När något lagval inte gjorts gällande köpeavtal vid auktionsförsäljning av lösa saker är det lagen i det land där auktionen äger rum som ur svenskt perspektiv ska tillämpas, 4 § 3 st. lag (1964:528) om tillämplig lag beträffande internationella köp av lösa saker (IKL). Därmed krävs att internetauktioners fysiska plats fastställs, vilket leder till svårigheter eftersom det inte finns en geografisk plats för hemsidor. På området finns även Europaparlamentets och rådets förordning (EG) nr 593/2008 av den 17 juni 2008 om tillämplig lag för avtalsförpliktelser (Rom I-förordningen), vilken dock lämnar företräde för IKL. Rom I-förordningen har en bestämmelse lik den i IKL men med en väsentlig skillnad, nämligen att auktionsregleringen endast är tillämplig om en fysisk plats kan fastställas. I annat fall tillämpas först och främst säljarens lag och det finns även möjlighet till avvikelse när köpeavtalet har en uppenbart närmare anknytning till ett annat land än det som utpekats. Var en internetauktion har sin fysiska plats är långtifrån klart även om olika förslag till en sådan har framförts. En strikt tillämpning av IKL ger till skillnad från Rom I-förordningen inte någon möjlighet till beaktande av köpeavtalets anknytningar till olika länder, vilket är anledningen till att en tillämpning av Rom I-förordningen skulle vara eftersträvansvärd. Dock är det IKL som ska tillämpas och då det är mycket osäkert var och om fysisk plats för internetauktioner överhuvudtaget kan fastställas, är det möjligt att huvudregeln för köp av varor i IKL måste tillämpas. Det skulle innebära en tillämpning av säljarens lag, vilket dock inte är eftersträvansvärt vid auktionsförsäljning. Med hänsyn till att konsumentköp vid internetauktioner blivit allt vanligare kan även konsumentskyddsregler påverka den tillämpliga lagen. 

No description available.

Tyrimo tikslas: pagrįsti priešsezoninių peties sąnario testavimų svarbą sportuojantiems pakeltomis rankomis. Tyrimo uždaviniai: 1. Nustatyti žasto vidinės ir išorinės rotacijų amplitudžių skirtumus tarp sportininkų su ankštumo sindromu ir be jo. 2. Nustatyti žasto vidinę ir išorinę rotacijas atliekančių raumenų jėgos skirtumus tarp sportininkų su ankštumo sindromu ir be jo. 3. Nustatyti pagrindinių mentę stabilizuojančių raumenų jėgos skirtumus tarp sportininkų su ankštumo sindromu ir be jo. 4. Nustatyti, ar gauti tyrimo rezultatai gali turėti įtakos sportininkų traumatizmui. Tyrimas buvo atliktas 2010 m. gegužės – spalio mėnesiais Lietuvos Kūno kultūros akademijoje „Žmogaus motorikos laboratorijoje“. Viso dalyvavo 65 tiriamieji iš kurių, pagal klinikinius testus kitiems tyrimams atrinkta 30 tiriamųjų. Sportininkai pagal gautus klinikinių testų rezultatus buvo suskirstyti į dvi grupes: kontrolinė – sveiki sportininkai (n═15) ir tiriamoji – su peties sąnario ankštumo sindromu (n═15). Tyrimo metodai: klinikiniai testai, žasto vidinės bei išorinės rotacijų amplitudžių nustatymas, trapecinio ir priekinio dantytojo raumenų manualinis testavimas, žasto išorinės ir vidinės rotacijų jėgos matavimas izokinetiniu dinamometru bei matematinė statistika. Išvados: 1. Nustatytas reikšmingas žasto išorinės ir vidinės rotacijų amplitudžių skirtumas tarp sportininkų su peties ankštumo sindromu ir be jo. 2. Nustatyta reikšmingai didesnė žasto vidinę ir išorinę rotacijas atliekančių... [toliau žr. visą tekstą] / Research Aim: To determine the importance of preseason shoulder testing for overhead athletes. Research Objectives: 1. Determine and evaluate shoulder external and internal rotation in overhead athletes with shoulder impingement syndrome and without. 2. Determine and evaluate the differences in bilateral isokinetic peak torque during shoulder internal and external rotation movements between overhead athletes with shoulder impingement syndrome and without. 3. Determine and evaluate the difference in strength of main scapular stabilizing muscles between overhead athletes with shoulder impingement syndrome and without. 4. Determine whether results of the research may affect the athletes' shoulder injuries. Research was conducted May-October 2010 in the ,,Human Motor Skills” laboratory at the Lithuanian Academy of Physical Sciences. 65 subjects took part in the research, and based on the results of clinical testing 30 subjects were chosen for comparison. Based on the clinical tests, 15 subjects showed no symptoms (‘control group’) while 15 showed symptoms of shoulder impingement (‘research group’). Research Methods: Clinical tests, shoulder internal and external ROM measurements, measured trapezius and serratus anterior muscle strength peak torque during shoulder internal and external rotation movements, and mathematical statistics. Conclusions: 1. Significant differences were determined in shoulder ROM between overhead athletes with impingement syndrome and those without... [to full text]

