5 research outputs found
Physical rehabilitation for critical illness myopathy and neuropathy
No full textBACKGROUND:Intensive care unit (ICU) acquired or generalised weakness due to critical illness myopathy (CIM) and polyneuropathy (CIP) are major causes of chronically impaired motor function that can affect activities of daily living and quality of life. Physical rehabilitation of those affected might help to improve activities of daily living.OBJECTIVES:Our primary objective was to assess the effects of physical rehabilitation therapies and interventions for people with CIP and CIM in improving activities of daily living such as walking, bathing, dressing and eating. Secondary objectives were to assess effects on muscle strength and quality of life, and to assess adverse effects of physical rehabilitation.SEARCH METHODS:On 16 July 2014 we searched the Cochrane Neuromuscular Disease Group Specialized Register and on 14 July 2014 we searched CENTRAL, MEDLINE, EMBASE and CINAHL Plus. In July 2014, we searched the Physiotherapy Evidence Database (PEDro, http://www.pedro.org.au/) and three trials registries for ongoing trials and further data about included studies. There were no language restrictions. We also handsearched relevant conference proceedings and screened reference lists to identify further trials.SELECTION CRITERIA:We planned to include randomised controlled trials (RCTs), quasi-RCTs and randomised controlled cross-over trials of any rehabilitation intervention in people with acquired weakness syndrome due to CIP/CIM.DATA COLLECTION AND ANALYSIS:We would have extracted data, assessed the risk of bias and classified the quality of evidence for outcomes in duplicate, according to the standard procedures of The Cochrane Collaboration. Outcome data collection would have been for activities of daily living (for example, mobility, walking, transfers and self care). Secondary outcomes included muscle strength, quality of life and adverse events.MAIN RESULTS:The search strategy retrieved 3587 references. After examination of titles and abstracts, we retrieved the full text of 24 potentially relevant studies. None of these studies met the inclusion criteria of our review. No data were suitable to be included in a meta-analysis.AUTHORS' CONCLUSIONS:There are no published RCTs or quasi-RCTs that examine whether physical rehabilitation interventions improve activities of daily living for people with CIP and CIM. Large RCTs, which are feasible, need to be conducted to explore the role of physical rehabilitation interventions for people with CIP and CIM
Physical rehabilitation for critical illness myopathy and neuropathy
No full textBackground: intensive care unit (ICU) acquired or generalised weakness due to critical illness myopathy (CIM) and polyneuropathy (CIP) are major causes of chronically impaired motor function that can affect activities of daily living and quality of life. Physical rehabilitation of those affected might help to improve activities of daily living.Objectives: our primary objective was to assess the effects of physical rehabilitation therapies and interventions for people with CIP and CIM in improving activities of daily living such as walking, bathing, dressing and eating. Secondary objectives were to assess effects on muscle strength and quality of life, and to assess adverse effects of physical rehabilitation.Search methods: on 16 July 2014 we searched the Cochrane Neuromuscular Disease Group Specialized Register and on 14 July 2014 we searched CENTRAL, MEDLINE, EMBASE and CINAHL Plus. In July 2014, we searched the Physiotherapy Evidence Database (PEDro, http://www.pedro.org.au/) and three trials registries for ongoing trials and further data about included studies. There were no language restrictions. We also handsearched relevant conference proceedings and screened reference lists to identify further trials.Selection criteria: we planned to include randomised controlled trials (RCTs), quasi-RCTs and randomised controlled cross-over trials of any rehabilitation intervention in people with acquired weakness syndrome due to CIP/CIM.Data collection and analysis: we would have extracted data, assessed the risk of bias and classified the quality of evidence for outcomes in duplicate, according to the standard procedures of The Cochrane