A set of 952 slides in wooden drawers used by the Forest Comission of Victoria an at the VSF from thealry 1900s through to the 1950s.Glass lantern slide collection

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 has 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. In 2016, Federation University Australia announced plans to take possession, over a two-year period, of Monash’s Berwick Campus in the south-east corridor of Melbourne. Federation University Australia, or FedUni, is headquartered in Ballarat and offers programs in Higher Education and Vocational Education and Training to regional Victoria and beyond. The University’s commitment to educational and social equity, teaching excellence, research distinction, environmental sustainability and regional capacity building has enabled it to develop in a way that draws on its proud heritage to inform its future. Its regional character sets a framework for the University’s priorities but does not constrain it from serving wider community interests, nationally and internationally. The name Federation University Australia was chosen to convey the scope and capacity of an expanded regional university with a federated network of campuses.Two Coloured photographs of Federation University staffmembers on Nanya Station.In one photograph Robert H.T. Smith holds a plaque. "Refurbishments at Nanya Station were funded by the Commonwealth Government and officially launched i the presence of the greater Nanya community which has generusly assisted and supported the development of the teaching and research facility operated by the University of Ballarat. 16 April 2012 Emeritus Professor Robert H.T. Smith AM Chancellor Professor David Battersby Vice-Chancellor and President"federation university, nanya station, david battersby, robert h.t. smith, martin westbrooke, peter gell

Used by forestry students for teaching and researchBausch and Lomb Optical Company Microscope, serial no: UK7578, in wooden cabinet with three objectives and two lenses.Bausch and Lomb Optical Company Rochester, NY, USA. UK7578. Cabinet: Australia, Watson Victor Limited, New Zealand

Part of Gwen Mousley Collection donated to Sunshine & District Historical Society'G.A. Mousley' (typed)mt. derrimut station

Students were actively engaged in finding and collecting plant specimens to add to the VSF Herbarium, for both teaching and research.Plant Specimens, dried and pressed and fixed to paper in car folders.Forests Commission Victoria. Victorian School of Forestry, Herbarium, Creswick. With details of plant, location and collector.

All language educators are aware that culture is a vitally important reason for teaching languages. All curriculum statements for languages contain strong references to the importance of culture. We need to offer accessible cultural input to initiate the teaching of culture in language use, while at the same time not simplifying or stereotyping the community that speaks the language we are teaching. This book takes up these important questions and places in the hands of teachers well researched but very practical guidance, advice, resources and information on teaching culture in language. In this book you will find a discussion of what researchers, and classroom teachers, think and do about culture in language education and you will find a rich array of practical resources and advice for enhancing classroom practice. Specific languages addressed are: Chinese, French, German, Italian, Japanese and English as a Second Language. Preface /? Joseph Lo Bianco 1. Common themes /? Joseph Lo Bianco 2. Culture: visible, invisible and multiple /? Joseph Lo Bianco 3. A conceptual framework to help teachers identify where culture is located in language use /? Chantal Crozet 4. Chinese /? Li Kaining 5. How can we make Australian English meaningful to ESL learners? /? Anne-Marie Barraja-Rohan 6. Teaching French and culture in language use /? Chantal Crozet and Louise Maurer 7. Are Germans rude or just doing things differently? Understanding and teaching language and culture /? Winfried Thielmann 8. Face value: teaching Italian verbal and social-cultural interaction /? Piera Carroli, Adriana Pavone, Vincenza Tudini 9. The teaching of culture in Japanese /? Miyuki Toyoda and Shunichi Ishihara.diagrams, word listsculture theory, australian english, esl, language and culture, english as a second language

[E.J. Semmens experimented with Eucalyptus distilling during his time as principal of the VSF, this piece of equipment would have been used for teaching and research at the School and maybe linked to Semmens' research.] Detailed description of item supplied by from the International Wood Collectors Society.Steam distillation box for extraction of essential oils from wood or sawdust and leaves. Copper box and stand, bakelite fittings, cork and glass tubing. The box has a vent for releasing steam pressure and bottom drain hole to collect oils. It is raised to allow a burner to fit underneath it. forestry, forest products, semmens, edwin james

