Efnisyfirlit

• Front Matter
  • Dedication
  • Contributors
  • Foreword
  • Preface
    • Organization
    • New to This Edition
    • Distinctive Features of This Book
    • Acknowledgments
• PART I Overview and Conceptual Framework
  • Chapter 1 Ergonomics and Therapy: An Introduction
    • Learning Objectives
    • Ergonomics.
    • Occupational therapy.
    • Physical therapy.
    • CASE STUDY
    • HISTORICAL BACKGROUND
      • Occupational Therapy
      • Physical Therapy
      • Ergonomics
        • Table 1-1 Jastrzebowski's Divisions of Useful Work
        • FIGURE 1-1 Ergonomic design for children is challenging. Designs must meet the current physical and cognitive development of the users while simultaneously challenging users to attempt activities at a slightly higher level. Designs must also be appropriate for a relatively wide age range, such as these activities shown at the children's museum in Chattanooga, Tennessee.
    • ERGONOMICS DEFINED
    • WHY USE ERGONOMICS?
    • THE INTERRELATIONSHIP BETWEEN THERAPISTS AND ERGONOMISTS
      • Work-Site Analysis
      • Design for Individuals with Disabilities
        • FIGURE 1-2 Percentage of individuals 21 to 64 years of age employed year round in the previous 12 months by disability status in 2002. (Data from U.S. Census Bureau, Survey of Income and Program Participation, June-Sept 2002.)
        • FIGURE 1-3 Curb cuts are an example of universal design. Although they help those in wheelchairs or using walkers, they also benefit children, elderly, and those pushing grocery carts.
      • Research Interests
    • CONCLUSION
      • Learning Exercises
        • Overview
        • Purpose
        • Exercises
    • Multiple Choice Review Questions
    • REFERENCES
  • Chapter 2 A Client-Centered Framework for Therapists in Ergonomics
    • Learning Objectives
    • Client-centered ergonomic approach.
    • Occupational ergonomics.
    • Return to work.
    • Person-Environment-Occupation model.
    • PARTICIPATION AND ERGONOMIC APPROACHES
    • CLIENT-CENTERED PRACTICE IN ERGONOMICS
      • Box 2-1 Principles of Client-Centered Practice
      • CASE STUDY
      • Enacting Participation and Partnering Throughout the Process
      • Respecting and Enabling Clients' Choices, Needs, and Knowledge
      • Focusing on Person-Environment-Occupation Relationships in the Practice Context
      • Addressing Physical Comfort and Emotional Support Needs of Clients
      • Fostering Open and Transparent Communications and Knowledge Exchange
      • Establishing a Shared Vision for Ergonomic Management
      • Establishing Shared and Realistic Goals
      • Creating Opportunities That Engage Clients in Decision Making and Problem Solving
      • Ensuring a Flexible and Individualized Occupational Therapy Approach
        • FIGURE 2-1 Ergonomic action form.
    • THE PERSON-ENVIRONMENT-OCCUPATION MODEL
      • Application of the Person-Environment-Occupation Model to Ergonomics Practice
        • FIGURE 2-2 The person-environment-occupation model. (From Law M, Cooper B, Strong S et al: The Person-Environment-Occupation model: a transactive approach to occupational performance, Can J Occup Ther 63:9, 1996.)
        • Ergonomic Problem 1
          • Analysis and Assessment
            • Person-Occupation Issues
            • Person-Environment Issues.
            • Environment-Occupation Issues.
          • Person-Environment-Occupation Interventions
        • Ergonomic Problem 2
          • Analysis and Assessment
            • Person-Occupation Issues.
            • Person-Environment Issues.
            • Environment-Occupation Issues.
          • Person-Environment-Occupation Interventions
        • Ergonomic Problem 3
          • Analysis and Assessment
            • Person-Occupation Issues.
            • Person-Environment Issues.
            • Environment-Occupation Issues.
          • Person-Environment-Occupation Interventions
    • ETHICS AND CHALLENGES IN IMPLEMENTING A CLIENT-CENTERED APPROACH
    • CONCLUSION
      • Learning Exercises
        • Overview
        • Purpose
        • Exercises
    • Multiple Choice Review Questions
    • REFERENCES
  • Chapter 3 Macroergonomics
    • Learning Objectives
    • Participatory ergonomics.
    • Macroergonomics.
    • Microergonomics.
    • CASE STUDY
    • FIGURE 3-1 Musculoskeletal injuries are high among soldiers attending basic combat training as well as advanced individual training programs.
    • MACROERGONOMIC ORIGINS AND MOVEMENT
    • MACROERGONOMICS DEFINED
    • THE MACROERGONOMIC PROCESS
      • Initial Evaluation
      • Participatory Ergonomics
        • FIGURE 3-2 A, Supervisors' responses to the question, “Are there too many overuse injuries occurring in your unit?” B, Supervisors' responses to the question, “Can injuries be decreased by changing the way you train your soldiers?”
        • Table 3-1 Weekly Meetings Between Ergonomists and Stakeholders
      • Using a Team Approach to Identify and Fill the Gaps
      • A Research-Based and Community Process
        • FIGURE 3-3 Number of clinic visits for musculoskeletal injuries per 100 soldiers in training.
    • THE ROLE OF OCCUPATIONAL AND PHYSICAL THERAPISTS
    • A FEW PRINCIPLES
    • LARGE-SCALE AND LASTING CHANGE
    • WHEN SHOULD A PRACTITIONER USE A MICROERGONOMIC APPROACH?
    • CONCLUSION
      • Learning Exercises
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
• PART II Knowledge, Tools, and Techniques
  • Chapter 4 Ergonomics and Work Assessments
    • Learning Objectives
    • Functional capacity evaluation (no job) (FCENJ).
    • Functional capacity evaluation (job) (FCEJ).
    • Physical ergonomic assessment.
    • CASE STUDY
    • SELECTION OF WORK-RELATED ASSESSMENTS
    • FUNCTIONAL CAPACITY EVALUATION (NO JOB)
      • FIGURE 4-1 Model process of excellence in work-related assessments (WRA). (From Innes E: Factors influencing the excellence of work-related assessments in Australia, Unpublished PhD thesis, Perth, Western Australia, 2001, Curtin University of Technology.)
      • Table 4-1 Definitions of Individual Performance and Work Levels
      • FIGURE 4-2 Work-related assessments relevant to individual performance and work levels. (From O'Halloran D, Innes E: Understanding work in society. In Whiteford G, Wright-St Clair V, editors: Occupation and practice in context, London, 2005, Churchill Livingstone.)
