Black hard covered book with red spine, holding Victorian Education Gazettes for one calendar year. .1) 1910 .2) 1912 .3) 1911 .4) 1914 .5) 1918 Images: Open Air Classroom Black Rock; Open Air Classroom, Jeetho, Gippsland; Open Air Nurses bedroom, Mildura; Gym at Canterbury School ; Babies and Nurses at Melbourne Foundling Hospital; Camp at Portland; Alexander Peacock Opens a Melbourne School; Unveiling Major Mitchell Memorial at Mt Arapiles; Agricultural Plot; School Interior; Swimming Drill; Graham Dux Prize Board; Bathing Place; Classroom with blackboard and pictures; Major Mitchell's Map; Melbourne, Derbyshire; Market Place Melbourne; The Blackwood; World War One Send-off at The Athenaeum; Scarsdale Old Boy's logo; Sloyd articles for the Field Hospital; World War One; Gifts for Transport to the Wharf; soldiers; ANZAC Day; ANZAC Day Medalion .5) 1915: Education Department's War Relief Fund, William Park obituary, Closer Settlement Act 1912, Agriculture, needlework, Swimming and Life Saving, explorers, Gregory Blaxland, Matthew Flinders, Composition, Geography, potatoes, onions, gardens, Needlework for Infants, Iona and Staffa, Trained Primary Teacher's Course, Electricity, Electrical Technology, hygiene, Arbour Day, Horticulture, Wattle Day, Bird Day, Technical Schools, Landing at Gaba Tepe, Evils of Alcohol, Old Boys of Scarsdale, Belgium, Teachers' College Images: The British at War, The Sonnet, History and Patriotism, Male Swimming Teachers Summer School at Geelong, Women Swimming Teachers at Port Fairy, Buln Buln State School, Burwood East State School, needlework plans, methods of Rescue and Resucitation. plan of the journey of Gregory Blaxland, Macquarie House, teachers killed (William Ross Hoggart, Stanley Robert Close, William Roy Hodgson, Campbell McDiarmid Peter, William Henry Dawkins, William Hugh Hamilton, Frederick McRae Neal, Vernon Brookes, Frank J. Olle, Alfred J. Collins, Ernest R. Fairlie, William J. McLaren, A.E. Smith, Thomas Patton, Francis W. Kemp, Frederick G. Hall, Rupert O. Hepburn, Woolston J. Govan), Frederick Harold Tubb VC, Botanic Gardens Red Gum, Shelter Pavillions, Head of Wheat, Australian Commonwealth Flag, Iona Cathedral, Drawing exercises, ANZAC Madallion, School Rolls of Honor .6) 1916 - Nature Study, war relief, school gardening, horticulture, singing class, geography of the war, School Rolls of Honour, Ponsonby Carew-Smyth, Astronomy, ANZAC Day, Empire Day, Arbor Day, "Some Suul of Goodness in Things Evil" by Frank Tate, War Relief Gardeners' League, ANZAC Day medallion, Solar System, Abolition of German Schools in Victoria, ANZAC Avenues, avenues of honour, Geography of the War: The West, War relief and handwork, Victorian State Schools Horticultural Society, Patrick Maloney obituary, formalin lamps, Victoria League of Victoria, Wonwondah East Roll of Honor Images - Teachers killed (John Clarke, A.C.H. Jackson, Alexander Robertson, Noel Gambetta, Ralp E. Leyland, Laurance J. Woodruff, Walter E. Cass, Percy D. Moncur, Thomas M. Carmichael, Edward G. Brain, Reginald N.F. Woods, George E. James, William Colvin, David Dobson, Stanley L. Robinson, Charles Allen, G.E. James, H.F. Curnow, Franl L. Cousins, James R. Thompson, Henry H. Campbell, George E. Read, Ernest D. Morshead, Wilfred S. Merlin, Henry R. Wright, George B. Webb, Noel Nicholas, David H. Thomas, Charles A. Levens, Thomas R. Fenner, John M. Daniell, P.J. Larkin, Ralph Smith, Philip Ormsby), school rolls of honour, Swimming Instructors at Queenscliff, The Southern Sky, Map of the North Sea and its Littorals, Easter School of Horticulture at Oakleigh, Map of the Eastern Front, Map of Mesopotamia, Map of the War Area in the Egyptian Campaign, leeches for the Melbourne Hospital .7) 1917 - Swimming and Life-Saving, Childre's FLower Day, Education Department's War Relief Fund, State War Council, Horticulture, Bird Day, Swimming, Growing Chicory at Cowes Images - Teachers killed during World War One (G.M. Nicholas, William C.W. Spencer, J.W.C. Profitt, Ivon C. Bromilow, John Colwell, Robert W. Campbell, Arthur P. Bourchier, Francid G. Houston, Claude N. Harrison, Edgar Williams, Leslie A. Stevens, Charles E. W. Chester, Stanley R. Green, Walter Baker, Arthur G. Scott, Harry L. Swinburne, Horace W. Brown, Arnold Bretherton, Edward W. Jenkins Aubrey Liddelow, Ewen A. Cameron, Edmund R. Lyall, John H. Martin, Harry Bell, Frank L. Nicholls, Melville R. Hughes, Edwin W. Hauser, Walter S. Filmer, Walter G. Barlow, Henry A. Donaldson, Edward H. Jones, Walter W. Raw, Alfred W. Dean, Wiliam Lea, Frederick G. Drury, J.T. Richards, Norman G. Pelton, Lance-Corporal Doran, Kenneth F. McKenzie, William F. Robertson, Wiliam Jarrott, Norman Graham, George G. Paul, Victor Green, Arthur William Rennie, Alfred J. Glendinning, Robert B. Liston, Eward P. Toll, George Jones, Errol E. Rodda, Christian P. Christensen, Charles F. Sydes, H.G. Clements, Norman C. Fricker, J.M. Romeo. Eric N. Lear, Thomas J. Bartley, Norval Birrell, Frederick H. Tubb. J.T. Hamilton Aram, Arthur Wilcock, William M. Conroy, Alex. H. Miller, Patrick J. Cunningham, Charles S. Mitchell, John R. Maddern, James Roadknight, Harry Arundel, Jack C. McKellar, duncan M. McKellar, George S. Manfield, Edgar C. Holmes, George A. Young, Raymond A. Gardiner, William B. Bell, William Opie, George R. Scott, Richard V.B. Vine, Herbery S. Marshall, Hugh St Omer Dentry, George B. Fullerton, Harry Oulton, Iva F. Morieson), School Honor Books, Drawing, Presentation of 30,000 pounds to the British Red Cross at Melbourne Town Hall .8) 1918 .9) 1919 - Photographs of World War One soldiers from the Education Department, Margaret Montgomery Memorial, 1918 Act relating to State School Teachers, State Scolarships, Victorian State Schools' Horticultural Society, Pneumonic Influenza, Spanish Flu, epedemic, swimming and life savinfJunior cadet training, vacancies in Fiji, School Committees, Arbor Day, Arbour Day, Henry Harding of Yinnar, Planting Trees and Shrubs, Juvenile Crime, The use of 'Get', Soldier-Teachers from Overseas in Congress London, Australia's Effort in the War, Military, Working Bees, Tree Planting, fence building, Welcoming Home a Returned Soldier, Avenue of Honour planting, Discipline, Unveiling an Honor Board, School gymnasium, school tennis court, E. E. Crogger grave at Aldershot, The School Honor Book. War Relief Fund, Commonwealth War Record, Caulfield Military Hosptial, ANZAC Day Pilgrimage, Jimmie Panikin, Donald Fraser, Arthur Mee, Card Sun Dial, Balboa Day in Honolulu, William Hamilton, Alfred Jackson, The Backward Child, Flies, Language Teaching and Learning, Spelling, The Education of the Adolescent, victorian education gazette, education gazette and teachers' aid, sloyd, william a. cavanagh, james i froebel, school, education, world war one, memorials, alfred williams, exploration and settlement, cadets, australian naval college, bernard o;dowd, birds, swimming, drawingempire league, eucalypts, paper in history, forestry, arbor day, identification of trees, forestrey museums, fiji, gravel hill school band, horticulture, hygiene, gould league of bird lovers, life saving, la perouse, bandin, j. holland, w. hamilton, charles sturt, principles of archimedes, james holland, william hamilton, scarsdale old boys' reunion, foundling home melbourne, montessori education, open air schools, james hughes, marie corelli, flinders sydney harbour, major mitchell's map, tooth brushing, r.h.s. bailey