Indelible is a performance and dance research project. It has three outcomes or pathways, presented on DVD-ROM, via which the user-reader can experience multi-modal perspectives on remembering, memory, and representing performative ideas, events and actions. These pathways are video, writing and interactive and together they form a series of hypermedia framings by which the corporeal and philosophical underpinnings of the project are witnessed. The research is considered to be practice-led, in which my practice consists of choreographic strategies, physical actions, media-based processes, and writing. Within these core representations I have sought to confront the methodological and theoretical paradox affecting performance makers electing to recontextualise their work beyond live processes. How might the absence or disappearance of a so-called live work contribute to the overall design and representational practices underlying the outcomes? In this sense the three pathways that comprise Indelible generate a complex network of artistic, scholarly, poetic, and methodological layerings or enfoldings in which the user-reader is presented with possibilities for experiencing the vital subjectivity and inherent fallibility of memory and remembering. (For complete abstract open dopcument)

Mestre -- Universidade de Sao Paulo. Faculdade de Saude Publica. Departamento de Nutricao, Sao Paulo, 1997.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-25T20:36:05Z No. of bitstreams: 1 AnthonietaLoomanMafra_TESE.pdf: 7149877 bytes, checksum: 37e90bc1712437d5b05c2e8a6905a340 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-25T23:34:49Z (GMT) No. of bitstreams: 1 AnthonietaLoomanMafra_TESE.pdf: 7149877 bytes, checksum: 37e90bc1712437d5b05c2e8a6905a340 (MD5) / Made available in DSpace on 2016-08-25T23:34:49Z (GMT). No. of bitstreams: 1 AnthonietaLoomanMafra_TESE.pdf: 7149877 bytes, checksum: 37e90bc1712437d5b05c2e8a6905a340 (MD5) Previous issue date: 2015-07-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / Em geral, homens e mulheres procuram por caracter?sticas em seus parceiros que possam aumentar seu sucesso reprodutivo. Por?m, a escolha de um parceiro rom?ntico n?o se baseia apenas no que o indiv?duo deseja em um parceiro, mas ele leva em considera??o a forma como ele se percebe dentro de determinado ambiente, de modo que a autoavalia??o pode mudar de acordo com o contexto no qual o sujeito est? inserido. Al?m do ambiente, a autoestima pode ser um fator que modifica as prefer?ncias de parceiros rom?nticos e a forma com a qual as pessoas escolhem estes parceiros por poder influenciar na maneira com que as pessoas se avaliam. A maioria dos estudos que deram origem a padr?es hoje considerados universais no estudo de escolha de parceiro rom?ntico foi realizado com universit?rios, o que pode limitar a abrang?ncia das conclus?es por contemplar pessoas de mesmo n?vel educacional e provavelmente mesmo n?vel socioecon?mico (SES). A presente pesquisa, realizada no Brasil, onde a taxa de desigualdade social elevada, e parte no Canad? teve como objetivo verificar as prefer?ncias e escolhas de parceiros rom?nticos e autoavalia??o como parceiro rom?ntico em diferentes n?veis educacionais e SES. Homens, principalmente de baixo SES, tendem a dar prioridade a status social quando procurando por uma parceira rom?ntica, enquanto o padr?o universal ? a prefer?ncia por atratividade f?sica, e mulheres de baixo SES parecem ter conhecimento dessa prefer?ncia de homens de baixo SES ao expressarem que status social ? importante para sua autoavalia??o. Adicionalmente, os resultados corroboraram a influ?ncia do contexto, da autoestima e do SES na autopercep??o como parceiro rom?ntico, embora os dois ?ltimos pare?am modular como se d? a influ?ncia do contexto sobre a autopercep??o dos participantes. Al?m disso, a presente pesquisa tamb?m indicou que as prefer?ncias parecem representar as escolhas para as caracter?sticas mais 6 importantes para