This chapter introduces the cross-curriculum priority Asia and Australia’s engagement with Asia, with a particular focus on how it might be embedded within the teaching of History in secondary schools. This chapter has three major aims. First, to consider why Asia and Australia’s engagement with Asia is a cross-curriculum priority. In the first section, debates about the region and the importance of ‘Asia literacy’ are placed in a broader historical and political context to appreciate some of the reasoning behind the inclusion of this cross-curriculum priority. Second, this chapter explores the key themes and ideas relevant to this cross-curriculum priority. Specifically, this involves considering what is meant by the priority’s three key concepts:

• the diversity within the Asia region

• the achievements and contributions of Asia and its people

• Australia’s engagement with Asia. The third major aim of the chapter is to consider some opportunities for bringing this cross-curriculum priority to the foreground when teaching the Australian Curriculum: History. Throughout the chapter, specific links are made between a variety of topics and Asia and Australia’s engagement with Asia.

The heart of nursing is intrinsically linked to what you do as a nurse and why you do it, but it is also about how you do it – the ways in which you represent and enact the core values and intent of the profession.

While some of your views and beliefs are likely to be shared with other students and experienced nurses, your reasons for wanting to be a nurse, and what you consider to be at the heart of nursing, will vary depending on your personal perspectives and experiences. This chapter begins by considering some of the common perspectives on nursing, noting how your own perspective is likely to change as you progress through your studies and into practice. We look at why people choose nursing, the different views and influences they are likely to encounter and the diverse range of roles and settings in which they may work. We then discuss how this informs what it means to be a nurse and your emerging sense of professional identity. The chapter concludes by exploring caring, compassion and kindness – concepts that lie at the heart of nursing, even though they are likely to be understood, applied and experienced differently in the context of each nurse’s own practice.

A strong professional network has many advantages for a beginning teacher. At a personal level, strong professional relationships both in the workplace and online can be an important source of advice and support. By drawing on ideas from outside your own department, staffroom or school through a robust professional learning network (PLN), you are then able to contribute to the exchange of ideas rather than merely benefiting from them. In addition to the benefits to your day-to-day practice, these networks also serve as a form of professional development. Finally, as you begin to establish yourself more firmly in the profession, they can provide connections and opportunities that lead to exciting new projects or employment/promotion opportunities. In this chapter, we look at the various ways in which you can establish yourself as an education professional and foster a strong PLN. The chapter also considers some of the cautionary tales and pitfalls of a poorly managed social media presence and the impact this can have on your teaching career.

Being a safe and ethical nurse in health care requires an understanding of the frameworks that underpin and guide nursing practice. A generalised healthcare safety system known as clinical governance is implemented to ensure the wellbeing of all those in the healthcare system.

In addition to a clinical governance framework, healthcare staff also work within ethical and legal frameworks that underpin and govern their practice. In a nurse’s daily practice, every action is based on the need to make informed decisions, which are based on the nurse’s moral and ethical principles, their knowledge and understanding of different clinical situations and the legal accountabilities underpinning nursing practice. To make informed decisions, nurses must be aware of their own ethical stance and consider this, together with legal and professional requirements such as the codes of ethics and professional conduct (ICN, 2012, NMBA 2018), and the Registered Nurse Standards for Practice (NMBA 2016).

This chapter discusses the frameworks that guide practice. It introduces the concepts of quality and safety, clinical governance, clinical risk, ethical issues and the tenets of professionalism.

Most people are familiar with the World Health Organization's (WHO) definition of health, which was incorporated in the WHO Constitution in 1946: ‘Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.’ Despite this decades-old definition, many governments and health services continue to take a ‘sick care’ view of health rather than focusing on wellness. In this chapter, we examine models of health and discuss the principles of primary health care in relation to the concept of health. We explore health and illness as culturally constructed experiences which reinforce the need for nurses to practice person-centred care.

A range of healthcare services are considered as the healthcare continuum is explored. We introduce the components of the Australian healthcare system and explain the fundamental aspects of Australia’s ‘universal’ healthcare coverage provided by Medicare. The concepts of primary, secondary and tertiary care are introduced and differentiated from primary, secondary and tertiary levels of health care. The chapter concludes with a discussion of the contribution of nurses and nursing to our healthcare system.

The key aim of this chapter is to develop teachers’ appreciation that there is a considerable body of research into historical knowledge, historical thinking and historical skills. This body of research underpins history in the Australian Curriculum. The practical application of this research happens in the classroom, where teachers work with students to apply historical concepts and skills to the content and thus facilitate students’ learning. Building on Chapter 1, this chapter explains how historical knowledge is constructed and what it means to ‘think historically’. This chapter is far more theoretical than chapters that follow because it examines the research behind seven historical concepts and the five skills involved in historical inquiry mandated by the Australian Curriculum. It gives theory behind the practice. The use of historical concepts and skills applies to all years of schooling, from Foundation to Year 10 and in Senior secondary curriculum, although their application becomes more complex in the senior years.This chapter aims to equip teachers to be able to empower students to think historically themselves, rather than disseminating beliefs through instructive memory lessons. The end game for teachers is to foster in their students a historical reflective self, who will be able to reflect upon their personal historical identity.