This map is a reprint of Johann (Johannes) Walch’s “Australien (Sudland) auch Polynesien oder Inselwelt, insgemein der funfte Welltheil”, published in 1802. It shows Australia, New Zealand, South East Asia and the Pacific Islands shows a large number of places names, many of which have changed since the map was drawn. The map includes the routes and dates of the voyages of Tasman, Cook, Bougainville, Carteret, Byron, and others up to 1802. The shapes of the lands on this early map show that some of the areas had not yet been charted. The map was donated to Flagstaff Hill Maritime Village in April 1990 by the Group Study Exchange Team from Rotary District 233, Sweden. It was framed and presented by Rotary District 978 and presented by Barry Lange, the Governor of District 978 in 1989-90. (District 978, Geelong East, is now District 9780.) Johann (Johannes) Walch Johann Walch, painter and engraver, was born in 1757. He was well known for creating miniature portraits. He gained his training in Geneva, Venice and Rome. His publications include atlases and sheet maps, many of which were reprinted after his death in 1816. This reprint of an 1802 is significant for its historical and geographical contant, showing the voyages of many early explorers to the southern regions of the world including Australia. It also shows the early names used for countries and towns and is a valuable reference to historical interpretation. The map itself is a fine example of hand drawn and hand coloured maps of the early 19th century, the method of production, detail included, layout, symbols and so forth.Map, reprint of Johann (Johannes) Walch’s “Australien (Sudland) auch Polynesien oder Inselwelt, insgemein der funfte Welltheil “, first published by in Ausburg in 1802. The image on this Map No 5B, shows Australia and the south Pacific. The timber framed, glass covered, printed and coloured map was created in two sections and joined. Brass plaque at base of map states that the map was presented to Flagstaff Hill by Rotary International in April 1990. Feint lines used for aligning lettering can be seen on the map and there are large erased letters such as a “D” and “S” that are almost obscured.Plague “ROTARY INTERNATIONAL / THE MAP WAS DONATED BY THE GROUP STUDY EXCHANGE TEAM / FROM ROTARY DISTRICT 233 SWEDEN IN APRIL 1990 / AND WAS FRAMED AND PRESENTED BY ROTARY DISTRICT 978 / BARRY LANGE – GOVERNOR DISTRICT 978 1989/90” Stamped on back “ELLIMINOOK FRAMES / MRS. JILL FALKINER / ELLIMINOOK / BIRREGURRA, VIC. 3242 / PHONE: (052) 36 2080” flagstaff hill, warrnambool, shipwrecked coast, flagstaff hill maritime museum, maritime museum, shipwreck coast, flagstaff hill maritime village, great ocean road, australien (sudland) auch polynesien oder inselwelt, insgemein der funfte welltheil, johann (johannes) walch, cartographer johann (johannes) walch, ausburg publisher johann (johannes) walch, johann (johannes) walch map number 5b, 1802 map of australia and south pacific, rotary international group study exchange team, rotary district 233 sweden, elliminook frames, voyages of tasman, voyages of cook, voyages of bougainville, voyages of carteret, voyages of byron, barry lange, painter of miniature portraits johann (johannes) walch

Norman JELBART (1916-1984) Norman Thomas Jelbart studied Historic Ornament Parts I and II as part of his training at the Ballarat Technical Art School to become an architect. These are some of his notes. The study of Historic Ornament spanned time and space to inform and inspire designers. Students studied the influences of history, geography, culture and climate on ornamental aesthetics, including the tools, materials and methods applied to decorative objects, interior design and architecture.Handwritten and drawn notes from the Ballarat Technical Art School by N.T. Jelbartn.t. jelbart, ballarat technical art school, historic ornament, art history

George Barraclough (1907-1981), a landholder from north of Licola, in the Victorian Great Divide, made a number of these spikes, as needed. As accounts were paid, receipts were pasted to the account, the account was impaled on the spike, and the spike was rehung on a nail on a wall stud. All transactions dealing with money were filed in this manner, as an orderly way of tracking items that were usually remotely ordered and delivered on the mail car. George Barraclough used No8 in a number of creative ways, and his durable and untilitarion toasting forks are still in family use today. After George died in 1981 the spikes with their accounts passed to his daughter Linda Barraclough, who archived the accounts and later made copies available for study. Those accounts form a record of the businesses of Heyfield for 1940s and 1950s.This bill hook is of historical significance as a survivor of bush ingenuity and bush filing systems. Commercially made bill spikes were in common use in offices, where they usually consisted of a heavy metal base with an upright pointed piece of wire. Number 8 fencing wire was an important and readily accessible repair commodity for rural dwellers, and achieved iconic status as the most generic method of repair for cars broken down (resort to nearest fence) and was even used to hold houses together. Referring to "No 8 fencing wire" became a type of Australian shorthand for bush ingenuity. It is no longer available, being replaced by 4mm high tensile wire. This item is important both as an example of inventive use of No8 wire, and also as an example of the bush filing methods in use in the 1940s and 1950s. No 8 fencing wire holds a similar position in New Zealand - see Wikipedia NZ at http://en.wikipedia.org/wiki/Number_8_wire A section of number 8 fencing wire twisted to form a bill spike. It has a rounded.base made from several twists of wire in a flat platform, with the remaining wire rising from the centre to form a stem that terminates in a hook with a sharpened point.wire, bush ingenuity, barraclough, licola north

Copper intrauterine devices (IUDs), first marketed in the early 1970s, represent an important contraceptive option for 150 million women worldwide. The method is safe, rapidly reversible, inexpensive, highly effective, long-acting (up to 20 years for some products [1]), and non-hormonal; these attributes make it unique and desirable for many users. However, increased bleeding and pain cause up to 15% of users to have the device removed within the first year [2]; still higher percentages tolerate some level of these side effects yet retain use of the method. In one study, 67% of women using the TCu380A complained about menstrual side effects within the first year of use [3]. (Hubacher et al, 'Side effects from the copper IUD: do they decrease over time?', 2009)This is one of a collection of items received from the practice of Dr Lachlan Hardy-Wilson, FRCOG, Launceston, Tasmania.Sealed Gravigard IUD in original box. IUD and inserter are sealed inside a sterile plastic pocket. The box is made of cardboard and has an orange top panel with white sides. Text printed on the front of the box reads '1 Sterile Pack/Gravigard*/contraceptive/copper/contraceptive/FRAGILE/Do not bend or crush/SEARLE'. Text printed on side of box reads 'Made in England Supplied by Searle Laboratories, Division of Searle Australia Pty. Ltd., Sydney, Australia'.intrauterine device

