京都大学 / 0048 / 新制・課程博士 / 博士(医学) / 甲第18847号 / 医博第3958号 / 新制||医||1007(附属図書館) / 31798 / 京都大学大学院医学研究科医学専攻 / (主査)教授 小川 誠司, 教授 小泉 昭夫, 教授 藤渕 航 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

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This work aims to look at the thought motives of Anna Hogenová, leading primarily to an understanding of the meaning of the virtue called Areté. Aretes as abilities in an individual, concrete situation to capture the whole, one that is not conceptually definable and does not prove to be a verifiable being. The path to understanding such a whole begins with René Descartes and the subsequent emergence of the phenomenology of Edmund Husserl, followed by Heidegger, who demonstrates the possibility of capturing the whole in the so-called moods. In Patoček's understanding of the whole, we already see a direct connection with Hogenová, who claims that these are precisely the units that have been forgotten today, even thanks to empirical science. Areté is also introduced in the context of education, where its purpose, according to Hogenová, should be to bring to the whole. In addition to the central motif, the work also tries to capture the philosopher with its main themes, such as the issue of the beginning or the need to live life from its own source. KEYWORDS Hogenová, Areté, education, whole, phenomenology

<p>Validerat; 20101217 (root)</p>

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Introduction: Very few studies have looked at the effect of vibration on flexibility, and no studies exist that have looked at stretching concurrently with whole body vibration (WBV) training. Therefore, the purpose of this study was to determine if whole-body-vibration training (WBV) done concurrently with static stretch (SV) is more effective than static stretching alone (SS), and to see if WBV training independently (SQ) improves hamstring flexibility without stretching. A secondary purpose of this study is to determine if retention of flexibility gains are maintained. Methods: Forty-four subjects (31 men, 13 women) completed this study (age 22.5 ± 1.8 years; body mass 75.54 ± 13.18 kg; height 176.7 ± 8.06 kg). All subjects were randomly assigned to 1 of 5 groups: SV group (8 males, 3 females), SQ group (8 m, 4 f), SS group (8 m, 3 f), and the C group (7 m, 3 f). All subjects were measured bilaterally for hamstring flexibility using the lying passive knee extension test (LPKE) prior to group assignment. Subjects from each treatment group reported to lab 5 times per week for treatment. Subjects stood on the WBV platform for 5 repetitions of 30-seconds at with 30-seconds in between bouts. The SV group stretched hamstrings while standing on the WBV during the vibration bouts (at 26 Hz and 4 mm amplitude). The SS group did the same thing except the unit was not turned on. The SQ group stood on the WBV platform in a semi-squat position similar to most WBV training studies, without stretching, but with vibration. The C group stood on the WBV platform in a semi-squat without vibration. Analysis and Results: A mixed models analysis of covariance (ANCOVA) was used while blocking on subjects to analyze data using the statistical program SAS (version 9.1). A Bonferroni correction was used for significance on all post hoc tests (p<.0001). At baseline there were no significant differences between groups for flexibility (see Table 1), showing that each group was similar in flexibility to start. Throughout the treatment period (3 weeks of stretching) both the SS and SV groups had significant increases in flexibility compared to SQ and C. Analysis of the slopes (rate of change) for the treatment period was significantly different between the SV group and all other groups (p<.0001 for all comparisons), showing that the SV group had a greater rate of change than all other groups. For the retention period there was no significant difference between the SV and SS group (p=0.0455), but there was a significant difference between both the SV and SS groups and all other groups (p<.0001 for all comparisons). Conclusion: Stretching during WBV improves flexibility more than static stretching alone and at a faster rate. WBV on its own without stretching does not significantly improve hamstring flexibility.

The purpose of this study was to determine if whole body vibration effects strength gains in the bench press, the back squat, and the power clean in division 1 football players. Thirty-one NCAA Division 1 male football players volunteered for this study and were randomly assigned to a control group (C=16) or one of two vibration groups (V1=7, V2=8). Subjects followed the training program for eight weeks. A pre-test, mid-test, and post-test one repetition max was measured at 0, 4, and 8 weeks for the bench press, the back squat, and the power clean. A 3x3 factorial ANOVA revealed varied results between the three lifts performed. In the bench press, there were no significant differences in strength gains between the three training groups (F=.616, p=.547). In addition, there was no significant interaction (F=1.05, p=3.74). There were significant differences between trials in the bench press in strength gains (F=7.570, p=.006). In the back squat, there were no significant differences in strength gains between the three training groups (F=.847, p=.440). In addition, there were no significant differences in interaction (F=1.734, p=1.83). There were significant differences between trials in the back squat in strength gains (F=17.111, p<.001). In the power clean, there were no significant differences in strength gains between the three training groups (F=.666, p=.522). In addition, there were no significant differences in interaction (F=.113, p=.912). There were significant differences between trials in the power clean in strength gains (F2=26.249, p<.001). While all groups registered significant strength gains over trials, there were no significant differences in strength gains between any of the three treatment groups or any of the three dependant variables. It was concluded that whole body vibration does not enhance strength gains in division I football players.

BACKGROUND: Whole body vibration (WBV) platforms are currently used as adjunctive training devices for exercise programs, and have been shown to facilitate flexibility. One of the biggest contributing factors to chronic ankle instability (CAI) is the lack of dorsiflexion after lateral ankle sprains and WBV may be an effective way to increase range of motion in this population. PURPOSE: Determine if WBV done concurrently with static stretching (SS) is more effective then SS alone in improving dorsiflexion ROM in subjects with CAI. METHODS: Subjects were divided into 3 groups (control, static stretch, and static stretch and vibrate). Subjects stretched 4 days/wk for 3 wks for 4 sets of 30 seconds alternating 2 different positions to stretch both the soleus and the gastrocnemius. Imposed vibration at 34 Hz 2mm during the stretches for the stretch group. ANALYSIS: Repeated measures ANOVA was performed using SPSS (version 19), with post-hoc Tukey tests as needed (p<.05). RESULTS: In both the straight and bent leg position, a significant group x time interaction was found for dorsiflexion range of motion. Post hoc tests revealed significance in the SV group between pre-tx and post-tx 1 and pre-tx and post-tx 2. No statistical significance was found between post-tx 1 and post-tx 2 in the SV group or at any time in the N or SS group. DISCUSSION: Static Stretching with vibration increases dorsiflexion ROM in subjects with CAI better than static stretching alone.

Detta arbete undersöker hur den nya zeeländska läsinlärningsmodellen Whole language kan se ut i praktiken på en svensk skola utifrån läsinlärningsmaterialet Kiwi. Syftet med undersökningen är att ta reda på hur materialet är uppbyggt, hur lärarna arbetar med det och vad de anser om metoden som bygger på läsning i tre former: gemensam, vägledd och självständig. Min metod består av tre delar: kvalitativa intervjuer med 5 lärare på min VFT-skola, hänvisningar till min fältdagbok som jag skrev där och en mindre textgranskning av kiwimaterialet. Det viktigaste resultatet är att det finns både lärare som helt har tagit metoden till sig och lärare som skulle vilja slippa arbeta med den. Min viktigaste slutsats är att Kiwi och storbok fungerar bäst om det finns resurser för det. En annan slutsats är att ljudningstekniken måste, på ett meningsfullt sätt, få en plats i en Whole languagebaserad undervisning.