Proekt inkubatorii︠a︡ na 25000 i︠a︡ĭt︠s︡emest

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Tipovoĭ proekt mashinogo sarai︠a︡

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Proekt tipovoĭ kooperativnoĭ lavki dli︠a︡ evreĭskikh pereselencheskikh poselkov obsluzhivaemykh Agrodzhoĭntom

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Proėkt syrovarnii

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Ispolnitelʻnyĭ chertezh syrovarni s lednikom na 63 uchastke, Krivorogskogo okruga i raĭona

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Proekt doma dli︠a︡ pereselent︠s︡ev

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Proekt tipovogo samannogo doma pod cherepichnoĭ krysheĭ dli︠a︡ evreĭskikh pereselent︠s︡ev obsluzhivaemykh Agro-Dzhoĭntom

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Proekt tipovogo zdanii︠a︡ dli︠a︡ pereselencheskikh uchastkov, obsluzhivaemykh Agrodzhoĭntom

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Proekt tipovoĭ kooperativnoĭ lavki dli︠a︡ evreĭskikh pereselencheskikh poselkov, obsluzhivaemykh Agrodzhoĭntom

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Proekt syrovarni dli︠a︡ pereselencheskikh uchastkov obsluzhivaemykh Agro-dzhoĭntom

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Proekt zdanii︠a︡ mashinogo sarai︠a︡

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Tipovoĭ proekt inkubatorii︠a︡

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Proekt tipovoĭ shkoly dli︠a︡ pereselencheskikh uchastkov obsluzhivaemykh Agrodzhoĭntom

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A randomised controlled clinical trial of a post-discharge, nurse-led educational intervention to reduce anxiety and enhance self-efficacy in percutaneous coronary intervention (PCI) patients within the first week post-discharge: A pilot study

This research investigated the efficacy of a post-discharge nurse-led clinic, for patients who underwent a cardiovascular interventional procedure in Australia. A randomised controlled clinical trial measured the effects of the clinic on patient confidence to self-manage and minimise psychological distress given the strong link between anxiety, depression and coronary heart disease. Hospitalisation for the procedure is short and stressful, and patients may wait up to 7-64 days for post-discharge review. This study provides preliminary quantitative and qualitative evidence that nurse-led clinics undertaken within the first week post-percutaneous coronary intervention may fill a much-needed gap for patients during a potentially vulnerable period.

An online community designed to support future makers in educational reform

Australian education is undergoing national reform at many levels. The school sector, where preservice teachers will be employed, are adjusting to the demands of the National Curriculum and improving teacher quality through the National Professional Standards for Teachers. In addition, the university sector, where pre-service teachers are prepared, is undergoing its own education reform through the introduction of a demand-driven system and ensuring quality for tertiary education interns through the Higher Education Standards Framework. In moving to prepare preservice teachers for the school system; universities are grappling with the double-barreled approach to teacher quality; quality within the university course and quality within the student teachers being prepared. Through a collaborative partnership including university lecturers, Department of Education central administration staff, school principals, school coordinators, practicum supervisors, mentor teachers and pre-service teachers; the stakeholders have formed an online community of learners engaging in reflective practice who are committed to improving teacher quality. This online community not only links the key stakeholders within the project, it facilitates the nexus between theory and practice often missing in our pre-service teacher placements. This paper reports preliminary data about an initiative to ensure final year pre-service teachers are aspiring to meet the graduate professional standards through the use of an innovative online community.