Copper intrauterine devices (IUDs), first marketed in the early 1970s, represent an important contraceptive option for 150 million women worldwide. The method is safe, rapidly reversible, inexpensive, highly effective, long-acting (up to 20 years for some products [1]), and non-hormonal; these attributes make it unique and desirable for many users. However, increased bleeding and pain cause up to 15% of users to have the device removed within the first year [2]; still higher percentages tolerate some level of these side effects yet retain use of the method. In one study, 67% of women using the TCu380A complained about menstrual side effects within the first year of use [3]. (Hubacher et al, 'Side effects from the copper IUD: do they decrease over time?', 2009)This is one of a collection of items received from the practice of Dr Lachlan Hardy-Wilson, FRCOG, Launceston, Tasmania.Two sealed Gravigard IUDs. IUD and inserter are sealed inside a sterile plastic pocket. Manufacturer information is printed on a cardboard insert which holds each IUD inside the pocket.intrauterine device

One of the struggles between East and West is taking place in South Vietnam, an area whose culture has been virtually unknown to scholars. The author has used the small village of Khanh Hau, in the Mekong River delta southwest of Saigon, as a microcosm for the study of the rural physical setting, the beliefs and customs of the several religions that exist here side by side, the kinship and family pattern, the crops and agricultural methods, the economic, administrative, the legal systems, and the socioeconomic structure and mobility.ethnology -- vietnam, anthropology, cultural, mekong river, khanh hau

1. Musical and linguistic perspectives on Aboriginal song Allan Marett and Linda Barwick Song brings language and music together. Great singers are at once musicians and wordsmiths, who toss rhythm, melody and word against one another in complex cross-play. In this paper we outline some initial findings that are emerging from our interdisciplinary study of the musical traditions of the Cobourg region of western Arnhem Land, a coastal area situated in the far north of the Australian continent 350 kilometres northeast of Darwin. We focus on a set of songs called Jurtbirrk, sung in Iwaidja, a highly endangered language, whose core speaker base is now located in the community of Minjilang on Croker Island. We bring to bear analytical methodologies from both musicology and linguistics to illuminate this hitherto undocumented genre of love songs. 2. Iwaidja Jurtbirrk songs: Bringing language and music together Linda Barwick (University of Sydney), Bruce Birch and Nicholas Evans (University of Melbourne) Song brings language and music together. Great singers are at once musicians and wordsmiths, who toss rhythm, melody and word against one another in complex cross-play. In this paper we outline some initial findings that are emerging from our interdisciplinary study of the musical traditions of the Cobourg region of western Arnhem Land, a coastal area situated in the far north of the Australian continent 350 kilometres northeast of Darwin. We focus on a set of songs called Jurtbirrk, sung in Iwaidja, a highly endangered language, whose core speaker base is now located in the community of Minjilang on Croker Island. We bring to bear analytical methodologies from both musicology and linguistics to illuminate this hitherto undocumented genre of love songs. 3. Morrdjdjanjno ngan-marnbom story nakka, ?songs that turn me into a story teller?: The morrdjdjanjno of western Arnhem Land Murray Garde (University of Melbourne) Morrdjdjanjno is the name of a song genre from the Arnhem Land plateau in the Top End of the Northern Territory and this paper is a first description of this previously undocumented song tradition. Morrdjdjanjno are songs owned neither by individuals or clans, but are handed down as ?open domain? songs with some singers having knowledge of certain songs unknown to others. Many morrdjdjanjno were once performed as part of animal increase rituals and each song is associated with a particular animal species, especially macropods. Sung only by men, they can be accompanied by clap sticks alone or both clap sticks and didjeridu. First investigations reveal that the song texts are not in everyday speech but include, among other things, totemic referential terms for animals which are exclusive to morrdjdjanjno. Translations from song language into ordinary register speech can often be ?worked up? when the song texts are discussed in their cultural and performance context. The transmission of these songs is severely endangered at present as there are only two known singers remaining both of whom are elderly. 4. Sung and spoken: An analysis of two different versions of a Kun-barlang love song Isabel O?Keeffe (nee Bickerdike) (University of Melbourne) In examining a sung version and a spoken version of a Kun-barlang love song text recorded by Alice Moyle in 1962, I outline the context and overall structure of the song, then provide a detailed comparative analysis of the two versions. I draw some preliminary conclusions about the nature of Kun-barlang song language, particularly in relation to the rhythmic setting of words in song texts and the use of vocables as structural markers. 5. Simplifying musical practice in order to enhance local identity: Rhythmic modes in the Walakandha wangga (Wadeye, Northern Territory) Allan Marett (University of Sydney) Around 1982, senior performers of the Walakandha wangga, a repertory of song and dance from the northern Australian community of Wadeye (Port Keats), made a conscious decision to simplify their complex musical and dance practice in order to strengthen the articulation of a group identity in ceremonial performance. Recordings from the period 1972?82 attest to a rich diversity of rhythmic modes, each of which was associated with a different style of dance. By the mid-1980s, however, this complexity had been significantly reduced. I trace the origin of the original complexity, explore the reasons why this was subsequently reduced, and trace the resultant changes in musical practice. 6. ?Too long, that wangga?: Analysing wangga texts over time Lysbeth Ford (University of Sydney) For the past forty or so years, Daly region song-men have joined with musicologists and linguists to document their wangga songs. This work has revealed a corpus of more than one hundred wangga songs composed in five language varieties Within this corpus are a few wangga texts recorded with their prose versions. I compare sung and spoken texts in an attempt to show not only what makes wangga texts consistently different from prose texts, but also how the most recent wangga texts differ from those composed some forty years ago. 7. Flesh with country: Juxtaposition and minimal contrast in the construction and melodic treatment of jadmi song texts Sally Treloyn (University of Sydney) For some time researchers of Centralian-style songs have found that compositional and performance practices that guide the construction and musical treatment of song texts have a broader social function. Most recently, Barwick has identified an ?aesthetics of parataxis or juxtaposition? in the design of Warumungu song texts and musical organisation (as well as visual arts and dances), that mirrors social values (such as the skin system) and forms 'inductive space' in which relationships between distinct classes of being, places, and groups of persons are established. Here I set out how juxtaposition and minimal contrast in the construction and melodic treatment of jadmi-type junba texts from the north and north-central Kimberley region similarly create 'inductive space' within which living performers, ancestral beings, and the country to which they are attached, are drawn into dynamic, contiguous relationships. 8. The poetics of central Australian Aboriginal song Myfany Turpin (University of Sydney) An often cited feature of traditional songs from Central Australia (CA songs) is the obfuscation of meaning. This arises partly from the difficulties of translation and partly from the difficulties in identifying words in song. The latter is the subject of this paper, where I argue it is a by-product of adhering to the requirements of a highly structured art form. Drawing upon a set of songs from the Arandic language group, I describe the CA song as having three independent obligatory components (text, rhythm and melody) and specify how text is set to rhythm within a rhythmic and a phonological constraint. I show how syllable counting, for the purposes of text setting, reflects a feature of the Arandic sound system. The resultant rhythmic text is then set to melody while adhering to a pattern of text alliteration. 9. Budutthun ratja wiyinymirri: Formal flexibility in the Yol?u manikay tradition and the challenge of recording a complete repertoire Aaron Corn (University of Sydney) with Neparr? a Gumbula (University of Sydney) Among the Yol?u (people) of north-eastern Arnhem Land, manikay (song) series serve as records of sacred relationships between humans, country and ancestors. Their formal structures constitute the overarching order of all ceremonial actions, and their lyrics comprise sacred esoteric lexicons held nowhere else in the Yol?u languages. A consummate knowledge of manikay and its interpenetrability with ancestors, country, and parallel canons of sacred y�ku (names), bu?gul (dances) and miny'tji (designs) is an essential prerequisite to traditional leadership in Yol?u society. Drawing on our recordings of the Baripuy manikay series from 2004 and 2005, we explore the aesthetics and functions of formal flexibility in the manikay tradition. We examine the individuation of lyrical realisations among singers, and the role of rhythmic modes in articulating between luku (root) and bu?gul'mirri (ceremonial) components of repertoire. Our findings will contribute significantly to intercultural understandings of manikay theory and aesthetics, and the centrality of manikay to Yol?u intellectual traditions. 10. Australian Aboriginal song language: So many questions, so little to work with Michael Walsh Review of the questions related to the analysis of Aboriginal song language; requirements for morpheme glossing, component package, interpretations, prose and song text comparison, separation of Indigenous and ethnographic explanations, candour about collection methods, limitations and interpretative origins.maps, colour photographs, tablesyolgnu, wadeye, music and culture

