usuários predispõe a um possível uso. A possibilidade de consumir os medicamentos está presente em todas as cidades analisadas e em todas as instituições. Quando tiveram a oportunidade de pensar melhor sobre o tema e falar sobre ele nos grupos focais, os alunos conseguiram perceber os fatores envolvidos na adesão ao uso de substâncias, e o que leva os estudantes a consumi-las. Os dados levantados evidenciaram que os participantes se mostraram curiosos em relação a uma substância ainda desconhecida para muitos, mas que em suas fantasias pode ser interessante para ajudar a atingir seus objetivos. Conclui-se que este é um tema relevante e preocupante; por isso, sua discussão em diferentes meios deve ser aprofundada / Pharmacological cognitive enhancement refers to the use of drugs by healthy individuals aiming at brain functioning improvement and cognitive performance enhancement. One of the widely used drugs in Brazil with these aims is methylphenidate hydrochloride, marketed under the name of Ritalina or Concerta. It has been used by college students, businessmen and health professionals aiming at enhancing their productive capacity to meet deadlines and goals. Considering the dissemination of this practice reaching high school students, this study was held aiming at characterizing the perception of high-school final-year students from public, private and vocational schools and public and private pre-college preparatory courses in the cities of Juazeiro do Norte (CE), Fortaleza (CE) and São Paulo (SP) on the use of drugs for cognitive enhancement, searching to identify predictive conditions to the use of such substances. For such, the procedure for data collection comprised two stages: the first was developed through a quali-quantitative study, searching to demonstrate a general panorama on the theme, with questionnaires applied to 534 individuals in the final year of high school in public, private and vocational schools and public and private pre-college preparatory courses in the cities of Juazeiro do Norte (CE), Fortaleza (CE) and São Paulo (SP). A second stage was held using the collected data for a qualitative approach and focus group with thirteen students from the vocational school in Juazeiro do Norte (CE), searching to deeply comprehend such issues. For data processing, non-parametric chi-square test was used in the first stage, and Content Analysis in the second one. Results indicated that the students wish to apply for university education, more than other options, consider this the main function of the school, and consider themselves prepared for this goal. Working is not their immediate wish and, for this reason, they do not deem important that the schools provide them with training for it. Comprehension of scientific-technological fundamentals and their enhancement as human beings were considered as important aspects. Enhancement drugs were deemed something positive that could be used on the eve of entrance examinations; to help in moments of pressure from parents and school when they feel overwhelmed by their duties; to be able to perform multiple activities; to ensure energy and focus. It was verified that they are predisposed to a possible use when provided with information and acquainted to other users. The possibility to consume such medicines is present in all analyzed cities and institutions. When faced with the opportunity to think more on the theme and talk about it in focus groups, students could perceive the factors involved in the adhesion to the use of substances and what drives them to its consumption. Collected data revealed that the participants were curious about a substance yet unknown to many of them, but imagined that it might be interesting to use it to reach their goals. It is concluded that the theme is relevant and worrisome; for this reason, the discussion about it in different backgrounds must be deepened

