Jacana Primary School, established in 1959 amid Melbourne’s post-war suburban expansion, was a cornerstone of the Jacana community for over four decades. Built to serve families settling in newly developed housing estates in the northern corridor, the school quickly became a hub for education, inclusion, and community connection. Its student population reflected the area’s growing diversity, with many migrant families contributing to a vibrant and evolving school culture. By the late 1980s, Jacana Primary had earned recognition not only for its academic programs but also for its strong commitment to extracurricular activities. Soccer, in particular, emerged as a defining feature of school life. It united students across cultural and social backgrounds, fostering teamwork, resilience, and a deep sense of school pride. The sport’s popularity mirrored the cultural heritage of many students, making it both a recreational and symbolic activity. The 1990 Soccer Premiers photograph captures a moment of triumph and togetherness during this dynamic period. More than a record of athletic success, it embodies the school’s values of inclusion, participation, and community spirit. It stands as a testament to Jacana Primary’s role in nurturing personal growth and social cohesion through sport. Though Jacana Primary School closed in the early 2000s, its legacy lives on in images like this—offering a window into the lived experiences of students and the social fabric of Melbourne’s northern suburbs during a time of transformation.The 1990 Soccer Premiers photograph from Jacana Primary School is a culturally and historically significant artifact that reflects the school’s role as a vital educational and social institution in Melbourne’s northern suburbs. Established in 1959 during a period of rapid suburban development, Jacana Primary served a diverse and growing community, including many migrant families whose cultural backgrounds enriched the school’s identity. This image captures more than a moment of sporting success—it embodies the inclusive spirit, resilience, and camaraderie that defined Jacana Primary’s approach to education. Soccer was a central part of school life, bridging cultural divides and fostering a sense of belonging among students. The photograph stands as a testament to the school’s commitment to holistic development, where extracurricular activities played a key role in shaping character and community cohesion. Although Jacana Primary School closed in the early 2000s, its legacy endures through visual records like this one, offering valuable insight into the lived experiences of students and the evolving social fabric of Melbourne’s northern corridor during a transformative era.A colour photograph on Matte embossed photo paper.PH-5339(blue label) This paper/ Manufactured/ By Kodakjacana primary school, photograph, school photograph, education, soccer team, 1990, jacana

Jacana Primary School was established in 1959 during a period of significant suburban growth in Melbourne’s northern corridor. Located in the suburb of Jacana, the school was part of a broader post-war initiative to provide accessible public education to families settling in newly developed housing estates. The area became home to a diverse population, including many migrant families, contributing to a rich and evolving community identity. By the late 1980s, Jacana Primary had developed a strong reputation not only for its academic programs but also for its vibrant extracurricular activities. Sport, particularly soccer, played a central role in school life. It was a unifying force that brought students together across cultural and social backgrounds, fostering teamwork, resilience, and school spirit. Soccer’s popularity reflected broader demographic trends, as many students came from communities where the sport held cultural significance. The 1989 soccer team photograph captures this dynamic period in the school’s history. It represents more than athletic achievement—it reflects the values of inclusion, participation, and pride that defined Jacana Primary’s approach to education. The image also serves as a visual record of the school’s role in shaping community cohesion and providing opportunities for personal growth beyond the classroom. Jacana Primary School closed in the early 2000s, but its legacy endures through photographs like this one, which offer valuable insights into the lived experiences of students and the social fabric of Melbourne’s northern suburbs during a time of transformation.This 1989 colour photograph of Jacana Primary School’s soccer team captures the vitality and camaraderie of a school that stood as a pillar of its community from 1959 until its closure in the early 2000s. Far more than a routine team portrait, the image embodies the spirited sporting culture that was central to student life and community connection during the late 1980s. The photograph preserves treasured memories of teamwork, school pride, and youthful enthusiasm, offering a lens into the social atmosphere and extracurricular priorities of the time. It serves as a visual testament to the role of sport in promoting inclusion, resilience, and a sense of belonging—values that were deeply embedded in Jacana Primary’s educational philosophy and community legacy in Melbourne’s northern suburbs.A colour photograph of a school Soccer team on satin finish photo paper.PH-4119 (white label) Top Centre PH-4404(blue label) Top Centre Right Manufactures mark; This paper/ Manufactured/ By Kodakjacana primary school, photograph, school photograph, education, soccer team, 1989

Slawa Horowitz-Duldig) was both an artist and a designer, and both aspects of her practice are represented in the collection. There is an archive of approximately 255 drawings by Slawa dating from 1917 until 1922. Slawa’s sketchbooks from this period provide an insight into her early training and demonstrate the artist’s early interest in portraiture. A number of the drawings have been framed, but the majority remains 'in situ'. Slawa was a student at the Viennese Kunstschule für Frauen und Mädchen (the Viennese Art School for Women and Girls) (KFM) from 1917 until 1921, and in 1922 she became a student of Anton Hanak. The KFM School had been established in 1897 as a private school, and it was highly regarded both for its teaching staff and academic curriculum. By 1918 it had introduced stringent admission policy similar to those of the Austrian Academy of Fine Arts, and obtained government funding for its academic program, and began to focus on students seeking to pursue careers as professional artists. In 1921 when Slawa applied to the Austrian Academy of Arts for a place in its program, her application was unsuccessful, as her work was considered advanced, and a place in the third or fourth year of the program was not available. In 1922 she became a private student of Anton Hanak. Many of the portrait images from this early period concentrate on capturing the physical appearance of the face of the model. A number of these studies, in which the subject is not identified, display an academic approach to the genre. Her technical skills in capturing precise facial features of the model, the expression of eyes and the texture of hair are evident. These drawings were perhaps completed in the studio of the KFM School. There are also portraits of friends and family members, including her sister Rella and others, perhaps parents and grandparents, who have yet to be identified conclusively. It is these images of family and friends that particularly demonstrate Slawa’s confidence with pen, charcoal and crayon on paper. Amongst the group are several portraits that indicate the artist’s interest in conveying the inner psyche of a subject, as well as capturing a likeness. Ann Carew 2016The drawings from this period give us an insight into the artist’s early training, and the teaching methods of Viennese Kunstschule für Frauen und Mädchen, one of the first professional art schools for women in Vienna. The drawings and sketchbooks have artistic, interpretative and research significance as records of the art education of women in Vienna in the early 20th century. Ann Carew 2016Charcoal over pencil sketch on paper of Slawa's sister Rella.Artist signature in the bottom left corner.