Health care in Australia is delivered through a large, diverse and complex system (or set of systems) that is constantly evolving and changing. The system is often considered to be in a state of perpetual change, with frequent restructuring of healthcare priorities and how services are organised, funded and governed (Reynolds, Willis & Rudge 2020).Within this dynamic system and reform agenda, a chapter on contemporary health care can describe how things currently stand but these existing roles and services need to be considered in the context of the frequent changes as noted. Even similarly named roles and services can differ in design and implementation based on local needs and priorities and the varied strategic, policy and operating contexts of different organisations and settings.

We begin the chapter by briefly revisiting some of the key concepts from Chapter 4 and examining the current health landscape. We then turn to some of the current and emerging issues, trends and opportunities in health care, and explore how these might influence and shape the ways in which health, social and community services are designed, prioritised and delivered in Australia.

This final chapter weaves together some of the key focus areas that have made up this ‘journey’, using stories from practice that may provide you with some further insights to guide you on your path to becoming a skilled and experienced nurse.

The second part of this chapter focuses on the fact that, once you enter the profession as a beginning-level nurse, this is not the end of your journey; it is only the first stage of your career. There are many options and learning opportunities that can further your career and assist you to develop into an expert nurse across a range of settings.

The last part of this chapter focuses on how you can contribute to the further development of the nursing profession by role-modelling and promoting nursing, mentoring and supporting others, and developing and sharing your skills and knowledge with new generations of nurses.

Nursing is a diverse and varied profession that is at times rewarding, challenging, happy and sad. Nurses are the most vital cog in the development, delivery and leadership of health services to meet the current and future health needs of society. You have chosen a rewarding and exciting career!

Whatever your interests and motivations, nursing is certain to be a career that rewards, challenges and inspires you. It requires the seamless blending of theoretical and technical knowledge with a way of being and behaving (moral comportment), leading to clinical wisdom or deep understanding that supports the highest possible quality of care for individuals, families and communities. We present a range of nursing knowledge and perspectives that are important for professional nursing practice in contemporary Australian healt hcare, but encourage you to engage in your own reflections about what it means to be and act as a nurse, with the aim of discovering and nurturing your personal passion for nursing (Benner et al. 2010, Gottlieb & Gottlieb 2012, p. 4). This opening chapter sets the scene for your undergraduate nursing journey. We welcome you to the wonderful, dynamic and diverse profession of nursing and encourage some initial thinking about what nursing is, why you have chosen this career and the sort of nurse you hope to be. We also outline the purpose, structure and features of this book, and introduce you to the key concepts and ideas underpinning your learning journey.

One of Florence Nightingale'slegacies was her advocacy for, and establishment of, a formal system of training for nurses. This vocational or apprenticeship model of training rapidly spread, with hospital-based training schools being set up across the country.This chapter introduces you to core elements and considerations in ‘contemporary’ nursing education. We link this to the notion of ‘capability in nursing’ and provide an overview of what you can expect in your degree program, with links to other chapters where these concepts and ideas are explored in more depth. We conclude the chapter with a brief look at some of the resources and strategies that can be used to optimise your learning success.

A surrogate model, also known as a response surface model or metamodel, is an approximate model of a functional output that represents a “curve fit” to some underlying data. The goal of a surrogate model is to build a model that is much faster to compute than the original function, but that still retains sufficient accuracy away from known data points.

The promotion and protection of public health, consumer safety, the environment, employment, economic development, public morals, public order, and national security are core tasks of governments. Often, trade liberalisation and the resulting availability of better and cheaper products and services facilitate the promotion and protection of these and other societal values and interests. Through trade, environmentally friendly products, or life-saving medicines, that would not be available otherwise, become available to consumers and patients, respectively. At a more general level, trade generates the degree of economic activity and economic welfare that enables governments effectively to promote and protect the societal values and interests referred to above.

In addition to the ‘general and security exceptions’ and the ‘economic emergency exceptions’ – discussed in Chapters 8 and 9, respectively – WTO law also provides for ‘regional trade exceptions’. These exceptions allow Members to adopt measures that would otherwise be WTO-inconsistent when they are in the pursuit of economic integration with other countries. While, in the past, the term ‘regional trade exceptions’ as well as the term ‘regional trade agreements’ (RTAs) described well the reality they referred to, in recent years these terms have given rise to some confusion. In the past, the term ‘regional trade agreements’ was used to refer to the economic integration efforts between adjacent countries or countries in the same region. Examples of such regional economic integration efforts are the Southern Common Market (MERCOSUR) Agreement and the ASEAN Free Trade Area (AFTA) Agreement. To the extent that these and other regional economic integration efforts involved GATT 1994 or GATS-inconsistent measures, these measures could – under specific conditions – be justified under the regional trade exceptions of the GATT 1994 and the GATS.