Elna Expressive 820

[Badomero Schoulund]

Combininga host of impressive sewing and embroidery functions, the elna eXpressive 850 will provide never-ending inspiration for your projects. Because the embroidery unit of this super-compact model does not need to be removed when sewing, it is very easy to switch from one mode to the other.

Master the art of embroidery with the elna eXpressive 830. Because embroidery is at the heart of this model, you will benefit from many features supporting your creations and you will enjoy its hassle-free operation thanks to an array of functions facilitating your work:

A Flexible Multi-tasker

Combining a multitude of impressive sewing and embroidery functions, the elna eXpressive 850 will provide never-ending inspiration for your projects.

Moreover, the embroidery unit of this super-compact model makes it easy to switch from one mode to the other:

Complimentary dedicated 1 to 1 training of Elna eXpressive 850 will be provided by Stitch4you(Ghim Soon)(+6588765598) trained,experienced and friendly sales consultants at our store. Our training should enable you to develop a deeper understanding of the machine and strengthen your confidence of handling it. Customers are expected to initiate arrangement of training sessions with Stitch4you team via our company whatsapp number +6588765598 or our Stitch4you Facebook Page. Arrangement of training sessions can also be made via phone calls on +6567489255.

Faulty parts which are replaced will remain as property of Ghim Soon. Serviced machines which are not collected within 2 months from the date of notification for collection will automically goes under the property of Ghim Soon.

For local purchases in Singapore, Ghim Soon is pleased to offer pick up services in which we will pick the machine up from designated locations,bring back to service thoroughly and deliver back to owner at a nominal fee of $30(includes GST). One way service will be chargeable at $20. These costs will not cover the servicing cost and cost of change of parts.

This warranty does not affect the statutory rights of the original purchaser under any applicable national laws in force nor the rights of the original purchaser against the dealer arising from their sales/purchase contract.

This limited warranty shall be interpreted, construed and enforced in all respects in accordance with the laws of Singapore.

The elna 970 is the perfect tool to help you conquer your next embroidery project. This innovative machine is built to work with embroidery formats used by industry professionals such as .jef+, .jef and .dst. With 50 built-in embroidery designs and 10 fonts for monogramming, a USB port to easily import designs and a maximum speed of 800 SPM, the possibilities are endless. All embroidery operations are noticeably faster and smoother on the elna 970. You will be impressed with your project's professional-finished results.

Developmental coordination disorder (DCD) is characterised by deficits in the acquisition and execution of motor skills that can be identified at a young age and which has a negative impact on academic achievement and everyday activities (American Psychiatric Association [APA], 2013). DCD can only be diagnosed in the absence of any other neurological or intellectual disabilities (APA 2013). DCD is reported in 5% - 6% of 5- to 11-year-old children (APA 2013), with boys more likely than girls to have this condition (Asonitou et al. 2012; Lingam et al. 2009).

Several researchers report a link between motor problems and academic skills (Alloway & Temple 2007; Schoemaker et al. 2001; Sortor & Kulp 2003; Westendorp et al. 2011). Some explanations for this occurrence are given from a neuropsychological perspective. Motor and cognitive functions are coupled, because they use the same brain structures (Diamond 2000; Westendorp et al. 2011). Furthermore, Diamond (2000:49) reports that the cerebellum is involved in both motor and cognitive functions, while the prefrontal cortex plays an important role in motor and cognitive functioning as well as through the strong neural connections between these two brain areas. Dysfunction in any of these brain structures or neural pathways may therefore express itself in motor problems as well as in cognitive problems. A second argument is that motor and cognitive development follows the same timetable with an accelerated development between 5 and 10 years. If any dysfunction may occur in these brain structures, it could possibly lead to motor and cognitive problems. Furthermore, motor and cognitive functions share several common underlining processes, for example sequencing (Hartman et al. 2010; Westendorp et al. 2011), and monitoring and planning (Roebers & Kauer 2009; Westendorp et al. 2011) which might also account for the co-occurrence of these problems.

