This study is the result of tests conducted to determine the adaptability of the human eye to darkness.

The modern school realizes that education is not a mere matter of gaining knowledge; it is a matter of life and growth, with this idea of education in mind, the health of the school child became of great importance. The primary purpose of this investigation is to make an analysis of the visual testing program in the common school districts of Denton County, list the results or outcomes, and make recommendations for future action. A secondary purpose is a review of literature to emphasize the responsibility of the school to discover visual deficiencies, to stress the part that good vision plays in the learning process, and to describe some satisfactory visual teaching devices.

The “Useful Field of View” (UFOV) is the entire area in which information can be gathered without moving the eyes or head (Ball, Beard, Roenker, Miller & Griggs, 1998). Previous research has demonstrated that the UFOV shrinks with age (Scialfa, Kline & Lyman, 1987; Plude & Doussard-Roosevelt, 1987: Ball et al., 1988). With decrement in the UFOV, everyday activities, such as driving and walking can be limited. If the area in which information is received is smaller, then objects seem to appear suddenly and here is little time to react to them. One example of an everyday activity that would be affected by this decrement is driving. Driving involved simultaneously attending to a number of different elements at the same time, for example, speed, oncoming traffic, traffic signals and signs and pedestrians. A decrement of the UFOV would adversely affect driving performance. Only two studies have looked at training to increase the deficit in the UFOV (Sekuler & Ball, 1986: Ball, et al., 1988). Given this paucity of data, many questions have been left unanswered. This study addresses three of these questions: (a) Does target uncertainty affect older adults more adversely than younger adults?, (b) Does a recognizable pattern affect UFOV? and (c) What is the most effective training method to increase the UFOV? Two experiments were conducted to answer these questions. In the first experiment, a reduced presentation field was designed to test the uncertainty question. Along with this reduction in the presentation, two patterns (organized pattern vs. unorganized pattern) were designed to test the effects of a restricted presentation pattern on the UFOV. These two reduced patterns were compared with the full field presentation. Although the UFOV, in general, was smaller for older participants than younger individuals, there was no effect for full field versus reduced field presentation nor an organized versus unorganized condition effect. The second experiment addressed the efficacy of two training methods: Full field or telescoping rings. The telescoping ring training method began with presenting the targets on the edge of the field. As the participant improved his/her performance in locating the targets, the presentation ring was moved outward. The full field presentation presented targets in a full 30° radius. Analyses indicated a significant relationship between training method and UFOV. Specifically, both training method were effective in increasing the UFOV. However, no significant difference between the two training methods was observed. Both training conditions increased the field size; however, individuals in the ringer condition were more willing to continue the training. This seems to demonstrate that the telescoping method may cause less frustration for the participants than the full field.

Syftet med studien var att undersöka hur pedagoger på förskolan tänker om miljön och materialets betydelse för barns utveckling och lärande. Vi har även tagit reda på hur innemiljön på avdelningarna är uppbyggda, om de är traditionella och ser ut som hemmet eller om de är inspirerande för barnen att experimentera och utforska i miljön. Vi har också tittat på hur materialet används och hur detta är placerat och vilken tillgång barnen har till det. Vi har utgått från det sociokulturella perspektivet i studien, vilket menar att det är pedagogen som organiserar miljön runt barnen och att barnen tar hjälp av sin omgivning för att lära och utvecklas. Vårt empiriska insamlande material har tagits fram via intervjuer och observationer. Pedagogerna som vi intervjuat var från olika avdelningar. Observationerna gjordes genom att gå runt och titta på miljön samt att fotografera det vi ville undersöka extra mycket. Resultatet visade att de flesta tänkte på miljöns betydelse. Det traditionella fanns på förskolorna men med försök till förändringar. Materialet skulle vara synligt för barnen förutom det ”smutsiga och kladdiga”. / The aim of the study was to examine how teachers at the preschool was thinking about the environment and the material's impact on children's development and learning. We also wanted to found out how the indoor environment of the departments is structured, whether they are traditional, they look like the home or if they are inspiring for children to experiment and explore the environment. We also looked at how the material is used and how it is placed and if the children have access to it. We have assumed the socio-cultural perspective in the study, which says that it is the teacher who organizes the environment around the kids and the kids are taking the help of their environment to learn and develop. Our empirical gathering of the materials were developed through interviews and observations. The teachers we interviewed were from different departments. The observations were made by walking around and looking at the environment and we also took photographs of what we wanted to examine extra. The result showed that most preschool teachers thought the environments significance. The traditional environment was found in the kindergarten but with attempts to change it. The material would be visible to the children besides the "dirty and messy."