cada sexo, sendo as demais caracter?sticas moduladas provavelmente pela qualidade de parceiros dispon?veis no ambiente. / In general, men and women look for characteristics that can indicate improvement of their reproductive success in their romantic partners. However, partner choice is not only based on what the individual want in a partner, but he/she also takes into consideration how they perceive themselves in a determined environment, in a way that self-perception can change according to the context where the individual is inserted in. Besides the environment, self-esteem can be a factor that modifies romantic partner preferences and the way that people choose these partners for being able to influence how people evaluate themselves. Most of the studies that originate today?s universal standards in the study of romantic partner were conducted with undergraduate students, which may limit the coverage of the conclusions for contemplating people of the same educational level and probably also socioeconomic status (SES). The present research, held in Brazil, where the social inequality rate is high, and part in Canada, country with low social inequality, had as goal verifying romantic partners preferences and choices and self-evaluation as romantic partners in different educational level and SES. Men, mainly of low SES, tend to prioritize social status when looking for a romantic partner while the universal pattern is the preference for physical attractiveness, and women of low SES seem to be aware of this preference when expressing that social status is important for their self-perception. In addition, the results corroborate the influence of the context, selfesteem, and SES in the self-perception as a romantic partner, though the latter two appear to modulate how the is the influence of the context on participants? perception. Moreover, this research also indicated that the preferences appear to represent the choices for the most important characteristics for each sex, being the other characteristics probably modulated by the quantity of available participants in the environment.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-14T19:47:40Z No. of bitstreams: 1 MariaCarolinaLugaroIzuibejeres_DISSERT.pdf: 1688362 bytes, checksum: c0f1079b41d31f05fe21912a25809dfd (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-15T21:33:38Z (GMT) No. of bitstreams: 1 MariaCarolinaLugaroIzuibejeres_DISSERT.pdf: 1688362 bytes, checksum: c0f1079b41d31f05fe21912a25809dfd (MD5) / Made available in DSpace on 2016-06-15T21:33:38Z (GMT). No. of bitstreams: 1 MariaCarolinaLugaroIzuibejeres_DISSERT.pdf: 1688362 bytes, checksum: c0f1079b41d31f05fe21912a25809dfd (MD5) Previous issue date: 2015-08-26 / Os Par?metros Curriculares Nacionais de L?ngua Estrangeira orientam para um ensino de l?nguas que tenha como objetivo a comunica??o lingu?stica e intercultural de modo a contribuir com a forma??o reflexiva dos alunos. Com esse fim foi realizado um Interc?mbio Virtual unindo lugares t?o distantes como C?rdoba, na Argentina, e Natal no Brasil, entre alunos de Ensino M?dio de dois col?gios de C?rdoba e um de Natal, atrav?s da plataforma Moodle e do Facebook. O interc?mbio teve sua origem nas diretrizes da Intercompreens?o em L?nguas Rom?nicas (IC), no caso entre o portugu?s e o espanhol, no qual cada aluno se comunica na sua pr?pria l?ngua e faz um esfor?o para entender a do outro em um processo colaborativo que transcende os limites do puramente lingu?stico, fazendo com que o aluno perceba a sua realidade perante a diferen?a. Este estudo qualitativo de cunho etnogr?fico busca conhecer em que medida a aplica??o de projetos diferenciados aumenta o interesse dos alunos pela l?ngua estudada. Procuramos, tamb?m, desenvolver a compet?ncia intercultural de nossos jovens e promover o respeito por culturas diferentes. Em se tratando de alunos argentinos e brasileiros, tentamos promover uma reflex?o sobre as representa??es sociais e procurando destruir estere?tipos existentes entre as duas sociedades. Como recursos metodol?gicos, utilizamos entrevistas, question?rios e atividades de intercompreens?o durante o projeto, al?m da observa??o participante das intera??es entre os alunos de ambos os pa?ses. Acreditamos estar contribuindo para a forma??o integral do aluno como cidad?o cr?tico e reflexivo da sua postura perante o mundo, o que deve ser um dos objetivos da educa??o formal segundo