A Practical Approach to Transesophageal Echocardiography, Third Edition, offers a concise and intensely illustrated guide to the current practice of perioperative TEE. Anesthesiology and cardiology attendings, fellows, and residents will find this an indispensible resource to the physics, examination protocols, and practice pitfalls of TEE. Designed in a portable format, A Practical Approach to Transesophageal Echocardiography, Third Edition, serves as a comprehensive and current reference easily carried into the operating room and clinical environments.

Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House."

Through her long involvement in the German Communist party, Ruth Fischer amassed valuable material on its changing fortunes, the transformation of the Bolshevik party into a totalitarian dictatorship, and the degeneration of the Comintern. Drawing on this material and on her own vivid recollections, Fischer reconstructs the history of the German Communist party from 1918 to 1929. First published in 1948, this fundamental work opened up the study of the inner organizational life of a major revolutionary movement. In his introduction to the Social Science Classics edition, John Leggett reviews and summarizes the social, political, and economic issues and events that precipitated the revolution and those factors that contributed to its failure.

This book is a critical-cultural evaluation of educational technology adoption in Sub-Saharan Africa, including projects such as the OLPC (One Laptop Per Child). It presents efficient ways of improving education delivery among low-income communities through designing and implementing congruent educational technologies that incorporate social and cultural proclivities. Ezumah defines technology with regards to pedagogy, and seeks to debunk the assumption that educational technology consists only of digital and interactive options. Additionally, she argues for a narrative paradigm shift aimed at validating analog technologies as equally capable of providing necessary and desired educational objectives and outcomes for communities who cannot afford the digital alternatives. By comparing African educational systems in precolonial, colonial, and post-colonial times and incorporating the history of technology transfers from the Global North to South, the book highlights cultural imperialism, development theory, neocolonialism, and hegemonic tendencies.