ObjectiveThe aim of this study was to detect the key changes during sit-to-stand (STS) movement cycle in hemiparetic stroke survivors using a five-phase kinematic and kinetic analysis.MethodsTwenty-five subacute stroke survivors and 17 age-matched healthy adults participated in this study. The kinematic and kinetic parameters during STS cycle were measured using three-dimensional motion analysis system with force plates. The five standard phases of STS cycle were identified by six timing transitional points.ResultsLonger total time as well as larger changes were observed at the initial phase (phase I, 0.76 ± 0.62 VS 0.43 ± 0.09 s; p = 0.049) and at the end of hip and knee extension phase (phase IV, 0.93 ± 0.41 VS 0.63 ± 0.14 s; p = 0.008) in the stroke group than healthy group. Time to maximal knee joint moment was significantly delayed in the stroke group than in the control group (1.14 ± 1.06 VS 0.60 ± 0.09 s, p < 0.001). The maximal hip flexion was lower during the rising phase from seated position on the affected side in the stroke group than in the control group (84.22° ± 11.64°VS 94.11° ± 9.40°; p = 0.022). Ground reaction force was lower (4.61 ± 0.73 VS 5.85 ± 0.53 N, p < 0.001) in the affected side of the stroke group than in the control group. In addition, knee joint flexion was significantly lower at just-standing phase (T4) and at end point (T5) (5.12° ± 5.25° VS 8.21° ± 7.28°, p = 0.039; 0.03° ± 5.41° VS 3.07° ± 6.71°, p = 0.042) on the affected side than the unaffected side. Crucial decrease of knee joint moment at abrupt transitory (T2) and the maximal moment was also observed on the affected side in comparison with the unaffected side (0.39 ± 0.29 VS 0.77 ± 0.25 Nm/kg, p < 0.001; 0.42 ± 0.38 VS 0.82 ± 0.24 Nm/kg, p < 0.001).ConclusionThe findings of movement decomposition analysis provided useful information to clinical evaluation of STS performance, and may potentially contribute to the design of rehabilitation intervention program for optimum functional recovery of STS after stroke.
In this paper, concerning the current situation of electronic and information–oriented specialty, and combining the construction experiences of electronic information science and technology specialty construction in Northeast Petroleum University, we have summarized the curriculum system of innovative talents cultivation. And aiming at cultivating innovation ability of the students, we have proposed implementation scheme of practical teaching and a series of measures to guarantee the training quality of the students.
Putting-forward of the problems
The enterprise E_learning training system is changing enterprises training concept and forms, and it has been public used by some developed countries enterprises, because its no limitation of teaching place, timely information transmission and tracking, high rewarding for investment, rapidly refreshment of course content and reusability and so on. This article sets up an enterprise E_learning training system based on the constructivism learning theory from the point of enterprise learning model. This system is divided into several son systems include learning management, resource management, teaching management and evaluation management, and describe the training systems running process and strategies in a detail way.
Cultivating students who have innovated abilities is not only an age requirement but also the focus of engineering education. In engineering education, according to the studies and practices for a very long time, this article establish "three-dimension" innovation talents development model which can improve students’ abilities of self-study and help them fit the society better after their graduation. The seven aspects are teaching method, learning approach, teaching material constructs, auxiliary answering strategy, teaching evaluation, students develop environment and innovation channels. “Three-dimensional” innovation talents development model is designed according to students’ character and their best innovation study result .And it can actually form a three-dimensional layered training model includes “General-form Teaching”, “Extensions Expand” and “Elites Cultivating”. The effect of the practice of "three-dimensional" innovation talents development model is very obvious.
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