O crescimento do setor industrial brasileiro, na última década, tem demandado a fabricação de maior volume de máquinas e peças metálicas. Como resultado, a produção de fundidos metálicos aumentou e foi acompanhada da geração de maiores volumes de resíduos. O processo de fundição mais comum emprega areia natural, misturada com ligantes orgânicos e inorgânicos, para conformar os moldes que dão forma às peças metálicas. Após certo número de ciclos de fundição, a areia não apresenta mais as características apropriadas para seu emprego nessas indústrias e passa a ser o principal resíduo das siderúrgicas. Assim, a areia de fundição residual (AFR) deve ser descartada em aterros sanitários licenciados a elevados custos. Por tal motivo, pesquisadores e engenheiros têm procurado alternativas que permitam reaproveitar esse resíduo em atividades da construção civil. A construção de estradas consume elevados volumes de recursos naturais, portanto, fornece a oportunidade de reutilizar o resíduo em quantidades significativas. Nesse sentido, nesta pesquisa, o objetivo principal foi avaliar a possibilidade de reaproveitar a areia de fundição residual na construção de camadas de bases e sub-bases de pavimentos de baixo volume de tráfego. A areia de fundição residual utilizada foi coletada no município de Piracicaba/SP, que apresenta elevada concentração de siderúrgicas. Esse resíduo foi utilizado na composição de misturas do tipo solo areia, solo areia cal e areia asfalto usinada a quente (AAUQ). Essas misturas foram avaliadas à luz das propriedades de interesse à engenharia rodoviária para determinar a viabilidade de seus empregos em camadas estruturais de pavimentos. Os resultados obtidos nos ensaios mecânicos mostram que composições de solo areia e solo areia cal com AFR de 20% a 60% poderiam ser utilizadas em bases e sub-bases de pavimentos, assim como as misturas de AAUQ, que consumiriam quantidades consideráveis de areia residual, também poderiam ser utilizadas em bases de pavimentos. Ensaios ambientais também foram executados na AFR e em algumas misturas para determinar o risco de poluição do meio ambiente. Os resultados mostraram que a AFR atende aos requisitos exigidos para seu reuso; contudo algumas misturas apresentaram concentração de poluentes superior aos valores máximos permitidos. Portanto, concluiu-se que a areia de fundição residual apresenta características para ser reaproveitada nas atividades de construção de pavimentos de baixo volume de tráfego, mas recomenda-se a construção de trechos experimentais para monitoramento por longos períodos de tempo para garantir que o resíduo não comprometa a segurança ambiental. / The Brazilian industry grew up considerably last decade, increasing the needing of machinery and metal production. As a result, the metal casting production raised and also the amount of the residues. The most common foundry system uses natural sand mixed with organic and inorganic binders, to produce the cores of the metal products. After a certain number of foundry cycles, the sand losses its properties and remain as the main residue of the foundry industry. Thereby, the waste foundry sand (WFS) must be discarded in licensed landfills at high costs. Hence, researchers and engineers have researched for alternative solutions to reuse this residue in civil construction activities. Pavement construction uses high volumes of natural resources, thus, provides an opportunity to reuse significant amounts of WFS. The purpose of this study was to evaluate the possibility of use the waste foundry sand as construction material of pavement bases and sub-bases courses with low volume traffic. The waste foundry sand used here was collected close to the city of Piracicaba/SP, region which has a high concentration of foundry industries. The residue was used to compose soil-sand, soil-sand-lime and sand-asphalt mixtures. Tests commonly used in pavement research were used to evaluate the mixtures containing waste foundry sand and determine their potential as road construction material. The results showed that mixtures of soil-sand and soil-sand-lime containing 20% to 60% of WFS could be used as pavement bases and sub-bases courses. On the other hand, sand-asphalt-hot-mix could consume higher volumes of the residue and also could be used as bases courses. The waste foundry sand and some mixtures were also analyzed through environmental tests. The results showed that the WFS has suitable characteristics to be reused in alternative activities. However, some metals were detected in the mixtures at higher concentrations than the allowed by specifications. Therefore, it is concluded that the waste foundry sand has characteristics that encourage its reuse in low volume traffic pavements, but, it is recommended the construction of experimental pavement sections using WFS to assess the environmental impact of the residue in long term periods.

Orientador: Regina Célia Bega dos Santos / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Geociências / Made available in DSpace on 2018-08-19T15:25:55Z (GMT). No. of bitstreams: 1 Castro_ClovesAlexandrede_D.pdf: 4551782 bytes, checksum: 76e8ebeb0de2fd2ad1a1b7c66b27793d (MD5) Previous issue date: 2011 / Resumo: O presente trabalho aborda os cursinhos pré-vestibulares alternativos e populares como movimentos sociais urbanos em uma perspectiva geográfica e traz em tela a constituição de diversas experiências dessas práticas e algumas espacialidades produzidas por esses movimentos durante o processo de luta pelo acesso ao ensino superior no país. Partimos do debate sobre movimentos sociais na geografia e a importância dos recentes esforços teóricos na formulação de categorias próprias a essa disciplina para se pensar os movimentos sociais. Para entendê-los como movimentos sociais urbanos, procuramos vincular o objeto da pauta que lhes dão sentido (a universidade) à cidade e ao urbano, bem como vincular a causa da ausência dos pobres no ensino superior à forma como se constituiu o Estado brasileiro e os interesses que tal aparelho opera / Abstract: This work understands the popular and alternative Brazilian courses that prepare students to enter the university as social movements, according to Geographic perspective, and shows the constitution of many experiences of such practices and some space-related matters produced by such movements during the fight process to the access to higher education in Brazil. We have begun with the debate about social movements in Geography and about the relevance of the recent theoretical efforts to formulate appropriate categories for this discipline so that we can think about social movements. In order to understand them as urban social movements, we have tried to vinculate their leading object (the university) with the city and urban matters, and we have vinculated the absence of poor people in higher education with the way which the Brazilian State was constituted and with the interests which such machine operates / Doutorado / Análise Ambiental e Dinâmica Territorial / Doutor em Ciências