1. Language Revitalization: An Overview /? Leanne Hinton 2. Diversity in Local Language Maintenance and Restoration: A Reason For Optimism /? Anna Ash, Jessie Little Doe Fermino and Ken Hale 3. Federal Language Policy and Indigenous Languages in the United States /? Leanne Hinton 4. "... To Help Assure the Survival and Continuing Vitality of Native American Languages" /? Robert D. Arnold 5. Language Planning /? Leanne Hinton Introduction to the Pueblo Languages /? Leanne Hinton 6. Native Language Planning: A Pilot Process in the Acoma Pueblo Community /? Christine P. Sims 7. The Key To Cultural Survival: Language Planning and Revitalization in the Pueblo de Cochiti /? Regis Pecos and Rebecca Blum-Martinez The Navajo Language: I /? Ken Hale 8. Navajo Head Start Language Study /? Paul R. Platero 9. Introduction to Revitalization of National Indigenous Languages /? Leanne Hinton Introduction to the Welsh Language /? Leanne Hinton 10. Welsh: A European Case of Language Maintenance /? Gerald Morgan Introduction to the Maori Language /? Ken Hale 11. Te Kohanga Reo: Maori Language Revitalization /? Jeanette King An Introduction to the Hawaiian Language /? Leanne Hinton 12. The Movement to Revitalize Hawaiian Language and Culture /? Sam L. No'Eau Warner 13. "Mai Loko Mai O Ka 'I'ini: Proceeding from a Dream": The 'Aha Punana Leo Connection in Hawaiian Language Revitalization /? William H. Wilson and Kauanoe Kamana 14. Teaching Methods /? Leanne Hinton The Karuk Language /? Leanne Hinton 15. Teaching Well, Learning Quickly: Communication-Based Language Instruction /? Terry Supahan and Sarah E. Supahan The Navajo Language: II /? Ken Hale 16. Tsehootsooidi Olta'gi Dine Bizaad Bihoo'aah: A Navajo Immersion Program at Fort Defiance, Arizona /? Marie Arviso and Wayne Holm 17. The Master-Apprentice Language Learning Program /? Leanne Hinton 18. Linguistic Aspects of Language Teaching and Learning in Immersion Contexts /? Ken Hale 19. New Writing Systems /? Leanne Hinton An Introduction to Paiute /? Leanne Hinton and Ken Hale 20. Language Revitalization in the San Juan Paiute Community and the Role of a Paiute Constitution /? Pamela Bunte and Robert Franklin 21. Audio-Video Documentation /? Leanne Hinton Australian Languages /? Ken Hale 22. Strict Locality in Local Language Media: An Australian Example /? Ken Hale The Arapaho Language /? Ken Hale 23. Reflections on the Arapaho Language Project, or When Bambi Spoke Arapaho and Other Tales of Arapaho Language Revitalization Efforts /? Stephen Greymorning Irish /? Ken Hale 24. Continuity and Vitality: Expanding Domains through Irish-Language Radio /? Colleen Cotter The Mono Language /? Ken Hale 25. On Using Multimedia in Language Renewal: Observations from Making the CD-ROM Taitaduhaan /? Paul V. Kroskrity and Jennifer F. Reynolds 26. Can the Web Help Save My Language? /? Laura Buszard-Welcher 27. Training People to Teach Their Language /? Leanne Hinton Inuttut and Innu-aimun /? Ken Hale 28. The Role of the University in the Training of Native Language Teachers: Labrador /? Alana Johns and Irene Mazurkewich Languages of Arizona, Southern California, and Oklahoma /? Leanne Hinton 29. Indigenous Educators as Change Agents: Case Studies of Two Language Institutes /? Teresa L. McCarty, Lucille J. Watahomigie and Akira Y. Yamamoto /? [et al.] The Navajo Language: III /? Ken Hale 30. Promoting Advanced Navajo Language Scholarship /? Clay Slate 31. Sleeping Languages: Can They Be Awakened? /? Leanne Hinton 32. The Use of Linguistic Archives in Language Revitalization: The Native California Language Restoration Workshop /? Leanne Hinton The Ohlone Languages /? Leanne Hinton 33. New Life for a Lost Language /? Linda Yamane.Maps, b&w photographs, tables, word listslanguage policy, language planning, language maintenance, language revitalization, language immersion, language literacy, media and technology, language education and training, sleeping languages, navajo, arapaho

The book tells the story of the Indigenous Aanaar Saami language (around 350 speakers) and cultural revitalisation in Finland. It offers a new language revitalisation method that can be used with Indigenous and minority languages, especially in cases where the native language has been lost among people of a working age. The book gives practical examples as well as a theoretical frame of reference for how to plan, organise and implement an intensive language programme for adults who already have a professional training. It is the first time that a process of revitalisation of a very small language has been systematically described from the beginning; it is a small-scale success story. The book finishes with self-reflection and cautious recommendations for Indigenous peoples and minorities who want to revive or revitalise their languages.Maps, colour photographsnative language studies, bilingual education, casle project, saami, language revival

