Keys: 16 x 9 x 16 ( A note states: ‘Possibly Model No LX (1945) See Sabielmy’s book (1939) Plaque: (See 297/M9 ....Sydney Pincombe ...)

Keys: 13 x 16

Dip circle has much the same elments as in the previous model ( cat. no.81), except the brass cylinder is replaced by a mahogany box with two end windows. Tribrach base is fixed into a wooden sheet ( maybe for ease of carrying in the field).Label: “Nat Phil Lab No. Univ. of Melb” Magnets inscribed “Magnets for dip”

Demonstration cut-away model of a liquid nitrogen trap for vacuum system, consisting of two coaxial copper tubes, diameters approx. 3 and 2.5 inch resp.

Business card belonging to Betty Laby inside.Cannot QL17 model camera. Silver and black compact rangefinder with associated storage case.

Colour poster of Holden's 50th anniversary of Holden manufacture featuring the popular models from 1948 to 1998industry - manufacturing, transport - motor vehicles, celebrations fetes and exhibitions, general motors-holden, gmh

.01 Protectograph - "a physical device for protecting a check (cheque) from unauthorized alteration of either the amount or the authorizing signature" (from Wikipedia). Used in Kitchen & Son administration. .02 base for protectograph .03 red ink bottle for protectograph Black painted Protectograph with handle and fely vase and red ink bottleOn the front "Protectograph Model H manufactured by Todd Protectograph Co, Inc Rochester NY USA" Patent Notices on bottom 429786industry, manufacturing, j kitchen & sons pty ltd, administration

Four piece Schematic plan of Redevelopment of Preston Campus of NMIT 2012, together with models of buildings and trees. nmit, preston campus redevelopment 2012, schematic plan.

Manila folders of documents, some photocopies, some original used when researching the history of NMIT for the 2012 centenary. Headings of folders include: Northern Metropolitan College of TAFE Interim & Proposed permanent structure 1980s X 2 Organisational charts Preston College of TAFE – Northern Metropolitan College of TAFE . Amalgamation process Preston College of TAFE and Collingwood College of TAFE. Northern Metropolitan College of TAFE Constitution (includes Model constitution for TAFE College Councils and Consultation paper issued August 1991 by State Training Board. Preston Technical College, Preston Institute of Technology to 1990; Heidelberg Campus of Northern Metropolitan College of TAFE. All folders housed in a box preston college of tafe, preston institute of technology, northern metropolitan college of tafe, history, nmit

A4 size booklet of forty-one pages published by the State Training Board of Victoriastate training board, manuals

A4 size report, aqua cover and various pagings, written in 1985. The primary aim of this project was to report to the TAFE Board, Victoria on the implementation of life skills material into mainstream vocational education at Royal Melbourne Institute of Technology (RMIT), with parallel emphasis on implementation models for statewide courses. The report is divided into 3 parts. Part A attempts to define the notion of life skills that developed from the work of Dr Stewart Sharlow’s ‘TAFE and basic life skills’, TAFE Services, Victoria, 1982 and the ‘Audit of TAFE middle level and technician humanities subjects,TAFE Services, Victoria, 1982. As a result of these publications a conference ‘Life Skills and the TAFE Practitioner’ was held in October, 1983 at Preston College of TAFE in Victoria with the aim of seeking a definition of the term life skill with regard to curriculum developments and classroom teaching. This report draws on these events and a number of programs developed or piloted in Victoria that are relevant to the issue. The report focuses on: 1. Work and Engineering Programme (RMIT,1984); 2. Diploma of Architectural Technology (RMIT); 3. Certificate of Law Enforcement Studies (RMIT); 4. Office and Secretarial Studies Certificate; 5. Life Skills at the Gordon College of TAFE; 6. Life Skills in the V.O.P. at Box Hill College of TAFE. Part B focuses on the experience of these activities towards curriculum and implementation needs, and evaluation and staff development requirements particular to these programs. Part C presents conclusions and recommendations.tafe board victoria, nmit