    • WORK CAPACITY EVALUATION DEVICES
      • FIGURE 4-3 Examples of popular work-related assessments. A, Valpar Component Work Sample 19—Dynamic Physical Capacities. B, ERGOS Work Simulator—Panel 3 Work Endurance Component. C, Baltimore Therapeutic Equipment Technologies Work Simulator II.
      • Baltimore Therapeutic Equipment Technologies
        • Baltimore Therapeutic Equipment Technologies Work Simulator II
          • FIGURE 4-4 Utility and dependability constructs of work-related assessments. (From Innes E, Straker L: Attributes of excellence in work-related as-sessments, Work 20[1]:63, 2003.)
        • Baltimore Therapeutic Equipment Technologies Primus
        • Baltimore Therapeutic Equipment Technologies Evaluation Rehabilitation
      • ERGOS Work Simulator
    • FUNCTIONAL CAPACITY EVALUATION
      • FIGURE 4-5 Examples of various hand function assessments. A, Hand-Tool Dexterity Test. B, Minnesota Rate of Manipulation Test. C, O'Connor Finger Dexterity Test. D, O'Connor Tweezer Dexterity Test. E, Purdue Pegboard.
      • Ergo-Kit Functional Capacity Evaluation
        • FIGURE 4-6 Ergo-Kit Functional Capacity Evaluation. A, Ergo-Kit FCE. B, Lifting a weighted crate. C, Physical Agility Tester (PAT), set for low-level task. (Courtesy of Ergo Control.)
      • Ergoscience Physical Work Performance Evaluation
      • Isernhagen Work Systems Functional Capacity Evaluation
      • Other Functional Capacity Evaluation Systems
    • LIFTING ASSESSMENTS
      • EPIC Lift Capacity Test
        • FIGURE 4-7 EPIC Lift Capacity Test—waist to shoulder lift.
      • Progressive Isoinertial Lifting Evaluation
    • WORK SAMPLES
      • Valpar Component Work Samples
    • FUNCTIONAL CAPACITY EVALUATION (JOB)
      • FIGURE 4-8 Examples of several Valpar Component Work Samples. A, VCWS 4—Upper Extremity Range of Motion. B, VCWS 8—Simulated Assembly. C, VCWS 9—Whole Body Range of Motion.
    • ASSESSMENT OF PHYSICAL ERGONOMICS OF JOBS
    • GENERAL ERGONOMIC ASSESSMENT AND JOB ANALYSIS CHECKLISTS
    • WHOLE BODY POSTURAL ASSESSMENT
      • Manual Tasks Risk Assessment
      • Ovako Working Posture Analysing System
        • FIGURE 4-9 Example of Task Analysis based on observation: cutting and bunching English spinach. (From Crowther A, Fonti F, Quayle L: Musculoskeletal pain and injury experienced by Chinese women working on market gardens: workplace assessment report, Sydney, New South Wales, 2005, Sydney West Area Health Service Women's Health at Work Program and The University of Sydney.)
        • FIGURE 4-10 ManTRA. (From Straker L, Burgess-Limerick R, Pollock C, Egeskov R et al: A randomized and controlled trial of a participative ergonomics intervention to reduce injuries associated with manual tasks: physical risk and legislative compliance, Ergonomics 47[2]:166, 2004.)
        • FIGURE 4-11 OWAS postures. (From Karhu O, Kansi P, Kuorinka I: Correcting working postures in industry: a practical method for analysis, Appl Ergon 8(4):199, 1977.)
      • Rapid Entire Body Assessment
    • UPPER LIMB POSTURAL ASSESSMENT
      • Rapid Upper Limb Assessment
      • Strain Index
    • CONCLUSION
      • FIGURE 4-12 RULA worksheet. (Reprinted with permission from Professor Alan Hedge, http://ergo.human.cornell.edu/ahRULA.html.)
      • Learning Exercises
        • Overview
        • Purpose
        • Exercises
    • Multiple Choice Review Questions
    • REFERENCES
    • RESOURCES
  • Chapter 5 Anthropometry
    • Learning Objectives
    • Secular trend.
    • Sagittal plane.
    • Coronal (frontal) plane.
    • Height.
    • Length.
    • Breadth.
    • Reach.
    • Clearance.
    • CASE STUDY
    • STATIC ANTHROPOMETRY
      • Gender Differences
      • Ethnic Differences
      • Aging
      • Occupational Differences
    • PERSONS WITH DISABILITIES
    • STATIC ANTHROPOMETRIC MEASUREMENTS
      • FIGURE 5-1 Static anthropometric dimensions for the standard standing posture. The numbers correspond to data in Table 5-1.
      • FIGURE 5-2 Static anthropometric dimensions for the standard sitting posture. The numbers correspond to data in Table 5-1.
    • LIMITATIONS OF THE STATIC ANTHROPOMETRIC ESTIMATES
      • Accuracy
        • Table 5-1 Anthropometric Dimensions
        • FIGURE 5-3 A, Static anthropometric dimensions for wheelchair users (side view). The numbers correspond to data in Tables 5-3 and 5-4. B, Static anthropometric dimensions for the wheelchair users (front view). The numbers correspond to data in Tables 5-3 and 5-4.
        • Table 5-2 Anthropometric Estimates for U.S. Adults*
        • Table 5-3 Anthropometric Estimates for Male Wheelchair Users*
        • Table 5-4 Anthropometric Estimates for Female Wheelchair Users*
        • Table 5-5 Anthropometric Estimates for the Hand*
        • FIGURE 5-4 Static anthropometric dimensions for the hand. The numbers correspond to data in Table 5-5. (From Pheasant S: Bodyspace: anthropometry, ergonomics, and design, ed 2, Philadelphia, 1998, Routledge/Taylor and Francis.)
      • Clothing
      • Population
      • Averages
    • USES OF ANTHROPOMETRIC DATA
      • Reach
        • Vertical Reach
          • FIGURE 5-5 The vertical envelope in which a 5th percentile worker can reach an object when sitting. The inner line of the arc represents the 5th percentile female reach, and the outer line represents the 5th percentile male. (From Cohen AL, Gjessing CC, Fine LJ et al: Elements of an ergonomics program, DHHS [NIOSH] Publication No. 97-117, Washington DC, 1997, U.S. Government Printing Office.)