This 1977 Jubilee Year publication was a special project undertaken by the Form 5 Politics Class at Salesian College, Rupertswood, as part of the school’s commemorative efforts to reflect on its past, present, and future. Created during a year of celebration and reflection, the project was both a civic and educational exercise, allowing students to explore the structure and culture of their school through the lens of political systems. Organised under the themes of Legislative, Executive, and Judicial branches, the publication presents a unique and structured interpretation of the college’s operations and community life. It includes contributions on key aspects of the school such as the Salesian order, the Parents and Friends Association, academic and sporting programs, the media, and the Old Boys’ Association. The project reflects the educational ethos of the time—encouraging inquiry, collaboration, and pride in one’s school. It also highlights the role of student voice in shaping the narrative of the college’s history. As a student-led initiative, this publication stands as a testament to the creativity, engagement, and reflective spirit of the 1977 cohort.This 1977 Jubilee Year publication, compiled by the Form 5 Politics Class at Salesian College, Rupertswood, is a significant historical document that captures the voice, perspective, and civic engagement of students during a milestone year in the college’s history. Created as a special project, the publication reflects a thoughtful and structured examination of the school’s identity through the lens of political systems—Legislative, Executive, and Judicial—demonstrating both creativity and critical thinking. The document is notable for its student-led authorship, its comprehensive scope—including reflections on the Salesians, the Parents and Friends Association, media, agriculture, academics, sport, and alumni—and its collaborative spirit. It offers a rare and valuable insight into how students of the time understood and interpreted the structure and culture of their school community. As a preserved artifact, this publication contributes meaningfully to the archival record of Salesian College. It not only documents the educational and social environment of the late 1970s but also highlights the enduring values of participation, reflection, and pride in community that continue to define the Rupertswood legacy.A 27 page stapled document, with a yellow front page (cover), detailing the history of Salesian College, Sunbury to 1977.salesian college, rupertswood, sunbury, 1977, jubilee

Summary:The FOCUS pilot program, run jointly by Maroondah Council and Heathmont College, proved highly successful in supporting Year 10 students whose needs weren’t being met in mainstream classes. The program combined academic learning, vocational training, and personal development: three days a week on literacy and numeracy, one day of work experience with local businesses, and one day building confidence, communication, health and self‑management skills. Of the 17 students enrolled, 15 completed the year, with several moving into further study or employment. Heathmont College presented a plaque to council manager Edith Farrell, who praised the initiative as an important alternative for students at risk of leaving school early. (Co-Pilot 27/6/2026).

The book was used by Charles Bacon who studied at the University of Nevada in the late 1930s/early 1940s. Bacon worked at Bunker Hill Mines and Kellogg Idaho, before arriving in Australian in 1951. He worked for CN Myers, a company involved with paper converting. CN Myers was a family business (on Charles Bacon's maternal line). The Mackay School of Mines, Nevada was established in 1908. At the time of writing this mook T.J. Hoover was Professor of Mining and Metallurgy and Dean of the School of Engineering at Stanford University. Theodore Jesse Hoover, brother of the 31st President of the United States, was born in West Branch, Iowa, on January 28, 1871. He attended Stanford and received the Bachelor of Arts degree in Geology and Mining in 1901. Following graduation his professional career started with the position of assayer for the Keystone Consolidated Mining Company. After one year, he became assistant manager for the Standard Consolidated Mine, and a year later he was promoted to manager of the operation. In 1907 Hoover went to London as general manager of Minerals Separation, Ltd. This company was developing the froth flotation process for recovering minerals from ores. Hoover took an active part in the development of the flotation concentration process and authored one of the first books on the concentration of ores by flotation. After four years with Minerals Separation, Ltd., Hoover entered private practice as a consulting mining and metallurgical engineer with offices in London and in San Francisco. He was very successful and held positions of consulting engineer, managing director, director, and president of many mining companies in America, Europe, Asia, Africa, and Australia. He returned to Stanford in 1919 as Professor of Mining and Metallurgy and Executive Head of the Department of Mining and Metallurgy. His experience and ability in organization made him a natural leader. He was influential in the formation of the School of Engineering at Stanford. The School was formed in 1925 and he was made dean, a position he held until his retirement in 1936. As dean of engineering, he promoted a broad fundamental training program for undergraduate engineering students. Under his guidance, emphasis was placed upon graduate work and he was responsible for developing strong graduate engineering curricula at Stanford. While dean he continued teaching and his course, "The Economics of Mining," developed into a book which was published in 1933. He became interested in the functions of engineers and, with Professor Fish, wrote a book entitled "The Engineering Profession" which was published in 1940 and revised in 1950. In addition to his academic activities he was generous in his hospitality. Faculty and students alike enjoyed the annual field day and barbecue at his Rancho del Oso, near Santa Cruz. He was widely read and had a lively interest in all the things he encountered. He speculated on the antiquity of man and man's early production processes. To verify an idea regarding flint tools, he studied their shapes and became proficient in making arrow heads. He was also interested in wild life, and was one of the founding members of the Cooper Ornithological Society. (http://engineering.stanford.edu/about/bio-hoover) Blue hard covered book of 547 pages including an index. Contents include mine valuation (sampling, ore deposits, ore reserves, financial provisions, sale of mineral product, metal prices, reports) and Mining Organization (Co-operative effort, Mining Companies, Promoting Mining Enterprises, fluctuations of share prices, valuation of mining shares, fakes and fallacies, the mining Engineer and the law) and Mine Management (Organization of staff, mine manager, efficiency, industrial relations, training and discipline, safety). Inside front cover 'Charles Bacon Mackay School of Mines"charles bacon, mining engineering, metallurgy, university of nevada, mackay school of mines, stanford, bacon, mining, economics, divining, theodore hoover

.1) 1977 Gippsland Institute of Advanced Education Handbook with white cover .2) 1978 Gippsland Institute of Advanced Education Handbook with blue/black cover .3) 1979 Gippsland Institute of Advanced Education Handbook with orange cover .4) 1980 Gippsland Institute of Advanced Education Handbook with yellow/brown cover .5) 1981 Gippsland Institute of Advanced Education Handbook with grey/black cover .6 1984 Gippsland Institute of Advanced Education Handbook with blue cover .7) 1985 Gippsland Institute of Advanced Education Handbook with purple cover .8) 1989 Gippsland Institute of Advanced Education Handbook with white/purple/grey/red/blue cover .7) 1985 Gippsland Institute of Advanced Education Handbook with pale green cover. .9) 1974 Gippsland Institute of Advanced Education Handbook with orangeand white cover .10) 1975 Gippsland Institute of Advanced Education Handbook with green and white cover .11) 1976 Gippsland Institute of Advanced Education Handbook with white cover .12) 1986 Gippsland Institute of Advanced Education Handbook with mid-blue cover .13) 1987 Gippsland Institute of Advanced Education Handbook with red cover .14) 1988 Gippsland Institute of Advanced Education Handbook with red cover .15) 1973 Gippsland Institute of Advanced Education Handbook with brown cover .16) 1972 Gippsland Institute of Advanced Education Handbook with pale green cover .17) 1971 Gippsland Institute of Advanced Education Handbook with mid-blue cover non-fictiongippsland institute of advanced education, giae, gippsland, churchill, morwell, electricty, handbook, gippsland campus

