Solid-state reference and ion-selective electrodes : towards portable potentiometric sensing

Potentiometric sensors are very attractive tools for chemical analysis because of their simplicity, low power consumption and low cost. They are extensively used in clinical diagnostics and in environmental monitoring. Modern applications of both fields require improvements in the conventional construction and in the performance of the potentiometric sensors, as the trends are towards portable, on-site diagnostics and autonomous sensing in remote locations. The aim of this PhD work was to improve some of the sensor properties that currently hamper the implementation of the potentiometric sensors in modern applications. The first part of the work was concentrated on the development of a solid-state reference electrode (RE) compatible with already existing solid-contact ion-selective electrodes (ISE), both of which are needed for all-solid-state potentiometric sensing systems. A poly(vinyl chloride) membrane doped with a moderately lipophilic salt, tetrabutylammonium-tetrabutylborate (TBA-TBB), was found to show a satisfactory stability of potential in sample solutions with different concentrations. Its response time was nevertheless slow, as it required several minutes to reach the equilibrium. The TBA-TBB membrane RE worked well together with solid-state ISEs in several different situations and on different substrates enabling a miniature design. Solid contacts (SC) that mediate the ion-to-electron transduction are crucial components of well-functioning potentiometric sensors. This transduction process converting the ionic conduction of an ion-selective membrane to the electronic conduction in the circuit was studied with the help of electrochemical impedance spectroscopy (EIS). The solid contacts studied were (i) the conducting polymer (CP) poly(3,4-ethylienedioxythiophene) (PEDOT) and (ii) a carbon cloth having a high surface area. The PEDOT films were doped with a large immobile anion poly(styrene sulfonate) (PSS-) or with a small mobile anion Cl-. As could be expected, the studied PEDOT solid-contact mediated the ion-toelectron transduction more efficiently than the bare glassy carbon substrate, onto which they were electropolymerized, while the impedance of the PEDOT films depended on the mobility of the doping ion and on the ions in the electrolyte. The carbon cloth was found to be an even more effective ion-to-electron transducer than the PEDOT films and it also proved to work as a combined electrical conductor and solid contact when covered with an ion-selective membrane or with a TBA-TBB-based reference membrane. The last part of the work was focused on improving the reproducibility and the potential stability of the SC-ISEs, a problem that culminates to the stability of the standard potential E°. It was proven that the E° of a SC-ISE with a conducting polymer as a solid contact could be adjusted by reducing or oxidizing the CP solid contact by applying current pulses or a potential to it, as the redox state of the CP solid-contact influences the overall potential of the ISE. The slope and thus the analytical performance of the SC-ISEs were retained despite the adjustment of the E°. The shortcircuiting of the SC-ISE with a conventional large-capacitance RE was found to be a feasible instrument-free method to control the E°. With this method, the driving force for the oxidation/reduction of the CP was the potential difference between the RE and the SC-ISE, and the position of the adjusted potential could be controlled by choosing a suitable concentration for the short-circuiting electrolyte. The piece-to-piece reproducibility of the adjusted potential was promising, and the day-today reproducibility for a specific sensor was excellent. The instrumentfree approach to control the E° is very attractive considering practical applications.

Prevalência e fatores associados à obesidade abdominal em pacientes em hemodiálise em Goiânia - GO