        • Horizontal Reach
          • FIGURE 5-6 The four zones of horizontal reach. (From Cohen AL, Gjessing CC, Fine LJ et al: Elements of an ergonomics program, DHHS [NIOSH] Publication No. 97-117, Washington DC, 1997, U.S. Government Printing Office.)
        • “Visual” Reach (Seeing over Objects)
      • Clearance
        • FIGURE 5-7 “Visual” reach.
        • Height
        • Width
        • Hand Clearance
        • Leg Room
      • Posture
      • Precision and Strength
        • Precision
        • Strength
          • FIGURE 5-8 Approximate work heights for differing precision requirements. (From Cohen AL, Gjessing CC, Fine LJ et al: Elements of an ergonomics program, DHHS [NIOSH] Publication No. 97-117, Washington DC, 1997, U.S. Government Printing Office.)
          • Table 5-6 Case Study Using Static Anthropometric Estimates to Help Determine Equipment Requirements for Office Workers
    • CONCLUSION
      • Learning Exercise
        • Applied Anthropometry—Designing for One
          • Overview
          • Purpose
          • Exercise
      • Learning Exercise
        • Applied Anthropometry–Designing for a Group
          • Overview
          • Purpose
          • Exercise
    • ACKNOWLEDGMENT
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
    • Web Sites
  • Chapter 6 Basic Biomechanics
    • Learning Objectives
    • Force.
    • Torque.
    • Friction.
    • CASE STUDY
    • SYSTEMS OF MEASUREMENT
    • BIOMECHANICS
      • Kinematics
      • Kinetics
        • Force
          • Table 6-1 Definition of Some Mechanical Terms and Their Units of Measurement
        • Lever Systems
          • FIGURE 6-1 A, First-class lever. If the downward force exerted by the person is greater than the resistive force of the weight, then the weight will move upward. B, Second-class lever. The resistance is between the axis of rotation and the effort force, for example, a wheelbarrow. The axis is at the center of the wheel; the weight, or resistance, is in the wheelbarrow; and the effort is in the hands of the person. C, Third-class lever. The effort is between the resistance and the axis.
          • First-Class Lever
          • Second-Class Lever
          • Third-Class Lever
        • Torque
      • Friction
      • Stress and Strain
      • Elasticity
        • Learning Exercise
          • Overview
          • Purpose.
          • Exercise.
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
  • Chapter 7 Cognitive and Behavioral Demands of Work
    • Learning Objectives
    • Cognitive demands.
    • Behavioral demands.
    • Workplace contextual factors.
    • Work occupations.
    • CASE STUDY
    • BACKGROUND
    • UNDERSTANDING COGNITIVE AND BEHAVIORAL WORK DEMANDS
      • Cognitive Demands
        • Box 7-1 Cognitive Demands of Work
          • Cognitive Requirements of Job Tasks
          • Cognitive Resources
        • FIGURE 7-1 Process for evaluating cognitive and behavioral demands and the workplace context in developing an RTW plan
      • Behavioral Demands
    • CONTEXTUAL INFLUENCES ON COGNITIVE AND BEHAVIORAL WORK DEMANDS AND WORKER PERFORMANCE
      • Table 7-1 Behavioral Components of Work
      • Box 7-2 Emotional, Cognitive, Security-Related, and Environmental Tasks
    • MEASURING THE COGNITIVE AND BEHAVIORAL DEMANDS OF WORK
      • Document Review
      • Observation
      • Worker Interviews
      • Supervisor Interviews
      • Rating Systems
        • Table 7-2 O*NET Skill Requirements Categories
        • Table 7-3 Work Characteristics Included in the Canadian Union of Public Employees Gender-Neutral Job Evaluation Plan
        • FIGURE 7-2 Sample rating format from the Universal Classification Standard
    • USING JOB DEMANDS ANALYSIS TOOLS: CITY OF TORONTO JOB DEMANDS ANALYSIS INSTRUMENT
    • CONCLUSION
      • FIGURE 7-3 City of Toronto JDA sample of behavioral demand
      • FIGURE 7-4 Sample behavioral and cognitive job rating using the CoT JDA tool applied to Kara's job demands
      • Learning Exercise
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
    • Web Sites
  • Chapter 8 Psychosocial Factors in Work-Related Musculoskeletal Disorders*
    • Learning Objectives
    • Psychosocial factors.
    • Demand-control-support model.
    • Cognitive-behavioral strategies.
    • CASE STUDY
    • PSYCHOSOCIAL RISK FACTORS
      • Work Environment
      • Extra-Work Environment
      • Individual Worker Characteristics
    • PSYCHOSOCIAL FACTORS AND WORK-RELATED MUSCULOSKELETAL DISORDERS
      • Job Satisfaction
        • Table 8-1 Psychosocial Factors Associated with Upper Extremity and Back Musculoskeletal Disabilities
      • Intensified Workload
      • Monotonous Work
      • Job Control
      • Social Support
    • THEORIES EXPLAINING THE RELATIONSHIP BETWEEN PSYCHOSOCIAL FACTORS AND WORK-RELATED MUSCULOSKELETAL DISORDERS
    • METHODOLOGIC PROBLEMS
    • ASSESSMENT: THE OCCUPATIONAL STRESS INVENTORY
      • Occupational Stress
      • Psychologic Strain
      • Coping Resources
    • INTERVENTIONS
    • CONCLUSION
      • Learning Exercise
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
  • Chapter 9 Physical Environment
    • Learning Objectives
    • Lighting.
    • Sound.
    • Vibration.
    • CASE STUDY
      • FIGURE 9-1 A, A front-end loader forklift. B, An excavator.
    • FIGURE 9-2 A, Ear protection equipment and danger notices. B, Forklift with cushioned seat and fire extinguisher.
    • VIBRATION
      • FIGURE 9-3 A, A simple periodic waveform that repeats over and over. This type of waveform can represent the vibration of a piece of equipment, such as a jackhammer. B, A simple periodic waveform that has a higher frequency because it goes up and down more often in the same length of time as the wave shown in A. It also has a larger amplitude, so if it were being used to describe a similar piece of equipment as that shown in A, the equipment would be moving up and down more and would be moving more quickly. Mr. du Toit will experience vibration during his work, through his body when he is in the machines and up through his arms when he is using handheld equipment. The amplitude of the vibration will be manifested in how much the equipment moves up and down. The frequency will be shown by how often the equipment moves through the cycle. C, With a random waveform the characteristics of the wave are not simple and cannot be described. If a person were driving a car on a dirt road and hit holes in the road randomly, a random waveform could describe the movement of the car and the people bouncing around in it. For Mr. du Toit, this type of vibration may affect him when he is going from job to job or when he is collecting gravel from a site in which the roads are not well maintained.
