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regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities.

Assessment task 3: Online modules – Part A & Part B
Students are required to complete three (3) online modules found on the LEO site. The online modules cover a range of content related to the clinical specialty practice of your choice. Each module has an activity attached which the students are required to complete. Your response to all three modules must be submitted as instructed below.
Weighting: Part A 35%, Part B 15% - (50%)
Length and/or format: Purpose: Part A 1200 Words, Part B 500 Words - (1700 words)
Online module tasks are designed to enable students to demonstrate understanding of the specialty practice environment in terms of roles and responsibilities, rights, communication processes and the meaning of illness for patients. The modules include the critical analysis of an issue of safety, confidentiality and a reflection on personal perceptions and meanings of health, illness, dying and death to consolidate learning about the specialty practice environment.
REFERENCING
Part A (1, 8), Part B (7)
Part A: Students should compile their answers to online modules 1 & 2 into a single document and submit into the appropriate Turnitin drop box located in the assessment block on the LEO site.
Part B: Students submit their response to module 3 into the appropriate Turnitin drop box located in the assessment block on the LEO site.
Assignments will be marked online and students will be notified via LEO when results and feedback are available.
Further information pertaining to the case study can be found in the assessment block on LEO and in the APPENDIX of this unit outline. Please refer to the criterion reference rubric.
This unit requires you to use the American Psychological Association (APA) referencing system. See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
Online Module One
Roles and Responsibiity
The roles and the responsibilities (scope of practice) of the registered nurse are defined by the Nursing & Midwifery Board of Australia (NMBA) in consultation with industry and other governing nursing bodies. The NMBA also have definitions pertaining to nurse practitioners and advanced practice nurses.
The following will help you establish a basis for your reflection and enable you to complete the activity:
Fact Sheet: Advanced nursing practice and specialty areas within nursing
Shields (2013) discusses the role of the nurse in a reflective personal essay that makes for interesting reading on how nursing is viewed and where Australian nursing fits in the global scene. It makes for a good introduction to the elective and to the module. Please read this article: Shields, L. (2013). A personal essay on the role of the nurse. Contemporary Nurse: A Journal for the Australian Nursing Profession, 43(2), 213-218.
Having read the above resources it is time to explore what you know and understand about the role of the specialty nurse within your clinical practice area. Consider what you already know in relation to the NMBA standards of practice for registered nurses (2016). If all registered nurses need to meet these standards then what more is expected of someone with specialty experience?
To explore the role of the specialist nurse in the area of your elected specialty:
• Locate, read and reflect on the standards that guide the practice of nurses in your specialty area (these can often be found on the relevant specialty association webpage) - this is important!!
• Find the job description for a clinical nurse in your specialty area and read it.
• Identify the characteristics of the role that are beyond the generic description of the role of a registered nurse, that is, identify what makes the person a specialist in the area.
• What is the difference between a clinical nurse specialist (CNS), advanced nursing practice and advanced practice nursing?
• If possible speak to a nurse who currently practices in a specialty area. Ask him/her how they acquired the knowledge and skills that makes a specialist in the area. You might ask them about what facilitators and barriers they dealt with in the course of developing their specialty knowledge.
Write down some key messages you learned from these activities.
Online Module One
Physical and emotional safety
Staying safe physically is important and discussed frequently. Nurses are very aware of issues such as manual handling competencies and workplace health and safety issues, but perhaps not as aware of emotional safety issues. We will explore both in this section, but place it in the local context, by examining the environment you are working in.
To get you thinking, explore the Australian Nursing & Midwifery Federation website on Workplace Health & Safety and Workers Compensation.
The next reading is an systematic review looking at stress in the Australian nursing workforce.
Lim, J., Bogossian, F., & Ahern, K. (2010). Stress and coping in Australian nurses: a systematic review. International Nursing Review, 57(1), 22-31. doi:10.1111/j.1466-7657.2009.00765.x
Next, compare the findings of the more recent study, to those of the systematic review by Lim, Bogossian and Ahern (2010):
Gifkins, J., Loudoun, R., & Johnston, A. (2017). Comping strategies and social support needs of experienced and inexperienced nurses performing shiftwork. Journal of Advanced Nursing, 73(12), 3079-3089. 10.1111/jan.13374
This final link discusses the concept of 'burnout', and although the focus is on medical burnout, the author makes some important and relevant points that can be applied to nursing (updated 2015).
Exploring safety issues in your specialty area:
• If you can, talk to a nurse/ medical practitioner from your chosen specialty and ask them what safety issue, whether physical or emotional, concerns them the most. If you are not on placement yet, engage with some of your tutors/ lecturers who may have experience teaching or practicing in these areas;
• Find one primary research article from the past 5 years that examines this issue in an Australian nursing context (if possible), read it and document a brief summary of the findings;
• In your summary mention one strategy identified from your reading that will help you to keep yourself safe from this risk.
Online Module One
Legal Obligations
As you will be well aware by now, nursing is subject to a number of legal and ethical imperatives. We operate under a nursing code of conduct and a specific act of parliament. These codes and laws are designed to protect patients and clients, but also nurses. The profession of the nurse is protected by law, and the title of nurse cannot be used without proper qualification and registration by an accredited authority.
But nurses also operate under other legal requirements: mandatory reporting of suspected child or elder abuse.
Here is a link to the mandatory reporting requirements for suspected child abuse in the different states and as you can see it is not consistent across states either. http://www.aifs.gov.au/cfca/pubs/factsheets/a141787/
And here is another link to an article exploring issues of financial abuse of older adults in residential aged care.
Tilse, C., & Wilson, J. (2013). Recognising and responding to financial abuse in residential aged care. The Journal of Adult Protection, 15(3), 141-152. doi:http://dx.doi.org/10.1108/JAP-11-2012-0025
There may be specific legal obligations associated with your specialty area of practice.
• Talk to experienced nursing staff, lecturers or tutors about legal obligations specifically related to your chosen specialty. It may not necessarily be mandatory reporting issues, but be related to other issues. Areas to explore may be confidentiality issues when a person is cognitively impaired or underage, has a positive HIV status and is sexually active, and so on. For this section you can think outside the square about legalities of what nurses can and cannot do.
• Identify one aspect of your legal obligations related to your specialty and write a short paragraph on how you would ensure you honour your legal obligations while working in this area.
Assessment task 3
Online Module Two
Module two looks specifically at the rights of patients/clients and in more depth the rights of carers in the process of treatment and recovery. It raises some questions about how the nursing profession views and deals with the rights of the carers and their need for information, particularly in the context of patients/clients who may lack insight in their care needs.
For your assessment: Write 600 words on your understanding of the dilemma of providing information to carers while considering the confidentiality concerns relating to the patient/client. Don't forget to consider the ethical implications in your consideration of the issues (ethical vs. legal dilemma for nurses). Ensure it is specifically related to the specialty area that you are/will be completing your placement in.
Submission - Part A: Your written answer should be clearly labelled with module 2 and placed in a single document (that will include module 1 written answer) and uploaded in the relevant drop box in assessment block (Assessment 3: Part A includes answers to module 1 AND 2).
Assessment task 3
Online Module Three
For your assessment:
Review, refine and reference your reflection from the activity for this module into a 500 word submission using the 5 R’s of reflection, as follows:
Reporting Provide a brief descriptive account of a situation/issue (i.e. the reflective trigger). What happened/what the situation/issue involved.
Responding Record your emotional/personal response to the situation/issue. Your observations, feelings and questions about the situation/issue.
Relating Report on your personal and theoretical understandings relevant to the situation/issue. Making connections between the situation/issue and your experience, skills, knowledge and understanding.
Reasoning Your explanation of the situation/issue. Explaining the situation/issue in terms of the significant factors, relevant theory and/or experience.
Reconstructing Drawing conclusions and developing a future action plan Your deeper level of understanding about the situation / issue that is used to reframe / reconstruct your future practice and further develop your understanding of professional practice
The information contained in the table above was adapted from Bain, J. D., Ballantyne, R., Mills, C. and Lester, N. C. (2002). Reflecting on practice: Student teachers' perspectives. Post Pressed, Flaxton, Qld.
Your reflection should consider:
• How this has changed your perspective or given you some insight into the meaning illness has for that person;
• How you relate to this and make meaning of your own experiences;
• Your own perceptions, morals and ethics.
NOTE: For this assessment, it is not appropriate for you to reflect on a personal experience you have had relating to death, dying or illness, rather you MUST select one of the articles you sourced from the activity on the previous page (i.e. on the previous page, from the perspective of the person being cared for, the person closest to them or the health professional - you need to source one of these yourself).
Submission: This paragraph should be clearly labelled module 3 and uploaded in the relevant drop box in assessment block on LEO (Assessment 3: Part B only includes module 3)

