Development of high-resolution infrared thermographic imaging method as a diagnostic tool for acute undifferentiated limp in young children

Acute limp is a common presenting condition in the paediatric emergency department. There are a number of causes of acute limp that include traumatic injury, infection and malignancy. These causes in young children are not easily distinguished. In this pilot study, an infrared thermographic imaging technique to diagnose acute undifferentiated limp in young children was developed. Following required ethics approval, 30 children (mean age = 5.2 years, standard deviation = 3.3 years) were recruited. The exposed lower limbs of participants were imaged using a high-resolution thermal camera. Using predefined regions of interest (ROI), any skin surface temperature difference between the healthy and affected legs was statistically analysed, with the aim of identifying limp. In all examined ROIs, the median skin surface temperature for the affected limb was higher than that of the healthy limb. The small sample size recruited for each group, however, meant that the statistical tests of significant difference need to be interpreted in this context. Thermal imaging showed potential in helping with the diagnosis of acute limp in children. Repeating a similar study with a larger sample size will be beneficial to establish reproducibility of the results

Entrepreneurship Assessment in Higher Education: A Research Review for Engineering Education Researchers

BackgroundDespite the wide adoption of entrepreneurship by United States engineering programs, there have been few advances in how to measure the influences of entrepreneurial education on engineering students. We believe the inadequate growth in engineering entrepreneurship assessment research is due to the limited use of research emerging from the broader entrepreneurship education assessment community.PurposeThis paper explores entrepreneurship education assessment by documenting the current state of the research and identifying the theories, variables, and research designs most commonly used by the broader community. We then examine if and how these theories and constructs are used in engineering entrepreneurship education.Scope/MethodTwo literature databases, Scopus® and Proquest, were searched systematically for entrepreneurship education assessment research literature. This search yielded 2,841 unique papers. Once inclusion and exclusion criteria were applied, 359 empirical research papers were coded for study design, theory, variables measured, instruments, and validity and reliability.ConclusionsWhile there has been growth in entrepreneurship education assessment research, little exchange of ideas across the disciplines of business, engineering, and education is occurring. Nonempirical descriptions of programs outweigh empirical research, and these empirical studies focus on affective, rather than cognitive or behavioral, outcomes. This pattern within the larger entrepreneurship community is mirrored in engineering where the use of theoryâ based, validated entrepreneurship education assessment instruments generally focuses on the context of intent to start a new company. Given the engineering community’s goals to support engineering entrepreneurship beyond business creation, the engineering education community should consider developing assessment instruments based in theory and focused on engineeringâ specific entrepreneurship outcomes.Peer Reviewedhttps://deepblue.lib.umich.edu/bitstream/2027.42/145556/1/jee20197.pdfhttps://deepblue.lib.umich.edu/bitstream/2027.42/145556/2/jee20197_am.pd