Submitted by Fabiano Vassallo (fabianovassallo2127@gmail.com) on 2017-05-16T17:55:02Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Carlos Fabiano de Souza.pdf: 2100997 bytes, checksum: dfb90abae1ff5347ce334bf6fb76735f (MD5) / Approved for entry into archive by Josimara Dias Brumatti (bcgdigital@ndc.uff.br) on 2017-06-06T15:05:56Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Carlos Fabiano de Souza.pdf: 2100997 bytes, checksum: dfb90abae1ff5347ce334bf6fb76735f (MD5) / Made available in DSpace on 2017-06-06T15:05:56Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Dissertação_Carlos Fabiano de Souza.pdf: 2100997 bytes, checksum: dfb90abae1ff5347ce334bf6fb76735f (MD5) / Instituto Federal Fluminense, Campus Cabo Frio, Cabo Frio, RJ / Este estudo tem por objetivo investigar a fala do professor de inglês sobre a sua atividade em cursos livres de idiomas (CLIs), trazendo à tona as imagens discursivas (DEUSDARÁ, ROCHA, 2006) que ele constrói sobre o seu trabalho e sobre si em instituições dessa natureza. Isso implica em desvendar os sentidos e a materialização, recuperados por meio do fio discursivo, do debate que perpassa a relação: formação e experiência/trabalho prescrito e trabalho real (GUÉRIN et al, 2001). Os pressupostos teórico-metodológicos que ancoram esta pesquisa se constituem na interlocução entre linguagem e trabalho. No que se refere aos estudos do trabalho, nosso aporte foi construído a partir de conceitos da Ergonomia Situada (LAVILLE, 1977; VIDAL, 1998; GUÉRIN et al, 2001) e da Ergologia (SCHWARTZ, 2010). No campo dos estudos de linguagem, nossa lente de análise debruçou-se sobre a concepção dialógica (BAKHTIN [VOLOSHÍNOV], 2009; 2011), em diálogo com a perspectiva de Análise do Discurso de base enunciativa (MAINGUENEAU, 1997; 2008a; 2008b; 2009; 2013; 2015). Nessa interface, privilegiou-se a fala sobre o trabalho (LACOSTE, 1998). Para a análise e interpretação dos excertos discursivos produzidos por uma professora licenciada e um professor não licenciado que lecionam inglês em CLIs, por meio do evento entrevista (DAHER, 1998), elaboramos um roteiro sistematizado em três blocos temáticos, quais sejam: (1) saberes da formação; (2) saberes da experiência; (3) tensão entre o trabalho prescrito e o real. Os resultados obtidos sinalizaram para o trabalho do professor enquanto uma construção permeada pela formação e pela experiência, em um processo inacabado, dinâmico, vivo, em que os valores que circulam na situação de trabalho desempenham um papel preponderante na construção e reconstrução de novos saberes, por meio do debate de normas. Além disso, a análise dos excertos também nos permitiu recuperar, por meio das imagens discursivas, dois tipos de étos de professores operando em situação de trabalho nesses ambientes de ensino e aprendizagem de LE, evidenciando, assim, maneiras singulares de ser/estar na profissão / This study aims at investigating the speech of the teacher of English about his/her activity within Private Language Courses (PLCs), revealing the discursive images (DEUSDARÁ, ROCHA, 2006) that they construct about their work and about themselves at institutions of that nature. That implies unveiling the meanings and the materialization, extracted from discursive resonances, of the debate which go through the relation: education and experience/prescriptive work and real work (GUÉRIN et al, 2001). The theoretical-methodological assumptions that support this research lie in the interlocution between language and work. With regard to the studies on work, our approach was built by concepts from Situated Ergonomics (LAVILLE, 1977; VIDAL, 1998; GUÉRIN et al, 2001) and Ergology (SCHWARTZ, 2010). In the field of language studies, our focus of analysis was based upon the Dialogical Conception (BAKHTIN [VOLOSHÍNOV], 2009; 2011), in dialogue with the Discourse Analysis perspective on enunciative basis (MAINGUENEAU, 1997; 2008a; 2008b; 2009; 2013; 2015). Within this interface, we gave preference to the speech about work (LACOSTE, 1998). To analyze and interpret the discursive excerpts produced by a female graduate teacher and a male non-graduate teacher that teach English at PLCs, through the event interview (DAHER, 1998), we elaborated a systematized guideline framed as a three thematic chart, i.e.: (1) knowledge from education; (2) knowledge from experience; (3) tension between the prescriptive work and real one. The analyses point to the work of the teacher as a construction encompassed by teacher education and experience, within an unfinished, dynamic and live process, in which the values that circulate in the situation of work play a major role in the construction and reconstruction of new pieces of knowledge, by means of debate of norms. Thus, by investigating the excerpts we had access, through the discursive images, to two sorts of ethos of teachers functioning in the situation of work at those environments of teaching and learning of foreign language, revealing unique ways of being within the profession