Collaboration. Outcome data collection would have been for activities of daily living (for example, mobility, walking, transfers and self care). Secondary outcomes included muscle strength, quality of life and adverse events.Main results: the search strategy retrieved 3587 references. After examination of titles and abstracts, we retrieved the full text of 24 potentially relevant studies. None of these studies met the inclusion criteria of our review. No data were suitable to be included in a meta-analysis.Authors' conclusions: there are no published RCTs or quasi-RCTs that examine whether physical rehabilitation interventions improve activities of daily living for people with CIP and CIM. Large RCTs, which are feasible, need to be conducted to explore the role of physical rehabilitation interventions for people with CIP and CIM
Kapitel 2.9: Die Wirksamkeit eines externen Aufmerksamkeitsfokus auf die Bewegungsausführung bei Patienten nach Schlaganfall (Bachelorarbeit)
No full textImmediate effects of two attention strategies on trunk control on patients after stroke: A randomized controlled pilot trial
No full textObjective: To compare the immediate effects of an external focus to enhance lateral body weight shift after stroke. Design: Randomized controlled trial. Setting: Inpatient rehabilitation hospital. Subjects: Twenty patients after stroke (11 males; mean (SD) age 72.2 (7.4) years; duration of illness 56 (14) days; there were 9 (45%) left-sided strokes) with impaired sitting balance were randomly allocated into two groups either external focus (n = 10) or internal focus (n = 10). Intervention: Patients in the external focus group, while sitting, were instructed to shift as much weight as they could sidewards to an external point next to their hip. Patients in the internal focus group were instructed to shift as much weight as they could sidewards to their hip. Main outcome measures: Immediate lateral body weight shift as well as anterior–posterior deviation was measured in centimetres with a sensor mat. Results: Patients in the external focus group achieved greater lateral body weight shift than those in the internal focus group (mean shift (SD) 8.7 (2.6) cm vs. 4.5 (3.3) cm, respectively; P = 0.006). However, there were no significant differences in anterior–posterior deviation (mean shift (SD) 2.3 (1.3) cm vs. 1.2 (1.2) cm, respectively; P = 0.08). Conclusion: Using an external focus may lead immediately to an enhanced lateral body weight shift while sitting, without increasing anterior–posterior deviation
Interlingual Representation of Phrasemes in Croatian Textbooks of German as a Foreign Language
No full textDie Muttersprache spielt eine wesentliche Rolle bei der Vermittlung von Phrasemen im Fremdsprachenunterricht. Die muttersprachlichen phraseologischen Kenntnisse können positive Auswirkungen auf die Entwicklung der fremdsprachlichen phraseologischen Kompetenz haben, weswegen sie aus dem Fremdsprachenunterricht nicht ausgeschlossen werden sollten. Untersuchungen im Bereich der Phraseodidaktik (Kacjan und Jazbec 2014; Schumacher 2013) zeigen, dass Phraseme in Lehrwerken sporadisch vorkommen und didaktisch unangemessen aufbereitet werden. Im Rahmen des vorliegenden Beitrags werden in kroatischen DaF-Lehrwerken des größten kroatischen Verlags Školska knjiga zwischensprachliche Angaben bzw. die angeführten Bedeutungsangaben der Phraseme in der Muttersprache untersucht. Insbesondere werden DaF-Lehrwerke für Mittelschulen, die vom kroatischen Bundesministerium vorgeschrieben werden, untersucht. Es wird analysiert, ob interlinguale Bedeutungsangaben vorhanden sind oder ob Schüler sie selbstständig erschließen sollen. Wenn die Bedeutung der Phraseme in der Muttersprache in den Lehrwerken angegeben wird, wird nach Hallsteinsdottir (1997) untersucht, um welche Angabenarten es sich handelt. Das Ziel des Beitrags ist, ein Bild über die interlingualen Bedeutungsangaben in kroatischen DaF-Lehrwerken zu bekommen und eventuelle Verbesserungsvorschläge zu machen.The mother tongue plays an important role in the process of teaching phrasemes in a foreign language. Phraseological knowledge in the mother tongue can have
a positive effect on the development of phraseological competence in the foreign language, which is why it should not be excluded from foreign language teaching.