Academic problems in children with DCD are associated with visual integration skills (Bonifacci 2004), visual functioning (Coetzee & Pienaar 2011; Goldstand, Koslowe & Parush 2005), visual processing skills (Goldstand et al. 2005) and convergence skills (Morad et al. 2002). Pienaar, Barhorst and Twisk (2013:377) report that the mastering of mathematics in South African Grade 1 learners depends on visual-perceptual skills where good visual-motor skills, visuospatial orientation and visual discrimination are required for the successful mastering of the foundational mathematical concepts. Movement execution depends on the ability to detect and analyse visual information (vision) received from the eyes (Botha 2013). Visual perception and motor coordination are part of an umbrella term, namely visual-motor integration skills (Beery & Buktenica 1997) which is described as the ability to integrate visual-perceptual skills with fine motor coordination (Beery & Buktenica 1997; Cheatum & Hammond 2000). Motor coordination influences the effective co-operation of body parts to produce smooth body movement, while visual perception (Schoemaker et al. 2001) is an acquired process by which useful visual information is obtained through effective conversion of images (Bezrukikh & Terebova 2009; Cheatum & Hammond 2000).

Children with DCD's visual-motor perception and spatial orientation are described as inhibited and their ability to make quick motor adjustments are hence affected (APA 2013). Purcell et al. (2012:304) are of the opinion that the ability of children with DCD to process movement demands is influenced by poor visual-motor integration skills. Well-planned, coordinated and conscious movement can only take place when strength control is applied correctly, when motor planning occurs in fine detail and when continuous adjustments are made correctly by the neurological feedback system (Botha 2013). Clarification of different subsystems, including sensory and perceptual systems that contribute to general coordination, development of motor coordination and motor coordination difficulties is therefore of importance when assessing DCD (Cermak & Larkin 2002). A variety of test components can be required to approach the general construct of coordination, including tasks measuring neurodevelopmental function, tasks classified on the basis of interaction with the environment and fine and gross motor tasks (Cermak & Larkin 2002). Researchers (Dwyer, Baur & Hardy 2009; Riethmuller, Jones & Okely 2009) highlight in this regard that many body systems, including sensory, musculoskeletal and neurological systems are being incorporated during a child's motor skill development and are therefore different but important underlying constructs of coordinated performance in children.

Gross motor skills are highlighted by various researchers as an important contributor to later cognitive achievement (Lopes et al. 2013; Piek et al. 2008; Son & Meisels 2006). Skills, generally executed in the classroom such as copying activities and skills that must be performed at speed, appear to be weaker in children with poor motor coordination because of slower inhibition of dominant responses (Michel et al. 2011). Proper muscle functioning also influences writing tasks such as quality of handwriting and writing speed (Malloy-Miller, Polatajko & Anstett 1995; Schwellnus et al. 2012). Perceptual-motor skills also have an influence on various scholastic tasks where spatial orientation, for example, is important for a clear understanding of number lines (Gunderson et al. 2012) and plays an important role in general mathematical abilities (Van Lill 2011). Perceptual skills are reported to have the greatest impact in the earlier school years or more importantly contribute to the earlier stages of mathematics (Geary, Hamson & Hoard 2000).

Thus, it appears from research findings that motor deficits in children with DCD based on different subsystems such as sensory, perceptual and neurodevelopmental function that contribute to the construct of general coordination, would impact negatively on their academic achievement. Research by Carlson, Rowe and Curby (2013:527) also indicates that visual-spatial integration keeps on developing and plays an important role in academic achievement. A lack of knowledge was identified from the literature, as no South African studies were found regarding this possible relationship which necessitates further research in this regard, especially on South African children. The objective of this study is therefore to determine whether an association exists between visual perception, motor coordination and visual-motor integration skills and academic achievement in 10-year-old children with DCD, and which of these perceptual and motor coordination skills have the largest contribution to academic performance.

This study was based on a cross-sectional cohort that was part of a stratified and randomised longitudinal study design (NW-Child Health, Integrated with Learning and Development), which covered a period of 6 years (2010-2016). The North-West Child Health, Integrated with learning and Development (NW-CHILD) study included baseline measurements and two follow-up test opportunities during this period (2013-2016). In order to determine the sample for the baseline measurements in 2010, a list of schools in the North West Province was obtained from the Department of Basic Education (DoBE), where after stratification was done according to school regions and school types (quintile 1-5). A list of schools in the North West Province, which were grouped into eight education districts that each represented 12-22 regions, each with approximately (minimum 12, maximum 47), were used. Four regions and were then randomly selected with regard to population density and school status. Within each region, five schools were selected where each of these schools represented the particular quintiles (Quintile 1 - schools in poor economic areas to Quintile 5 - schools in good economic areas). The DoBE in each province used a poverty classification to classify schools in different quintiles. This poverty classification was obtained from the National Census data which included income, dependant ratios and levels of literacy (Pauw 2005). Quintile 1-3 schools represented children from low socio-economic environments where Quintile 1 and 2 schools are released from paying school fees, while Quintile 4-5 schools represented learners from higher socio-economic schools (Pauw 2005).

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