The clause is a special kind of phrase with a verb phrase (VP) as its head, also called its predicate. The subject is an external complement (outside the VP). Though traditional definitions of the subject fail, subjects have some characteristic properties. Notably, they usually precede the VP, but some interrogative constructions feature subject-auxiliary inversion, in which the subject is preceded by an auxiliary verb; subject pronouns are usually nominative case. Semantically, subjects are typically the predicand, a semantic term for what a predicate applies to. Objects are internal complements, and pronoun objects are usually accusative case. Some verbs license two objects: direct and indirect. The verb ‘be’ and a few others take predicative complements. Like objects, predicative complements are internal complements. Unlike objects, they can be adjective phrases and they never correspond to any passive subject. There are ascriptive and specifying uses of ‘be’. Internal complements also include various subordinate-clause and preposition-phrase complements.

Negation is marked by individual words (such as ‘not’, ‘no’, ‘never’) in a variety of functions (including adjunct, determiner, and head of VP) or by affixes within a word (the suffix ‘·n’t’ or prefixes like ‘un·’ or ‘non·’). Very often there is an effect on the whole clause, and negation is usefully divided into clausal and subclausal negation. There are a number of syntactic tests for clausal negation, including the ‘not even’ test and confirmation tags. Within clausal negation a further distinction exists between verb and non-verb negation.

The grammatical system in which positive and negative contrast is called polarity, and it can be absolute (e.g., ‘no’ & ‘never’) – or approximate (e.g., ‘few’ & ‘rarely’). A number of words or larger expressions have the property of being polarity-sensitive, in the sense that they occur readily in clauses of one polarity but not of the other. Some of these occur equally well in negative and interrogative clauses. We call these non-affirmative items.

The scope of negation is the part of the sentence that the negative applies to semantically.

If you’re coming to this book from a traditional grammar or with little or no background in grammar, or if you plan to read only individual chapters, then this chapter was written to orient you to our approach and make your life easier.

We start by discussing words, different senses of what a word is, and the ways that words are categorized. Then show how words can be combined into phrases with heads and dependents, where each phrase category is named after the category of its head word. These phrases build into a special larger phrase called a clause.

With this framework in hand, we move into the core of the chapter. Beginning with §2.3, each of the sections corresponds with a chapter. So, Ch. 3 and §2.3 are Verbs and verb phrases, Ch. 4 and §2.4 are Complements in clauses, etc.

The chapter also includes an appendix explaining the book’s notational conventions.

What do you expect the first year of professional nursing practice to be like for you, personally and professionally? This chapter encourages you to consider how you will manage the change, the skills you need to refine and self-support strategies you need to develop in your final year so that you are well placed for a successful transition to professional registered nursing practice. There are many things you can do to prepare yourself for this journey of transition to the role of registered nurse. This chapter focuses on preparing you to enter the nursing workforce. For the beginning registered nurse, this process is known as the transition to professional practice. Key concepts related to professional socialisation and the reality shock that can occur for new graduate nurses are examined to help you understand what you may experience during this journey. The expectations of new graduates regarding identity, autonomy and professionalism as they enter the nursing workforce are also investigated. Finally, this chapter explores preparing for the graduate year through professional portfolios and resumes, refinement and preparing applications for graduate nurse positions.

This chapters aims to provide a broad overview of history as both an academic discipline and a diverse set of cultural practices. It begins with a brief overview of the emergence of the discipline from the ancient world and explores some of the ways in which this discipline has evolved in more recent years. The chapter then explores both popular history and public memory as unique ways of engaging with the past with a focus on the Australian context. Crucially, the chapter links these various developments to the teaching of history in secondary Australian schools. In essence, it is an attempt to show how secondary school history reflects broader developments in the ways people think about and engage with the past.

For many students, history is an important foundational subject in Australian schools because it may be the only time they will formally study or engage with the subject matter. Schooling in Australia is the responsibility of states and territories. Respective governments organise teacher accreditation and registration, curriculum through syllabuses, assessment, and the myriad of policies and practices that guide the school education of children and young people. The most recent review of the Australian Curriculum took place in 2020 across all learning areas, with reports and an updated website to be released in 2022. This chapter examines the development of the Australian Curriculum and the role that history played in encouraging a national approach to education. It then analyses the structure of the Australian Curriculum: History, the inclusion of history within the Humanities and Social Sciences learning area, and how the teaching of history encourages citizenship in Australia. Lastly, we examine three ways that history is constructed in curriculum in Australia: 1. The Australian Curriculum: History for Years 7–10 and 11–12 2. Victoria’s senior history syllabus for Years 11–12 3. The Year 12 History Extension course in New South Wales

What does it actually mean to be professional? How can students develop their own sense of self, and how might this interact with their professional identify and performance? This chapter explains self-awareness and the importance of understanding your own values, beliefs and motivations in order to better understand the diverse experiences of others, and to nurture the therapeutic and professional relationships that are essential for quality nursing practice.

The role of emotional and social intelligence in understanding ourselves and others is also explored, as this concept is closely linked to self-awareness. Critical reflection and mindfulness are suggested as two strategies for fostering the development of greater self-awareness and better self-care, which may assist in caring for others with empathy, compassion and ‘intelligent kindness’. In essence, enhancing your self-awareness,self-care, understanding and compassion for others will help you interact and communicate more effectively, reconcile any differences or conflicts that may arise, and better cope with the emotional demands inherent in healthcare practice (Foster et al. 2015, Kelly, Runge & Spencer 2015).