In this paper, phrasemes were analyzed in 24 Croatian GFL textbooks according to their interlingual data in the mother tongue. It was determined whether interlingual
data is available, and what translation options according to Hallsteinsdottir (1997) were used. Phrasemes appear rarely in Croatian GFL textbooks and their interlingual
data are even less frequently used. Moreover, not all phrasemes are given with their meanings in the wordlist (59 translations in the wordlist from a total of 167 listed
phrasemes in the textbooks). This has pedagogical consequences for learning foreign languages, especially since learners may not be able to find explanations of meanings in the textbook. Therefore, the explanation of the meaning depends on the preferences of the teacher. It is proposed that the meaning of phrasemes or equivalents for all given phrasemes in the wordlist should be listed, so that learners can look them up independently. Furthermore, meanings of phrasemes should also be explained in lessons, e.g. with information about mother tongue equivalents or partial equivalents. Phraseological competence in the mother tongue can support the learning of phrasemes in a foreign language, which is why these should not be avoided in textbooks. In addition, learners can better understand and complete the required exercises if they have been given the appropriate equivalent in their mother tongue beforehand.Nikolina Miletić: [email protected] Perić: [email protected] MILETIĆ - is a Post Doc at the University of Zadar (Croatia), Department of German Studies. She obtained her doctorate in 2019 with an analysis of the status and potential of proverbs in GFL-textbooks. Her teaching and research focus on phraseology and paremiology, emotional linguistics, glottodidactics and the methodics of German as a foreign language. She is the author of numerous articles on contrastive linguistic studies and problem areas in the field of GFL.Marija PERIĆ is a research assistant at the Department of German studies, University of Zadar (Croatia). She got her MA degree in German and English Language and Literature at the University of Zadar. She is enrolled in the Humanities postgraduate doctoral study program at the University of Zadar. Her research areas are Contrastive Linguistics, Discourse Analysis, Sociolinguistics, Phraseology and the Linguistic Expression of Emotion and Emotional Linguistics.Nikolina Miletić - University of Zadar (Croatia)Marija Perić - University of Zadar (Croatia)Brezni, Željka et al. 2014a. Deutsch ist Klasse! 3: udŽbenik njemačkog jezika s audio CD-om u trećem razredu gimnazija i četverogodišnjih strukovnih škola – 8. i 11. godina učenja. Zagreb: Školska knjiga.Brezni, Željka et al. 2014b. Deutsch ist Klasse! 3: radna bilježnica za njemački jezik u trećem razredu gimnazija i četverogodišnjih strukovnih škola – 8. i 11. godina učenja. Zagreb: Školska knjiga.Cerovečki Benković, Mihaela et al. 2014a. Deutsch ist Klasse! 2: udzbenik njemačkog jezika s audio CD-om u drugom razredu gimnazija i cetverogodišnjih strukovnih škola – 7. i 10. godina ucenja. Zagreb: Školska knjiga.Cerovecki Benković, Mihaela et al. 2014b. Deutsch ist Klasse! 2: radna bilježnica za njemački jezik u drugom razredu gimnazija i četverogodi šnjih strukovnih škola – 7. i 10. godina ucenja . Zagreb: Školska knjigaHorvatić Čajko, Irena; Lasić, Irena. 2006a. [email protected] 1: udžbenik njemačkog jezika za 1. razred gimnazije: I. godina učenja: 2. strani jezik. Zagreb:
Školska knjiga.Horvatić Čajko, Irena; Lasić, Irena. 2006b. [email protected] 1: radna bilježnica njemačkog jezika za 1. razred gimnazije: I. godina učenja: 2. strani jezik. Zagreb: Školska knjiga.Horvatić Čajko, Irena; Lasić, Irena. 2013a. [email protected] 2: udžbenik njemačkog kao drugog jezika za 2. razred gimnazija i četverogodišnjih strukovnih škola. Zagreb: Školska knjiga.Horvatić Čajko, Irena; Lasić, Irena. 2013b. [email protected] 2: radna bilježnica njemačkog kao drugog jezika za 2. razred gimnazija i četverogodišnjih strukovnih škola . Zagreb: Školska knjiga.Horvatić Čajko, Irena; Lasić, Irena. 2008a. [email protected] 3: udžbenik njemačkog kao drugog jezika za 3. razred gimnazija i strukovnih škola: 3. godina učenja. Zagreb: Školska knjiga.Horvatić Čajko, Irena; Lasić, Irena. 2008b. [email protected] 3: radna bilježnica iz njemačkog jezika kao drugog jezika za 3. razred gimnazija i strukovnih škola: 3. godina učenja. Zagreb: Školska knjiga.Horvatić-Čajko, Irena; Lasić, Irena. 2009a. [email protected] 4: udžbenik njemačkog kao drugog jezika za 4. razred gimnazija i strukovnih škola: IV. godina učenja. Zagreb: Školska knjiga.Horvatić-Čajko, Irena; Lasić, Irena. 2009b. [email protected] 4: radna bilježnica iz njemačkog kao drugog jezika za 4. razred gimnazija i strukovnih škola: IV. godina učenja . Zagreb: Školska knjiga.Lasić, Irena et al. 2014a. Deutsch ist Klasse! 1: udžbenik njemačkog jezika s audio CD-om u prvom razredu gimnazija i cetverogodišnjih strukovnih škola – 6. i 9. godina učenja. Zagreb: Školska knjiga.Lasić, Irena et al. 2014b. Deutsch ist Klasse! 1: radna bilježnica za njemački jezik u prvom razredu gimnazija i cetverogodišnjih strukovnih škola – 6. i 9. godina učenja. Zagreb: Školska knjiga.Luetze-Miculinić, Marija et al. 2014a. Deutsch ist Klasse! 4: udžbenik njemačkog jezika s audio CD-om u cetrvrtom razredu gimnazija i četverogodišnjih strukovnih škola –9. i 12. godina učenja. Zagreb: Školska knjiga.Luetze-Miculinić, Marija et al. 2014b. Deutsch ist Klasse! 4: radna bilježnica za njemački jezik u četvrtom razredu gimnazija i četverogodišnjih strukovnih škola – 9. i 12. godina učenja Zagreb: Školska knjiga.Marčetić, Tamara. 1997a. Deutsch für Heute und Morgen 1: udžbenik njemačkog jezika za 1. razred gimnazije: 1. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 1997b. Deutsch für Heute und Morgen 1: radni priručnik njemačkog jezika za 1. razred gimnazije: 1. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 1998a. Deutsch für Heute und Morgen 2: udžbenik njemačkog jezika za 2. razred gimnazije: 2. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 1998b. Deutsch für Heute und Morgen 2: radni priručnik njemačkog jezika za 2. razred gimnazije: 2. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 2000a. Deutsch für Heute und Morgen 3: udžbenik za 3. razred gimnazije: 3. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 2000b. Deutsch für Heute und Morgen 3: radni priručnik za 3. razred gimnazije: 3. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 2000c. Deutsch für Heute und Morgen 4: udžbenik za 4. razred gimnazije: 4. godina učenja. Zagreb: Školska knjiga.Marčetić, Tamara. 2000d. Deutsch für Heute und Morgen 4: radni priručnik za 4. razred gimnazije: 4. godina učenja. Zagreb: Školska knjiga.Bernstein, Nils. 2010. Phraseologismen im Fremdsprachenunterricht. Didaktisierungsvorschläge für den Umgang mit festen Mehrwortverbindungen in literarischen Texten. In: Chlosta, Christoph; Jung, Matthias (eds.). DaF integriert: Literatur-Medien-Ausbildung. Gottingen: Universitätsverlag. 107–122.Burger, Harald et al. 2007. Phraseologie: Objektbereich, Terminologie und Forschungsschwerpunkte. In: Burger, Harald et al. (eds.). Phraseologie, Ein internationales
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