Disuse of weight bearing bones has been shown to cause bone loss. This poses a health concern for people exposed to microgravity, such as astronauts. Animal studies are used to study factors related to bone loss and countermeasures to prevent bone loss. This study used a hindlimb unloaded (HU) rat model to simulate microgravity and a muscle stimulation countermeasure to simulate resistive exercise. Uniaxial strain gages were implanted on the antero-medial aspect of the proximal tibia to measure the mechanical strain during a typical exercise session. In a separate but parallel study, the exercise was shown to be an effective countermeasure to disuse related bone loss. The current study sought to understand the loading of the bone during the exercise. To determine if the strain response changes during a protocol using this countermeasure, strains were measured on a group of weight bearing animals and a group that were hind limb unloaded and received the countermeasure for 21 days. Strain magnitudes and rates were considered and related to torques at the ankle joint. No significant differences in strain magnitudes were noted between the baseline control group and the hindlimb unloaded group that received the countermeasure. The two kinds of contractions used in an exercise session are isometric and eccentric. The isometric contractions are used to adjust the stimulation equipment for the eccentric contractions, which constitute the exercise. Peak strain levels during the isometric contractions ranged from 900 to 2200 microstrain while the eccentric were 38% lower and ranged from 600 to 1400. Eccentric strain rates were 62% lower than the isometric contractions strain rates. These results indicate that the strain environment during the isometric contractions may be causing more of the osteogenic response than the eccentric contractions, which have previously been thought to be the primary part of the countermeasure.

Disuse of weight bearing bones has been shown to cause bone loss. This poses a health concern for people exposed to microgravity, such as astronauts. Animal studies are used to study factors related to bone loss and countermeasures to prevent bone loss. This study used a hindlimb unloaded (HU) rat model to simulate microgravity and a muscle stimulation countermeasure to simulate resistive exercise. Uniaxial strain gages were implanted on the antero-medial aspect of the proximal tibia to measure the mechanical strain during a typical exercise session. In a separate but parallel study, the exercise was shown to be an effective countermeasure to disuse related bone loss. The current study sought to understand the loading of the bone during the exercise. To determine if the strain response changes during a protocol using this countermeasure, strains were measured on a group of weight bearing animals and a group that were hind limb unloaded and received the countermeasure for 21 days. Strain magnitudes and rates were considered and related to torques at the ankle joint. No significant differences in strain magnitudes were noted between the baseline control group and the hindlimb unloaded group that received the countermeasure. The two kinds of contractions used in an exercise session are isometric and eccentric. The isometric contractions are used to adjust the stimulation equipment for the eccentric contractions, which constitute the exercise. Peak strain levels during the isometric contractions ranged from 900 to 2200 microstrain while the eccentric were 38% lower and ranged from 600 to 1400. Eccentric strain rates were 62% lower than the isometric contractions strain rates. These results indicate that the strain environment during the isometric contractions may be causing more of the osteogenic response than the eccentric contractions, which have previously been thought to be the primary part of the countermeasure.

<p>Abstract</p><p>My purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development?</p><p>To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review.</p><p>My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity. Children that have had language- stimulation in preschool are aware of the use of the language. Whit language- stimulation the childs self- knowledge and social competens are strengthening.</p><p>Keywords: language- stimualtion, language- development, language- games, teachers plan</p> / <p>Sammanfattning</p><p>Syftet med min uppsats är att undersöka hur man på förskolan arbetar med språkstimulering. Detta kommer jag att göra genom intervjuer med lärare på förskolan. Frågeställningar: Varför använder sig lärarna av språkstimulering? Hur använder sig lärarna av språkstimulering vad gäller arbetssätt och metoder? Anser lärarna att språkstimulering på förskolan underlättar barnens utveckling?</p><p>För att besvara dessa frågeställningar intervjuade jag 6 förskollärare i Mellansverige och använde detta som insamlingsdata. I litteraturgenomgången har jag skrivit om språk, språkutveckling i olika aspekt, läroplanen, språkstimulering, språkljudlek och TRAS (tidig registrering av språkutveckling) som är kopplat till resultatet.</p><p>Resultatet visar att arbete med språkstimulering hjälper barnen i deras språkutveckling, det utvecklar dessutom deras självinsikt och identitet. Barn som har fått språkstimulering på förskolan använder sig medvetet av språket. Med språkstimulering växer barnets självinsikt och den sociala samvaron stärks.</p><p>Nyckelord: språkstimulering, språkutveckling, språklekar, läroplanen</p>

Abstract My purpose with this essey is to study how they work in preschool whir language- stimulation. I will try a way to work with this trough intervjus whit teacher at preschool. My main questions are: Way dose teachers use language- stimulation? How dose teachers use language- stimulation when it comes to there way of working and methods? Do the teachers think that language- stimulation help the childrens development? To answer these questions I interviewed 6 teachers I central Sweden and used this as data. I have written about language, language- development in a biologik and theoretical aspect, teachers plan, language- stimulation, playing by language sounds and TRAS (early registration of language development) in my literary review. My result shows that working whit language- stimulation helps children in there language- development, it also develops there self-image and identity. Children that have had language- stimulation in preschool are aware of the use of the language. Whit language- stimulation the childs self- knowledge and social competens are strengthening. Keywords: language- stimualtion, language- development, language- games, teachers plan / Sammanfattning Syftet med min uppsats är att undersöka hur man på förskolan arbetar med språkstimulering. Detta kommer jag att göra genom intervjuer med lärare på förskolan. Frågeställningar: Varför använder sig lärarna av språkstimulering? Hur använder sig lärarna av språkstimulering vad gäller arbetssätt och metoder? Anser lärarna att språkstimulering på förskolan underlättar barnens utveckling? För att besvara dessa frågeställningar intervjuade jag 6 förskollärare i Mellansverige och använde detta som insamlingsdata. I litteraturgenomgången har jag skrivit om språk, språkutveckling i olika aspekt, läroplanen, språkstimulering, språkljudlek och TRAS (tidig registrering av språkutveckling) som är kopplat till resultatet. Resultatet visar att arbete med språkstimulering hjälper barnen i deras språkutveckling, det utvecklar dessutom deras självinsikt och identitet. Barn som har fått språkstimulering på förskolan använder sig medvetet av språket. Med språkstimulering växer barnets självinsikt och den sociala samvaron stärks. Nyckelord: språkstimulering, språkutveckling, språklekar, läroplanen