The following information was the preface of the 1985 GIAE handbook: The Gippsland institute of Advanced Education was established by an Order-in-Council in September, 1968, but, owes its origin to engineering diploma courses established in 1928 to service the developing electrical industry. The Council of the Institute includes members of the Gippsland community who are prominent in industry, commerce, education and the professions, the Director of the institute, the representative of the academic staff, of general staff, of students and of the Convocation of the Institute. In 1972 the Institute occupied the first of its permanent buildings on a large campus in rural surroundings near the township of Churchill, ten kilometres south of Morwell and one hundred and sixty kilometres east of Melbourne. Engineering laboratories are temporarily located in buildings on the site of the Yallourn College of TAFE at Newborough and they will be consolidated on the Churchill campus by the end on 1985. In 1974 new buildings were completed under a self-help program to house the School of Visual Arts. A building complex to provide the first stages of the permanent library and the Union, and accommodation for the School of Business and Social Sciences was completed in 1976. An Education building, an Applied Science building and student residential buildings for 108 student places were completed at the beginning on 1976. The Binishell, a multi-purpose facility was completed in 1980. On its establishment, the Institute assumed responsibility for the diploma courses which were previously offered by the Yallourn Technical College. These were diploma in Civil, Electrical, and Mechanical Engineering, Applied Chemistry, and Business, all of which were recognised by the appropriate professional bodies. The Gippsland Institute of Advanced Education is the only centre of Higher Education east of Melbourne and offers a range of vocational courses at associate diploma, diploma, degree, graduate degree and master levels to meet the educational needs of the Gippsland regions. The institute also has a very large commitment to a program on external studies. Federation University Australia was established on 1 January 2014. Formerly known as the University of Ballarat, its enabling legislation was the University of Ballarat Amendment (Federation University Australia) Act 2013. Although formally created as a University in 1994, the University of Ballarat had a lineage back to 1870 with the establishment of the School of Mines Ballarat, making it the third institution of higher learning to be established in Australia and the first to be established in regional Australia. On 1 January 1994, Ballarat University College became the University of Ballarat and in 1998 the University merged with three TAFE Institutes to become a dual sector institution with multiple campuses. On 1 January 2014, the University of Ballarat amalgamated with the Monash University Gippsland Campus to form Federation University Australia. The Gippsland Campus also had a long lineage dating back to 1928 with the establishment of the Yallourn Technical School which became a predecessor institution to the Gippsland College of Advanced Education formed in 1968. In 1990, it was renamed the Monash University College and in 1993 became the Gippsland Campus of Monash University. Large photograph adhered to foamcore showing an aerial view of the Federation University Gippsland Campus at Churchill, Victoria as it was c1995.churchill, gippsland campus, gippsland institute of advanced education, federation university, yallourn, morwell, binishell

The collection of material was collected and compiled by Ken Clements, Academic Registrar.A grey cardboard file box with information compiled by Ken Clements, the first Academic Registrar at Ballarat Institute of Advanced Education and Ballarat College of Advanced Education (later Federation Univeristy). The information includes: 1. Ballarat School of Mines advertisement for the Academic Registrar Position 2. Details of Position 3. Ballarat Institute of Advanced Educaton information for Lectureship applicants 4. Copy of Ken Clements application for the position. 5. Principal's Recipt of application note 6. Request to and reference from R.F. Colbourne 7. Request to attend for interview from Deputy Principal 8. Principal's receipt of appointment advice from Ken Clements 9. Ballarat Courier Photo of January 1972 - Deputy Principal H. Trudinger, Principal E.J. (Jack) Barker, Academic Registrar Ken Clements. 10. Plans for storage and operation of student records with Electronic Data Processing 11. Memo to Heads of Departments for current enrolment data, with Academic Registrar duties statement attached for information 12. Subject COding Scheme first draft. 13. "The Developmen of Tertiary Education in Ballarat" a report to the Victorian Minister of Education 14. Director's Advice of change of classification for Ken Clements 15. "Professional Experience Program Report: Ken Clements 1980 16. Sample commuinuicaiton re Registry Stadd traditional end of year function 17. Sample Enrolment Manual 18. Copy of application for La Troe position 19 CAEnews, April - Produced for Registry as an information service for Ballarat College of Advanced Education Staff. Includes infromation on the northwest access to the Mount Helen Campus. Photos include roadworks on Greenhill Road, a rehearsal for the play "Little Malcom", John Langer, Jayne Wilkins, Ian Gomm, Gary Gorman 20. Part of Notes for participants in Conferring Ceremony 21. Ken Clements notes re admission to tertiary education 22. Letterhead re Ballarat College of Advanced Education 23. Memo re 1988 Admission process 24. Staff Club Activities Survey 25. 1988 Enrolment Manual 26. Sundry cards used by registry for public and internal communication, 27. Listing of Ken Clement snad B. Coldwell duties March 1988 28. Docuemnts and memos re classifications of Ballarat College of advanced Education Staff, most are to do with the Academic regsitrar position 29. Notes re Ken Clements leaving Ballarat College of Advanced Education in 1988 30. Ken Clements notes for University of Ballarat Retired Staff Association Newsletter 1997 31. Ken Clements data in Ballarat University College "Biographical Archive of Retired Staff, 1996 32. Listing of some projects undertaken by Ken Clements as a volunteer at the University of Ballarat art and Historical Collection. ken clements, john langer, ian gomm, gary gorman, leslie clements, jayne wilkins, academic registrar, retired staff association, staff club

Federation University Australia showcased its students and research at a luncheon for His Royal Highness The Prince Edward, Earl of Wessex KG GCVO, at the Mt Helen Campus on Sunday, 8 April. The University’s student leaders and academics joined other dignitaries and business representatives for the special event. “The University is deeply honoured to host HRH The Earl of Wessex and share his passion for volunteerism and The Duke of Edinburgh’s International Award,” Professor Helen Bartlett, Vice-Chancellor, said. Prior to the luncheon HRH The Earl of Wessex experienced a Welcome to Country and Smoking Ceremony at the University. The program included showing HRH The Earl of Wessex concept plans for a refurbished Sports Science facility at the Mt Helen Campus.  Guests were treated to a performance by the Arts Academy’s renowned vocal ensemble Word of Mouth. At the conclusion of the luncheon, HRH The Earl of Wessex planted a tree at the Student Commons Courtyard. The visit to the University by HRH The Earl of Wessex was the first by a member of the Royal Family since Prince Charles visited in 1974. HRH The Earl of Wessex was in Australia to attend the Commonwealth Games and undertake additional engagements to recognise and promote The Duke of Edinburgh’s International Award in Australia. HRH The Earl of Wessex, who is the Chair of The Board of Trustees of The Duke of Edinburgh’s International Award Foundation, attended 32 engagements across Melbourne, Ballarat, Hobart, Brisbane, and Adelaide, from formal receptions, Award presentations, meetings with government officials and the community sector, to meeting Award Participants and their families at community centres.  The events enabled HRH The Earl of Wessex to engage with over 1,000 young people undertaking the Award, and over 3,400 Award volunteers and supporters who will have the opportunity to discuss their activities and showcase the work being done to help young Australians dream big, challenge themselves and find their purpose, passion and place in the world. HRH The Earl of Wessex’s visit celebrates significant milestones and growth in the diversity of The Duke of Edinburgh’s International Award program in Australia.  “The Award’s relevance to all young Australians is as important today as it was when it started over 60 years ago,” Mr Peter Kaye AM, Chief Executive Officer of The Duke of Edinburgh’s International Award – Australia, said. “Employers in particular are recognising the ‘soft skills’ that are so necessary for a well prepared future employee.”Photograph of the Royal Standard Flying on the Federation University Mt Helen Campus flagpoles during the visit of HRH the Prince Edward, Earl of Wessex, KG GCVO. Prince Edward visited the Mount Helen campus as the Chair of the trustees of The Duke of Edinburgh's International Award Foundation. The award is the world's leading youth achievement award. It has helped inspired, empower, connect and recognise the achievements of more than 8 million young people in more than 140 countries. The Award presents a balanced, non-competititive program of voluntary activites that encourage personal discovery, growth, resilience, perseverance, responsibility and community service. It is about individual challenge and encouraging young people to become mature and active citizens who positively contribute to society, through activities that inspire them.prince edward, earl of wessex, royal visitor, duke of edinburgh's international award foundation, federation university, royalty

