Modifications and upper extremity orthotics for the Lofstrand crutch

According to the latest National Institute on Disability and Rehabilitation Research (NIDRR) Mobility Device Report, there are an estimated 566,000 persons who use crutches in the US. During Lofstrand crutch mobility, irregular loads are placed upon the upper extremities during quadrupedal gait. During self-load bearing while walking with Lofstrand crutches, the arms can experience periodic loads every 1 s of up to 50% of body weight for durations as short as 340 ms. Excessive loads and motion of the wrist increase chances for carpal tunnel syndrome. Lofstrand crutch users would clearly benefit by having these upper extremity demands reallocated or supported by an orthosis to allow for longer-term ambulation, reduction in pain, and injury avoidance. This thesis contains two studies: the design of a passive orthosis for Lofstrand crutch gait, and the use of a pneumatic pump as an energy harvesting device. An orthotic attachment for the Lofstrand crutch was developed, in order to reduce wrist extension and redirect loads from the carpal tunnel region on the palm and toward the adductor pollicis. Pressure sensors were used at the handle of the crutch to locate and measure loads, while motion capture was used to calculate joint angles. Results show a decrease in the average force and mean pressure across a Lofstrand crutch handle when using the orthosis, although peak palmar pressures may be greater with the orthosis. Palmar load displacement toward the adductor pollicis was achieved. There is motivation to extend this work by using soft robotic technology, which will be powered pneumatically. Therefore, a preliminary design for a pneumatic harvesting device that can accumulate pressure throughout the gait cycle was created and assessed. The harvesting device was a piston attached to the tip of the crutch. When compressed, the device stores the pneumatic energy into an accumulator. Data were collected using a pressure transducer. A mathematical model of pressure in the accumulator was developed in order to predict accumulated pressure as a function of effective volume of the piston and dead volume in the system. The model simulation results were compared to experimental values and ranged from 3.79-15.53 percent error. A second custom piston design to achieve higher stroke volume is also presented

The ‘Meanings’ and ‘Enactments’ of Science and Technology: ANT-Mobilities’ Analysis of Two Cases

In this work I study two cases involving practices of science and technology in the backdrop of related and recent curricular reforms in both settings. The first case study is based on the 2005 South Asian earthquake in Muzaffarabad, Pakistan which led to massive losses including large scale injuries and disabilities. This led to reforms at many levels ranging from disaster management to action plans on disability, including educational reforms in rehabilitation sciences. Local efforts to deal with this disaster led to innovative approaches such as the formation of a Community Based Rehabilitation (CBR) model by a local NGO, which I study in detail. The second case study is based on the recent reform of science and technology curriculum in Ontario, which is related to the release of the 2007 Intergovernmental Panel for Climate Change (IPCC) reports. With climate change science driving this reform with curricular demands for students to learn ‘what scientists do’, my second case study details the formation of the Canadian CloudSat CALIPSO Validation Project (C3VP) and scientific practices which depict cutting edge science related to climate change. Towards contending with the complexity inherent in these cases, I have developed a hybrid framework which is based on Actor-Network Theory (ANT) and the mobilities paradigm while drawing on some aspects of the Annales school of historians. The resulting historical sociology or historiography depicts how these various networks were formed via mobilities of various actor-networks and vice versa. The practices involved in both cases evolved over time and required innovation in times of crises and challenges, and are far more than simple applications of method as required by biomedical and positivist representations of science inherent in both educational reforms. Non-human agency in the form of crisis and disaster also emerges as a key reason for the formation of these networks. Drawing from both cases, I introduce the concept of “transectionalities” as a metaphor which represent configurations of actor-networks in science and technology geared towards dealing with crisis and disaster scenarios. Based on these findings, I also extend the idea of “multiple ontologies” by Mol (2002) to “Epistemic-Ontologic-Techne-” configurations which is sensitive to considerations of time. Moreover, I also find that mathematics is a key mobilizing actor and material semiotic which mediates communication between humans and non-humans and term these dynamics as “mathematical mobilities.” Based on case study one, I also suggest the notion of “affective care” in clinical reasoning, which is based on enhancing the beneficial effect of human to human relationships in these engagements

NASA technology utilization applications

The work is reported from September 1972 through August 1973 by the Technology Applications Group of the Science Communication Division (SCD), formerly the Biological Sciences Communication Project (BSCP) in the Department of Medical and Public Affairs of the George Washington University. The work was supportive of many aspects of the NASA Technology Utilization program but in particular those dealing with Biomedical and Technology Application Teams, Applications Engineering projects, new technology reporting and documentation and transfer activities. Of particular interest are detailed reports on the progress of various hardware projects, and suggestions and criteria for the evaluation of candidate hardware projects. Finally some observations about the future expansion of the TU program are offered

Effects of concept mapping on learning anatomy and transfer of anatomy knowledge to kinesiology in health sciences students

Purpose. The purpose of this study was to determine the effects of concept mapping on academic achievement in anatomy and transfer of anatomy knowledge to kinesiology and to describe the participants\u27 experience with this new study strategy. Methods. Thirty-eight junior physical therapy and occupational therapy students volunteered to participate in this study in the fall of 2000. Thirty students matriculated into the spring semester and completed the study. All participants signed informed consents. Participants were randomly assigned to a control group or concept mapping group. The concept mappers were instructed with concept mapping. Members of the concept mapping group were given a copy of InspirationRTM software to install on their home computers for participating in the study. Control group members received {dollar}30 for participating in the study. Concept mappers were required to submit weekly concept maps for seven weeks in the fall semester. No concept maps were required the spring semester. All participants maintained a record of the time and method for studying for anatomy in the fall and kinesiology in the spring. Participants were tested prior to instruction and immediately after in anatomy on upper extremity topics. A Learning Styles and Study Strategy Inventory (LASSI) was also collected at the start of the study, at the start of the spring semester and upon completion of the study in the midterm of the spring semester. The participants were tested on kinesiology knowledge pre and post classroom instruction. Grades for the anatomy and kinesiology curses were also collected. Results. No statistically significant differences (p \u3c .05) were found between groups on measures of anatomy knowledge, kinesiology knowledge or LASSI. Significant correlations (p \u3c .01) were found between anatomy course grade average and kinesiology course grade average (r = .547). Qualitative findings revealed differences in acceptance of concept mapping as a new strategy depending on the participants\u27 overall metacognitive approach to learning. Conclusions. Concept mapping in anatomy did not improve scores of academic performance for anatomy or kinesiology. However, the intent of the student to use the concept mapping strategy as a rote learning method may have influenced the results. The effectiveness of concept mapping as a learning strategy may depend on metacognitive level of the student using the technique