      • Measurement of Vibrations
        • FIGURE 9-4 An accelerometer can determine the amplitude and frequency of vibrations. A and B, Series 3 accelerometers. (Courtesy NexGen Ergonomics, Inc., Pointe Claire, Quebec.)
        • Box 9-1 Sources for Purchasing Vibration Monitoring Equipment
    • SOUND
      • FIGURE 9-5 A sound level meter, used by ergonomists to measure noise. (Courtesy Extech Instruments, Waltham, Mass.)
    • LIGHTING
      • Box 9-2 Sources for Purchasing Sound Meters
      • Illumination
      • Measurement
        • FIGURE 9-6 A light measurement device. (Courtesy International Light Technologies, Peabody, Mass.)
      • Luminance
      • Contrast Sensitivity
        • Box 9-3 Sources for Purchasing Light Meters
    • STRUCTURAL FEATURES
      • Ground Characteristics
      • Equipment Related to Posture (Sitting or Standing)
      • Temperature
    • CHEMICALS AND TOXINS
      • Box 9-4 Sources of Information about Toxic Chemical Issues
    • ALLERGIES
    • AIR QUALITY
    • WATER QUALITY
      • Learning Exercises
        • Overview
        • Purpose
        • Exercises
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
  • Chapter 10 Human Factors in Medical Rehabilitation Equipment: Product Development and Usability Testing
    • Learning Objectives
    • User-centered design.
    • Prototype testing.
    • Efficacy testing.
    • Magnitude estimation.
    • CASE STUDY
    • FIGURE 10-1 Different designs of walkers may benefit one population more than another.
    • Box 10-1 What Is Usability Testing?
    • OVERVIEW
      • Box 10-2 What Is User-Centered Design?
    • CONSIDERATIONS
    • PROCESS
      • Box 10-3 A Few Basic Principles
      • FIGURE 10-2 Usability test procedures. SME, Subject matter expert.
    • PRODUCT DEVELOPMENT, EFFICACY TESTING, AND COMPARISON TESTING OF AN ASSISTIVE WALKER
      • First Iteration: Product Development
        • Box 10-4 Design Objectives for Product Development
          • Primary
            • Walker
            • User
          • Secondary
          • Tertiary
        • FIGURE 10-3 Being able to fold a walker for storage may be important to a person who does not need to use it to walk for short distances or on a daily basis.
        • Box 10-5 Dependent Measurements for Product Development
          • Objective
          • Subjective
        • Box 10-6 What Is Magnitude Estimation?
        • Table 10-1 Hypothetical Results from Product Development
      • Second Iteration: Efficacy Testing (Controlled Setting)
        • Table 10-2 Hypothetical Results from Efficacy Testing: Walking and Maneuvering Task
      • Third Iteration: Comparison Field Testing
        • FIGURE 10-4 Evaluating the use of each walker in several tasks within the users' home environment allows the investigators to get accurate measures of ease-of-use, effectiveness, and efficiency. A, In this case, Mary Jo maneuvers around furniture and into her living room, where there is a large rug. B, She goes to the bathroom, but the walker does not fit through the doorway, so she must approach sideways and then hold onto the doorway itself. C and D, She exits her home down a single small step, which calls for balancing herself, lifting the walker, and placing it down the step—not an easy process!
        • Table 10-3 Hypothetical Results of Walker Subjective Ratings
    • CONCLUSION
      • Learning Exercises
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
• PART III Special Considerations
  • Chapter 11 Lifting Analysis*
    • Learning Objectives
    • Low back.
    • Pain.
    • Prevention.
    • CASE STUDY
    • THE BIOMECHANICS OF LIFTING
    • LIFTING TECHNIQUES
      • Stoop Lift
      • Squat Lift
      • Semi-Squat Lift
        • FIGURE 11-1 A stoop lift.
        • FIGURE 11-2 A squat lift.
        • FIGURE 11-3 A semi-squat lift.
      • Freestyle Lift
      • Trunk Kinetic Lift
      • Load Kinetic Lift
        • FIGURE 11-4 An approximate 50% variance in lumbar mo-ments at the L5/S1 segment when comparing squat and stoop lift. (From Chaffin DB, Andersson GB: Occupational biomechanics, ed 2, New York, 1991, John Wiley & Sons.)
    • CRITIQUE OF LIFTING TECHNIQUES
      • Biomechanical Analysis
      • Physiologic Response
      • Perceived Exertion
        • Table 11-1 Comparison of Lifts
    • OTHER CONSIDERATIONS
      • Table 11-2 Correlation Coefficients r2 between Maximum Spinal Compressive-Shear Forces and the Probability of a High-Risk Classification
      • Incline
      • Stability of the Load
      • Pushing and Pulling
    • MANUAL LIFTING ANALYSIS
      • CASE STUDY
        • Job Description
        • Job Analysis
        • Discussion
      • FIGURE 11-5 Fast-food worker handing food tray to customer.
    • UTAH ASSESSMENT OF BACK COMPRESSIVE FORCES (BLOSWICK ESTIMATION OF BACK COMPRESSIVE FORCE)
      • FIGURE 11-6 Bloswick's revised estimation of back compressive force. (From Bloswick DS: Ergonomics. In Harris RL, editor: Patty's industrial hygiene and toxicology, ed 5, vol 4, New York, 2000, John Wiley & Sons.)
      • FIGURE 11-7 A, Male worker—stoop lift. B, Female worker—squat lift.
    • CONCLUSION
      • Learning Exercises
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
  • Chapter 12 Seating*
    • Learning Objectives
    • Adjustability.
    • ANSI/HFES.
    • Static muscle loading.
    • CASE STUDY
    • CONSIDERATIONS OF SITTING
    • THE BODY'S NEED FOR MOVEMENT
    • ANATOMIC AND BIOMECHANICAL CONSIDERATIONS
      • Lower Body
        • FIGURE 12-1 Variations in disc pressure among various unsupported seated postures, in comparison with a person standing at ease. (From Chaffin D, Andersson G: Occupational biomechanics, New York, 1984, Wiley & Sons.)
        • FIGURE 12-2 Disc pressure has been compared in various seated postures while the person with low back support performs usual desk activities. (From Chaffin D, Andersson G: Occupational biomechanics, New York, 1984, Wiley & Sons.)