The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices. The increasing demand of online education is a driving factor for development of training for online pedagogy as a separate entity of traditional pedagogical practices. Literature relating to online teaching suggests that continued research is needed to understand the development of online pedagogy, in order for higher education institutions to provide relevant training and support for online instructors. The problem examined in this study is understanding professional development and support needs of online instructors to enhance the continuous development of pedagogical skills in an online learning environment. The purpose of the study was to identify online instructor support needs by investigating perceptions, successes, and challenges of online instructors at a multicampus state college in the southeast. The study explored the experiences of online instructors, in order to form an understanding of the types of professional development strategies that are needed to guide the transition from face-to-face instruction to online instruction. Using case-study techniques, this qualitative study assessed the perspectives of five faculty participants from academic disciplines representing computer science, mathematics, nursing, psychology, and sociology. Data were collected from interviews and resource documents and analyzed to reveal several findings relating to the practice of online instruction. Three key themes emerged from the findings: reflection of practice, connection to students, and process of work. Reflecting on personal experiences and learning from the experiences of other online instructors is influential to the development of online pedagogical skills. Connecting to students using multiple methods of delivery and developing an organized course structure is critical to successful online instruction. Navigating student communication, developing engaging course content, and identifying when students need help are challenges associated with managing the work of online instruction. Results of this study indicate the need for professional development programs that provide a structured emphasis on the development of online pedagogical skills. To address the evolving nature of online instruction, professional development programs should provide the opportunity to reflect on the practice of online teaching, assess individual training needs for online instructors, and guide the development of relevant online course content. As the demand for online education continues to grow along with emerging technologies associated with online learning, future research should be conducted on the length of time required to develop effective online pedagogical practices.

This research sought to discover whether minority and economically disadvantaged students are underrepresented in gifted and honors programs. Another goal was to ascertain attitudes of students and teachers currently participating in gifted and honors programs regarding: admission criteria; adequacy of teacher preparation to meet special needs of gifted and honors students; levels of needs satisfaction of gifted and honors students; perceptions of students and teachers about program modification.