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Everyday Use," "Araby," "Paul's Case," "The Rocking-Horse Winner," "A Good Man Is Hard to Find" or "Good Country People," identify

Fiction Interpretation Essay In class readings, we explore the idea of theme – the central idea or meaning of the text – and we analyze short stories in terms of theme. For this paper, you may choose one of the short stories, "Everyday Use," "Araby," "Paul's Case," "The Rocking-Horse Winner," "A Good Man Is Hard to Find" or "Good Country People," identifying and analyzing the theme in the chosen text. Make sure that your paper has a controlling idea and a clear, specific thesis statement. Do not retell the story. Any discussion of plot or character should relate to your discussion of the theme. The paper must be unified, organized, coherent, well-developed, and grammatically and mechanically correct. Remember to always support your argument with proof from the text itself. This paper should be double-spaced, and the final draft should be 750-1,000 words long. You are expected to use quotations from the text and to provide proper MLA documentation, including a Works Cited page. (Remember that sample analysis essays are included in the introductory section of the literature textbook, in case you would like an example of what you are being asked to do.)RESEARCHED AND SOLVED BY OUR WRITING TEAM 

It has often been said that the Jews did not do enough to resist their Nazi oppressors during the Holocaust. Using information from your texts, films, class lectures, the museum visit and Primo Levi's book, Survival in Auschwitz, describe some of the methods employed by the Nazis to discriminate

It has often been said that the Jews did not do enough to resist their Nazi oppressors during the Holocaust. Using information from your texts, films, class lectures, the museum visit and Primo Levi's book, Survival in Auschwitz, describe some of the methods employed by the Nazis to discriminate against and then destroy the Jews and then give examples of the ways used by the Jews, physically and psychologically, to resist (or survive) the horror.. Do you think the Jews did enought? You are going to the museum to see material culture, i.e. artifacts, objects, photos, documents, videos , etc. These should be mentioned in your paper, not the explanatory signs in the museum. Do not use sources other than those assigned for this class. You must cite sources if you are paraphrasing closely, not only for a direct quote. You should have a bibliography/ works cited page at the end. of the paper. The paper should be 6-8 pages long double spaced.

Sources: -Use Primo Levi's book, Survival in Auschwitz, instead of reading you can find the summary here...... https://www.shmoop.com/survival-in-auschwitz/ -This is the museum i was supposed to visit.....go on website on find a few artifacts the museum has that can relate back to the topic .......https://mjhnyc.org/ -

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compare and contrast three current crime prevention programs that target juveniles and evaluate them.

Final Project - Create a Crime Prevention Program: Part 2

In Unit 8, you were to compare and contrast three current crime prevention programs that target juveniles and evaluate them. In Unit 9, you will complete Part 2 of that project. You will create a proposal for a new crime prevention program that targets juveniles and determine how you will evaluate its effectiveness. You may use elements of the three crime prevention programs you researched for your Unit 8 Assignment or come up with completely different components.

In the analysis of how your program will deter juvenile delinquency, you will want to use data from your three comparison programs to support your new program. For example, how many juveniles are enrolled in the program? In order to deliver the best programming possible for juveniles in the K–12 school system, calculate the optimal ratio of staff to the target population, based on the average ratio of the comparison programs.

Your analysis should specifically identify the data source and include a summary of the data.

In addition, you will want to specifically address how the data were used to inform your thinking on the development of your new program (i.e., how you used the data to solve a real-world problem).

Create a 13- to 15-slide PowerPoint presentation incorporating speaker notes to include the following:

Who is your target population, what are your goals, and how will your program be implemented? Explain your program, detailing the elements of it and why it will be effective. Describe how the program's effectiveness will be analyzed and how the objectives will be evaluated. Specify how deterrence will be measured and what will be considered effective deterrence. Include a reference and title slide.

Cite a minimum of three sources in your reference slide, using in-text citations in the presentation where appropriate.

Note: You may consult the Online Library, the Internet, the textbook, other course material, and any other outside resources in supporting your task, using proper citations in APA style.

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Choose another classmate’s post. Change the confidence level to 90% or 99%. What happened to the confidence interval? Did the interval get larger or smaller? Explain the change. See Example. Opinions about stricter gun laws were surveyed nationally during the timeframe of October 1-10, 2018. These survey results can be found at: http://www.pollingreport.com/guns.htm The question posed was “In general, do you feel that the laws covering the sale of firearms should be made “more strict”, “less strict”, or “kept as they are now”??” The sample size, n = 1,019 adults nationwide. The margin of error is ±4 61% were in favor of “more strict” laws covering the sale of firearms 8% were in favor of “less strict” laws covering the sale of firearms 30% were in favor of “laws kept as they are now” covering the sale of firearms The confidence interval for each result is found by adding/subtracting the MoE from the results. More Strict: (61 – 4%, 61 + 4%) = (57% - 65%) 4 & 5. Using the Excel template, I will enter the following variable: Sample Size = 1,019 Proportion of sample = 61% Confidence level = 95% Confidence interval is (0.5801 – 0.6399) or (58.01% - 63.99%) Rounded this is 58% - 64%. 6. Gun laws have been an important topic in our country for some time but have surfaced more in this past year than I can remember in my lifetime. The bias alone will affect the results of these types of questions affecting this survey. The selection bias of candidates to participate in this survey will vary such as if a parent has a child that is in the military compared to a parent with a small child where a school shooting may have happened will bias their answers. If the sampling was from college students, this could be biased toward the history of shootings occurring on university campuses. A sampling error of 4% may also be present representing a margin of error for the survey results. This survey shows it was a Gallup poll, which is an assessment of public opinion; however, another survey question listed on this site also shows that the organization that sponsored that survey could have been a college university (Quinnipac) which is located in Hamden, Connecticut. If the sponsoring organization was a college university, this could present a bias towards the results. These are just considerations to take under advisement when reviewing the results of

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Using the “Class Profile,” identify a group of 3-4 students who would benefit from an oral language development lesson.

Using the “Class Profile,” identify a group of 3-4 students who would benefit from an oral language development lesson. Then, select a corresponding grade level and text from Appendix B of the Common Core English Language Arts Standards appropriate for use in a lesson plan for the determined group.
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