The problem under consideration was a study of physical fitness and attitude utilizing two methods of teaching physical education in a metropolitan junior college.

The problem of this study was to determine the effectiveness of small group counseling in reducing the attrition rate and in altering the adjustment and values of freshmen in a community junior college.

Students in an inner city junior high school in North Central Texas participated in a study whose purpose was to examine the effect of training in test item construction on their later test performance. The experimental group underwent twelve weeks of instruction using the Test Item Construction Method (TICM). In these sessions students learned to develop test items similar to those on which they were tested annually by the state via the Texas Assessment of Academic Skills (TAAS). The TICM aligned with state mandated test specifications.

A study was conducted to identify demographic and academic characteristics of students transferring from North Texas area senior colleges to Tarrant County Junior College (Texas) in the Fall 1984 semester. Academic characteristics were measured at the point of transfer and during subsequent junior college enrollment(s) through Spring 1989. Transcripts of 608 reverse transfer students were examined. Non-Completers, students who transferred prior to completing a baccalaureate degree, were identified as 77% of the population; students who transferred after earning a degree were 22%. Of the Non Completer students, 35% transferred as Poor Students (transfer GPA of 0.00-1.99), 23% as Fair Students (2.00-2.79) and 19% as Good Students (2.80-4.00). The reverse transfer students were 52% male. Most (87%) were white, with 6% black, 4% Hispanic, and 3% other ethnic. They varied in age from 18 to 81: 24% were younger than 21, 31% were 21-25, 45% older than 25. Poor Students earned a cumulative junior college GPA 1.29 higher than transfer GPA; Fair Student GPA was .63 higher; Good Student GPA decreased by .01. The change was significant at the .01 level for Poor and for Fair students. Poor arid Fair students who stopped out "for at least two years prior to transfer increased GPA by .58 more than the GPA of immediate transfers; those who changed from an academic program to vocational or avocational courses increased GPA by .46 more than those who did not. The differences were found to be significant at the .01 level. Too few Poor and Fair Students (11%) enrolled in remediation to allow statistical measurement, but Poor Student junior college GPA was found to be 1.41 higher than university transfer GPA. Degree students were found to be older than the average reverse transfer, to be 91% white and 52% male, and to be good students with diverse educational objectives.

The writer, an art teacher of some experience, has felt the need for more easily accessible and more definite and tangible information concerning printed material which could be used by the junior-high-school art teacher in carrying on a program of creative art experiences. This research, "An Evaluation of Art Publications", was made in an attempt to meet this need.

TITLE: Specifics of training process in ice hockey teams in junior categories AUTHOR: Bc. Tomáš Jobek DEPARTMENT: Physical Education Department SUPERVISOR: PaedDr. Ladislav Pokorný ABSTRAKT: This thesis maps the training process junior categories in ice hockey. Reproach characteristic specifics which are within the training sessions and matches in this age group occur. Using questionnaires, which I sent to schools attended junior category players, the players themselves junior category and also coaches the junior age category I investigated the influence of load on their academic performance. Access to school junior category players. Organization of training units in a racing cycle. KEYWORDS: ice hockey, strength, speed, agility, endurance, technique, tactics, training unit, a competitive match, the younger adolescents, older adolescents, adolescents.

Title: Problems of basic playing football skills practice in children 6-8 years of age Objectives: The aim of the thesis is to map the playing skills practice problems in children 6-8 years of age in Czech Republic and to map the influence of sports preparation on their improvement. Another aim of this thesis is to compare the playing skills practice in particular divisions using the training units. In order to determine the playing skills training practice in individual sections, a qualitative method of training units observation and communication with coaches as open dialogue are used. Methods: Data for this thesis were collected using the method of document examination. Required information from various scientific publications dealing with the topic were gained using this method. I also used the method of direct observation of training units of various levels of performance of the divisions in South Bohemia. The Open Dialogue method was also used. Trainers of children 6-8 years of age were interviewed. Results: Results show the importance of proper leadership and content of the training units in particular performance levels. Interviews with trainers and observation of training units proved the positive influence of sports preparation and its inclusion in the training process of small football...