A ‘nursing philosophy’ underpinning the curriculum is mandated by the accrediting body, the Australian Nursing and Midwifery Accreditation Council (ANMAC). We believe that a rigorous philosophical position underpinning nursing theory and practice can provide a focus for the discipline in terms of practical reasoning and moral commitment.

This chapter introduces the concept of gratitude as an example of a virtuous character trait. Aristotle recognised the importance of properly trained emotions for acquiring the virtues; thus his account is consistent with our emphasis on emotional intelligence and self-awareness. We show how excellent practice as a nurse aligns with doing well as a human being. The main point argued in this chapter is that Aristotle’s conception of virtue can provide a philosophical ‘basis for nursing that focuses on moral competence in a robust, coherent and systematic way, while at the same time accommodates the demand for discipline-specific knowledge and high levels of technical skill’ (Bliss et al. 2017, p. 1). We contend that this underpinning philosophy allows the knowledge and caring aspects of nursing to be united.

Critical thinking and problem-solving, clinical reasoning, self-reflection and self-awareness are valued attributes of the contemporary nurse. These skills are essential for the provision of safe and competent person-centred care to clients with ever-increasing acuity and multiple, often complex comorbidities. This chapter focuses on critical thinking, clinical reasoning and reflective practice, and personal documentation using e-portfolios, along with strategies to assist beginning nurses in the development of these specific skills, which should be honed, practised and adapted to everyday clinical practice. The chapter also assists the professional nurse to develop methods to demonstrate their personal and professional development through the use of e-portfolios.

Why do we assess students? Is it simply to ensure they have memorised key dates, names and places that our culture views as significant? The answer to this is clearly a resounding ‘no’. Assessment is driven by the aims of the curriculum, and as with many discipline areas, the purview of history curricula both in Australia and around the world has broadened from rote learned, mono-cultural national narratives to a focus on the benefits of developing what many term ‘historical consciousness’ (Jeissman, 1979, p.40–42). So how do we ensure that students have gained both substantive and disciplinary knowledge, or the historical knowledge, historical thinking skills and historical consciousness that our national curriculum aims for? We need to make use of a wide range of assessment types that allow students to demonstrate the full breadth and depth of their learning so that we can make an informed judgement about their progress. We can do this through diagnostic assessments, which are assessments for learning that help inform teacher planning; formative assessments, which are assessments as learning that help students understand where the gaps in their knowledge and skills lie; and summative assessments, which are assessments of learning that provide information to both teachers and students about how the student has been able to demonstrate the syllabus objectives to date.

The challenges associated with delivering quality client care within healthcare systems and environments are characterised by increasing complexity and acuity in client needs, rising consumer (and public) expectations, and increasingly constrained human and financial resources, all of which are everyday realities for many nurses (Courtney et al. 2015). In this context, empowering nurses with the skills, attributes and confidence needed to have control and influence over their own practice is critical. This chapter makes explicit the notions of leadership and empowerment inherent in other chapters, with a particular emphasis on the responsibility we all have to advance the quality and excellence of nursing practice and also to be a voice for our profession and leaders in the changes and improvements necessary to promote optimal health outcomes for local and global communities (Grossman & Valiga 2021, Komives, Wagner, & Associates 2016). This chapter presents various perspectives on leadership and empowerment in nursing, and proposes some strategies and ideas for developing your own leadership potential.

Classroom teaching has changed dramatically over the last 100 years. If you were to ask your grandparents what they remember about learning history in school, there is a good chance they will describe a scene where emphasis was placed on memorising facts, figures and dates, and not the student-centred, collaborative approaches, such as inquiry or source analysis, that are common in twenty-first-century classrooms. It would seem we have come a long way in our thinking about what makes for good teaching and learning in history, but why is that? Using educational psychology as a lens, this chapter shows how changing ideas about learning led to changing practices in history teaching, and examines how constructivism, social constructivism, developmental models and even neuroscience have influenced the teaching of history. It will be shown that we are best served by not relying overly on one approach alone, but that we should be utilising the best of all that came before, diversifying our teaching to meet diverse student needs.

The traditional stereotypical image of a nurse is closely linked to that of Florence Nightingale, the founder of modern nursing who established a training system to teach nurses how to be completely dedicated to the tasks of care, regardless of personal needs; to be dependent upon and deferential to authorities such as medical doctors and matron supervisors; and how to comport with modesty and femininity. Of course, contemporary nursing is no longer a profession exclusively female, nor does nursing work predominantly involve dependent actions. However, these outdated ideas remain strong in the minds of the public and are often repeated in popular culture.

The portrayal of nurses in the media has a powerful effect on perception by the public, clients and within themselves (Stanley et al. 2019). Sadly, their public image may not correspond with personal reality (Rauen et al. 2016), and this is the central argument in this chapter.

Luckily for nursing, we have overwhelmingly been imaged as good – helpful, caring, ethical and practical. This chapter explored the evolution of the nursing profession and consider the effect of image on contemporary nursing. It invites you to reflect on whether these public perceptions have influenced you, your decision to be a nurse and your future actions.