Federation University Australia showcased its students and research at a luncheon for His Royal Highness The Prince Edward, Earl of Wessex KG GCVO, at the Mt Helen Campus on Sunday, 8 April. The University’s student leaders and academics joined other dignitaries and business representatives for the special event. “The University is deeply honoured to host HRH The Earl of Wessex and share his passion for volunteerism and The Duke of Edinburgh’s International Award,” Professor Helen Bartlett, Vice-Chancellor, said. Prior to the luncheon HRH The Earl of Wessex experienced a Welcome to Country and Smoking Ceremony at the University. The program included showing HRH The Earl of Wessex concept plans for a refurbished Sports Science facility at the Mt Helen Campus.  Guests were treated to a performance by the Arts Academy’s renowned vocal ensemble Word of Mouth. At the conclusion of the luncheon, HRH The Earl of Wessex planted a tree at the Student Commons Courtyard. The visit to the University by HRH The Earl of Wessex was the first by a member of the Royal Family since Prince Charles visited in 1974. HRH The Earl of Wessex was in Australia to attend the Commonwealth Games and undertake additional engagements to recognise and promote The Duke of Edinburgh’s International Award in Australia. HRH The Earl of Wessex, who is the Chair of The Board of Trustees of The Duke of Edinburgh’s International Award Foundation, attended 32 engagements across Melbourne, Ballarat, Hobart, Brisbane, and Adelaide, from formal receptions, Award presentations, meetings with government officials and the community sector, to meeting Award Participants and their families at community centres.  The events enabled HRH The Earl of Wessex to engage with over 1,000 young people undertaking the Award, and over 3,400 Award volunteers and supporters who will have the opportunity to discuss their activities and showcase the work being done to help young Australians dream big, challenge themselves and find their purpose, passion and place in the world. HRH The Earl of Wessex’s visit celebrates significant milestones and growth in the diversity of The Duke of Edinburgh’s International Award program in Australia.  “The Award’s relevance to all young Australians is as important today as it was when it started over 60 years ago,” Mr Peter Kaye AM, Chief Executive Officer of The Duke of Edinburgh’s International Award – Australia, said. “Employers in particular are recognising the ‘soft skills’ that are so necessary for a well prepared future employee.”Blue Federation University poster created to welcome HRH Prince Edward to the Mount Helen Campus poster, banner, prince edward, royal visitor

Federation University Australia showcased its students and research at a luncheon for His Royal Highness The Prince Edward, Earl of Wessex KG GCVO, at the Mt Helen Campus on Sunday, 8 April. The University’s student leaders and academics joined other dignitaries and business representatives for the special event. “The University is deeply honoured to host HRH The Earl of Wessex and share his passion for volunteerism and The Duke of Edinburgh’s International Award,” Professor Helen Bartlett, Vice-Chancellor, said. Prior to the luncheon HRH The Earl of Wessex experienced a Welcome to Country and Smoking Ceremony at the University. The program included showing HRH The Earl of Wessex concept plans for a refurbished Sports Science facility at the Mt Helen Campus.  Guests were treated to a performance by the Arts Academy’s renowned vocal ensemble Word of Mouth. At the conclusion of the luncheon, HRH The Earl of Wessex planted a tree at the Student Commons Courtyard. The visit to the University by HRH The Earl of Wessex was the first by a member of the Royal Family since Prince Charles visited in 1974. HRH The Earl of Wessex was in Australia to attend the Commonwealth Games and undertake additional engagements to recognise and promote The Duke of Edinburgh’s International Award in Australia. HRH The Earl of Wessex, who is the Chair of The Board of Trustees of The Duke of Edinburgh’s International Award Foundation, attended 32 engagements across Melbourne, Ballarat, Hobart, Brisbane, and Adelaide, from formal receptions, Award presentations, meetings with government officials and the community sector, to meeting Award Participants and their families at community centres.  The events enabled HRH The Earl of Wessex to engage with over 1,000 young people undertaking the Award, and over 3,400 Award volunteers and supporters who will have the opportunity to discuss their activities and showcase the work being done to help young Australians dream big, challenge themselves and find their purpose, passion and place in the world. HRH The Earl of Wessex’s visit celebrates significant milestones and growth in the diversity of The Duke of Edinburgh’s International Award program in Australia.  “The Award’s relevance to all young Australians is as important today as it was when it started over 60 years ago,” Mr Peter Kaye AM, Chief Executive Officer of The Duke of Edinburgh’s International Award – Australia, said. “Employers in particular are recognising the ‘soft skills’ that are so necessary for a well prepared future employee.”Photograph of the seating arrangements for the dinner with HRH Prince Edward at Federation University Mount Helen Campus poster, prince edward, royal visitor, seating arrangement

Federation University Australia showcased its students and research at a luncheon for His Royal Highness The Prince Edward, Earl of Wessex KG GCVO, at the Mt Helen Campus on Sunday, 8 April. The University’s student leaders and academics joined other dignitaries and business representatives for the special event. “The University is deeply honoured to host HRH The Earl of Wessex and share his passion for volunteerism and The Duke of Edinburgh’s International Award,” Professor Helen Bartlett, Vice-Chancellor, said. Prior to the luncheon HRH The Earl of Wessex experienced a Welcome to Country and Smoking Ceremony at the University. The program included showing HRH The Earl of Wessex concept plans for a refurbished Sports Science facility at the Mt Helen Campus.  Guests were treated to a performance by the Arts Academy’s renowned vocal ensemble Word of Mouth. At the conclusion of the luncheon, HRH The Earl of Wessex planted a tree at the Student Commons Courtyard. The visit to the University by HRH The Earl of Wessex was the first by a member of the Royal Family since Prince Charles visited in 1974. HRH The Earl of Wessex was in Australia to attend the Commonwealth Games and undertake additional engagements to recognise and promote The Duke of Edinburgh’s International Award in Australia. HRH The Earl of Wessex, who is the Chair of The Board of Trustees of The Duke of Edinburgh’s International Award Foundation, attended 32 engagements across Melbourne, Ballarat, Hobart, Brisbane, and Adelaide, from formal receptions, Award presentations, meetings with government officials and the community sector, to meeting Award Participants and their families at community centres.  The events enabled HRH The Earl of Wessex to engage with over 1,000 young people undertaking the Award, and over 3,400 Award volunteers and supporters who will have the opportunity to discuss their activities and showcase the work being done to help young Australians dream big, challenge themselves and find their purpose, passion and place in the world. HRH The Earl of Wessex’s visit celebrates significant milestones and growth in the diversity of The Duke of Edinburgh’s International Award program in Australia.  “The Award’s relevance to all young Australians is as important today as it was when it started over 60 years ago,” Mr Peter Kaye AM, Chief Executive Officer of The Duke of Edinburgh’s International Award – Australia, said. “Employers in particular are recognising the ‘soft skills’ that are so necessary for a well prepared future employee.”Invitation and dress code in a gold envelope. Addressed "Ms Clare Gervasoni Curator, Art & Historical Colelctions Federation University Australia Mt Helen Campus"prince edward, earl of wessex, helen bartlett, visitors, royal visit

The program for Watsonia High School's fourth annual Speech Night, held at Heidelberg Town Hall on Monday 7th December 1964. Lists students who received academic awards and Headmaster's Report for the year.4 pages, text.Owner's name on cover.watsonia high school

This carbon copy of the 1972 Presentation Day program for Watsonia High School includes the names of students who achieved in academic and sporting fields. Principal: Mr Canty.23 foolscap pages, a carbon copy of the typed presentation day program.watsonia high school