The story of 90 years of wool classing between father & son begins in 1936, when a young boy by the name of Stanley James Hucker walked through the doors of the Gordon Technical School in Geelong. Born in 1921, Stanley was 15 years of age when he began his 3-year course in Wool Classing. 30 years later, Stanley’s second son Denis completed the same 3-year wool classing course. Beginning in 1966, Denis attended the same Gordon Technical School and walked the same halls as his father before him. Stanley finished his course in 1938. He went back to the family farm in Lake Bolac for a brief period before enrolling in the Second World War. At the completion of the war, Stanley returned home and married before gaining a soldier settler allotment, north of Willaura. This enabled Stan to use his wool classing knowledge. He ran between 1,500 and 2,000 sheep for many years, while his wool classer stencil also allowed him to go out and class at various sheds around the area. He held his stencil from 1938 until he retired at the age of 60 in 1981. On retirement, his second son Denis was working in the district, managing a local property while also leasing land himself. Upon his father’s retirement, Denis had the opportunity to lease his father’s farm, an opportunity he could not refuse. Denis had finished his wool classing course at the Gordon Technical School in 1968, graduating dux of his class. He began working with a local contractor and started classing wool in his team. Denis gained a great deal of experience working as part of this team in big sheds of up to 8 stands servicing between 10 & 20,000 sheep. It was not all smooth sailing for Denis however, and he soon learnt an important lesson. Class wool the way you’re taught, don’t listen to the owner standing over your shoulder. At a clip of Corriedales near Casterton, Denis was pushing too many fleeces into the line of fine wool. This resulted in a notice from the Australian Wool Exchange (AWEX) “mixing counts too much, submit three clips for inspection”. Denis was able to submit 3 clips with no further complaints, however, this proved a valuable lesson he would never forget over his long career classing wool. In the early 1980s, when Denis was leasing two properties including his father’s, things were going well until drought struck. February 1983 was the date of the Ash Wednesday bushfires, and saw Melbourne have three days over 40 °C for only the second time on record. This period saw Denis give away farming, turning towards contracting work instead. After the difficult times of the early 1980s, the next two decades were a good time for the sheep industry. 15 micron wool was selling for prices between 4 to 5,000 cents per kilo, double what you’d expect for the same wool in 2022. In 1995 a single bale of wool sold for a million dollars. This was a good time for Denis too. His contracting work saw him employing local shearers and shed staff. His team was involved with the shearing and classing of more than 130,000 sheep. After 20 years of contracting, it was time for Denis to transition into the next phase of his life. He gave up independent contracting, preferring instead to return to being a member of someone else’s team. In 2018, having completed 50 years of wool classing, it was time to call it a day and retire completely. At the annual Gordon Wool School Old Students Association dinner held in 2018, Denis was presented with his 50 years as a registered wool classer stencil awarded by the Australian Wool Exchange (AWEX). This is a rare honour achieved by few. As of February 2020, a total of 430 wool classers had achieved this 50-year milestone. For Denis however, his proudest achievement is achieving 90 years of wool classing with his father. The National Wool Museum is proud to share the collection of objects gained from 90 years in the wool classing industry by Stanley and Denis. This ranges from Stanley’s first stencil and Wool Sample book, started when he first attended the Gordon in 1936. The collection concludes 90 years later with Denis’ 50 years of wool classing Stencil. The collection contains many more objects, all telling the story of these 90 years, and the hard work invested by this dedicated father and son duo. This is the fourth in a series of 5 wool classing exercise books. They were written by Stanley Hucker in his time at the Gordon Technical College from 1936-1938. This book begins in a white cover with blue ink illustrations and writing. It has a centrepiece-coloured emblem of King George VI & Queen Elizabeth with flags of the Union Jack & Australia in background. Internally, the book is handwritten on yellowed pages with blue lines for the assistance in clarity of handwriting. The pages are also surrounded by a margin of red pen. The exercise book’s content is about wool studies relating to the health and productivity of wool sheep. It is handwritten. A selection of pages have been photographed to give an impression of the information taught in classes, 90 years ago. This includes information about: - Wool scouring - Shearing - Lamb marking - Breeding - Fellmongering - Comparison between wool and artificial fibres - Characteristics of good wool - Wool selling methods - Established studs in Victoria - Award rates (1937-38)Front Cover. Wording, printed and handwritten. “CORONATION / EXERCISE BOOK / NAME Stanley Hucker / GRADE SUBJECT Wool / SCHOOL Gordon Front Cover. Illustration’s colour, printed. King George VI & Queen Elizabeth with flags of the Union Jack & Australia in background.gordon institute geelong, wool classing, 1930s sheep farming, 90 years wool classing between father & son

4 coloured photographs (a-d) showing Deakin students who are studying museum practice being shown museum practices and display methodsdeakin students, whitehorse historical society

Daniel O’Connell was born near Cahirciveen, Co. Kerry, on 6 August 1775. His wealthy childless uncle adopted him at an early age and brought him up at Derrynane. He spoke Irish and was interested in the traditional culture of song and story still strong in Kerry at the time. He also understood how the rural mind worked which served him well in later years. In 1791 he was sent to school at St. Omer and Douai and what he saw there of the French Revolution left him with a life-long hatred of violence. He read law at Lincoln’s Inn (1794 -96) and continued his studies in Dublin where he was called to bar in 1798. He had soon built up an enormous practice. The 1798 rising and the terrible butchery that followed it confirmed his horror of violence. While he approved of the principles of the United Irishmen, their call for reform and for Catholic Emancipation, he disagreed with their methods. In 1815 O’Connell criticised harshly the Dublin corporation. O’Connell was challenged to a duel by one member D’Esterre. In the exchange of shots D’Esterre was killed and O’Connell vowed never to fight again. O’Connell was soon drawn into political action. Hopes of Catholic emancipation had been raised by promises given while the act of union was being passed. In 1823, O’Connell founded the Catholic Association. The aim of the organisation was to use all the legal means available to secure emancipation. It turned into a mass crusade with the support of the Catholic clergy. All members of the association paid a membership of a penny a month (the Catholic rent). This helped to raise a large fund. The Clare election in 1828 was a turning point. O’Connell, with the support of the forty-shilling freeholders, managed a huge victory against the government candidate. He was well supported by the clergy whose influence on the poor uneducated peasant class was enormous. The polling took place in Ennis at the old courthouse where the O’Connell monument now stands. At the final count, O’Connell was elected by a majority of about eleven hundred votes. The ascendancy party had suffered its first big knock since 1798. The whole country was aflame. The British Government feared a rising and granted Catholic emancipation in April 1829. The franchise was, however, raised to 10 pounds which excluded the forty-shilling freeholders. O’Connell was now the undisputed leader in Ireland and he gave up his practice at the bar to devote his time entirely to politics. At the King’s insistence, O’Connell was not allowed to take his seat until he had been re-elected for Clare. In February 1830, O’Connell became the first Catholic in modern history to sit in the House of Commons. For the rest of his life, he was supported by “The O’Connell Tribute”, a public collection out of which O’Connell paid all his expenses. O’Connell now decided to concentrate on winning repeal of the act of union and getting an Irish parliament for the Irish people. British political leaders feared repeal as they did not fear emancipation. They saw repeal of the Act of Union as the first step in the break-up of the act of union, as the spirit of the repeal movement was revived when the young Ireland writers wrote about it in the Nation. In 1841, O’Connell was elected Lord Mayor of Dublin and in 1843 the subscriptions to his Repeal Association, the Repeal “Rent” came to 48,400 pounds. He now began to organise monster meetings throughout the country. It is thought that three-quarters of a million people gathered on the hill of Tara to hear the man they called the “Liberator”. The government became alarmed at the strength of the Repeal Movement and a meeting which O’Connell had planned for 8 October 1843 in Clontarf, Dublin was banned. Huge crowds were already on their way when O’Connell called off the meeting to avoid the risk of violence and bloodshed. He was charged with conspiracy, arrested and sentenced to a year in jail and a fine of 2,000 pounds. The sentence was set aside after O’Connell had been three months in prison. When he was released he continued with his campaign for repeal. However, a turning point had been reached. The tactics that had won emancipation had failed. O’Connell was now almost seventy, his health failing and he had no clear plan for future action. There was discontent within the Repeal Association and the Young Irelanders withdrew. There was also some failure in the potato crop in the 1840’s, a sign of things to come in the Great Famine of 1845-1847. Aware of the fact that he had failed with his great goal, (the Repeal Movement), O’Connell left Ireland for the last time in January 1847. He made a touching speech in the House of Commons in which he appealed for aid for his country. In March, acting on the advice of his doctor, he set out to Italy. Following his death in Genoa on 15 May 1847, his body was returned to Ireland and buried in Glasnevin Cemetery. [http://www.clarelibrary.ie/eolas/coclare/people/daniel.htm, accessed 13/12/2013]Portrait of a man known as Daniel O'Connell.ballarat irish, daniel o'connell, o'connell