Further education of lawyers in specialist professions Education isn't finished when we obtain a diploma at high school or university but continues and follows us all, and our professional life. I chose this diploma thesis topic in time when I was working with education specialists on an online learning platform first as a tester and later as part of the team. That platform was developed for needs of further education of teachers. I realized I have not heard much about education of lawyers and tried to examine that topic more. I have first looked at the educational process of Czech lawyers particularly into professions of attorneys, notaries and judges. First analysis was aimed at the primary learning program for young lawyers - trainees. I wanted to see the methods of every profession separately to have a good idea of the concepts in use. After that I have examined the continuing education of lawyers who already passed their bar exams (or other relevant exam). After getting an image of the professional learning programs I started to explore foreign approaches to this topic. Choice for attorneys comparison was Germany and Netherlands and for judges France and Netherlands. In the thesis I was comparing primarily introductory courses for attorneys and judges as all institutions responsible for...

Title: Evolution of the performance of European junior medalists from the years 2000 - 2008 in swimming Objective: The aim of the Thesis is to find out whether swimmers who won a medal at the European Junior Championship in the period 2000-2008 continue swimming careers for the next five years. Methods: We chose the method of data analysis to describe the process of swimming careers. Data were obtained from scorecards of the European Junior Championships 2000 - 2008, European Championship in short pool 2001-2013 and the Olympic Games 2004, 2008, 2012. Results: Our survey shows that 70% of swimmers after their medal success at the European Junior Championship in 2000-2008 managed to qualify for the upcoming European Championship in the period. Analysis of collected data shows that 25% of competitors achieved medals at the European Championships in the years 2001-2013. Based on our research we can deduce that the most of the medalist from the European Junior Championship do not continue swimming careers in their adulthood. Keywords: Junior age, swimming career, swimming performance, swimming disciplines

The purpose of this study was to develop and provide construct validation evidence for the Children’s Academic Motivation Inventory (CAMI). The CAMI, the junior Index of Motivation Scale (JIM Scale), and the Children’s Social Desirability Scale (CSDS) were administered to 534 sixth-, seventh-, and eighth-grade students. Additionally, teacher assigned math grades; total math and total reading scores from the Kentucky Essential skills test (KEST); and the Cognitive Skills Index (CSI) from the Test of Cognitive Skills were obtained for each participant. Principal-components factor analysis with varimax rotation performed on the CAMI items produced essentially one factor, entitled academic achievement motivation. Coefficient alpha for the total CAMI was .92. The alpha coefficients for the twelve proposed factors of the CAMI ranged from .50 to .67. Stepwise multiple regression analysis was performed using total CAMI scores as the criterion variable. JIM scale scores: CSDS scores; teacher-assigned math grades; total math reading scores from the KEST: and CSI scores functioned as the predictor variables. Stepwise multiple regression indicated that the combination of JIM scale scores, teacher-assigned math grades, CSDS scores, and total reading achievement scores provided the best prediction model for total CAMI scores (R2 = .18). JIM scale entered the equation first (F = 60.969; df = 1, 407; p < .001); CSDS scores entered second (F = 20.348; df = 1, 407; p < .001); CSDS scores entered third (F = 6.104; df = 1, 407: p < .05); and total reading achievement scores entered last (F = 4.667; df = 1, 407; p < .05). JIM Scale scores were selected for evidence of discriminant validity. The regression analysis demonstrated that the CAMI has convergent validity with regard to the JIM scale: discriminant validity with respect to the CSDS: and sensitivity to group differences with respect to the teacher-assigned math grades, the CSI scores, and total reading and math scores from the KEST. Pearson product-moment correlation coefficients were also computed to aid interpretation of the stepwise multiple regression results. The correlations between total CAMI scores and each of the predictor variables were: JIM Scale scores (r = .35, p < .001), teacher-assigned math grades (r = .23, p < .001), CSDS scores (r = .18, p < .001), Cognitive Skills Index (r = .19, p < .001), total reading achievement scores form the KEST (r =. 22, p < .001), and total math achievement scores from the KEST (r = .11, p < .05). This investigation provides evidence to support the construct validity of the CAMI. Implications for future research are discussed.