os Par?metros Curriculares Nacionais. Nossa fundamenta??o te?rica baseia-se na Intercompreens?o de L?nguas Rom?nicas (IC) como did?tica do plurilinguismo, (JAMET E SPI?? 2010; ARA?JO E S? et al., 2003; CAPUCHO, 2010; ANDRADE et al., 2003), em algumas teorias sobre interculturalidae e identidade (Vallespir, 1999; DUARTE & SANCHES, 2004; REVUZ, 1998; SILVA, 2000; CHAU? 2006; SERRANI-INFANTE 1998), de motiva??o e aprendizagem de L2 (DECI & RYAN, 1985; D?RNYEI e OTT?, 1998; D?RNYEI, 2000, 2001; 2011) e na Teoria da Aprendizagem Significativa (AUSUBEL, 1968). Nossos resultados mostram um aumento na motiva??o dos alunos nas aulas de espanhol quando em contato com a l?ngua alvo atrav?s de atividades din?micas em um contexto de IC. Al?m disso, percebemos que a reflex?o sobre a cultura dos argentinos auxiliou na desconstru??o de representa??es culturais pr?- existentes. Palavras-chave: Interc?mbio virtual. Intercompreens?o de l?nguas rom?nicas. Interculturalidade. Motiva??o. Portugu?s. Espanhol. / The official documents that guide the teaching and learning process of a Foreign Language in Brazil, Par?metros Curriculares Nacionais de L?ngua Estrangeira, suggest a linguistic and intercultural communication as the main objective of teaching a foreign language inorderto contribute withareflexive formation of the students.Toachieve this goal, a Virtual Interchange was realized connecting distant places like C?rdoba, in Argentina, and Natal in Brazil, between High School students through Moodle platform and Facebook. The Interchange is based in the Intercomprehension in Romance Languages(IC) guidelines, inthiscase between Portuguese and Spanish, according to which every student speaks their own language and makes an effort to comprehend the others througha collaborative process thatgo es beyond the limits of mere linguistic objectives and favors the students? reality acceptance before the diversity. This qualitative study with thno graphic characteristic stries to know whe ther differentiate projects can increase students? interest to learn the target language. It was also set as an aim of this study to develop the intercultural competence of our students and foster the respect for different cultures. In the case of Argentinian and Brazilian students, wetried to promote reflection about social representation trying to destroy stereotypes between both groups. As methodological resources, we used interviews, questionnaires and intercomprehension activities during the Project, as well as a participant observation of the interactions betweenthe students of both countries.Webe lieve tobe contributing towards the integral formation ofth student asacriticalcitizenthatthinksa bouttheir posture before the world, which is one of the formal education aims according to Par?metros Curriculares Nacionais. Our theoretical foundation is based on Intercomprehension in Romance Languages (IC) as a plurilingualism didactics, (JAMET AND SPI?? 2010; ARA?JO AND S? et al., 2003; CAPUCHO, 2010; ANDRADE etal.,2003), some the oriesaboutinter culturalisman didentity(Vallespir, 1999;DUARTE&SANCHES,2004; REVUZ,1998;SILVA,2000;CHAU?2006; SERRANI-INFANTE 1998), motivation and second language learning (DECI & RYAN, 1985; D?RNYEI AND OTT?, 1998; D?RNYEI, 2000, 2001; 2011) and Significant Learning Theory (AUSUBEL, 1968). The results show an increase of students? motivation when in contact with the target language through dynamic activities in an IC context. Moreover, we noticed that a deeper thinking aboutthe Argentinian culture helped to deconstruct previous cultural representation.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-02-13T18:45:38Z No. of bitstreams: 1 JanainaMichelleFrancaDeOliveira_DISSERT.pdf: 6721196 bytes, checksum: dfbcc4895d29fcf51120610282be1f4e (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-02-13T21:41:56Z (GMT) No. of bitstreams: 1 JanainaMichelleFrancaDeOliveira_DISSERT.pdf: 6721196 bytes, checksum: dfbcc4895d29fcf51120610282be1f4e (MD5) / Made available in DSpace on 2017-02-13T21:41:56Z (GMT). No. of bitstreams: 1 JanainaMichelleFrancaDeOliveira_DISSERT.pdf: 6721196 bytes, checksum: dfbcc4895d29fcf51120610282be1f4e (MD5) Previous issue date: 2016-07-28 / ? incontest?vel que o ensino de l?nguas desempenha um papel importante na vida do indiv?duo, como apontam documentos oficiais brasileiros e internacionais. O estudo da l?ngua inglesa e culturas angl?fonas, assim