Newspaper clipping about Eastern Secondary College. Copilot AI Summary: "The article reports that Eastern Secondary College has been selected to join a national pilot program allowing secondary schools to offer tertiary‑level study. As part of the two‑year trial, the school will deliver an Associate Degree in Social Science, accredited by Swinburne University of Technology. Other participating schools include Billanook College (Mooroolbark) and Glenfern College (Ferntree Gully). The initiative is supported by Federal Government funding and aims to expand pathways between secondary and tertiary education. Swinburne project coordinator Dr. Michael Elliott explains that the associate degree will combine academic study with practical components. Eastern Secondary College principal Bill Sheridan expresses enthusiasm for the opportunity, noting partnerships with Box Hill TAFE, Batman Automotive TAFE, and other institutions to broaden student options."rts, ringwood tech, esc

Newspaper clipping - The article announces a new academic initiative at Maroondah Secondary College, where VCE students will be able to study first‑year university subjects beginning the following year. According to college spokesman Mr Gray Ryan, the subjects—philosophy, business statistics, and history‑politics—are part of Monash University’s Enhancement Studies Project, which allows capable Year 12 students to take university‑level units while completing their VCE. Mr Ryan explains that the program is aimed at exceptional students who need greater academic challenge and can manage the additional workload. Completing these subjects would let students accelerate their university progress. The extra study requires two to three hours after school and costs $300 per semester. (Co-pilot summary 8/8/2026)

Theodore Jesse Hoover, brother of the 31st President of the United States, was born in West Branch, Iowa, on January 28, 1871. He attended Stanford and received the Bachelor of Arts degree in Geology and Mining in 1901. Following graduation his professional career started with the position of assayer for the Keystone Consolidated Mining Company. After one year, he became assistant manager for the Standard Consolidated Mine, and a year later he was promoted to manager of the operation. In 1907 Hoover went to London as general manager of Minerals Separation, Ltd. This company was developing the froth flotation process for recovering minerals from ores. Hoover took an active part in the development of the flotation concentration process and authored one of the first books on the concentration of ores by flotation. After four years with Minerals Separation, Ltd., Hoover entered private practice as a consulting mining and metallurgical engineer with offices in London and in San Francisco. He was very successful and held positions of consulting engineer, managing director, director, and president of many mining companies in America, Europe, Asia, Africa, and Australia. He returned to Stanford in 1919 as Professor of Mining and Metallurgy and Executive Head of the Department of Mining and Metallurgy. His experience and ability in organization made him a natural leader. He was influential in the formation of the School of Engineering at Stanford. The School was formed in 1925 and he was made dean, a position he held until his retirement in 1936. As dean of engineering, he promoted a broad fundamental training program for undergraduate engineering students. Under his guidance, emphasis was placed upon graduate work and he was responsible for developing strong graduate engineering curricula at Stanford. While dean he continued teaching and his course, "The Economics of Mining," developed into a book which was published in 1933. He became interested in the functions of engineers and, with Professor Fish, wrote a book entitled "The Engineering Profession" which was published in 1940 and revised in 1950. In addition to his academic activities he was generous in his hospitality. Faculty and students alike enjoyed the annual field day and barbecue at his Rancho del Oso, near Santa Cruz. He was widely read and had a lively interest in all the things he encountered. He speculated on the antiquity of man and man's early production processes. To verify an idea regarding flint tools, he studied their shapes and became proficient in making arrow heads. He was also interested in wild life, and was one of the founding members of the Cooper Ornithological Society. (http://engineering.stanford.edu/about/bio-hoover)Blue hard covered book of 547 pages including an index. Contents include mine valuation (sampling, ore deposits, ore reserves, financial provisions, sale of mineral product, metal prices, reports) and Mining Organization (Co-operative effort, Mining Companies, Promoting Mining Enterprises, fluctuations of share prices, valuation of mining shares, fakes and fallacies, the mining Engineer and the law) and Mine Management (Organization of staff, mine manager, efficiency, industrial relations, training and discipline, safety).inside cover 'Charles Bacon Mackay School of Mines'.mining, economics, hoover, stanford, mackay school of mines, mackay, bacon

The Ferranti Sirius is an electronic second-generation transistor computer and is one of three remaining examples of this machine left in the world. It was an important addition to the computing facilities at Monash University in the early 1960s and provided access for computer programming and research for many early computer professionals, academics and teachers. The Ferranti Sirius computer was built in a period of rapid growth in computing technology. The first stored program computers appeared in the late 1940s and used individual designs with valve technology. By the mid-1950s valve technology was replaced by transistors and the first mass produced commercial computers became available. The Ferranti Sirius was announced in 1959 and offered a “small” academic computer. It was designed and built by the English company Ferranti Ltd and sold through a local office of the company in Melbourne. The Sirius was manufactured at the Ferranti Ltd.’s West Gorton, England factory from 1959 to 1963 and, in all, the company produced probably 22 installations although only 16 were actually recorded as sold; this included one at Ferranti’s Bureau in London and one at Ferranti’s Melbourne Bureau. Only 7 were exported and 4 of these 7 were located in Melbourne, Australia. All four were associated with computing at Monash University – the Sirius in the MMoCH collection was purchased by Monash University in 1962, a smaller Ferranti Sirius was used on the Caulfield campus (prior to amalgamation with Monash University) from 1963, the Ferranti company had its own Ferranti Sirius initially temporarily installed at Clayton campus in 1962 and then placed in their office in Queens Road, Melbourne. A fourth computer was purchased by ICIANZ (now Orica) in 1962 and was transferred to Clayton campus in 1967. Only two of these Melbourne examples have survived; one in the MMoCH collection and one at Museums Victoria. There is an example of the Ferranti Sirius in the Science Museum Group collection in the UK as well. The Ferranti Sirius in the MMoCH collection was the first computer purchased by Monash University and it was shipped to Australia to be installed by November 1962. The University had a similar model computer on loan from Ferranti Ltd during the first part of the year and it was returned to the office of the company in Queens Road, Melbourne once the University’s own machine was installed. The computer was placed on site at Clayton campus, Monash University. The computer operated from 1962 until 1972 when it was officially decommissioned. The Ferranti Sirius was sold to Mr Paul Stewart in late 1974 and removed from Monash University. Mr Stewart later donated the computer back to the University in 1988 and it was transferred to the collection of the Monash Museum of Computing History after 2001. The Ferranti Sirius is an electronic second-generation transistor computer and is one of three remaining examples of this machine left in the world. It was an important addition to the computing facilities at Monash University in the early 1960s and provided access for computer programming and research for many early computer professionals, academics and teachers. The Ferranti Sirius is of scientific (technological) significance as one of the early transistor digital computers that transitioned computing from first-generation valve computers to second generation commercial installations. This example of the Sirius is of historical significance in its role as a part of the Computer Centre, Clayton campus, Monash University which provided computing facilities in Melbourne in the early 1960s when there were few installations available for academic, administrative and commercial users. Staff and students were able to undertake investigative research and learn programming techniques. The Computer Centre encouraged the use of the computer across all disciplines and this provided the base to establish computer science as a subject offering and, later, a new department in the University. This growth in computer education eventually culminated in the establishment of the Faculty of Information Technology, Monash University. The Ferranti Sirius in the collection at Monash Museum of Computing History has a main unit with a CPU and memory combined with input/output equipment and one extra cabinet of memory. The Central Processing Unit is a floor-standing unit which contains the computer circuits, power supplies and has a decimal digit display panel and a normal clock. A moveable control panel is placed in front of the Unit (Currently set on a recreated desk/filing cabinet support in the display). The Sirius base unit uses acoustic delay line memory with 1000 word store. An additional 3000 word memory cabinet is set adjacent to the CPU and can be connected to increase the memory. The computer is supported by a range of input/output devices. There is a Ferranti Paper tape reader, located on desk in front of CPU. Red label on front “Ferranti tape reader. Type TR 5. Serial No. 477”. Adjacent to the CPU is a set of Simplified tape editing equipment in three pieces which includes a (1) Table unit with switches on front face. Metal tag on reverse reads “Creed & Co. Model No. S4060. Serial No. 1457. Original Customers Marking GRP7 V706”. The table has a numbered internal tag “Table Serial No. 198579. (2)Creed teletype set on table unit. Metal tag on reverse “Creed & Co. Model No. 75RPR K4M4. Serial No. 5897 Made in England”. (3)Creed paper tape reader set on table unit. This set of equipment could read paper tape and print it, or copy paper tape while allowing it to be edited, or allow a programmer or data preparation person to type and punch a new program or data. It has no electrical connection to the computer. Paper tapes were usually torn off and carried across to the computer. There is also another table unit with switches on front face and changeable setting switch on front right side which holds a Ferranti Westrex paper tape punch set. Label on reverse “Teletype Code BRPE11” This was the Computer’s only output device. BRPE-11 is a teletype model number.