Tyrimo objektas: 10–11 metų moksleivių laikysena, dauginiai raumenys, regėjimo aštrumas, akomodacija. Tyrimo problema. Daugelyje šalių didelis dėmesys skiriamas vaikų sveikatos ir gerovės klausimams. Pastaraisiais dešimtmečiais daug dėmesio skiriama augančio vaiko organizmo pokyčių tyrimams. Vaiko organizmas yra unikalus dėl savo funkcijų ir daugybės struktūrų vystimosi bei kitimų (Bačiulienė, 2006). Jaunesnis mokyklinis amžius – tai lytinio brendimo pradžia. Būtent šiuo amžiaus periodu, be kitų organizmo sistemų, labai intensyviai vystosi griaučių – raumenų sistema. Tad, atsižvelgiant į vaiko amžiaus tarpsnių ypatumus ir norint išvengti rimtų sveikatos problemų, būtina ankstyva griaučių – raumenų sistemos vystymosi sutrikimų diagnostika ir prevencija (Kasiulevičius ir Strazdienė, 2008). Prevencija turėtų prasidėti jau mokykloje, nes, pradėjęs lankyti mokyklą, vaikas susiduria su dideliu fiziniu ir psichologiniu krūviu. Sumažėjęs fizinis aktyvumas, dideli statiniai krūviai ir dėl to atsirandanti ydinga laikysena gali įtakoti struktūrinius ir funkcinius pokyčius augančiame organizme (Bačiulienė, 2006). Tikslas: įvertinti 10–11 metų moksleivių stuburo stabilizavimo ir žaidybinių pratimų poveikį laikysenai, nustatyti regos sutrikimų sąsajas su laikysena. Darbo uždaviniai: 1. Įvertinti 10–11 metų tiriamosios ir kontrolinės grupių moksleivių laikyseną, dauginio stuburo raumens skerspjūvio plotą bei jo asimetriją prieš ir po stuburo stabilizavimo ir... [toliau žr. visą tekstą] / Study object: 10–11 years schoolchildren posture, multifidus muscle, eyesight strenght, accommodation. Study problem. In many countrys health and the welfare of children are very important. In recent years big attention is focussed on growing organism and researches of children. Children organism is unique of his functions and many developing and varying structures (Bačiulienė, 2006). Younger school age – it is start of pubescense. Skeletal-muscular system is developing very intensive in this period, without other organism systems. In respect that children ages peculiarity and in order to avoid health problems, it is very important early diagnostic and prevention of skeletal-muscular systems (Kasiulevičius ir Strazdienė, 2008). The prevention should start at school, because when children start to go to school they face with big physical and psychological load. Reduced physical activity, big static loads and because of that being bad posture should effect structural and functional changes in growing organism (Bačiulienė, 2006). The goal of the study: to evaluate the posture stabilizatinion and player excercises effect of 10–11 years schoolchildren posture, to determine relation between eyesight disorders and posture. The objectives: 1. To eveluate 10–11 years old study‘s and control‘s groups posture, multifidus muscle cross-section area and asymmetry before and after stabilization and player excercises. 2. To compare study‘s and control‘s... [to full text]

The theoretical part includes sections on various theories light and colors concepts in relation to the historical context. It also deals with topics that are directly related to light, such as shading, lighting, etc., and their symptoms in art, painting, glass, mosaic and glass windows. The practical part is trying to capitalize on the knowledge gained in the file author's books as light objects. For those is attention focused mainly on specific features of various materials and their effect on humans in conjunction with the light.

The aim of thesis is a summary and assessment of perception of drivers in traffic from the view of psychology and its influence on various aspects and the resulting effects on driving. Furthermore, it is mainly a description of the visual system and the description of light as factor of visual perception. The thesis also presents two experiments refer to the reaction time and mental reactions of driver, depending on drank out alcohol. Results of the first test of reaction time starting at the traffic lights were just a confirmation of the mentioned values from different publications and the Internet. The results of the second test, which was focused on the emotional reaction depending on the amount of ingested alcohol would be surprising to many.

Yes / Background: The importance of optimal and/or superior vision for participation in high-level sport remains the subject of considerable clinical research interest. Here we examine the vision and visual history of elite/near-elite cricketers and rugby-league players. Methods: Stereoacuity (TNO), colour vision, and distance (with/without pinhole) and near visual acuity (VA) were measured in two cricket squads (elite/international-level, female, n=16; near-elite, male, n=23) and one professional rugby-league squad (male, n=20). Refractive error was determined, and details of any correction worn and visual history were recorded. Results: Overall, 63% had their last eye-examination within 2 years. However, some had not had an eye examination for 5 years, or had never had one (near-elite-cricketers: 30%; rugby-league players: 15%; elite-cricketers: 6%). Comparing our results for all participants to published data for young, optimally-corrected, non-sporting adults, distance VA was ~1 line of letters worse than expected. Adopting α=0.01, the deficit in distance-VA deficit was significant, but only for elite-cricketers (p<0.001) (near-elite cricketers, p=0.02; rugby-league players, p=0.03). Near-VA did not differ between subgroups or relative to published norms for young adults (p>0.02 for all comparisons). On average, stereoacuity was better than in young adults, but only in elite-cricketers (p<0.001; p=0.03, near-elite-cricketers; p=0.47, rugby-league -players). On-field visual issues were present in 27% of participants, and mostly (in 75% of cases) comprised uncorrected ametropia. Some cricketers (near-elite: 17.4%; elite: 38%) wore refractive correction during play but no rugby-league player did. Some individuals with prescribed correction choose not to wear it when playing. Conclusion: Aside from near stereoacuity in elite-cricketers, these basic visual abilities were not better than equivalent, published data for optimally-corrected adults. 20-25% exhibited sub-optimal vision, suggesting that the clearest possible vision might not be critical for participation at the highest levels in the sports of cricket or rugby-league. Although vision could be improved in a sizeable proportion of our sample, the impact of correcting these, mostly subtle, refractive anomalies on playing performance is unknown. / Funded by the UK’s Biotechnology and Biological Sciences Research Council (BBSRC) grants BB/J018163/1, BB/J016365/1 and BB/J018872/1.