'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

A. J. Perkins was an agricultural scientist and viticulturist and his teaching of European viticultural methods was his first major contribution to Australian agriculture. He was appointed Principal of Roseworthy College in 1904. He also did research into stock, cereal growing manure use and wheat varieties.Comprehensive notes on agriculture which were well used as a reference point for farmers and is well linked to the district through George Rolfe and his familyMaroon hard cover with tan suede corners and spine. 270 pages with purple text Agriculture Notes 1909-1912 on spine. G Rolfe Webb handwritten in block capitals inside front cover. Sticker inside front cover: Bound by F Binns and Co., Adelaide. Lectures by Pro. A J Perkins in grey lead above title. warrnambool, boorcan, bonnington, g. rolfe webb, a. j webb, roseworthy college

Local Otways residents (Gadubanud Country) were interviewed by artist/researcher Amy Tsilemanis for the 2023 storytelling project Heart Maps, a collaboration with the Apollo Bay Museum and Historical Society. Themes include memories of communication technologies, entertainments, school, work, community, and life near the ocean. More information here: https://amytsilemanis.com.au/portfolio/heart-maps In this interview: teaching, Apollo Bay School, Waratah Caravan Park, 1960s, 1970s, OtwaysMP3 Audio file apollo bay, teaching, caravan park

Deborah WILLIAMS (1967 - ) Printmaker Deborah Williams completed a Masters by Research at the National Art School, Sydney in 2011. She later worked at RMIT in the Visual Arts TAFE program teaching Printmaking and is the Advanced Diploma Coordinator, and sessional lecturer in the Drawing and Printmedia department at the Victorian College of the Arts, School of Art. This item is part of the Federation University Art Collection. The Art Collection features over 2000 works and was listed as a 'Ballarat Treasure' in 2007.Framed etching exhibited as part of "Parallel Prints", a Prints project which presents the same exhibition simultaneously in New Zealand, at Art at Wharepuke and at a gallery in another part of the world. Eleven Australian artists were invited to join New Zealand-based printmaker Mark Graver to contribute to a portfolio that will be shown simultaneously at Art at Wharepuke, New Zealand and the Art Gallery of Ballarat, Victoria. Using the uniqueness of the reproducible print allows for the same works to be viewed at the same time on opposite sides of the world. This highlights the democratic nature of printmaking and questions the aura of the unique. Which venue is showing the 'real' work? Which the reproduction? The Australian artists showing alongside Mark Graver are James Pasakos, Bruno Leti, Martin King, David Frazer, John Neeson, Antonietta Covino-Beehre, Deborah Klein, Deborah Williams, Melissa Smith, Jodi Heffernan and Susanna Castleden. The original concept, Parallel Prints NZ-UK in 2013, included invited artists from the UK and New Zealand. It featured the work of twelve diverse artists presented in a portfolio set. Each artist contributed one work on 300 x 300 mm paper in an edition of thirty-six. Part of the concept behind the project was to donate twelve of the portfolio sets to international collections. Institutions that have accepted a portfolio include the Victoria & Albert Museum and The Ashmolean Museum in the UK, the Jinling Museum of Art in Nanjing, China, and the Whangarei Art Museum, in New Zealand. In 2015 a portfolio set was donated to the Federation University Art Collection.Edition 2/36deborah williams, parallel prints, artist, artwork, printmaking etching, dog, animal, shadow

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders on the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. VIOSH had its first intake of students in 1979. At that time the Institution was known as the Ballarat College of Advanced Education. In 1990 it became known as Ballarat University College, then in 1994 as University of Ballarat. It was 2014 that it became Federation University. VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree - on the basis of extensive work experience and knowledge. This report was submitted as part fulfilment of the requirements of the Graduate Certificate in Tertiary Teaching (TK4) at the University of Ballarat by Steve Cowley - Student No. 952250.Spiral bound booklet with blue cover. Report - 25 pages with 10 Appendix of varying length.Name of author - Steve Cowleyviosh, victorian institute of occupational safety and health, university of ballarat, steve cowley, graduate certificate in tertiary teaching, occupational hazard management, reflective report