1. The moral lexicon of the Warlpiri people of central Australia LR Hiatt This paper discusses words that match ?Good? and ?Bad?; examples of ?Good? and ?Bad? behaviour; morality and law; and egalitarianism and dominance. It also presents a comparison with Gidjingarli (Burarra). 2. Mobs and bosses: Structures of Aboriginal sociality Patrick Mullins (Mount Druitt, NSW) A commonality of Aboriginal social organisation exists across the continent in communities as different as those from the Western Desert across to Cape York, from the towns of New South Wales and Western Australia to cities like Adelaide. This is found in the colloquial expressions ?mob? and ?boss?, which are used in widely differing contexts. Mobbing is the activity where relatedness, in the sense of social alliances, is established and affirmed by virtue of a common affiliation with place, common experience and common descent, as well as by the exchange of cash and commodities. Bossing is the activity of commanding respect by virtue of one?s capacity to bestow items of value such as ritual knowledge, nurturance, care, cash and commodities. Mobbing and bossing are best understood as structures in Giddens? sense of sets of rules and resources involved in the production of social systems, in this case social alliances. Mobbing and bossing imply a concept of a person as a being in a relationship. Attention needs to be given to the way these structures interact with institutions in the wider Australian society. 3. Recognising victims without blaming them: A moral contest? About Peter Sutton?s ?The Politics of Suffering: Indigenous Policy in Australia since the 1970s? and Gillian Cowlishaw?s replies Ma�a Ponsonnet (Universit� Paris- 8-Saint-Denis) Peter Sutton?s texts on Aboriginal violence, health and their politicisation are replied to using his methodology, and acknowledging his convincing points. Sutton rightly denounces a lack of lucidity and scientific objectivity in anthropological debates. These inadequacies impede identification of what Aboriginal groups can do to improve their situations for fear that this identification would lead to blame the victims. At the other end of the ethical spectrum, those who advocate a broader use of what I will call a ?resistance interpretation? of violence fail to recognise victims as such, on the implicit grounds that seeing victims as victims would deprive them of any agency, on the one hand, and entail blame, on the other hand. I aim to define a middle road between those views: the idea that victims should be acknowledged as such without being denied their agency and without being blamed for their own condition. This middle road allows identification of the colonisers? responsibilities in the contemporary situation of Indigenous communities in Australia, and to determine who can do what. Secondly, I show that Sutton?s texts convey, through subtle but recurrent remarks, an ideology of blame rather than a mere will to identify practical solutions. As a consequence, some of his proposals do not stand on a solid and objective causal analysis. 4. 'You would have loved her for her lore?: The letters of Daisy Bates Bob Reece (Murdoch University) Daisy Bates was once an iconic figure in Australia but her popular and academic reputation became tarnished by her retrograde views. Her credibility was also put in doubt through the exposure of her fictionalised Irish background. In more recent times, however, her ethnographic data on the Aborigines of Western Australia has been an invaluable source for Native Title claims, while her views on Aboriginal extinction, cannibalism and ?castes? are being seen as typical of her time. This article briefly reviews what has been the orthodox academic opinion of her scientific achievement before summarising what is reliably known of her early history and indicating what kind of person is revealed in the 3000 or more letters that she left behind. 5. What potential might Narrative Therapy have to assist Indigenous Australians reduce substance misuse? Violet Bacon (Curtin University of Technology) Substance misuse is associated with adverse consequences for many Australians including Aboriginal and Torres Strait Islander peoples. Extensive research has been conducted into various intervention, treatment and prevention programs to ascertain their potential in reducing substance misuse within Aboriginal and non-Aboriginal communities. I explore the potential of Narrative Therapy as a counselling intervention for assisting Indigenous Australians reduce the harm associated with substance misuse. 6. Bone points from the Adelaide River, Northern Territory Sally Brockwell (University of Canberra) and Kim Akerman (Moonah) Large earth mounds located next to the vast floodplains of the lower Adelaide River, one of the major tropical rivers draining the flat coastal plains of northern Australia, contain cultural material, including bone points. The floodplains of the north underwent dynamic environmental change from extensive mangrove swamps in the mid-Holocene, through a transition phase of variable estuarine and freshwater mosaic environments, to the freshwater environment that exists today. This geomorphological framework provides a background for the interpretation of the archaeology, which spans some 4000 years. 7. A different look: Comparative rock-art recording from the Torres Strait using computer enhancement techniques Liam M Brady (Monash University) In 1888 and 1898, Cambridge University?s Alfred C Haddon made the first recording of rock-art from the Torres Strait islands using photography and sketches. Systematic recording of these same paintings and sites was carried out from 2000 to 2004 by archaeologists and Indigenous Torres Strait Islander and Aboriginal communities as part of community-based rock-art recording projects. Computer enhancement techniques were used to identify differences between both sets of recordings, to reveal design elements that Haddon missed in his recordings, and to recover images recorded by Haddon that are today no longer visible to the naked eye. Using this data, preliminary observations into the antiquity of Torres Strait rock-art are noted along with recommendations for future Torres Strait region rock-art research and baseline monitoring projects. 8. Sources of bias in the Murray Black Collection: Implications for palaeopathological analysis Sarah Robertson (National Museum of Australia) The Murray Black collection of Aboriginal skeletal remains has been a mainstay of bio-anthropological research in Australia, but relatively little thought has been given to how and why this collection may differ from archaeologically obtained collections. The context in which remains were located and recovered has created bias within the sample, which was further skewed within the component of the collection sent to the Australian Institute of Anatomy, resulting in limitations for the research potential of the collection. This does not render all research on the collection unviable, but it demonstrates the importance of understanding the context of a skeletal collection when assessing its suitability for addressing specific research questions.maps, b&w photographs, colour photographs, illustrations, graphs, chartswarlpiri, sociology, daisy bates, substance abuse, narrative therapy, rock art, technology and art, murray black collection, pleistocene sites, watarrka plateau