      • Upper Body
    • COMMON CHAIR ISSUES
      • Box 12-1 Typical Problems Associated with Many Office and Industrial Chairs
    • ERGONOMIC CHAIR DESIGN AND SELECTION
      • FIGURE 12-3 Ergonomic interventions need not be costly. Therapists can often find nontraditional applications for many items used on a daily basis and/or work aides. In this case, two monitor risers were placed side by side to provide 2 inches of height, atop which an old keyboard tray with a wrist rest was placed.
      • FIGURE 12-4 Ergonomic design guidelines for a chair. (*Measured relative to chair seat.)
      • Armrests and Footrests
      • Lumbar Supports and Wedges
      • Special Situations and Nonconventional Chairs
        • FIGURE 12-5 Neutral Posture's AbStool (or AbChair) can offer users support when the pillow backrest is in front or behind the torso as it swivels 360 degrees. (Courtesy Neutral Posture, Inc., Bryan, Tex.)
        • FIGURE 12-6 Jim using his chair with A, back support and B, torso support.
        • FIGURE 12-7 The Stance Angle Chair can be adapted to sitting, kneeling, and standing postures. This photograph illustrates a standing work posture, in conjunction with the TaskMate Height Adjustable Monitor and Keyboard Positioning Unit. (Courtesy HealthPostures, LLC, Glencoe, Minn.)
    • SEATING STANDARDS
    • ERGONOMIC WORKSTATION CONSIDERATIONS
      • FIGURE 12-8 Modifications to the computer desk were required for this 6-foot, 1-inch tall man. These included a new chair, wider and adjustable-height keyboard tray, monitor risers, an antiglare screen, a larger mouse, and physically moving the desk away from the wall to create a preferred viewing distance to the screen.
    • EMPLOYEE EDUCATION
      • FIGURE 12-9 Computer workstation self-evaluation. (Adapted from UCLA Ergonomics: Computer workstation self-evaluation. Retrieved October 2006, from www.ergonomics.ucla.edu/Seval_Chair.cfm.)
      • FIGURE 12-10 OSHA evaluation checklist. (From Occupational Safety and Health Administration: Evaluation checklist. Retrieved October 2006, from www.osha.gov/SLTC/etools/computerworkstations/pdffiles/checklist1.pdf.)
    • MANAGEMENT CONSIDERATIONS
      • FIGURE 12-11 Cornell ergonomic seating evaluation. (Copyright © Professor Alan Hedge, Cornell University, July 2003.)
      • Box 12-2 Involving Chair Users in the Evaluation Process
    • CONCLUSION
    • Learning Exercises
      • Overview
      • Purpose
      • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
    • Websites
  • Chapter 13 Computers and Assistive Technology
    • Learning Objectives
    • Cumulative trauma disorder (CTD).
    • Dose-response model.
    • Video display terminal (VDT).
    • Workstation design.
    • CASE STUDY
    • EPIDEMIOLOGY OF CUMULATIVE TRAUMA DISORDER
    • DOSE-RESPONSE MODEL
    • RISK FACTORS OF CUMULATIVE TRAUMA DISORDER: EXACERBATION AND REDUCTION
      • Repetitive Motion
      • Forceful Motion
      • Awkward Postures and Constrained Positions
      • Mechanical Stress Caused by Direct Pressure
      • Vibration
      • Extreme Temperatures
    • EVALUATION OF THE IMPACT OF EXPOSURE
    • EVALUATION OF WORK CAPACITY OF KEYBOARD USERS
    • SOLUTIONS RELATED TO WORKSTATION SETUP
    • ISSUES RELATED TO DESKTOP AND NOTEBOOK COMPUTERS
    • ISSUES RELATED TO KEYBOARD LAYOUT
    • SOLUTIONS RELATED TO KEYBOARD STRUCTURE
      • Table 13-1 Example Keyboards with Characteristics Designed to Reduce Cumulative Trauma Disorders
    • ISSUES RELATED TO KEY CHARACTERISTICS
    • SOFTWARE SOLUTIONS
    • SOLUTIONS RELATED TO ALTERNATE INPUT METHODS
      • Speech Recognition
      • Mouse Pointing Devices and Mouse Alternatives
        • Table 13-2 Example Mouse Pointing Devices with Characteristics Designed to Reduce Cumulative Trauma Disorders
    • CONCLUSION
      • Table 13-3 Alternatives to Mouse Pointing Devices
      • Learning Exercise
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
• PART IV Application Process
  • Chapter 14 Ergonomics for Children and Youth in the Educational Environment
    • Learning Objectives
    • Classroom design.
    • Learning environments.
    • Anthropometrics.
    • CASE STUDY
    • FIGURE 14-1 Vera's backpack can get very heavy.
    • THE LEARNING ENVIRONMENTS
      • Computer Environment
        • Table 14-1 Current Research in the Area of Ergonomics and Children in the School Environment
        • FIGURE 14-2 On average, students use a notebook computer for 3.2 hours per day.
      • Classroom Environment
    • QUESTIONS TO ASK ABOUT THE SEATED LEARNING ENVIRONMENT
      • Questions for the Clinician
        • FIGURE 14-3 Comfortable workstation setup. A, School. B, Home.
      • Questions for the Researcher
    • CARRYING SCHOOLBAGS
      • Musculoskeletal Symptoms and Complaints
      • Main Concerns and Causes for the Complaints
      • Controls
        • FIGURE 14-4 Carrying a backpack properly can help distribute the weight and maintain stability.
    • CONCLUSION
      • Learning Exercise
        • Overview
        • Purpose
        • Exercises
    • Multiple Choice Review Questions
    • REFERENCES
  • Chapter 15 Ergonomics of Aging*
    • Learning Objectives
    • Theories of aging.
    • Productive work.
    • Older workers.
    • CASE STUDY
    • BIOLOGIC AND PHYSIOLOGIC THEORIES OF AGING
      • FIGURE 15-1 Predicted world population 2002-2050 by specific age groups. (From U.S. Census Bureau, International Programs Center, International Data Base.)
      • FIGURE 15-2 This summary of prominent biologic and physiologic theories of aging identifies three main categories of biologic theories (genetic mutation, cellular waste accumulation, and wear and tear) of physiologic manifestations of age.
      • Table 15-1 Preparing for Changes Related to the Effects of Aging
    • PSYCHOLOGIC THEORIES OF AGING
      • FIGURE 15-3 This is a summary of the prominent psychologic theories of aging that are categorized into three areas (genetic, adaptive, and static or withdrawn). The figure illustrates the unique gestalt that emerges as the life course progresses.
