No abstract

The purpose of this study was to evaluate the clinical efficacy of body weight supported treadmill training for acute post-stroke rehabilitation, relative to conventional therapy. Forty individuals were randomized to receive either body weight supported treadmill training or conventional therapy as part of standard care at an acute rehabilitation facility. As part of normal care patients were evaluated using the Functional Independence Measure; gait units and length of stay were also recorded. Within 48 hours of discharge, participants were evaluated using a Qualisys motion capture system to measure spatiotemporal gait parameters. Participants allocated to the body weight supported treadmill training group had a significantly lower admission Functional Independence Measure, but had a longer length of stay, and did not have significantly different discharge Functional Independence Measure scores. Gait speed was the only spatiotemporal outcome that was significantly different at discharge, and was lower for the body weight supported treadmill training group. As seen in previous literature, the clinical efficacy of body weight supported treadmill training seems to be similar to that of conventional overground therapy. Accounting for difference in admission scores the body weight supported treadmill training and conventional therapy groups, both methods performed comparably.

In separate series of T-700 engine tests, direct comlxu'isons were made between the forward-facing labyrinth and dual-brush compressor discharge seals. Compressor speeds to 43 000 rpm, surface speeds to 160 m/s (530 ft/s), pressures to 1 MPa (145 psi), and temperatures to 680 K (765 OF)characterizedthese tests. The wear estimate for 40 hr of engine operationswas less than 0.025 mm (0.001 in.) of the Haynes 25 alloy bristles mrmingagainst a chromium-oxide-coatedmb runner. The pressuredrops were higher forthe dual-brushthan for the forward-facinglabyrinth seal, implying bette_ seal characteristics and engine performancefor the brush seal. Modification of the secondaryflow pathrequires that changes in cooling air and engine dynamics be accounted for.

where he teaches courses in synthetic and biological polymers, materials selection, and fracture mechanics. He has conducted educational research in the areas of ethical decision making, reflection and innovative pedagogies for the past 19 years. He serves as Associate Editor of the journal Advances in Engineering Education. He has served as division chair for the Community Engagement Division and Materials Division of ASEE. Dr. Harding was invited to deliver a workshop on Ethics in the Engineering Curricula at the

The use of reflection in engineering education is often used but with little investigation to the utility or effectiveness in engineering education. Efforts made by the Consortium to Promote Reflection in Engineering Education (CPREE) have drawn attention to how reflection is used in the engineering curriculum. What is unknown is whether students recognize why their courses embed reflection activities. The following paper assessed student conceptions of what it means to reflect and why they are asked to reflect in their project-based design courses. Our intended goal was to see if students understood what reflection is and appreciate reflection as a lifelong skill rather than assignments to be graded or a waste of time. Our findings suggest that most students see reflection as an opportunity to look back at what they have done. A subset of students also saw reflection as a process or something that will impact future actions. Students mostly associated reflection with positive actions rather than focusing on mistakes and failures. They saw the main intent of reflection as being learner-centered, with some seeing reflection as having impact on a design project, their profession, life, or the particular class in which they were asked to reflect. This explicit look at student conceptions of reflection within a design context provides faculty with an understanding of what students bring to their class and how they can frame reflection activities to better compliment their students learning.