INTRODUÇÃO: A presença de excesso de peso, especialmente obesidade visceral, contribui para o maior risco de complicações metabólicas e cardiovasculares em pacientes com doença renal crônica. OBJETIVO: Determinar a prevalência e os fatores associados à obesidade abdominal em pacientes em hemodiálise (HD). MÉTODOS: Estudo transversal com 344 pacientes maiores de 18 anos. A obesidade abdominal foi definida pela circunferência da cintura > 94 cm nos homens e > 80 cm nas mulheres. As variáveis independentes envolveram aspectos socioeconômicos, demográficos, hábitos de vida, tempo em HD, consumo alimentar e índice de massa corporal (IMC). A análise dos fatores associados foi realizada por regressão de Poisson múltipla, permanecendo no modelo final as variáveis com p < 0,05. RESULTADOS: A prevalência de obesidade abdominal foi de 44,77%, sendo mais prevalente nas mulheres (55,71%) que nos homens (37,25%), p = 0,001. O resultado final da análise multivariada identificou os fatores associados à obesidade abdominal em homens e mulheres: idade superior a 40 anos, ingestão proteica inferior a 1,2 g/kg/dia e IMC > 25 kg/m². Nos homens, a classe econômica D/E também permaneceu associada à obesidade abdominal, p < 0,05. CONCLUSÃO: Observou-se alta prevalência de obesidade abdominal em pacientes em hemodiálise. Idade superior a 40 anos, classes econômicas mais baixas, ingestão proteica inferior ao recomendado e excesso de peso foram associados à obesidade abdominal.

[Stade Pershing, 18/7/20, saut en hauteur avec élan des championnats de France d'athlétisme, Géo] André : [photographie de presse] / [Agence Rol]

Référence bibliographique : Rol, 60101

Comentarios a la Ponencia de GO -PKI en el Gobierno de Ontario

Gestión del conocimiento

Letting go : a self-study utilizing critical literacy as method in improving my practice /

This is a Self-study about my role as a teacher, driven by the question: "How do I improve my practice?" (Whitehead, 1989)? In this study, I explored the discomfort that I had with the way that I had been teaching. Specifically, I worked to uncover the reasons behind my obsessive (mis)management of my students. I wrote of how I came to give my Self permission for this critique: how I came to know that all knowledge is a construction, and that my practice, too, is a construction. I grounded this journey within my experiences. I constructed these experiences in narrative fomi in order to reach a greater understanding of how I came to be the teacher I initially was. I explored metaphors that impacted my practice, re-constructed them, and saw more clearly the assumptions and influences that have guided my teaching. I centred my inquiry into my teaching within an Action Reflection methodology, bon-owing Jack Whitehead's (1989) term to describe my version of Action Research. I relied upon the embedded cyclical pattern of Action Reflection to understand my teaching Self: beginning from a critical moment, reflecting upon it, and then taking appropriate action, and continuing in this way, working to improve my practice. To understand these critical moments, I developed a personal definition of critical literacy. I then tumed this definition inward. In treating my practice as a textual production, I applied critical literacy as a framework in coming to know and understand the construction that is my teaching. I grounded my thesis journey within my Self, positioning my study within my experiences of being a grade 1 teacher struggling to teach critical literacy. I then repositioned my journey to that of a grade 1 teacher struggling to use critical literacy to improve my practice. This journey, then, is about the transition from critical literacyit as-subject to critical literacy-as-instmctional-method in improving my practice. I joumeyed inwards, using a critical moment to build new understandings, leading me to the next critical moment, and continued in this cyclical way. I worked in this meandering yet deliberate way to reach a new place in my teaching: one that is more inclusive of all the voices in my room. I concluded my journey with a beginning: a beginning of re-visioning my practice. In telling the stories of my journey, of my teaching, of my experiences, I changed into the teacher that I am more comfortable with. I've come to the frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather As a teacher, I possess a tremendous power to make a person's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a person humanized or de-humanized. (Ginott, as cited in Buscaglia, 2002, p. 22)

List tracing Details of Water Race to go through the Lands of Phelps, Clendinnan, Sanderson, Butler, and Chase

List (4 pages of printed material) tracing the details of the water race to go through the lands of Phelps, Clendinnan, Sanderson, Butler and Chase. This includes a copy of the following: the authority dated Dec. 22, 1829; a letter of encouragement dated Oct. 24, 1833; a transfer from Dittrick, Adams and others to the Welland Canal Company dated Dec. 6, 1834; a lease from the Welland Canal Co. to Adams and others dated Nov. 28, 1834 and the terms of the indenture dated May 24, 1847.

Allergy Refugees: Should They Stay or Should They Go?

Étude de cas / Case study

Bob and Jane go to Argentina: The Ethics of Cross-Border Care

Étude de cas / Case study