The Abbott FreeStyle Libre flash glucose monitoring system is a novel sensor‐based, factory‐calibrated device that allows individuals with diabetes to monitor their interstitial glucose levels, capture up to 8 hours of interstitial glucose data, and predict future changes in interstitial glucose by scanning a temporary implantable glucose sensor with a reader device or compatible mobile phone. The study aim was to determine whether use of a flash glucose monitoring system had an impact on quality of life and to explore why this was the case. Raw data were collected as part of a brief semi‐structured interview supported by the ABCD FreeStyle Libre Follow‐Up Visit Data Collection form. Data were collected pragmatically at outpatient clinic follow‐up visits, and the first 40 patients to complete six months of continuous use were included in the study. Feedback on use of the device was overwhelmingly (although not unanimously) positive. A number of basic themes were identified independently by the investigators, which were then grouped into four organising themes: Contrast with capillary blood glucose monitoring; Impact on hypoglycaemia experience; Glycaemic control and complications; and Improved wellbeing and quality of life. These themes are analysed and illustrated in the article. Copyright © 2019 John Wiley & Sons.
This paper presents a literature review into the use of technology in healthcare education. A search of three electronic databases resulted in 20 articles for inclusion in the review. The articles were synthesised into a narrative review. The review identified four key themes across the literature: the types of technologies used in healthcare education; the integration of technology into the healthcare curriculum; the skills and knowledge of the healthcare educators; and the benefits of using technology for the learners. The literature demonstrated that a wide range of technologies are now used within healthcare education, and this requires educators to adapt their practice and develop their technical skills to be competent users. The successful integration of technology into healthcare curriculums can be beneficial for healthcare learners by developing their clinical and professional skills, and enhancing their learning experience.
Grimwood, Tom (2015) Key debates in social work and philosophy. Routledge.Downloaded from: http://insight.cumbria.ac.uk/2110/ Usage of any items from the University of Cumbria's institutional repository 'Insight' must conform to the following fair usage guidelines.Any item and its associated metadata held in the University of Cumbria's institutional repository Insight (unless stated otherwise on the metadata record) may be copied, displayed or performed, and stored in line with the JISC fair dealing guidelines (available here) for educational and not-for-profit activities provided that• the authors, title and full bibliographic details of the item are cited clearly when any part of the work is referred to verbally or in the written form • a hyperlink/URL to the original Insight record of that item is included in any citations of the work • the content is not changed in any way• all files required for usage of the item are kept together with the main item file. You may not• sell any part of an item• refer to any part of an item without citation • amend any item or contextualise it in a way that will impugn the creator's reputation• remove or alter the copyright statement on an item.The full policy can be found here. Alternatively contact the University of Cumbria Repository Editor by emailing insight@cumbria.ac.uk.
If there is a circulation that should be stopped at this point, it's this circulation of stereotypes that critique stereotypes, giant stuffed animals that denounce our infantilization, media images that denounce the media, spectacular installations that denounce the spectacle, etc. 1The question of what clichés mean is almost inevitably asked from a particular, ready-to-hand disposition. When Jacques Rancière provides a pithy articulation of the "anti-critique" sentiment that has taken hold across much of the contemporary humanities, his words nevertheless retain a very familiar urgency: regardless of what we do with critique itself, we must rid ourselves of the ever-presence of clichés. This is perhaps why Christopher Ricks's comment in 1980 that "the feeling lately is that we live in an unprecedented inescapability from clichés" still resonates strongly in 2017, when emerging media appear to actively shape political and public debate, and the sound bite, cultural cipher, and social media meme actively influence electoral decisions.3 But in fact, the sense that we live in an age of clichés echoes throughout the modern era. There is no shortage of nineteenth-, twentieth-, and twenty-firstcentury literature condemning the generic, the formulaic, and the banal as not simply bad writing, but as a broader symptom of cultural stagnation. Furthermore, the recurrent motifs of such expressions-dying metaphors, stagnation, stupidity, mechanization, and, above all, loss-present an overly familiar struggle of the intellectual (whether modern, post-modern, anti-modern or something else). This is a struggle that has been reasserted by as wide a range of authors as John Rentoul in the 2010s, FrancisWheen in the 2000s, Hans Magnus Enzenberger in the '70s, Guy Debord in the '60s, Theodore Adorno in the '50s, and George Orwell in the '40s. 4 Across all of these varied positions, the surface expression of discontent tends to be similar. If the arguments of anti-critique, such as Rancière's, quite rightly expose the inadequacy of conventional criticism in the face of such stagnation, they also maintain a 2 critical distance from the cliché itself: whether as the object of criticism, or as criticism itself, it remains something to be removed.However, the very familiarity of these expressions-not to mention the perpetual urgency of their tone-serves to cloud the question of when such a loss (or the threat of this loss) actually occurs, both in the historical sense (at what point culture becomes wary of, or resistant to, a thing labeled a cliché) and in the hermeneutic sense (the conditions under which cliché "means" something, even if this meaning is only ever a kind of "anti-meaning," or sense of loss or inescapability). Indeed, the actual theoretical engagement with clichés-what they are, what they do, and what specific role they play in the formation of "proper" thought-is rarely given serious or focused attention, other than to assert their difference from originality, creativity, criticality, and so on. And perhaps this is nece...
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