The RDNS Sisters are named in the photograph, L-R - Sister Megan Margaret Day who works in the Domiciliary Infant Maternal Care (DIMC) section of RDNS. The next Sister's name is unknown, and on the right is Sister Ruth Eileen McKeon who is a Nurse Educator with RDNS. The photograph is taken in the Education Department of Royal District Nursing Service, and the two Sisters are receiving instruction on the function of the organs of the human body from Sister McKeon. The Sisters are wearing the RDNS summer uniform of a white short sleeve blouse under a royal blue V neck tunic style frock. Education was an integral part of Melbourne District Nursing Society (MDNS), from its inception in 1885, later, in 1966, called Royal District Nursing Service, (RDNS). From 1885, only Trained nurses (Nurses), through the Hospital training system, were employed by the Society, and on visits to patients they taught the necessity of hygiene and cleanliness, as well as the need for a good diet, to bring about good health. Doctor’s lectures were later given at the MDNS home to instruct patients and their families on prevention of disease. Education to patients continued throughout the years regarding health care and the use of equipment in the home. In 1961, Education programs commenced at MDNS with Trained nurses (Sisters) receiving In-service education. Sr. Pat (Paddy) Rowley was a leader in In-service Education and established the RDNS Department of Community Nursing Education in 1962. Staff could also apply for scholarships to further their education outside of RDNS. Many of their senior Sisters received Postgraduate diplomas from the College of Nursing in Community Health Nursing, Education, and Administration, and several travelled overseas visiting nursing organizations viewing their public health and District nursing systems. At RDNS many programs were run, including: a Post Basic Course, Cardiac Rehabilitation Nursing, Haematology/Oncology Nursing, Palliative Care program, Diabetic Stabilization Program, Leg Ulcer Management Program, Wound Care Specialist Program, HIV/AIDS Nursing Care, Cystic Fibrosis Home Support, Veterans Home Care Program, Breast Cancer Support Program, Continence Management Program, Stomal Therapy Program, In-Home Lactation Support Program and the Homeless Persons Program. RDNS staff attended several hospitals to observe and learn special care needed to some clients, e.g. to the Austin Hospital to learn the care required for paraplegic and quadriplegic patients at home, and to Mount Royal Hospital to observe the care of patients in the Rehabilitation ward. A Community Nursing Education Program was extended to student nurses from hospitals and to other nursing organizations. These Education programs kept the RDNS Sisters abreast of new techniques, such as changes in technology for e.g. new testing methods in detecting glucose levels in Diabetic patients. Sr. Nan Deakin obtained a Post Basic Certificate in Psychiatric Nursing and included this area in her Education lectures. Sr. Daphne Geldard specialized in the area of Alzheimer’s disease and Dementia. These Sisters visited patients in District areas with the regular RDNS Sister when required. Every member of staff, both professional and non professional staff, received regular education in the Education Department. In 1980, a Home Health Aide pilot study, funded by the Federal Government, the Brotherhood of St. Laurence and RDNS, with the program written and taught by Sr. Rowley, was evaluated as successful, and Home Health Aides were employed and worked in RDNS Centres under the supervision of the RDNS Sisters. On the left of this black and white photograph is Royal District Nursing Service (RDNS), Sister Megan Day, who has curled short dark hair and is wearing glasses. She is standing side-on facing to the right of the photograph. The index finger of her right hand is pointing to an area on the internal frontal view of a Human Torso Model which is sitting on a table to her right. Between her and the model is another Sister who has her long dark hair drawn back. She is looking at the internal organs in the Model. To the right of the Model is Sister Ruth McKeon, who has her long light colour hair drawn back into a French Twist. She is standing side-on facing to the left of the photograph, and is smiling as she holds one of the organs taken from the Model. When looking at the photograph, the left side of the Model's face is seen, and on the right side the Internal organs of the face are seen. The internal organs of the neck and torso of the Model are seen. A blackboard with writings about the function of 'The Heart' is In the background. The Sisters are all wearing their RDNS uniforms of a short sleeve white blouse under a V neck tunic style dress which has the RDNS logo on its upper left.Barry Sutton LY 66 namesrdns, rdns education, royal district nursing service, sister megan margaret day, sister ruth eileen mckeon

The photograph shows a group of Royal District Nursing Service (RDNS) Sisters receiving a lecture on 'Physical Handicap' given by Sr. Rowley in the Education Department at RDNS Headquarters 452 St. Kilda Road, Melbourne. Sr. Rowley is the Principal Nurse Educator at RDNS.Education was an integral part of Melbourne District Nursing Society (MDNS), from its inception in 1885, later, in 1966, called Royal District Nursing Service, (RDNS). From 1885, only Trained nurses (Nurses), through the Hospital training system, were employed by the Society, and on visits to patients they taught the necessity of hygiene and cleanliness, as well as the need for a good diet, to bring about good health. Doctor’s lectures were later given at the MDNS home to instruct patients and their families on prevention of disease. Education to patients continued throughout the years regarding health care and the use of equipment in the home. In 1961, Education programs commenced at MDNS with Trained nurses (Sisters) receiving In-service education. Sr. Pat (Paddy) Rowley was a leader in In-service Education and established the RDNS Department of Community Nursing Education in 1962. Staff could also apply for scholarships to further their education outside of RDNS. Many of their senior Sisters received Postgraduate diplomas from the College of Nursing in Community Health Nursing, Education, and Administration, and several travelled overseas visiting nursing organizations viewing their public health and District nursing systems. At RDNS many programs were run, including: a Post Basic Course, Cardiac Rehabilitation Nursing, Haematology/Oncology Nursing, Palliative Care program, Diabetic Stabilization Program, Leg Ulcer Management Program, Wound Care Specialist Program, HIV/AIDS Nursing Care, Cystic Fibrosis Home Support, Veterans Home Care Program, Breast Cancer Support Program, Continence Management Program, Stomal Therapy Program, In-Home Lactation Support Program and the Homeless Persons Program. RDNS Sisters attended several hospitals to observe and learn special care needed to some patients, e.g. to the Austin Hospital to learn the care required for paraplegic and quadriplegic patients at home, and to Mount Royal Hospital to observe the care of patients in the Rehabilitation ward. A Community Nursing Education Program was extended to student nurses from hospitals and to other nursing organizations. These Education programs kept the RDNS Sisters abreast of new techniques, such as changes in technology for e.g. new testing methods in detecting glucose levels in Diabetic patients. Sr. Nan Deakin obtained a Post Basic Certificate in Psychiatric Nursing and included this area in her Education lectures. Sr. Daphne Geldard specialized in the area of Alzheimer’s disease and Dementia. These Sisters visited patients in District areas with the regular RDNS Sister when required. Every member of staff, both professional and non professional staff, received regular education in the Education Department. In 1980, a Home Health Aide pilot study, funded by the Federal Government, the Brotherhood of St. Laurence and RDNS, with the program written and taught by Sr. Rowley, was evaluated as successful, and Home Health Aides were employed and worked in RDNS Centres under the supervision of the RDNS Sisters. This black and white photograph shows the back view of four rows of Royal District Nursing Service (RDNS) Sisters sitting at small tables and looking toward Sister Pat (Paddy) Rowley who is facing them. She is in the rear centre of the photograph. The 16 Sisters, some partly hidden, are wearing a variety of summer day clothes. Spectacle cases, pens, sheets of paper, and some books are on the tables in front of them. Sister Rowley who wears glasses; has short straight dark hair, is wearing a white short sleeve blouse under a dark V neck tunic style dress. She is looking at the group and her right hand is pointing to writing on a large blackboard standing to her right. To the left of the blackboard, a draped Human Torso Model sits on a table. A long dark curtain hangs behind part of the blackboard. Running along the left of the photograph is a wooden door with glass panels at the top, some light colour wall with a dark picture rail, and a set of double glass doors with long grey curtains either side. To the right of Sr. Rowley part of a large white board is seen hanging above and below the dark picture rail on the wall.Barry Sutton LY 69rdns, royal district nursing service, rdns education, sister pat (paddy) rowley