檔案素養係指個人擁有對於檔案方面的基礎知識，能夠瞭解自身檔案需求，以及具備有效率地查詢、分析、選擇、評估、利用及傳播檔案資訊的能力。但國內對於檔案應用的概念相較於圖書館的圖書館利用仍較顯薄弱，換而言之，即是檔案素養之概念較不普及。檔案界可效法圖書資訊界進行圖書館利用教育之經驗，也投入檔案利用教育之推行，並結合國內通識教育之發展，開設檔案素養通識課程，進一步培養大學生檔案素養能力。 本研究之目的，在於探討國內外檔案素養與資訊素養教育理念及其必要性，以及瞭解大學師生對於檔案素養通識課程內容規劃之意見與期許，並進一步提出較完整的大學檔案素養通識課程主題綱要與後續發展建議。 本研究參考國內外資訊素養與檔案素養相關課程綱要，整合檔案素養通識課程內容，分析歸納檔案素養通識教育所應具備的要點，並依此擬定一份檔案素養通識課程主題單元規劃。後續再搭配深度訪談法，分別由大學教師與學生雙方觀點來評估該份課綱之適用性，並依據訪談結果進行課程主題單元之調整。綜合訪談結果，本研究最終提出之檔案素養通識課程規劃有檔案知識、檔案實務工作、檔案檢索、檔案應用以及檔案倫理等五大主題，各主題之下共有22個概念單一之子單元，以供授課教師依其需求精確挑選欲與課程結合之內容。 本研究建議後續檔案素養通識課程，可彈性結合本研究歸納出之檔案素養通識課程主題綱要，建立符合教師需求之課程綱要；也可與資訊素養、文史相關通識或圖書館利用教育結合；在課程內容方面，課程設計將理論與實務相結合，使課程內容多元延伸。 / Archival literacy means that someone has the basic knowledge of archives, realizes his needs of archives, and has the abilities of searching, analyzing, choosing, evaluating, using and broadcasting archival resources. However, the concept of archival public access is not as well-known as borrowing books in the library, which means that the concept of archival literacy is less popular than library instruction. To improve the notability of archival literacy, we can follow the example of library instruction to promote archives instruction, or follow the development of general education in Taiwan to offer the archival literacy courses, which can cultivate the ability of archival literacy of college students. The purpose of this study is to explore the educational philosophy and the necessity of archival literacy and information literacy at home and abroad, and to realize the opinions and expectations of the plan of archival literacy courses from college students and teachers. Furthermore, to offer a much more complete syllabus of archival literacy courses and to make some suggestions of follow-up development. The study explores the syllabuses of information literacy and archival literacy courses at home and abroad, and integrates the contents of these courses to analyze and sum up some principles that should take into consideration while planning archival literacy courses. According to these principles, we’ll make a list of subjects and units as for the plan of archival literacy courses. The study also explores individual views and considerations by in-depth interviewing college students who had taken a course about archival literacy and teachers that are studying in the field of archives, had been working at the archives, or had lots of experience of archival accessing. From the result we adjust the syllabus to a more flexible module includes five subjects and 22 plain units. The five subjects are: (1) the knowledge of archives, (2) the practical work of archives, (3) archives retrieval, (4) archives access (5) ethic of archives. Teachers could choose any topics or units that exactly meet their demands to combine with their syllabuses. The study suggests that the archival literacy courses follow-up could choose some subjects or units from the syllabus that the study sorted out to make their syllabuses meet their demands; the archival literacy courses could be combined with historical course or library instruction. Finally, for the content of the curriculums, it should combine theory with practical works. Choose more units like visiting archives or accessing archives could excite the students’ interest and improve their wills to get into the class.

This paper deals with a measure theoretical model for evaluation of e-learning programs. Based on methods of general measure theory an evaluation model is developed which can be used for assessment of complex target structures in context of e-learning programs. With the presented rating function target structures can be evaluated by a scoring value which indicates how the targets in sense of a given logical target structure has been reached. A procedure is developed for the estimation of scoring values for target structures based on adapted assessment checklists.

The work deals with the competitiveness of degree courses in Informatics. The first part approaches the situation on the market and conditions for graduates of these courses. It follows the latest market trends and shows how this development could affect the study. The work focuses on Informatics at universities in the Czech Republic. The aim is to characterize degree courses and the comparative analysis of the structure of taught knowledge. Individual degree courses are compared with teaching at the University of Economics in Prague and from the analysis comes out strengths and weaknesses of teaching at this school. The analysis results are then confronted with the study of informatics at leading European universities. On the basis of all the comparisons and the differences observed are designed changes to improve the competitiveness of degree courses in Informatics at the University of Economics in Prague.

The thesis is focused on developing a common communication strategy of Mortimer English Club Praha 4, a branch of a franchise language school that provides English courses for children and adults. The thesis consists of two parts, a theoretical one and a practical one. The theoretical part deals with the process of developing the company's strategy that would lead to the fulfillment of business objectives using information acquired with situational analysis. The second part applies the steps of this procedure to the subject of research. The outcome of the thesis is a recommendation on what target group the language school should focus, together with a list of communication channels with which it can reach it.