The purpose of this study was to determine if there was a difference in the level of reading comprehension of young readers when one group of students read an interactive CD-ROM storybook and another group of students read the same story from a conventionally printed book. The participants were 39 second-grade students from two intact classrooms in an urban elementary school in the Midwest.Students from one classroom read the story from an interactive CD-ROM storybook; students in the other classroom read the same story from a conventionally printed book. Students reading the CD-ROM storybook could ask the computer for pronunciation of unknown words. Students reading the conventionally printed book could ask the researcher to pronounce words they did not know. Words for which pronunciation was requested were recorded automatically by the computer; the researcher recorded the words requested by the book group. Students reading the CD-ROM storybooks requested the pronunciation of more words than those students reading the conventionally printed books.The following hypotheses were tested at the .05 level of significance:Hypothesis I: There will be no significant difference between the mean scores of reading comprehension on oral retellings for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.Hypothesis II: There will be no significant difference between the mean scores of reading comprehension on a comprehension test for students reading a traditionally printed storybook and students reading the same text from an interactive CD-ROM storybook.An univariate analysis of variance was used to test the hypotheses. There was no significant difference in mean scores on the retellings between the two groups, therefore hypothesis I failed to be rejected.There was a significant difference in mean scores on the comprehension test between the two groups, therefore hypothesis II was rejected. When comprehension was measured through the use of comprehension questions, students reading the CD-ROM storybook scored higher. Although results were mixed on comprehension measures, observations from this study indicate that the use of CDROM storybooks may be beneficial for young children, particularly those who are reading below grade level. / Department of Elementary Education

国立情報学研究所で電子化したコンテンツを使用している。

Axial rotation is regarded as an essential movement of the trunk that allows many individuals to participate in vocations, sports and activities of daily living. Unfortunately when the destabilising nature of rotation is combined with that of spinal flexion, the risk of injuring the spine can increase significantly. Few studies have investigated the potential benefits that maximizing trunk rotation has in certain vocation and sport-related arenas and none have looked at whether adopting certain spinal postures in the sagittal plane can maximise trunk rotation more than others. The aim of the study was to determine the effects of alterations of trunk inclination, spinal posture, pelvic fixation and turning direction on the active range of motion (ROM) of trunk rotation. Twenty healthy individuals participated in the main study. Retro-reflective markers were placed on key anatomical locations and used to track the movement of the thorax and pelvis during a series of repeated maximal trunk rotations in ten different spinal positions within the sagittal plane. Trunk kinematics and kinetics were recorded simultaneously using an optoelectronic motion analysis and force platform measuring system. A repeated-measures multiple analysis of variance (MANOVA) was used to test for the main effects of trunk inclination, spinal posture, fixation of pelvis and direction of turn on maximum active ROM of trunk rotation, maximum pelvic rotation and the anterior-posterior and lateral displacement of the centre of pressure (COP). To investigate test-retest reliability, ten participants were tested on two separate days. Repeatability for each outcome measure was investigated using interclass correlation coefficients (ICC) and Bland Altman graphs. The majority of subjects showed reasonable test-retest reliability for trunk rotation measures in each of the test positions, with ICC’s ranging between 0.562 – 0.731. Overall, trunk inclination (0°, 22.5°, 45°) forward in the sagittal plane had a significant effect on trunk and pelvic rotation (p<0.001) and lateral displacement of the COP (p<0.005) during trunk rotation. As trunk inclination increased from 0° to 45° there was an average increase in trunk rotation ROM of approximately 10 % (approximately 3.4°). Furthermore, increasing trunk inclination led to an increase in lateral displacement of the COP and a decrease in pelvic rotation. Spinal posture (neutral, flexed, extended) at a forward inclination of 45° had a significant effect on trunk rotation (p<0.01) and pelvic rotation (p<0.05), with a neutral spine averaging approximately 3 % (approximately 1.1°) more trunk rotation than a flexed or extended posture. The position and posture of the spine in the sagittal plane appears to have a significant influence on ranges of trunk rotation. The study suggests that rotating the trunk when adopting a neutral spine inclined to 45° will maximise range of trunk rotation and encourage a natural stabilisation of the lower body. This posture meets the unique set of biomechanical requirements for the sport of golf and may help to reduce the risk of injury in manual material handling tasks. Conversely, rotating the trunk whilst the thoracolumbar spine is flexed leads to a reduction in trunk rotation ROM, encourages greater pelvic and lower body rotation, reduces torque production of the trunk and may increase the risk of lower back injury. These findings have important implications in relation to the teaching of spinal position during vocations, sports and activities of daily living that seek to maximise trunk rotation.

Diss. Stockholm : Stockholms universitet, 2008.

Freiberg (Sachsen), Techn. Universiẗat, Diss., 2007.

Zugl.: Köln, Univ., Diss.

Rev. thesis

Stuttgart, FH, Diplomarb., 2000.

Thesis (master's)--Ruprecht-Karls-Universität, Heidelberg, 1992.

Educational process focused on hygienic habits of Romany children The name of this thesis is: Educational process focused on hygienic habits of Romany children. This topic can seem a little controversial or bold to a lot of people. It actually is in certain circumstances. But we can consider it very useful and topíval at numerous minorities in our country, the Czech Republic. We focused on hygiene of Romany children from health aspekt. We set 5 goals in total and the relevant 5 research questions for this thesis. The first goal was to ascertain what the Citizen of Romany population under 15 years of age imagine under the koncept of {\clq}qhygiene``. The second goal was to ascertain who gave information on the way of performing hygiene to Romany persons under 15 years. The third goal was to ascretain the level of participation of the patente in care for hygiene of Romany children under 15 years. The fourth goal of our thesis was to ascertain how Romany citizens under 15 years perform hygiene. And as this thesis included also the application of individual educational plans in the area of hygiene to specific respondents, the last goal was to ascertain the change in hygienic care after the introduction of individual educational plan for persons of Romany nation under 15 years of age. Five reserch guestions were set on the base of the above stated goals. The first question was: What do the citizens of Romany population under 15 years of age imagien under the concept of {\clq}qhygiene``? The second question: Who gives information on the way of performing hygiene to Romany persons under 15 years? The third question: To Chat level do the parents participate in the hygiene of Romany children under 15 years? The fourth question: How do Romany citizens under 15 years perform personal hygiene? The fifth question: What change took place in hygienic care after the introduction of individua educational plan for persons of Romany nation under 15 years of age? The research was made in three stages. In the first stage, information on hygienic habits was collected with the help of non-standardized interview. In the second stage, individual educational plans on the topic of hygiene were created for and applied to selected respondents. In the third stage, control visit was paid in order to ascertain changes in hygienic care on the base of the implemented education. All goals were met and research questions answered. As is generally known, children are considered great luck in Romany families, and their number is severalfold higher as against Czech families. With regard to the fact that the Romany population ranks among the most numerous minorities in the Czech Republic, it was appropriate to ascertain the way of care for thein health, in which hygiene plays irreplaceable role