Measurement of hemodynamic parameters such as stroke volume (SV) via impedance cardiography (ICG) is an easy, non-invasive and inexpensive way to assess the health status of the heart. We present a possibility to use this technology for monitoring risk patients at home. The IMPACT Shirt (IMPedAnce Cardiography Textile) has been developed with integrated textile electrodes and textile wiring, as well as with portable miniaturized hardware. Several textile materials were characterized in vitro and in vivo to analyze their performance with regard to washability, and electrical characteristics such as skin-electrode impedance, capacitive coupling and subjective tactile feeling. The small lightweight hardware measures ECG and ICG continuously and transmits wireless data via Bluetooth to a mobile phone (Android) or PC for further analysis. A lithium polymer battery supplies the circuit and can be charged via a micro-USB. Results of a proof-of-concept trial show excellent agreement between SV assessed by a commercial device and the developed system. The IMPACT Shirt allows monitoring of SV and ECG on a daily basis at the patient's home.
Continuous intradermal absorbable suturing yields a better cosmetic result than interrupted nonabsorbable suturing in lower abdominal transverse appendectomy.
This article presents a study in which we began with a question "how to teach theoretical reflectivity in teacher education, and ended with a sentence "there is theoretical diffraction in teacher education". The research presented in this paper took place in the context of a university course in which we have been involved for the past two years. During the course we simultaneously pursued to teach theoretical reflection and to analyse what was happening as we taught theoretical reflection. For two years we asked, 'What are students doing while we are trying to engage them in theoretical reflection?' We noted that students are engaged in theory, but not in ways easily readable to the educators, and that the process could rather be called theoretical diffraction than reflection. Theoretical diffraction during the course was patterned by existing discursive practices: 1) disciplining emotions and focusing on control and answers, 2) personalising school as the teacher and personally defending it, 3) prioritising practice over theory and seeing both as dogma.
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