Non-compete clauses and similar arrangements This diploma thesis is concerned with contractual arrangements between the employee and the employer restricting the employee from a certain action after the termination of his employment with the employer. The aim of this thesis is to provide a comprehensive overview of non-compete clauses and similar arrangements in labour law, to define their shortcomings and to evaluate the current legal framework and the future applicability of such arrangements in the Czech labour law. The thesis mainly describes the institute of restrictive covenants, consisting of non-compete clauses, non-disclosure agreements and non-solicitation clauses, for which it often uses foreign legislation as sources of inspiration. In order to fulfil these goals, the thesis is divided into three chapters, which are subsequently divided into subchapters. The first chapter is devoted to the history and development of non-compete clauses in the Czech Republic. The subchapters are divided chronologically, with the essential part being devoted to the period from the establishment of the independent Czech Republic to the date of effectiveness of the current Labour Code. The regulation of the non-compete clause reflected in the Labour Code is examined in the second chapter of the diploma...

Research has shown that restrictive eating, or dieting, can be devastating to one's health. A new paradigm, intuitive eating, suggests that individuals eat based off of their physiological cues, and not for emotional or social ones. To date, restrictive eating has been extensively researched, but intuitive eating has not. The main purpose of this study was to examine the relationship between intuitive eating and its relationship between physical activity motivation and physical activity maintenance, using the self-determination theory. Participants completed a survey to determine their intuitive eating level, their physical activity motivation, and their physical activity maintenance (n = 207). Linear regression analyses revealed that intuitive eaters were significantly more intrinsically motivated to engage in physical activity (p > .01). However, this did not mean that they maintained their physical activity more than non-intuitive eaters (p = .317). Further analysis explored the motivation levels in more detail, revealing a significant difference between intuitive and non-intuitive eaters between all levels of motivation but one, the identified regulation motivation level (p = .537), the highest category of extrinsic motivation in the self-determination theory continuum.

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The passage of the Individuals with Disabilities in Education Act (IDEA) calls for the education of children with special needs in the Least Restrictive Environment (LRE). Interpretation of what constitutes the Least Restrictive Environment has led to debate about how best to include children with disabilities into regular education environments. The process of inclusion has created an environment in which educators have conflicting feelings about the various types of special education placements. At one extreme are those who advocate all students belong in the general classroom all the time. At the other end of the continuum are those that contend only those students who meet certain standards should be educated in the general curriculum. The purpose of this study was to examine the perceptions of high school students, parents, and teachers regarding programs and various placements established for children with high incidence disabilities in both public and private school venues. In this phenomenological study, the guided interview approach was used to examine the perceptions of disabled students, their parents, and their teachers regarding special education placements that included receiving special education services less than 21% of the school day, receiving services 21% to 60% of the school day, receiving services more than 60% of the school day, or receiving services in a separate, private school setting. The findings of this study found that students, parents, and teachers were supportive of the specific learning environment they were most closely related to. Although students had little specific knowledge of their disabilities and services, they were content with the current services they were receiving. Parents had more knowledge of their child's disability and were more vocal about supporting the specific program their child was involved with. Teachers were naturally very supportive of the environment they taught in. These findings support that there is a perceived need for a continuum of placement options for children with disabilities. Recommendations for further research include expanding the study to other public and private schools in the State to see if similar results are found.

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Racially restrictive housing covenants, their diffusion, and the motivations of those who created them in the northern cities of America in the early 20th century are thoroughly covered within the discipline of political science. Despite the existing literature about racially restrictive covenants, there is very little existing literature or research that covers outcomes (education, political participation, power distribution, income disparities, etc.) in relation to racially restrictive covenants. This thesis investigates how the legacy of racially restrictive housing covenants impacted modern educational outcomes, specifically graduation rates, in the city of Chicago. The methodological approach includes both qualitative and quantitative analysis of historical maps, population demographic distribution, court cases, housing policy, and high-school graduation rates (from 1999–2014). Based on historical background and data analysis, the racially restrictive housing covenants in the city of Chicago led to pervasive patterns of neighborhood segregation that contribute to the racialization of educational outcomes. These findings help to provide quantitative evidence that the legacy and impact of racially restrictive housing covenant policy still impact modern living conditions and outcomes in education and possibly beyond.

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