      • Box 15-1 Websites on the Older Worker
    • SOCIOLOGIC THEORIES OF AGING
      • FIGURE 15-4 This summary of prominent sociologic theories of aging illustrates the importance of two themes (social policy and social expectations) in socially constructing an atmosphere that can lead to premature retirement.
      • Issue 1: Employer Ambivalence
        • Therapist Recommendations
      • Issue 2: Employee Ambivalence
        • Therapist Recommendations
      • Issue 3: Workplace Readiness for Change
        • Therapist Recommendations
      • Issue 4: Physical Job Demands That Are Occasionally Untenable for Older Employees
        • Therapist Recommendations
    • CONCLUSION
      • Learning Exercise
        • Purpose
        • Exercises
    • Multiple Choice Review Questions
    • REFERENCES
  • Chapter 16 Ergonomics in Disability Management
    • Learning Objectives
    • Participatory ergonomics.
    • Primary prevention.
    • Secondary prevention.
    • Tertiary prevention.
    • CASE STUDY
    • DISABILITY MANAGEMENT
    • MACROERGONOMICS
    • PARTICIPATORY ERGONOMICS
      • Using Participatory Ergonomics in the Workplace
      • Models of Participatory Ergonomics
        • Design Decision Group
          • FIGURE 16-1 Rapid Upper Limb Assessment (RULA). (Copyright © Professor Alan Hedge, Cornell University, February 2000.)
          • FIGURE 16-2 Washington Hazards Checklist. (Adapted from State of Washington Department of Labor and Industries Ergonomic Rule.)
          • FIGURE 16-3 Activity Risk Checklist. (Copyright © 2002 Thomas E. Bernard.)
        • Participatory Ergonomics Program
        • Advanced Knowledge and Design Acquisition Methodology
        • Work Analysis
        • Ergonomic Coordinator Program
    • RETURN TO WORK
      • A Written Return-to-Work Policy
      • Maintaining “Occupational Bond”
      • Job Descriptions and Physical Demands Analysis
      • Early Communication Between the Health Care Team and the Workplace
      • Creating a Return-to-Work Team
      • Training of the Supervisors and Employees
      • Offering Accommodation and Transitional Duty
        • FIGURE 16-4 A sample physical demands analysis.
      • Performing Ergonomic Visits (Job Coaching)
      • Applying Secondary and Tertiary Prevention Strategies
      • Evaluating the Results of the Program
    • RETURN-TO-WORK MODEL
      • FIGURE 16-5 A return-to-work outline for Ms. Jones.
      • Learning Exercise One
        • Overview
        • Purpose
        • Exercise
      • Learning Exercise Two
        • Overview
        • Purpose
        • Exercise
      • Learning Exercise Three
        • Overview
        • Purpose
        • Exercise
      • Learning Exercise Four
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED RESOURCES
      • Accommodations
      • Disability Management Resources
      • Health and Safety Resources
  • Chapter 17 Ergonomics of Play and Leisure
    • Learning Objectives
    • Crafts.
    • Sports.
    • Tools.
    • Positions.
    • CASE STUDY
    • BACKGROUND
    • RISK FACTORS FOR LEISURE OCCUPATIONS
    • PARTICIPATION AND DEMOGRAPHICS
      • Quilting
      • Gardening
      • Golfing
    • COMMON INJURIES
      • Quilting
        • FIGURE 17-1 Weight-bearing on the left hand to hold the ruler and excessive flexion of the right wrist while using a nonergonomic rotary cutter can lead to repetitive strain injuries and other musculoskeletal injuries during a cutting task.
      • Gardening
      • Golfing
        • Table 17-1 Injury Rate Among Amateur Golfers
    • POSTURES AND POSITIONING
      • Quilting
        • FIGURE 17-2 A wedge positioned under the sewing machine tilts the machine approximately 15 degrees and reduces neck and shoulder strain.
      • Gardening
        • FIGURE 17-3 A, Risers or elevators typically used for beds are used to increase the height of a table. B, Home-made table elevators or risers have been made of PVC pipe and used to increase the height of a folding table.
      • Golfing
        • FIGURE 17-4 Bypass pruners used for cutting branches. On this model the grip is padded for comfort and the handles are adjustable. In this picture the lower handle has been extended.
        • FIGURE 17-5 When raking, use a stance with one foot forward and the other foot back. Then rock back and forth from the front foot (left image) to the back foot (right image). This technique uses the stronger leg muscles and reduces the strain on the back and shoulders. This technique can be used for similar tasks such as sweeping.
        • FIGURE 17-6 A, The proper setup for the golf swing includes ap-proximately 40 degrees of flexion at the hip and a straight back. B, Improper setup increases the rotation at the lower back and increases the risk of injury.
    • TOOL USE
      • FIGURE 17-7 Examples of ergonomic cutting tools used in sewing and other crafts. Top, An ergonomic rotary cutter with an automatic closing safety feature. Bottom, Soft-handled scissors with a spring-loaded automatic opening feature.
      • FIGURE 17-8 Samples of gardening tools identified as “ergonomic.” These have large handles and are heavy, which may not be the best option for someone with smaller hands.
    • EVALUATION
    • CONCLUSION
      • Learning Exercises
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED RESOURCES
      • Quilting and Crafts Resources
      • Gardening Resources
      • Sports Resources
  • Chapter 18 Evidence-Based Practice
    • Learning Objectives
    • Evidence-based practice.
    • Randomized control trial.
    • Work rehabilitation.
    • CASE STUDY
    • DETERMINING THE CLINICAL QUESTION
    • SOURCES OF INFORMATION AND EVIDENCE
      • Table 18-1 Rating of Evidence
    • RANDOMIZED CLINICAL TRIALS
      • Table 18-2 Levels of Scientific Evidence, Based on the Quality and the Outcome of the Studies
      • FIGURE 18-1 Typical randomized controlled trial. O1, pretreatment observations; O2, posttreatment observations; XI, intervention used in experimental group; XII, intervention used in comparison group; R, randomization.
      • Table 18-3 American Academy of Neurology Criteria for Grading Diagnostic and Therapeutic Studies
    • AMALGAMATION OF RESULTS
      • FIGURE 18-2 Mathematical ex-pression of indices g and d. The g index is a biased ES estimate that overestimates the population ES when sample size is small. The d index is an unbiased ES estimate derived for studies with small sample sizes.