como de qualquer outro idioma, deve possibilitar a promo??o de maior abertura a diferentes formas de estruturar o mundo, possibilidades e oportunidades de agir no mundo de forma cr?tica (PCNs, 1999). Esta pesquisa trata da Intercompreens?o de L?nguas Rom?nicas (ILR) como uma proposta para o ensino-aprendizagem da l?ngua inglesa (LI) na Educa??o de Jovens e Adultos (EJA) e tem por objetivo valorizar as potencialidades dos aprendizes como elemento facilitador e motivador da aprendizagem de l?nguas estrangeiras e do olhar sobre si. O envolvimento da pesquisadora em elaborar e p?r em pr?tica um curso pluril?ngue foi determinante para caracterizar o estudo como uma Pesquisa-a??o Participante (THIOLLENT, 2011; GRAY, 2012; FRANCO, 2005). Nove alunos da EJA do Instituto Federal do Rio Grande do Norte (IFRN) participaram do estudo e realizaram atividades pluril?ngues envolvendo quatro l?nguas estrangeiras (espanhol, italiano, franc?s e ingl?s) durante um semestre. O corpus da pesquisa ? constitu?do por dados quantitativo-qualitativos que foram coletados por meio de question?rios semiestruturados, ?udios, entrevistas, notas de campo, produ??o dos alunos das atividades pluril?ngues e protocolo verbal (COHEN, 1996). Para nos orientar na elabora??o do curso pluril?ngue e na an?lise e discuss?o dos dados, utilizamos, como aporte te?rico geral sobre o ensino de l?nguas estrangeiras, os PCNs (1999), as OCNs (2006), o QECR (2001) e o FREPA/CARAP (2010). Tamb?m recorremos aos pressupostos da intercompreens?o (IC) entre l?nguas aparentadas (DEGACHE, 2012; DOY?, 2005, 2007; ARA?JO E S?, 2013; SANTOS, 2010; CAPUCHO, 2010; MELO; SANTOS, 2008; JAMET; SPIT?, 2010; ESCUD?; JANIN, 2010, CADD?O; JAMET, 2013, dentre outros). Por buscarmos valorizar as potencialidades dos aprendizes por meio da compreens?o escrita, utilizamos as estrat?gias de aprendizagem categorizadas por O?Malley e Chamot (1995) e a teoria sobre estrat?gias e modelos de leitura (SOL?, 1998; SMITH, 1999, KLEIMAN, 2013; PERFETTI, 1999, 2007; ALONSO; MATEOS, 1985). A elabora??o e a execu??o do curso pluril?ngue, al?m do apoio te?rico j? citado, foram baseadas na teoria sociointeracionista de Vygotsky (VYGOTSKY, 2007; BASTOS, 2014; OLIVEIRA, 1992), do Filtro Afetivo de Krashen (1982, 1985) e da aprendizagem significativa (MOREIRA; MASINI, 2001; MOREIRA, 2010, 2011). Quanto aos resultados, eles sugerem que para perceber o conhecimento em LI como significativo os aprendizes precisam, dentre outros fatores, ter maior autonomia e uma concep??o menos idealizada sobre a aprendizagem de l?nguas estrangeiras. A pesquisa tamb?m indica que a proximidade lingu?stica e a observa??o do uso de estrat?gias na ILR contribu?ram para a leitura de textos em LI, causando nos aprendizes maior valoriza??o de suas potencialidades, aumento da autoconfian?a para compreender textos em l?nguas rom?nicas e em l?ngua inglesa, como tamb?m parece ter contribu?do para a mudan?a de atitude. / It is undeniable that language teaching plays an important role in one?s life as Brazilian and international official documents affirm. The study of English language and anglphone cultures, or any other language, should promote a greater openness to different ways of structuring the world, as well as possibilities and opportunities to act critically in the world (PCNs, 1999). This research focuses on the Intercomprehension of Romance Languages (IRL) as a suggestion for the teaching and learning of the English language in the Young Adult and Adult Education Program (Educa??o de Jovens e Adultos - EJA) and aims to enhance learners? potential to facilitate and motivate foreign language learning and self-perception. The involvement of the researcher to formulate and implement a plurilingual course was crucial to characterize the study as a Participatory Action Research (THIOLLENT, 2011; GRAY, 2012; FRANCO, 2005). Nine students of the Federal Institute of Rio Grande do Norte (IFRN)?s EJA participated in the study and did plurilingual activities involving four languages (Spanish, Italian, French and English) for a semester. The corpus of the research consists of quantitative and qualitative data collected through semi-structured questionnaires, audios, interviews, field notes, students? plurilingual worksheet answers and verbal protocol (COHEN, 1996). In order to guide us in the formulation and execution of the plurilingual course and in the data analysis, we