A finite element (FE) based scheme for modeling facet articulation in a spinal motion segment is proposed. The algorithm presented models the facet articulation as a nonlinear progressive contact problem. This algorithm is used to perform a nonlinear FE analysis of a complete L3-L4 motion segment. The role of facets in load transmission through a motion segment and its sensitivity to facet geometric parameters (i.e., spatial orientation of the facets and the gap between the facet articular surfaces) on this load transmission are studied. Compression, flexion, extension, and torsion loads are used in this study. The effect of facetectomy on gross segment response and disk fiber strains is studied by comparing the response of FE models of motion segment with and without facets. Large facet loads are obtained when the motion segment is subjected to torsional and large extension rotations, whereas minimal facet loads are observed under compression and flexion loading. Removal of facets reduces the segment stiffness considerably in torsion and results in higher strain levels in disk fibers. The facet load transmission is sensitive to facet geometric parameters, i.e., spatial orientation and initial facet joint gap. The facet loads increase uniformly with decrease in initial gap between the facet articular surfaces under compression, extension, and torsional loads. The sensitivity to spatial orientation angles of the facet is, however, found to vary with the type of loading. This sensitivity may account for the wide variation in the facet response reported in literature.

The Corneal Nerve Analysis tool is a reproducible diagnostic software technique for the analysis of the SCNP with confocal microscopy. Older age, DM, and higher level of HbA1c were associated with a significant reduction in SCNP parameters.

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Abstract-There have been different active-learning initiatives introduced in academia to provide engineering students with the necessary knowledge, skills and attitude to be competitive in the global market. These initiatives have been in response to the need in the corporate world for engineers with exposure to global collaborative environments. Consequently, multinational collaborative design projects have been used by the authors as means of introducing professional global skills to engineering students while exposing them to a projectbased learning experience. This educational activity is expected to motivate students so that they can start developing the professional skills that will help them to overcome difficulties and to carry out the project successfully. However, this activity faces many challenges including, among others, cultural and academic background differences, language and time zone barriers, and issues with communication tools. Therefore, this work compares the motivation of students before and after their participation in a multinational design project, using gender and class standing as differentiating parameters. To accomplish this objective, the Intrinsic Motivation Inventory (IMI) was adapted to the implemented multinational collaborative experience and administered to the participating students. Three motivation constructs are taken into consideration: (a) interest/ enjoyment, (b) perception of choice, and (c) perceived competence. Results are discussed based on the research questions posed for this comparative work, and result reflections are presented.Keywords-student motivation; multinational project; gender differences; international collaboration; class status IntroductionGlobalization has changed not only the way companies conduct business, but also how they design, build and sell their products, therefore, companies are utilizing a larger pool of capable and experienced professionals worldwide, partially due to ad-78

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Nowadays global collaborative environments in the corporate world require engineers with professional global competences. In response to such need, different active-learning initiatives have been introduced in academia to prepare engineering students with the necessary knowledge, skills and attitude to be competitive in the global market. Consequently, multinational design projects have been used by the authors as means of introducing professional global skills to engineering students while exposing them to a project-based learning experience. This educational activity faces many challenges including cultural and academic background differences, language and time zone barriers, and issues with communication tools among others. Therefore, this activity is expected to motivate students so they can start developing the professional skills that will help them to overcome difficulties and to carry out the project successfully. This work studies the motivation of students before and after participating in a multinational design project and makes a comparison of this parameter's results based on the effect of gender. To accomplish this objective, the Intrinsic Motivation Inventory (IMI) was adapted to the multinational experience and administered to the participating students. For this study, three motivation constructs are taken into consideration: (a) interest/enjoyment, (b) perception of choice, and (c) perceived competence. Results are discussed based on the research questions posted for this work, and some reflections based on the results are presented