The aim of the study was to determine the relationship of bullying behavior at school with indicators of psychosocial health (self-esteem, happiness, relationships in family and with teachers, smoking and alcohol use) and with social-demographical factors (age, gender, socioeconomic status). Participants were 1,162 pupils from the 6th, 8th, and 11th grades of schools. A total of 56.5% of students were involved in bullying. 12.7% were ascribed as victims and 16.3% as bullies. Using logistic regression, it was established that involvement in bullying is most associated with grade (6th and 8th grades), masculine gender, tobacco smoking, lower self-esteem, and family teasing about appearance. Victimization was most associated with grade, masculine gender, lower self-esteem, unhappiness, and family teasing about appearance. For the bully, masculine gender, grades (6th and 8th), tobacco smoking and family teasing about appearance are typically associated factors. Results are interpreted against the background of other study findings, while emphasizing relevance of family teasing about appearance in bullying behavior.

Straipsnyje analizuojami veiksniai, lemiantys mokinių požiūrį į kūno kultūros ugdymąsi. Remiantis mokslo tyrimais, iškeliami du pagrindiniai veiksniai: kūno kultūros mokytojo elgsena ir kūno kultūros kaip mokomojo dalyko turinys, nusakantis mokinių požiūrį į fi zinį aktyvumą. Paskui pristatomas tyrimas, kurio tikslas — atskleisti kūno kultūros mokytojų nuostatos dėl komunikacijos kaip mokinių požiūrio į kūno kultūros ugdymąsi determinantės ypatumus. Pažymėtina, kad tyrimo prielaida apie kūno kultūros mokytojų neigiamą nuostatą dėl komunikacijos formuluota remiantis įvairiose šalyse (ir Lietuvoje) atliktais tyrimais pedagoginės komunikacijos srityje ir prasminės nuostatos koncepcija (Augis, Kočiūnas, 1993). Tiriamąją imtį sudarė 110 kūno kultūros mokytojų, atsitiktinai parinktų iš bendrojo lavinimo mokyklų didžiuosiuose Lietuvos miestuose. Taikytas V. V. Bojko (2000) testas iš tokių penkių skalių: neatskleistas žiaurumas bendraujant su žmonėmis ir apie juos samprotaujant; bendraujant atvirai demonstruojamas žiaurumas; pagrįstai neigiamas požiūris į bendravimo situacijos dalyvius; niurzgėjimas dėl nepagrįstai neigiamai vertinamo bendravimo; negatyvi patirtis bendraujant. Nustatyta, kad tirtų kūno kultūros mokytojų nuostatai dėl komunikacijos socialiniame gyvenime būdingesnis netie-sioginis žiaurumas ir pagrįstas neigiamas požiūris į komunikacijos akto dalyvius, mažiau būdingi — niurzgėjimas bendraujant ir neigiama patirtis bendraujant. Be to, tyrimo duomenys rodo, kad 33,6% tirtų kūno kultūros mokytojų nuostata dėl komunikacijos neigiama. Verta pažymėti, kad kūno kultūros mokytojai vyrai turi neigiamą nuostatą dėl komunikacijos socialiniame gyvenime (atitinkamai 57,5% ir 42,5%; p < 0,05). Tyrimo rezultatai leidžia formuluoti išvadas: 1) dažnesnė kūno kultūros mokytojų neigiama nei teigiama nuostata dėl komunikacijos atskleidžia tokią kūno kultūros veiklos situaciją, kurią retokai galima būtų apibūdinti kaip pedagoginį demokratiškumą; 2) vyresni kūno kultūros mokytojai dėl amžiaus, taigi ir profesinės bei gyvenimiškos patirties, dažniau nei jaunesni pedagogai modeliuoja bendravimo situacijas vadovaudamiesi kauzaliosios atribucijos principais.

The aim of this study was to develop and implement curriculum of non-formal physical education in school and assess its effectiveness for health related physical fitness of 11-13 year old children. The research was conducted in two stages. In the first stage 51 11-13 year old children participated in a quasi-experiment for two years. Pupils were organized into E (experimental) and C (control) groups. Both groups shared the duration (1 hour) and frequency (twice a week) but were different in their education curriculum. In the second stage 72 pupils (groups A and B) attended in the research from the same schools. The curriculum of the group A was modified and differed from group E, group B - the same as group C. In both stages the focus groups performed four physical fitness tests and BMI was calculated. Group E girls’ indices of three tests and boys’ indices of all four tests were significantly (p<0.05) higher than young adolescents’ from group C. Group A girls’ flexibility and aerobic endurance as well as boys aerobic endurance were higher (p < 0.05) than pupils from group B. Results suggest that the individualized, diverse, 11‒13 years old children hobbies, needs, abilities, physical and functional powers answering non-formal curriculum, which expands knowledge and develops new skills and when various child-activating teaching methods and forms are used, positively influence their health related physical fitness.

The article discloses the value of academic library. This value is deriving from the university purpose to prepare students to be able to deal with the increasing the flow of information in the society (Owusu ñ Ansah, 2001). Research was carried out in Utena University of applied science. First-year students (n = 140) made 48,3% of the sample, and third-year students (n = 150) ñ 51,7% of the investigated sample; males ñ 33,8% (n=98), and females ñ 66,2% (n=192). The conditions of academic library as student and future specialist empowered environment are validated: communicational, physical, pragmatic. The interpretation of research data disclosed that the academic library as learning environment and as environment which is empower the student to a professional qualification less or more improve future specialist professional, academically and as a personality. The future development of specialist competence effectiveness criteria can be considered as the nature of those experiences, which causes him to preparation for examinations and various settlements, preparation of projects and the search for the global academic community material created a topic of interest. The nature of experiences can reduce the educational impact of library. While improving learning environments are necessary to guide students with higher academic achievement and those who are spending more time in the library view.

Research background and hypothesis. In recent years, the phenomenon of stress and burnout among physical education  teachers  has  been  evidenced  by  researchers  from  many  countries.  It  should  be  noted  that  all  those studies about work difficulties of physical education teachers are individual. However, despite a large number of studies conducted and the progress made in this area, a universally accepted survey identifying five most important difficulties in physical education teachers’ work usually defined in contemporary studies still does not exist. This is mainly because there is still no consensus either on the decisive factors causing those difficulties for physical education teachers or what the central symptoms actually are.Research aim was (a) to review and (b) to identify five most important difficulties in  physical education teachers’ work usually defined in contemporary studies.Research methods. This review examines research literature concerning the causes of stress and burnout of physical education teachers from the year 1999 to 2009 applying computer-aided literature search. The keywords used for the electronic search were “stress” and “burnout” or “job satisfaction” and “physical education teacher”. The main method of our research was logical deductive research literature analysis.Discussion and conclusions. Research literature review allowed identifying physical education teachers’ work difficulties (we found 24 of them). We established that the five most important difficulties in  physical education teachers’ work usually defined in contemporary studies were as follows: low status of physical education; limited equipment, facilities and supplies; lack of time; large class sizes and excessive daily workloads.