It is hypothesized that myocardium subjected to a 5 minute period of coronary occlusion and a 30 minute period of reperfusion has latent abnormalities that become overt when the reperfused myocardium is "challenged" by a subsequent coronary occlusion. This hypothesis is clinically relevant because reperfused myocardium is frequently subjected to recurrent ischemia, as in patients with unstable angina, vasospastic angina or recurrent thrombosis after initial coronary occlusion and thrombolysis. In 19 open chest dogs, the response of regional myocardial function to brief coronary occlusions was studied. Systolic wall thickening and diastolic thinning were measured using a specially developed miniature 5 MHz echocardiographic transducer fixed to the epicardium by suction. All 19 dogs underwent an initial "challenge" coronary occlusion (30 seconds). Thereafter, the control group (n = 8) underwent no intervention for 30 minutes, while the intervention group (n = 11) underwent 5 minutes of coronary occlusion followed by 30 minutes of reperfusion. All dogs were then subjected to a second "challenge" coronary occlusion (30 seconds). In the control group, responses to the second challenge occlusion were the same as to the first occlusion. In the intervention group, regional and global systolic function and myocardial perfusion after the 5 minute coronary occlusion intervention returned to baseline levels, but the response to the second challenge coronary occlusion was significantly different in the intervention group.(ABSTRACT TRUNCATED AT 250 WORDS)

Schülerbetriebspraktika schlagen die Brücke von der Schule zur Arbeitswelt und dem Berufsausbildungssystem. Sie sind Teil eines umfassenden Pakets von Maßnahmen zur beruflichen Orientierung und werden kooperativ organisiert von verschiedenen AkteurInnen aus Schule, Betrieben und Institutionen, die den Übergang begleiten. Wiewohl die inklusive Berufsorientierung bislang wenig erforscht ist, ist doch anzunehmen, dass sich die Komplexität des Prozesses durch neue Kooperationen nochmals erhöht. Dieser Beitrag stellt ausgewählte Ergebnisse multiprofessioneller Gruppendiskussionen mit Teilnehmenden aus verschiedenen Institutionen vor, um daraus Kompetenzen für die inklusive Berufsorientierung an Schulen abzuleiten. Die Ergebnisse deuten auf drei Notwendigkeiten hin: darauf, Handlungsbereiche zu identifizieren, Kooperationen der AkteurInnen im System Schule zu untersuchen und solche Wissensbezüge zu bestimmen, die sich subjektspezifisch aus den Bedarfen von SchülerInnen mit sonderpädagogischem Förderbedarf ergeben.

Work placements for students bridge the gap between school and the world of work and the vocational training system. They are part of a comprehensive set of measures for vocational orientation and are organized by a multi-professional team of different actors, such as teachers and other educational staff involved in the process of secondary education and professionals working in institutions that accompany the transition. Though little research has been done on inclusive vocational guidance, it can be assumed that complexity of this process will increase with new cooperations. This article presents results from multi-professional group discussions with participants from various institutions and derives competences for inclusive vocational guidance in schools. The results point to the necessity of identifying fields of action, investigating cooperation between actors within the school system and, above all, determining knowledge references that arise subject-specifically for inclusive vocational orientation from the needs of students with special educational needs.

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