used, as a general theoretical framework for the teaching of foreign languages, the PCNs (1999), OCNs (2006), CEFR (2001) and FREPA/CARAP (2010). We also used the intercomprehension between related languages? theoretical basis (DEGACHE, 2012; DOY?, 2005, 2007; ARA?JO e S?, 2013; SANTOS, 2010; CAPUCHO, 2010; MELO; SANTOS, 2008; JAMET; SPIT?, 2010; ESCUD? ; JANIN, 2010 CADD?O; JAMET, 2013, among others) to support the research. As we sought to value the potential of learners through reading comprehension, we used the learning strategies categorized by O'Malley and Chamot (1995) and the theory of reading strategies and models (SOL?, 1998; Smith, 1999 KLEIMAN, 2013; PERFETTI 1999, 2007; ALONSO; MATEOS, 1985). The preparation and implementation of the plurilingual course, besides the theoretical support already mentioned, were also based on the sociointeractionist theory of Vygotsky (VYGOTSKY, 2007; BASTOS, 2014; OLIVEIRA, 1992), Krashen ?s affective filter (1985, 2009), and meaningful learning theory (MOREIRA; MASINI, 2001; MOREIRA, 2010, 2011). Results suggest that to help students realize that their English language knowledge is meaningful, among other factors, they need to have greater autonomy and a less idealized notion of foreign language learning. The research also indicates that the linguistic proximity and the observation of the use of strategies in IRL contributed to the reading proficiency of texts in English, fomenting in learners a greater appreciation of their potential, and an increase self-confidence to understand texts in Romance languages, and in English, as well as, seemed to have contributed to changing students? attitudes about foreign language learning.

Das Campusnetz - neue Strukturen und Funktionen Neues vom WWW-Server Umstellung der HOME-Verzeichnisse vom NFS ins AFS AFS löst NFS ab! Neue Rechnersysteme - zur allgemeinen Nutzung Superskalarrechner - Inbetriebnahme und Nutzungsmöglichkeiten PC-Integration via SAMBA-Server CD-ROM im Netz Die Programmpakete MATHEMATICA und ANSYS Ueberblick ueber /uni/global-Software Ein weihnachtliches Problem?

Abstract Background: Using a weight lifting belt when performing a variety of resistance exercises is becoming more and more common. The purpose of using a weight lifting belt is its supposed ability to reduce compressive forces on the lumbar spine and enhancement of athletic performance. Although the weight lifting belt has been proven to increase the intra abdominal pressure that helps reduces the shear forces during a squat, little is known about the weight lifting belts effect on the performance. Studies have suggested that wearing a weight lifting belt during a squat can increase the vertical velocity and range of motion. Few studies have focused on the power output, but improvements have been seen while wearing a weight lifting belt when performing a deadlift. Variables such as power, velocity and range of motion are of importance for an athlete when making individual training plans as well as measuring the progress. Therefore more research is needed to identify the actual influence of the weight lifting belt on the performance. Aim: The purpose of this study was to examine if weight lifting belts have an impact on an athletes ability to develop power, velocity or improve range of motion in a squat. Methods: Fifteen healthy men and women familiar with the squat exercise participated in the study. During the study they performed six repetitions of the squat divided into two sets, one set without a weight lifting belt and one with a weight lifting belt. Power and velocity were measured during every squat with a linear encoder and videotapes were made to later calculate the angles in the hip- and knee joints at the lowest position of the exercise. Results: No significant differences were found in power (p = 0.25) or concentric and eccentric velocity (p = 0.61, p = 0.16) with or without a weight lifting belt. Range of motion in the knee joint was greater when not wearing a weight lifting belt (p = 0.03), but no differences in the hip angles were found (p = 0.70). Conclusion: The result from the current study shows that when performing a squat the weight lifting belt has little to no effect on power, velocity or range of motion. Although a noticeable change in range of motion of the knee joint were observed, further studies on larger populations are needed to determine if it is of clinical value.