    • RESULTS INTEGRATION AND DISSEMINATION
      • Back Review Group
        • Table 18-4 Cochrane Internet Sites, Centers, and Review Groups Relevant to Work Rehabilitation
      • Bone, Joint and Muscle Trauma Group
      • Injuries Group
      • Musculoskeletal Group
      • Occupational Health Field
      • Rehabilitation and Related Therapies Field
        • Table 18-5 Databases Associated with the Cochrane Library
    • EVIDENCE-BASED PRACTICE, ERGONOMICS, AND WORK REHABILITATION
      • Lack of Theoretic Background
      • Outcomes of Ergonomic Interventions
      • Method of Investigation
      • Technology
      • Conflict of Values
    • EVIDENCE-BASED PRACTICE AND CLINICAL GUIDELINES
      • Learning Exercise
        • Overview
        • Purpose
        • Exercise
    • CONCLUSION
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
    • Websites
• PART V Resources
  • Chapter 19 Certifications and Professional Associations in Ergonomics
    • Learning Objectives
    • Certified Professional Ergonomist (CPE) or Certified Human Factors Professional (CHFP).
    • Associate Ergonomics Professional (AEP) or Associate Human Factors Professional (AHFP).
    • Certified Ergonomics Assessment Specialist (CEAS).
    • CASE STUDY
    • BOARD OF CERTIFICATION IN PROFESSIONAL ERGONOMICS
      • Table 19-1 Criteria for Certification by the Board of Certification in Professional Ergonomics
    • OXFORD RESEARCH INSTITUTE, INC.
      • Table 19-2 Criteria for Certification by the Oxford Research Institute
    • BACK SCHOOL OF ATLANTA
    • ROY MATHESON AND ASSOCIATES
      • Box 19-1 Professional Association Resources
    • CONCLUSION
      • Box 19-2 Ergonomic Educational Programs: Universities Offering Ergonomic Programs
      • Learning Exercise
        • Overview
        • Purpose
        • Exercise
      • Box 19-3 Self-Survey Screening Tool
        • Instructions
        • Self-Test
        • Point Assignments
        • Score Sheet
    • Multiple Choice Review Questions
    • REFERENCES
  • Chapter 20 Economics and Marketing of Ergonomic Services
    • Learning Objectives
    • Consumer behavior.
    • Exchange potential.
    • Demographics.
    • Advertising.
    • MARKETING IN THE NEW ECONOMY
    • DEFINITION OF MARKETING
      • Box 20-1 The Exchange Potential
    • MARKETING APPROACH
      • FIGURE 20-1 Core marketing concept.
      • Analyzing Market Opportunities
        • Self-Audit
        • Consumer Analysis
        • Competition Analysis
        • Environmental Assessment
          • Demographics
          • Political and Regulatory Agencies
          • Economic and Financial Factors
      • Researching and Selecting Target Markets
      • Developing Marketing Strategies
        • Product
        • Place
        • Price
        • Promotion
          • Advertising
            • FIGURE 20-2 Advertisement developed by the American Occupational Therapy Association to promote occupational therapy's role in ergonomics. (Reprinted with permission from the American Occupational Therapy Association, Bethesda, Md.)
            • FIGURE 20-3 An example of sample copy testing questions used to survey target markets about their input regarding advertising materials.
          • Sales Promotion
          • Publicity
          • Personal Selling
      • Executing and Evaluating the Marketing Plan
        • FIGURE 20-4 Press release developed by the American Occupational Therapy Association to promote occupational therapy's role in ergonomics. (Reprinted with permission from the American Occupational Therapy Association, Bethesda, Md, 1998.)
        • Box 20-2 Example of Creative Personal Selling
        • CASE STUDY
          • Self-Audit
            • Strengths
            • Weakness
            • Opportunities
            • Threat
          • Consumer Analysis
          • Competitive Analysis
          • Environmental Assessment
          • Market Segmentation
    • CONCLUSION
      • Learning Exercises
    • Multiple Choice Review Questions
    • REFERENCES
    • SUGGESTED READING
    • Websites
  • Chapter 21 Entrepreneurship
    • Learning Objectives
    • Business.
    • Creative.
    • Financing.
    • DEFINITIONS OF ENTREPRENEURSHIP
    • ERGONOMICS AND ENTREPRENEURSHIP
      • CASE STUDY
      • Children and Youth
      • The Older Population
      • Ergonomics and Telecommuting
    • ROLES AS AN ERGONOMICS PROFESSIONAL
    • FROM THERAPIST TO ENTREPRENEUR
      • FIGURE 21-1 A prebusiness checklist.
      • Prebusiness Checklist
        • Box 21-1 Sample of Professional Biography
          • Profile
        • FIGURE 21-2 Example of a corporate logo. (Courtesy Worksite International.)
        • Box 21-2 Types of Business Entities
          • Sole Proprietorship
          • Limited Liability Corporation (LLC)
          • C Corporation
          • S Corporation
      • Writing a Business Plan
        • Box 21-3 Sample Mission Statement
        • FIGURE 21-3 Independent contractor agreement (subcontractor agreement).
      • Obtaining Funding
        • FIGURE 21-4 Nondisclosure agreement (NDA).
        • Box 21-4 Sample Business Plan Outline
      • Exit Strategy
    • CONCLUSION
      • Learning Exercise
        • Overview
        • Purpose
        • Exercise
    • Multiple Choice Review Questions
    • REFERENCES
    • RESOURCES
• Back Matter
  • Appendix A Sample Job Analysis and Design Considerations
    • Learning Objectives
      • Musician ergonomics.
      • Parenting.
      • Documentation.
      • CASE STUDY 1: THE NEW MOTHER
      • History and Interview
      • Job Duties
      • Hazards Noted
        • FIGURE A-1 Seated posture on the couch without support
        • FIGURE A-2 Mother carrying baby car seat–carrier with one arm
        • FIGURE A-3 Car seat coupling device
      • Recommendations
        • Engineering Controls
          • FIGURE A-4 Seated posture while breast-feeding with back support and Boppy pillow
        • Work Practice Controls
          • FIGURE A-5 Reaching and twisting while lifting Zeke off changing table
          • FIGURE A-6 A, Standing with baby without correcting for hyperlordotic posture. B, Standing with baby while correcting for hyperlordotic posture.
