This study district provides ongoing professional development for teachers; however, there was little evidence that transfer of training was occurring and it was unclear whether the administrator role could improve the implementation of learning from professional development. The purpose of the study was to examine teachers' perceptions of administrative involvement in professional development in order to identify indicators that could strengthen nonevaluative, collaborative relationships leading to higher rates of transfer. The central research question focused on teachers' perceptions of the roles of administrator-as-evaluator and administrator-as-collaborator and whether collaboration might influence transfer of training for teachers as they strive to improve their instructional practice. The conceptual frameworks that grounded this study were professional development and transfer of training. Participants in the study were a group of randomly selected secondary level teacher leaders in a school district (n = 10). An open-ended narrative questionnaire and focus group interview were used to collect data that were then open coded and thematically analyzed. A key finding was that these 10 teachers wanted administrative involvement in professional development; however, they wanted administrative oversight, coordination, and structure rather than side-by-side instructional collaborators. A white paper was created to assist local district administrators with addressing the transfer of training needs of teachers by outlining specific protocols and structures that will lead to systemic, on-going professional growth. A school culture that is characterized by structured collaboration will lead to positive social change in that instruction will meet the needs of all students and prepare them for life after high school.

Title: Early specialization in youth female volleyball Objectives: Describe whether the current way of volleyball training process is inclined to a long-term concept of early specialization. Methods: The distribution electronic questionnaire of the E-survey type managed to collect the necessary data from 75 coaches of youth girls volleyball teams from all regions of the Czech Republic. The questionnaire was mostly relevant to coaches in the U13 category and contained 22 questions. The answers to the questions were statistical methods of processing tables and graphs and possibilities compared with research and literature Results: We found that 39% of coaches consider specialized training to be the most suitable form of sports training in the U13 category. It turned out that none of the other forms, such as general motor skills training and minivolleyball, has such a representation. The project of minivolleyball in colors is perceived positively by 82% of respondents, on the other hand in this category only less than 20% place it in more than half of the training units. The answers show that the U13 category is already predominantly specialized training of regular volleyball. The game is dominated by a game system with two setters, while in the teams there are mainly player specializations setter,...

Multiple-Input Multiple-Output (MIMO) communication using multiple antennas has received significant attention in recent years, both in the academia and industry, as they offer additional spatial dimensions for high-rate and reliable communication, without expending valuable bandwidth. However, exploiting these promised benefits of MIMO systems critically depends on fast and accurate acquisition of Channel State Information (CSI) at the Receiver (CSIR) and the Transmitter (CSIT). In Time Division Duplex (TDD) MIMO systems, where the forward channel and the reverse channel are the same, it is possible to exploit this reciprocity to reduce the overhead involved in acquiring CSI, both in terms of training duration and power. Further, many popular and efficient transmission schemes such as beam forming, spatial multiplexing over dominant channel modes, etc. do not require full CSI at the transmitter. In such cases, it is possible to reduce the Reverse Channel Training (RCT) overhead by only learning the part of the channel that is required for data transmission at the transmitter. In this thesis, we propose and analyze several novel channel-dependent RCT schemes for MIMO systems and analyze their performance in terms of (a) the mean-square error in the channel estimate, (b) lower bounds on the capacity, and (c) the diversity-multiplexing gain tradeoff. We show that the proposed training schemes offer significant performance improvement relative to conventional channel-agnostic RCT schemes. The main take-home messages from this thesis are as follows: • Exploiting CSI while designing the RCT sequence improves the performance. • The training sequence should be designed so as to convey only the part of the CSI required for data transmission by the transmitter. • Power-controlled RCT, when feasible, significantly outperforms fixed power RCT.