A Medical Student is explaining the use of a bottle of testing tablets to a lady who is a patient of RDNS. The Royal District Nursing Service (RDNS) Sister is holding testing equipment; i.e. the eye dropper and test tube in the receptacle, in her hands, and is observing the Medical Student giving instructions to the lady. The photograph is taken in the lady's home.Education was an integral part of Melbourne District Nursing Society (MDNS) from its inception in 1885, later called Royal District Nursing Service, (RDNS). Only Trained nurses (Nurses) were employed by the Society, and on visits to patients they taught the necessity of hygiene and cleanliness, as well as the need for a good diet, to bring about good health. Doctor’s lectures were later given at the MDNS home to instruct patients and their families on prevention of disease. Education to patients continued throughout the years regarding health care and the use of equipment in the home. In 1961 Education programs commenced at MDNS with Trained nurses (Sisters) receiving In-service education. Sr. Pat (Paddy) Rowley was a leader in In-service Education and established the RDNS Department of Community Nursing Education in 1962. Staff could also apply for scholarships to further their education outside of RDNS. At RDNS many programs were run, including: a Post Basic Course, Cardiac Rehabilitation Nursing, Haematology/Oncology Nursing, Palliative Care program, Diabetic Stabilization Program, Leg Ulcer Management Program, Wound Care Specialist Program, HIV/AIDS Nursing Care, Cystic Fibrosis Home Support, Veterans Home Care Program, Breast Cancer Support Program, Continence Management Program, Stomal Therapy Program, In-Home Lactation Support Program. RDNS Sisters attended several hospitals to observe and learn special care needed to some patients, e.g. to the Austin Hospital to learn the care required for paraplegic and quadriplegic patients at home and to Mount Royal Hospital to observe the care of patients in the rehabilitation ward. RDNS moved its Education Department from 452 St. Kilda Road to 448 St. Kilda Road in 1974. A Community Nursing Education Program was extended to student nurses from hospitals and to other nursing organizations. These Education programs kept the RDNS Sisters abreast of new techniques, such as changes in technology for e.g. new testing methods for detecting glucose levels in Diabetic patients. Sr. Nan Deakin obtained a Post Basic Certificate in Psychiatric Nursing and included this area in her Education lectures. Sr. Daphne Geldard specialized in the area of Alzheimer’s disease and Dementia. These Sisters visited patients in District areas with the regular RDNS Sister when required. Every member of staff, both professional and non professional staff, received regular education in the Education Department. In 1980, a Home Health Aide pilot study, funded by the Federal Government, the Brotherhood of St. Laurence and RDNS, with the program written and taught by Sr. Rowley, was evaluated as successful, and Home Health Aides were employed and worked in RDNS Centres under the supervision of the RDNS Sisters.In the left foreground of this black and white photograph is the partial view of two metal 4 prong sticks.To their right, seated on a long dark vinyl type couch, is a Medical Student who has short curly black hair; is wearing a white hospital coat over grey trousers, a white shirt, and a tie with small black and white squares. A stethoscope is folded in the pocket of his coat. He is turned toward the right of the photograph and is holding, on its side, a small bottle in his left hand and is pointing his right index finger to writing on its label. An elderly lady who is wearing glasses and has wavy grey hair is sitting to his right and is looking at the label on the bottle. She is wearing a black skirt and black sleeveless jacket over a black and white patterned blouse. Her hands are clasped in her lap. Sitting to her right, and facing the lady, is a Royal District Nursing Service (RDNS) Sister who has her long dark hair drawn back. She is wearing a white short sleeve gown over her uniform, and is holding a white oblong receptacle which holds a test tube, which has dark fluid in the bottom, and an eye dropper. In front of her, is a white 'inner tray' which is clipped onto the front edge of an open oblong black RDNS nursing case which is in the right foreground of the photograph sitting on a long, narrow, low table. On the table and to the left of the case a small white hospital drape runs along the table.Barry Sutton MA 24royal district nursing service, rdns, rdns patient care, rdns education

This photograph is taken in the Education Department at Royal District Nursing Service (RDNS). Principal Nurse Educator, Sister Pat (Paddy) Rowley is instructing the group in the Anatomy of the Brain. Jan Turski is a Trained nurse (Sister) working in the Domiciliary Infant and Maternal Care (DIMC) section of RDNS. Pat Walker is a Sister from Geelong, Lynne Lambert is a Sister from Qld, Paula McBreen is a Sister from St. Vincent's Hospital and Liz Seymour-Smith is a Sister from Qld. Sister Pat (Paddy) Rowley is wearing the RDNS winter uniform of a blue/grey skivvie under a blue/grey V neck tunic style frock made out of herringbone winter material.Education was an integral part of Melbourne District Nursing Society (MDNS), from its inception in 1885, later, in 1966, called Royal District Nursing Service, (RDNS). From 1885, only Trained Nurses (Nurses), through the Hospital training system, were employed by the Society, and on visits to patients they taught the necessity of hygiene and cleanliness, as well as the need for a good diet, to bring about good health. Doctor’s lectures were later given at the MDNS home to instruct patients and their families on prevention of disease. Education to patients continued throughout the years regarding health care and the use of equipment in the home. In 1961, Education programs commenced at MDNS with Trained nurses (Sisters) receiving In-service education. Sr. Pat (Paddy) Rowley was a leader in In-service Education and established the RDNS Department of Community Nursing Education in 1962. Sisters could also apply for scholarships to further their education outside of RDNS. Many of their senior Sisters received Postgraduate diplomas from the College of Nursing in Community Health Nursing, Education, and Administration, and several travelled overseas visiting nursing organizations viewing their public health and District nursing systems. At RDNS many programs were run, including: a Post Basic Course, Cardiac Rehabilitation Nursing, Haematology/Oncology Nursing, Palliative Care program, Diabetic Stabilization Program, Leg Ulcer Management Program, Wound Care Specialist Program, HIV/AIDS Nursing Care, Cystic Fibrosis Home Support, Veterans Home Care Program, Breast Cancer Support Program, Continence Management Program, Stomal Therapy Program, In-Home Lactation Support Program and the Homeless Persons Program. RDNS Sisters attended several hospitals to observe and learn special care needed to some patients, e.g. to the Austin Hospital to learn the care required for paraplegic and quadriplegic patients at home, and to Mount Royal Hospital to observe the care of patients in the Rehabilitation ward. A Community Nursing Education Program was extended to student nurses from hospitals and to other nursing organizations. These Education programs kept the RDNS Sisters abreast of new techniques, such as changes in technology for e.g. new testing methods in detecting glucose levels in Diabetic patients. Sr. Nan Deakin obtained a Post Basic Certificate in Psychiatric Nursing and included this area in her Education lectures. Sr. Daphne Geldard specialized in the area of Alzheimer’s disease and Dementia. These Sisters visited patients in District areas with the regular RDNS Sister when required. Every member of staff, both professional and non professional staff, received regular education in the Education Department. In 1980, a Home Health Aide pilot study, funded by the Federal Government, the Brotherhood of St. Laurence and RDNS, with the program written and taught by Sr. Rowley, was evaluated as successful, and Home Health Aides were employed and worked in RDNS Centres under the supervision of the RDNS Sisters. This black and white photograph shows, standing L-R, a side-on view of Jan Turski, who has short, straight light hair and is wearing a dark cardigan and white and black hound's-tooth check skirt; she is facing right. Next is Pat Walker, who has short dark hair and is wearing a grey jumper over a check skirt. Then, Lynne Lambert, who has short wavy dark hair, and is wearing a white jumper, with a pendant hanging down it, over grey slacks. She is holding half of an Anatomical brain in her right hand. Next is Royal District Nursing Service (RDNS) Principal Nurse Educator, Pat (Paddy) Rowley, who is looking towards the left of the photograph at the Anatomical brain held by Lynne Lambert. She is wearing glasses, has short dark hair and is wearing a light grey skivvie under a darker V neck tunic style frock. She is holding an open book in her hands. Next is Paula McBreen, who has shoulder length dark hair and is wearing a dark cardigan over a grey skivvie, with a pendant hanging down it, and a check skirt. She is smiling and looking to her right toward the others. On the far right, side-on and facing the others on the left of the photograph, is Liz Seymour-Smith who has shoulder length dark hair and is wearing a dark grey skivvie, and white, with dark check, slacks. In front of the group is a round dark wooden top table, which has a book and open folder on it, as well as a round white plastic base with the other half of the anatomical brain sitting in it.Barry Sutton MB 30royal district nursing service, rdns, rdns education, sister jan turski, sister pat (paddy) rowley, sister lynne lambert, sister pat walker, sister paula mcbreen, sister liz seymour-smith