        • Administrative Control
      • Summary
      • Case Discussion
        • CASE STUDY 2: THE VIOLA PLAYER
      • History and Interview
      • Summary of Physical Findings
      • Job Duties
        • Viola Performances
        • Music Teaching
      • Summary of Ergonomic Evaluation
      • Hazards Noted
        • FIGURE A-7 Pretreatment sitting posture while playing the viola
      • Recommendations and Intervention
        • Engineering Controls
        • Work Practice Controls
          • FIGURE A-8 Modified viola playing posture with supportive cushions
          • FIGURE A-9 Modifications made to shoulder rest
      • Occupational Therapy Summary
      • Summary
      • Case Discussion
        • CASE STUDY 3: THE CHEF INSTRUCTOR
      • History and Interview
      • Job Duties
      • Hazards Noted
        • FIGURE A-10 Using the tip of the knife to cut on a crowded board
        • FIGURE A-11 Stirring in a blender over shoulder height
        • FIGURE A-12 Working over shoulder height with extended reach in the oven
        • FIGURE A-13 Using the overhead mirror to demonstrate a blender technique
      • Recommendations
        • Engineering Controls
        • Work Practice Controls
        • Administrative Controls
      • General Notes
      • Summary
      • Case Discussion
        • Learning Exercises
      • Multiple Choice Review Questions
  • Appendix B Sample Functional Job Analysis
    • CASE STUDY 4: THE DRAGLINE OPERATOR
    • Background
    • Preparation
      • FIGURE B-1 Anatomy of a dragline excavator
    • Job Analysis
      • Step 1: Identification of Tasks
      • Step 2: Analysis of Tasks
        • FIGURE B-2 Task report for dragline, operation
        • FIGURE B-3 Task report for dragline cable, moving
        • FIGURE B-4 Task report for dragline revolving frame, cleaning
      • Step 3: Classification of Tasks
      • Step 4: Summation of Tasks
      • Step 5: Report
    • Case Discussion
      • FIGURE B-5 Job report for the dragline operator
  • Appendix C Ergonomic Information Sheets for Consumers
    • ERGONOMIC STRATEGIES—Computer Keyboards
      • Problems Caused by Computer Keyboards
      • Tips for Proper Keyboard Use
      • REFERENCES
    • ERGONOMIC STRATEGIES—Computer Mice
      • How Does Mouse Use Lead to Discomfort?
      • How Can I Prevent Symptoms?
      • REFERENCES
    • ERGONOMIC STRATEGIES—Computer Monitors
      • How Can a Computer Monitor Become Problematic?
      • How Should I Properly Position My Computer Monitor, and Why Is This Important?
      • REFERENCES
    • ERGONOMIC STRATEGIES—Golf
      • The Swing
      • Facts About Golfing Injuries
      • How to Prevent Golfing Injuries
      • REFERENCES
    • ERGONOMIC STRATEGIES—Lighting
      • What Are the Effects of Improper Office Lighting?
      • What Are the Causes and Effects of Glare?
      • Tips for Safe Office Lighting
      • Why Is Proper Lighting Important?
      • REFERENCES
    • ERGONOMIC STRATEGIES—Personal Digital Assistants (PDAs)
      • What Is Blackberry Thumb?
      • What Can I Do to Prevent Blackberry Thumb or Improve Current Symptoms?
      • REFERENCES
    • ERGONOMIC STRATEGIES—Seating
      • Facts About Prolonged Sitting Postures
      • Why Is Office Seating Problematic?
      • What Type of Office Chair Is Optimal?
      • REFERENCES
    • ERGONOMIC STRATEGIES—Stress Management
      • What Can Stress Do to My Body?
      • How Can I Alleviate Stress?
      • REFERENCES
    • ERGONOMIC STRATEGIES—Stretching and Rest Breaks
      • Why Are Rest Breaks Beneficial?
      • Tips for Stretching at the Workstation
      • REFERENCES
  • Appendix D Answers to Review Questions
    • Chapter 1
    • Chapter 2
    • Chapter 3
    • Chapter 4
    • Chapter 5
    • Chapter 6
    • Chapter 7
    • Chapter 8
    • Chapter 9
    • Chapter 10
    • Chapter 11
    • Chapter 12
    • Chapter 13
    • Chapter 14
    • Chapter 15
    • Chapter 16
    • Chapter 17
    • Chapter 18
    • Chapter 19
    • Chapter 20
    • Chapter 21
    • Appendix A
  • Appendix E Common Conversions
    • Common British to Metric Conversions
    • Temperature Conversion

    UM RAFBÆKUR Á HEIMKAUP.IS

    Bókahillan þín er þitt svæði og þar eru bækurnar þínar geymdar. Þú kemst í bókahilluna þína hvar og hvenær sem er í tölvu eða snjalltæki. Einfalt og þægilegt!
    
    Rafbók til eignar
    Rafbók til eignar þarf að hlaða niður á þau tæki sem þú vilt nota innan eins árs frá því bókin er keypt.
    
    Þú kemst í bækurnar hvar sem er
    Þú getur nálgast allar raf(skóla)bækurnar þínar á einu augabragði, hvar og hvenær sem er í bókahillunni þinni. Engin taska, enginn kyndill og ekkert vesen (hvað þá yfirvigt).
    
    Auðvelt að fletta og leita
    Þú getur flakkað milli síðna og kafla eins og þér hentar best og farið beint í ákveðna kafla úr efnisyfirlitinu. Í leitinni finnur þú orð, kafla eða síður í einum smelli.
    
    Glósur og yfirstrikanir
    Þú getur auðkennt textabrot með mismunandi litum og skrifað glósur að vild í rafbókina. Þú getur jafnvel séð glósur og yfirstrikanir hjá bekkjarsystkinum og kennara ef þeir leyfa það. Allt á einum stað.
    
    Hvað viltu sjá? / Þú ræður hvernig síðan lítur út
    Þú lagar síðuna að þínum þörfum. Stækkaðu eða minnkaðu myndir og texta með multi-level zoom til að sjá síðuna eins og þér hentar best í þínu námi.
    
    
    
    Fleiri góðir kostir
    - Þú getur prentað síður úr bókinni (innan þeirra marka sem útgefandinn setur)
    - Möguleiki á tengingu við annað stafrænt og gagnvirkt efni, svo sem myndbönd eða spurningar úr efninu
    - Auðvelt að afrita og líma efni/texta fyrir t.d. heimaverkefni eða ritgerðir
    - Styður tækni sem hjálpar nemendum með sjón- eða heyrnarskerðingu