'Whose Ethics?':Codifying and enacting ethics in research settings Bringing ethics up to date? A review of the AIATSIS ethical guidelines Michael Davis (Independent Academic) A revision of the AIATSIS Guidelines for Ethical Research in Indigenous Studies was carried out during 2009-10. The purpose of the revision was to bring the Guidelines up to date in light of a range of critical developments that have occurred in Indigenous rights, research and knowledge management since the previous version of the Guidelines was released in 2000. In this paper I present an outline of these developments, and briefly discuss the review process. I argue that the review, and the developments that it responded to, have highlighted that ethical research needs to be thought about more as a type of behaviour and practice between engaged participants, and less as an institutionalised, document-focused and prescriptive approach. The arrogance of ethnography: Managing anthropological research knowledge Sarah Holcombe (ANU) The ethnographic method is a core feature of anthropological practice. This locally intensive research enables insight into local praxis and culturally relative practices that would otherwise not be possible. Indeed, empathetic engagement is only possible in this close and intimate encounter. However, this paper argues that this method can also provide the practitioner with a false sense of his or her own knowing and expertise and, indeed, with arrogance. And the boundaries between the anthropologist as knowledge sink - cultural translator and interpreter - and the knowledge of the local knowledge owners can become opaque. Globalisation and the knowledge ?commons?, exemplified by Google, also highlight the increasing complexities in this area of the governance and ownership of knowledge. Our stronghold of working in remote areas and/or with marginalised groups places us at the forefront of negotiating the multiple new technological knowledge spaces that are opening up in the form of Indigenous websites and knowledge centres in these areas. Anthropology is not immune from the increasing awareness of the limitations and risks of the intellectual property regime for protecting or managing Indigenous knowledge. The relevance of the Declaration on the Rights of Indigenous Peoples in opening up a ?rights-based? discourse, especially in the area of knowledge ownership, brings these issues to the fore. For anthropology to remain relevant, we have to engage locally with these global discourses. This paper begins to traverse some of this ground. Protocols: Devices for translating moralities, controlling knowledge and defining actors in Indigenous research, and critical ethical reflection Margaret Raven (Institute for Sustainability and Technology Policy (ISTP), Murdoch University) Protocols are devices that act to assist with ethical research behaviour in Indigenous research contexts. Protocols also attempt to play a mediating role in the power and control inherent in research. While the development of bureaucratically derived protocols is on the increase, critiques and review of protocols have been undertaken in an ad hoc manner and in the absence of an overarching ethical framework or standard. Additionally, actors implicated in research networks are seldom theorised. This paper sketches out a typology of research characters and the different moral positioning that each of them plays in the research game. It argues that by understanding the ways actors enact research protocols we are better able to understand what protocols are, and how they seek to build ethical research practices. Ethics and research: Dilemmas raised in managing research collections of Aboriginal and Torres Strait Islander materials Grace Koch (AIATSIS) This paper examines some of the ethical dilemmas for the proper management of research collections of Indigenous cultural materials, concentrating upon the use of such material for Native Title purposes. It refers directly to a number of points in the draft of the revised AIATSIS Guidelines for Ethical Research in Indigenous Studies and draws upon both actual and hypothetical examples of issues that may arise when requests are made for Indigenous material. Specific concerns about ethical practices in collecting data and the subsequent control of access to both the data itself and to published works based upon it are raised within the context of several types of collections, including those held by AIATSIS and by Native Title Representative Bodies. Ethics or social justice? Heritage and the politics of recognition Laurajane Smith (ANU) Nancy Fraser?s model of the politics of recognition is used to examine how ethical practices are interconnected with wider struggles for recognition and social justice. This paper focuses on the concept of 'heritage' and the way it is often uncritically linked to 'identity' to illustrate how expert knowledge can become implicated in struggles for recognition. The consequences of this for ethical practice and for rethinking the role of expertise, professional discourses and disciplinary identity are discussed. The ethics of teaching from country Michael Christie (CDU), with the assistance of Yi?iya Guyula, Kathy Gotha and Dh�?gal Gurruwiwi The 'Teaching from Country' program provided the opportunity and the funding for Yol?u (north-east Arnhem Land Aboriginal) knowledge authorities to participate actively in the academic teaching of their languages and cultures from their remote homeland centres using new digital technologies. As two knowledge systems and their practices came to work together, so too did two divergent epistemologies and metaphysics, and challenges to our understandings of our ethical behaviour. This paper uses an examination of the philosophical and pedagogical work of the Yol?u Elders and their students to reflect upon ethical teaching and research in postcolonial knowledge practices. Closing the gaps in and through Indigenous health research: Guidelines, processes and practices Pat Dudgeon (UWA), Kerrie Kelly (Australian Indigenous Psychologists Association) and Roz Walker (UWA) Research in Aboriginal contexts remains a vexed issue given the ongoing inequities and injustices in Indigenous health. It is widely accepted that good research providing a sound evidence base is critical to closing the gap in Aboriginal health and wellbeing outcomes. However, key contemporary research issues still remain regarding how that research is prioritised, carried out, disseminated and translated so that Aboriginal people are the main beneficiaries of the research in every sense. It is widely acknowledged that, historically, research on Indigenous groups by non-Indigenous researchers has benefited the careers and reputations of researchers, often with little benefit and considerably more harm for Indigenous peoples in Australia and internationally. This paper argues that genuine collaborative and equal partnerships in Indigenous health research are critical to enable Aboriginal and Torres Islander people to determine the solutions to close the gap on many contemporary health issues. It suggests that greater recognition of research methodologies, such as community participatory action research, is necessary to ensure that Aboriginal people have control of, or significant input into, determining the Indigenous health research agenda at all levels. This can occur at a national level, such as through the National Health and Medical Research Council (NHMRC) Road Map on Indigenous research priorities (RAWG 2002), and at a local level through the development of structural mechanisms and processes, including research ethics committees? research protocols to hold researchers accountable to the NHMRC ethical guidelines and values which recognise Indigenous culture in all aspects of research. Researching on Ngarrindjeri Ruwe/Ruwar: Methodologies for positive transformation Steve Hemming (Flinders University) , Daryle Rigney (Flinders University) and Shaun Berg (Berg Lawyers) Ngarrindjeri engagement with cultural and natural resource management over the past decade provides a useful case study for examining the relationship between research, colonialism and improved Indigenous wellbeing. The Ngarrindjeri nation is located in south-eastern Australia, a ?white? space framed by Aboriginalist myths of cultural extinction recycled through burgeoning heritage, Native Title, natural resource management ?industries?. Research is a central element of this network of intrusive interests and colonising practices. Government management regimes such as natural resource management draw upon the research and business sectors to form complex alliances to access funds to support their research, monitoring, policy development, management and on-ground works programs. We argue that understanding the political and ethical location of research in this contemporary management landscape is crucial to any assessment of the potential positive contribution of research to 'Bridging the Gap' or improving Indigenous wellbeing. Recognition that research conducted on Ngarrindjeri Ruwe/Ruwar (country/body/spirit) has impacts on Ngarrindjeri and that Ngarrindjeri have a right and responsibility to care for their lands and waters are important platforms for any just or ethical research. Ngarrindjeri have linked these rights and responsibilities to long-term community development focused on Ngarrindjeri capacity building and shifts in Ngarrindjeri power in programs designed to research and manage Ngarrindjeri Ruwe/Ruwar. Research agreements that protect Ngarrindjeri interests, including cultural knowledge and intellectual property, are crucial elements in these shifts in power. A preliminary review of ethics resources, with particular focus on those available online from Indigenous organisations in WA, NT and Qld Sarah Holcombe (ANU) and Natalia Gould (La Trobe University) In light of a growing interest in Indigenous knowledge, this preliminary review maps the forms and contents of some existing resources and processes currently available and under development in the Northern Territory, Queensland and Western Australia, along with those enacted through several cross-jurisdictional initiatives. A significant majority of ethics resources have been developed in response to a growing interest in the application of Indigenous knowledge in land and natural resource management. The aim of these resources is to ?manage? (i.e. protect and maintain) Indigenous knowledge by ensuring ethical engagement with the knowledge holders. Case studies are drawn on from each jurisdiction to illustrate both the diversity and commonality in the approach to managing this intercultural engagement. Such resources include protocols, guidelines, memorandums of understanding, research agreements and strategic plans. In conducting this review we encourage greater awareness of the range of approaches in practice and under development today, while emphasising that systematic, localised processes for establishing these mechanisms is of fundamental importance to ensuring equitable collaboration. Likewise, making available a range of ethics tools and resources also enables the sharing of the local and regional initiatives in this very dynamic area of Indigenous knowledge rights.b&w photographs, colour photographsngarrindjeri, ethics, ethnography, indigenous research, social justice, indigenous health