Alan PEASCOD (1943-2007). Born England. Arrived Australia 1952. Alan Peascod was one of Australia’s most highly acclaimed ceramic artists. For over 35 years his work has been at the forefront of the Australian ceramics movement, developing radical techniques previously unexplored with his developments in unusual glazes and firing methods. His creative repertoire includes dry glazed vessels, alkaline glazes, majolica, saturated metals, and many post firing finishes. Alan's work with the very difficult reduced lustre technique is highly regarded. He was taught the method by Professor Said El Sadr in Cairo, Egypt in 1972 and this led to lifelong research of the technique throughout the Middle East and Europe. His work in the field led to the completion of his doctoral studies at the University of Wollongong in 1994. This study also led to satirical figurative sculpture themes dealing with the human condition. This work is part of the Jan Feder Memorial Ceramics Collection. Jan Feder was an alumna of the Gippsland Campus who studied ceramics on the campus. She passed away in the mid 1980s. Her student peers raised funds to buy ceramic works in her memory. They bought works from visiting lecturers who became leading ceramic artists around the world, as well as from many of the staff who taught there.Blue and green dry glaze bottle. alan peascod, ceramics, gippsland, jan feder memorial ceramics collection, gippsland campus, visiting artist

Articles in annual report include: List of office bearers of the institute and officers of the institute, Confidence mobility, Annual report of the RVIB babies, Children and adults - 97 years of service and programmes - special appeal, Residence rehabilitation training centre, Conference mobility, Ten pin bowling, Deaf blind centre, Resident nursery and school, Worldwide literary competition, Higher education, Employment, Welfare, Recreation, Finance, Appreciation, Auxiliary, 3KZ Christmas appeal, Vice regal patronage, My friend the long cane - a new method of self-help for blind people, They're the workers, 36th annual report of the council of auxiliary. Events that occurred in 1962 : Hon. H.E. Bolte, Premier opened the appeal and announced a special grant of $20,000 pounds from the state government. Lieutenant General Sir Henry Wells accepted the board's invitation to become chairman of the appeal, at the Burwood school Cheng Ann Cheok a 15 year old Singaporean boy arrived to further his education and study music, he hopes to adopt music as his career. Through the kind offices of Dr Edward J. Waterhouse director of Perkins school for the blind of Boston and the generosity of its Board of Trustees a scholarship will be provided to the Institute for an Australian teacher to be trained as a specialist teacher within their school.1 volume of text and illustrationsroyal victorian institute for the blind, annual reports

Alan PEASCOD (1943-2007). Born England. Arrived Australia 1952. Alan Peascod was one of Australia’s most highly acclaimed ceramic artists. For over 35 years his work has been at the forefront of the Australian ceramics movement, developing radical techniques previously unexplored with his developments in unusual glazes and firing methods. His creative repertoire includes dry glazed vessels, alkaline glazes, majolica, saturated metals, and many post firing finishes. Alan's work with the very difficult reduced lustre technique is highly regarded. He was taught the method by Professor Said El Sadr in Cairo, Egypt in 1972 and this led to lifelong research of the technique throughout the Middle East and Europe. His work in the field led to the completion of his doctoral studies at the University of Wollongong in 1994. This study also led to satirical figurative sculpture themes dealing with the human condition. This item is part of the Federation University Art Collection. The Art Collection features over 1000 works and was listed as a 'Ballarat Treasure' in 2007. Lustre glazed earthenware form with sgraffito decoration.art, artwork, ceramics, alan peascod, available, available ceramics, lustre glaze, university of woolongong

Sr. Pat (Paddy) Rowley is the Principal Nurse Educator at RDNS and is giving a lecture to RDNS Sisters in the Education Department at 452 St. Kilda Rd, Melbourne. She is wearing the RDNS summer uniform of a white short sleeve blouse under a royal blue V neck tunic style frock with the RDNS insignia on the upper left.Education was an integral part of Melbourne District Nursing Society (MDNS), from its inception in 1885, later, in 1966, called Royal District Nursing Service, (RDNS). From 1885, only Trained Nurses (Nurses), through the Hospital training system, were employed by the Society, and on visits to patients they taught the necessity of hygiene and cleanliness, as well as the need for a good diet, to bring about good health. Doctor’s lectures were later given at the MDNS home to instruct patients and their families on prevention of disease. Education to patients continued throughout the years regarding health care and the use of equipment in the home. In 1961, Education programs commenced at MDNS with Trained nurses (Sisters) receiving In-service education. Sr. Pat (Paddy) Rowley was a leader in In-service Education and established the RDNS Department of Community Nursing Education in 1962. Staff could also apply for scholarships to further their education outside of RDNS. Many of their senior Sisters received Postgraduate diplomas from the College of Nursing in Community Health Nursing, Education, and Administration, and several travelled overseas visiting nursing organizations viewing their public health and District nursing systems. At RDNS many programs were run, including: a Post Basic Course, Cardiac Rehabilitation Nursing, Haematology/Oncology Nursing, Palliative Care program, Diabetic Stabilization Program, Leg Ulcer Management Program, Wound Care Specialist Program, HIV/AIDS Nursing Care, Cystic Fibrosis Home Support, Veterans Home Care Program, Breast Cancer Support Program, Continence Management Program, Stomal Therapy Program, In-Home Lactation Support Program and the Homeless Persons Program. RDNS Sisters attended several hospitals to observe and learn special care needed to some patients, e.g. to the Austin Hospital to learn the care required for paraplegic and quadriplegic patients at home, and to Mount Royal Hospital to observe the care of patients in the Rehabilitation ward. A Community Nursing Education Program was extended to student nurses from hospitals and to other nursing organizations. These Education programs kept the RDNS Sisters abreast of new techniques, such as changes in technology for e.g. new testing methods in detecting glucose levels in Diabetic patients. Sr. Nan Deakin obtained a Post Basic Certificate in Psychiatric Nursing and included this area in her Education lectures. Sr. Daphne Geldard specialized in the area of Alzheimer’s disease and Dementia. These Sisters visited patients in District areas with the regular RDNS Sister when required. Every member of staff, both professional and non professional staff, received regular education in the Education Department. In 1980, a Home Health Aide pilot study, funded by the Federal Government, the Brotherhood of St. Laurence and RDNS, with the program written and taught by Sr. Rowley, was evaluated as successful, and Home Health Aides were employed and worked in RDNS Centres under the supervision of the RDNS Sisters. This black and white photograph shows Royal District Nursing Service (RDNS) Sister Pat (Paddy) Rowley and seventeen (some partly hidden), Royal District Nursing Service (RDNS) Sisters. The bulk of the photograph shows the front view of three rows of RDNS Sisters sitting at tables which have books and sheets of paper on them. The Sisters are wearing a variety of day clothes. In the right foreground of the Photograph is a table containing papers, and standing to its right, facing the group, is the back view of Sr. Rowley, who has short dark hair and glasses. She has her left hand on a sheet of paper on the table. She is wearing her RDNS uniform of a white short sleeve blouse under a dark tunic style frock. In the rear of the photograph a brick fireplace can be seen with some books and a vase of flowers on the mantelpiece. On the right is a long curtain, some lockers and an open wooden door with glass panel. Some of the Sisters named are:- Ann Greenwood, Judy Peter, Ethel Fullarton, Barbara Lovell, Shirley Lewis, Jane Ball..Barry Sutton Stamp. Quote LY 68royal district nursing service (1966-2017), rdns, rdns education, sister ethel fullerton, sister barbara lovell, sister shirley lewis, sister jane ball, sister pat (paddy) rowley, sister ann greenwood, sister judy peter