999 resultados para Geelong (Vic.)


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The Renal Access Nurse has recently become an integral member of the renal health care team in Australia. Research has shown that the introduction of a Renal Access Nurse into dialysis units enhances the referral process for new access, improves survival rates, and success of access creation. Australia has been relatively slow in the introduction of the role of the Renal Access Nurse. The USA, UK and Europe have been utilising Renal Access Nurses in renal units for many years and their roles are firmly entrenched.

The first Renal Access Nurse was introduced in Victoria in 2003, increasing to 7 in 2007. It was evident in 2006 that a networking system for Renal Access Nurses was needed in Victoria, so RAN-Vic was born.

RAN-Vic consists of 6 Renal Access Nurses from the major hubs in Melbourne and Geelong, thus covering a large part of the Victorian dialysis community through satellite units throughout the state.

The group meet quarterly, with the main goals being to network, share ideas, support each other with challenges arising from the new role, benchmark, undertake quality initiatives and education of renal nursing staff. By doing this, we hope to improve outcomes for patients, improve work practices pertaining to renal access, and further redefine the new role.

RAN-Vic is the first of its kind in Australia, providing care for renal access for the dialysis population throughout Victoria. We recommend for all states in Australia to consider forming a Renal Access Group to help improve renal access outcomes.

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This article analyses the occupational and class status of Geelong footballers in the nineteenth century via the methodology of prosopography. Prosopography is an empirical group biography approach to historical research. The article argues that during the period 1859-78 Geelong's playing group was largely derived from the squattocracy and urban middle class. In the later period 1878-96 the Geelong club recruited more widely from the working class, as in keeping with the increased participation of this class in football from the late 1870s. It can be argued that this more diverse group helped establish Geelong as a footballing power.

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Abstract is not available.

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Preparation and structural characterization of palladium (II) complexes of ligands III-V and copper (II) complexes of III are reported. The elemental analyses of the complexes show that the metal: ligand ratio is 1 : 2. The electrical conductance in acetone shows the non-electrolytic nature of the complexes. The diamagnetic character suggests a gross square-planar geometry for the palladium (II) complexes. Copper (II) complexes are paramagnetic with/~eff.~l'90 B.M. Spectral data suggest that in all the complexes the ligand coordinates to the metal (II) symmetrically through isonitroso-nitrogen and imine-nitrogen, forming a ¡ membered chelate ring. Amine-exchange reactions of the complexes are discussed and compared on the basis of their structures.

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Contient : Inventaire des Layettes [autres exemplaires, mss. français 2729, fol. 167, et 4467, fol. 2, incomplet] ; Inventaire des Registres [autre exemplaire, ms. français 2730, fol. 205] ; Table alphabétique des noms de lieux contenus dans l'inventaire des Layettes : Aboncourt-Zincourt [autres exemplaires, mss. français 2729, fol. 1 ; 2730, fol. 209 ; 18911, fol. 5]

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Es presenten les conclusions sobre la composició social de les associacions de teixidors de Vic al segle XIX en el marc de la fabricació de teixits de cotó i en comparació amb altres assosciacions existents

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Los niños procedentes de otros países deben sentirse acogidos como personas en su totalidad y deben vivir la llegada a un nuevo país con confianza y tranquilidad. Este es el objetivo del espacio de bienvenida educativa de la ciudad de Vic, que pretende dar sentido al tiempo que transcurre desde la llegada de los niños extranjeros hasta que son escolarizados. Para el correcto desarrollo de este centro es necesario que los profesores receptores conozcan la cultura del país de donde proceden las familias así como el sistema educativo en el cual han estado escolarizados anteriormente. A partir de ahí se desarrollan actividades y salidas cuya finalidad es el aprendizaje de la cultura autóctona y el descubrimiento de la propia ciudad en la que van a residir. Para concluir se recogen las opiniones de madres y responsables de los centros de enseñanza a los que los niños se han incorporado tras su paso por el espacio de bienvenida educativa.