Primary school garden programs are high‑impact learning environments that strengthen children’s health, academic skills, and social development. Their importance is well‑supported by recent research, including Australian studies and international health evaluations.Albion Primary School Garden Won Awardalbion primary school, adelaide street, albion

Primary school garden programs are high‑impact learning environments that strengthen children’s health, academic skills, and social development. Their importance is well‑supported by recent research, including Australian studies and international health evaluations.Albion Primary School Adelaide St Albion School Gardens Awardalbion primary school, adelaide street, albion

This volume was created by William Mephan. It is handwritten in black ink in a calligraphical style. It contains a record of student who reached a pass result, scholarships awarded, noted staff retirements and new appointments. Details included varied each year. Some years house and school captains and sports results were listed. Extra curricular activities such as plays were detailed. Newspaper clippings, programs and other ephemera are also in this book.Paper and card book, with leather spine and corners. Contains glued in documents, photographs, newspaper clippings.record book, 1946, 1940's, 1950s, 1960s, academic awards, sport awards, williamstown high school

The current school, Albion Primary School, No 4265 opened in 1926. It was built on a site once owned by John Fitzgerald (1850s). The land was later acquired by H. V. McKay who had transferred his Sunshine Harvester Works to the area in 1905 - 7. In 1920, the Albion railway station was moved nearer Ballarat Road at the request of Mr McKay. More people came to live in the area including soldier settlers.Albion Primary School's mission is to 'Aim High' in all we do so that our students grow to be socially capable, reach their full academic potential and become caring, respectful community minded people. Albion Primary School is located in a residential area in Albion, a small pocket of the local government area of Brimbank, approximately 10 kilometres west of Melbourne and was established in 1926. Our current enrolment is 199 students. We have a rich cultural diversity amongst our school community. The school is set around a courtyard with spacious playing areas including a grassed oval, running track, games courts, an adventure playground, sand pit, jumping pits, shady courtyard and garden areas, a vegetable garden and fruit tree orchard. As well as classroom groups, we have our learning teams, student house groups (siblings are allocated to the same house) and a Junior School Council. The school has four main buildings. All classrooms have air conditioning and interactive screens. Block A houses classrooms, staff areas and the administration offices. Our newest building has classrooms and some small group/office spaces. Block B includes our library, canteen and a multi-purpose room used for indoor physical education, Perceptual Motor Program, drama, visiting performers, and community activities. Block C houses classrooms and specialist rooms. We expect and receive the best from our students in terms of their learning and behaviour. The school’s dedicated and effective staff is strongly committed to helping students achieve personal, behavioural, social and academic success. In terms of learning, the highest priority is placed on the work in English and Mathematics. We also have a range of specialist and extra-curricular programs that we provide. Our specialist teacher-librarian is involved in reading extension programs that support development in literacy. All children are able to develop their artistic abilities through visual arts and music program. Our music program is supported by the Australian Children's Music Foundation. A specialist Physical Education teacher provides lessons for all children as well as the opportunity for students to participate in organised lunch time sporting competitions between the house groups. Auslan is the additional language all students learn at Albion. All children participate in a student wellbeing program that focuses on developing strong connections and a sense of belonging within the school. Our school student leaders participate in programs that help develop their leadership skills. 5100.01 - Albion State School 1934 Grade 1 5100.02 - Albion State School 1934 Grade 2 5100.04 - Albion State School 1934 Grade 4 5100.05 - Albion State School 1934 Grade 5 5100.06 - Albion State School 1934 Grade 6 albion state school, albion primary school, adelaide street, albion

The current school, Albion Primary School, No 4265 opened in 1926. It was built on a site once owned by John Fitzgerald (1850s). The land was later acquired by H. V. McKay who had transferred his Sunshine Harvester Works to the area in 1905 - 7. In 1920, the Albion railway station was moved nearer Ballarat Road at the request of Mr McKay. More people came to live in the area including soldier settlers.Albion Primary School's mission is to 'Aim High' in all we do so that our students grow to be socially capable, reach their full academic potential and become caring, respectful community minded people. Albion Primary School is located in a residential area in Albion, a small pocket of the local government area of Brimbank, approximately 10 kilometres west of Melbourne and was established in 1926. Our current enrolment is 199 students. We have a rich cultural diversity amongst our school community. The school is set around a courtyard with spacious playing areas including a grassed oval, running track, games courts, an adventure playground, sand pit, jumping pits, shady courtyard and garden areas, a vegetable garden and fruit tree orchard. As well as classroom groups, we have our learning teams, student house groups (siblings are allocated to the same house) and a Junior School Council. The school has four main buildings. All classrooms have air conditioning and interactive screens. Block A houses classrooms, staff areas and the administration offices. Our newest building has classrooms and some small group/office spaces. Block B includes our library, canteen and a multi-purpose room used for indoor physical education, Perceptual Motor Program, drama, visiting performers, and community activities. Block C houses classrooms and specialist rooms. We expect and receive the best from our students in terms of their learning and behaviour. The school’s dedicated and effective staff is strongly committed to helping students achieve personal, behavioural, social and academic success. In terms of learning, the highest priority is placed on the work in English and Mathematics. We also have a range of specialist and extra-curricular programs that we provide. Our specialist teacher-librarian is involved in reading extension programs that support development in literacy. All children are able to develop their artistic abilities through visual arts and music program. Our music program is supported by the Australian Children's Music Foundation. A specialist Physical Education teacher provides lessons for all children as well as the opportunity for students to participate in organised lunch time sporting competitions between the house groups. Auslan is the additional language all students learn at Albion. All children participate in a student wellbeing program that focuses on developing strong connections and a sense of belonging within the school. Our school student leaders participate in programs that help develop their leadership skills. 5101.01 - Albion State School 1935 Grade 1 5101.02 - Albion State School 1935 Grade 2 5101.04 - Albion State School 1935 Grade 4 5101.05 - Albion State School 1935 Grade 5 albion state school, albion primary school, adelaide street, albion