<p>Abstract</p><p>The signification of the eyesight for children’s development and learning- how do pedagogues support and stimulate children with defective vision in their development and learning in pre-school?</p><p>These issues are based on my purpose of the field survey investigations, where I have interviewed three pedagogues and also performed an observation.</p><p>My main conclusion and results describe that the vision is the high-powered engine in children’s development and learning. It also tells us that those around the children are very important for optimum development and learning, especially when it comes to supporting and stimulating children with defective vision in their necessities. Our other senses are a compensation to make it easier for children with defective visions in their lives. But all our senses are equally important for children with defective vision as they are for seeing children in their development and learning with their whole body in pre-school.</p><p>Keywords:</p><p>Eyesight, children with defective vision, development and learning in pre-school, pedagogues, pedagogical support and stimulation</p> / <p>Sammanfattning</p><p>Vilken betydelse har synsinnet för barns utveckling och lärande? Hur kan pedagoger med hjälp av olika pedagogiska insatser eller hjälpmedel, stödja och stimulera barn som är synskadade i deras utveckling samt i sitt lärande i förskolan?</p><p>Dessa frågeställningar speglar mitt syfte med denna uppsats. Frågeställningarna i sin tur har under processens gång också vidarebearbetats till tre frågeområden, vilka också har varit centrala i undersökningens genomförande av en observation och intervjuer med tre pedagoger.</p><p>Huvudresultatet och min slutsats visar att synsinnet är motorn i ett barns utveckling och lärande. Om ett barn har en synskada är omgivningens förhållningssätt, bemötande och agerande livsviktigt för att stödja samt stimulera barnet optimalt utifrån de behov barnet har.</p><p>För att underlätta tillvaron för synskadade barn är våra övriga sinnen ett exempel på kompensatoriska hjälpinsatser, dessutom är de viktiga för alla barn i deras utveckling och lärande med hela kroppen i förskolan.</p><p>Nyckelord:</p><p>Synsinnet, synskadade barn, utveckling och lärande i förskolan, pedagoger, pedagogiska hjälpinsatser</p>

Abstract The signification of the eyesight for children’s development and learning- how do pedagogues support and stimulate children with defective vision in their development and learning in pre-school? These issues are based on my purpose of the field survey investigations, where I have interviewed three pedagogues and also performed an observation. My main conclusion and results describe that the vision is the high-powered engine in children’s development and learning. It also tells us that those around the children are very important for optimum development and learning, especially when it comes to supporting and stimulating children with defective vision in their necessities. Our other senses are a compensation to make it easier for children with defective visions in their lives. But all our senses are equally important for children with defective vision as they are for seeing children in their development and learning with their whole body in pre-school. Keywords: Eyesight, children with defective vision, development and learning in pre-school, pedagogues, pedagogical support and stimulation / Sammanfattning Vilken betydelse har synsinnet för barns utveckling och lärande? Hur kan pedagoger med hjälp av olika pedagogiska insatser eller hjälpmedel, stödja och stimulera barn som är synskadade i deras utveckling samt i sitt lärande i förskolan? Dessa frågeställningar speglar mitt syfte med denna uppsats. Frågeställningarna i sin tur har under processens gång också vidarebearbetats till tre frågeområden, vilka också har varit centrala i undersökningens genomförande av en observation och intervjuer med tre pedagoger. Huvudresultatet och min slutsats visar att synsinnet är motorn i ett barns utveckling och lärande. Om ett barn har en synskada är omgivningens förhållningssätt, bemötande och agerande livsviktigt för att stödja samt stimulera barnet optimalt utifrån de behov barnet har. För att underlätta tillvaron för synskadade barn är våra övriga sinnen ett exempel på kompensatoriska hjälpinsatser, dessutom är de viktiga för alla barn i deras utveckling och lärande med hela kroppen i förskolan. Nyckelord: Synsinnet, synskadade barn, utveckling och lärande i förskolan, pedagoger, pedagogiska hjälpinsatser