Lower limb rehabilitation robots based on linkage-based mechanisms have recently drawn significant attention in the field due to their numerous advantages. The control of previously proposed linkage-based gait rehabilitation robotic orthoses has been achieved using constant speed control without consideration for the interaction forces. However, such an approach can be harmful to people with stroke since the level of disability varies among individuals, and it may cause potential injuries when excessive force is applied by the robot. To overcome this limitation and improve the rehabilitation process, it is necessary to recognize the force exerted by the person during walking and adjust the robot’s assistive torque accordingly, to provide synchronized motion. Thus, in this work, a human-cooperative approach based on a stiffness control strategy for the six-bar linkage-based gait rehabilitation robot is presented. The proposed methodology can serve as a solid foundation for developing a human-cooperative approach for linkage-based lower limb rehabilitation robotic orthoses. The control was validated and tested with eight healthy human subjects. As a result, customized robotic assistance with this mechanism can be provided during training to meet the individual needs of stroke patients, which can lead to increased engagement and contribution, thus improving treatment outcomes.

As Supernova remnants expand, their shock waves are freezing in and compressing the magnetic field lines they encounter; consequently we can use Supernova remnants as magnifying glasses for their ambient magnetic fields. We will describe a simple model to determine emission, polarization, and rotation measure characteristics of adiabatically expanding Supernova remnants and how we can exploit this model to gain information about the large scale magnetic field in our Galaxy. We will give two examples: The SNR DA530, which is located high above the Galactic plane, reveals information about the magnetic field in the halo of our Galaxy. The SNR G182.4+4.3 is located close to the anti-centre of our Galaxy and reveals the most probable direction where the large-scale magnetic field is perpendicular to the line of sight. This may help to decide on the large-scale magnetic field configuration of our Galaxy. But more observations of SNRs are needed.

The number of children was incorrect in the original article published in 1998. The paragraphs (pp. 169 and 170) that contain the values are here reprinted. We regret the errors and any problems they may have caused.

This paper is on the influences of the classroom context on the course and malleability of aggressive behavior from entrance into first grade through the transition into middle school. Nineteen public elementary schools participated in developmental epidemiologically based preventive trials in first and second grades, one of which was directed at reducing aggressive, disruptive behavior. At the start of first grade, schools and teachers were randomly assigned to intervention or control conditions. Children within each school were assigned sequentially to classrooms from alphabetized lists, followed by checking to insure balanced assignment based on kindergarten behavior. Despite these procedures, by the end of first quarter, classrooms within schools differed markedly in levels of aggressive behavior. Children were followed through sixth grade, where their aggressive behavior was rated by middle school teachers. Strong interactive effects were found on the risk of being highly aggressive in middle school between the level of aggressive behavior in the first grade classrooms and each boy's own level of aggressive, disruptive behavior in first grade. The more aggressive first grade boys who were in higher aggressive first grade classrooms were at markedly increased risk, compared both to the median first grade boys, and compared to aggressive males in lower aggressive first grade classrooms. Boys were already behaving more aggressively than girls in first grade; and no similar classroom aggression effect was found among girls, although girls' own aggressive behavior did place them at increased risk. The preventive intervention effect, already reported elsewhere to reduce aggressive behavior among the more aggressive males, appeared to do so by reducing high levels of classroom aggression. First grade males' own poverty level was associated with higher risk of being more aggressive, disruptive in first grade, and thereby increased their vulnerability to classroom level of aggression. Both boys and girls in schools in poor communities were at increased risk of being highly aggressive in middle school regardless of their levels of aggressive behavior in first grade. These results are discussed in terms of life course/social field theory as applied to the role of contextual influences on the development and etiology of severe aggressive behavior.

It may be thought that the question ‘when is a physical theory relativistic?’ has a fairly straightforward answer, namely: ‘when it is Galilean invariant’ (for classical mechanics) or ‘Lorentz invariant’ (for special relativity). In the context of the modern ‘spacetime theory’ approach to relativity physics, the answer is more elaborate, in the interests of greater precision. In this paper, we examine two recent discussions of the issue, or aspects of it, found in a 1990 paper of Arntzenius and the well-known 1983 study of Friedman.

Arntzenius constructs a ‘sure-fire method’ of constructing a Lorentz invariant spacetime theory from a non Lorentz invariant one. We argue that if the original theory is anything like a typical dynamical theory in physics, its ‘completeness’—in a sense to be defined—will render the new theory underdetermined.

I would like to center my remarks on the question of how the issue of sanctions should be dealt with in the Rhodesian case.

Rhodesia is a situation of outstanding importance. First, the rebel government of Salisbury is not recognized anywhere in the world in either a de jure or a de facto sense. Secondly, the British Government claims sovereignty over Rhodesia; therefore, constitutionally, the British Parliament can legislate for Rhodesia.