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.Gold framed photograph with title and names of students underneath. Commenced January 1997viosh, viosh australia, occupatonal health and safety, victorian institute of occupational safety and health, stephen baldwin, paul brass, phil clark, dennis cordner, steve crawcour, steven duke, julie fitzgerald, david fitzgerald, gary lennon, patrick mcattackney, sue pannet, stephen pavlich, lloyd quarmby, noel read, tricia smith, robert turner, barrie wright

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.Brown relief and gold framed photograph with title and names of students underneath. Commenced July 1997 Framers name on versoviosh, viosh australia, occupatonal health and safety, victorian institute of occupational safety and health, theadora barrie, robert brough, john cumberlamd, stephen davis, tony evans, peter freeman, gary gane, john hiscock, paul humphreys, barry hunt, janusz kaminski, shane mclaren, roxanne mysko, lisa pucci, craig schmidt, peter swan, ray tyers, richard wright

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts victorian Instupeople into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.Brown and grey framed photograph with the title and names of students underneath. Grey mount Commenced January 1993 Framers name on versoviosh, viosh australia, occupatonal health and safety, victorian institute of occupational safety and health, darren britt, ken butler, noel davis, lesley eccles, wayne foss, john furlonger, keith johnson, richard kent, stephen king, donald mcpherson, barry morris, christabel parham, frank ridolfo, john rowan, andrew skegg, heather smith, robin stirling, robert stoppari, dirk swagerman

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.Brown timber framed photograph of VIOSH students in Fiji. The banner behind the students includes the University of Ballarat with logo and Fiji Ministry of Labour, Industrial Relations and Employment. viosh, viosh australia, victorian institute of occupational safety and health, fiji ministry of labour, industrial relations and employment, university of ballarat, steve cowley, ocupational health and safety

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.brown and gold framed photograph with title and names of students underneath, marbled background Framers details verso lls: "Artafact"viosh, viosh australia, occupatonal health and safety, henk achterberg, summer ali, micheal atung, robert bell, jamie debono, steven gibbs, robert halse, mike hoey, monte inia, brendan johannes, luke laptua, brain martin, alan moulds, shane o'brian, john presley, stephen tasker, graeme terrell, ross thomson

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.brown framed photograph with title and names of students underneath, blue background, glass removed due to braekage.Framers details verso lls: "Artafact"viosh, viosh australia, occupatonal health and safety, papua new guinea, joel amani, andrew anis, samuel capanis, graham dalbie, bobby dari, eddie edimani, tobias giriri, leonard hawkaya, gilbert kengi, benstead kingstord, roger lusan, samson mano, alnold guring, francis pora, pam pryor, kenny sogo, les wratten, matthew yami

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.Professional coloured photographs. Presenter and recipient standing in front of VIOSH banner.viosh, viosh australia, occupational health and safety, victorian institute of occupational health and safety, occupational hazard management, ian benjamin, susan capper, george cavanagh, paul coghlan, bryan colburn, timothy crouch, iain day, karina dine, david ellis, ken fuhrmeister, iain gillespie, donald gillies, linda grannas, rhonda hall, sue hardy, genevieve hawkins, paul hennekam, danielle mik, jo millard, vanessa moore, ashok nath, geoffrey poulton, terry ridley, jennifer sever, brian smith, kerry smith, krystie spratt, ian sterry, david taylor, sean turner, allison warwick, judith wenban, stuart wright, william wasley, linda smith, john maclean, steven baldwin, paul brass, phil clark, dennis cordner, save crawcour, steven duke, david fitzgerald, julie fitzgerald, gary lennon, patrick mcattackney, sue pannet, stephen pavlich, lloyd quarmby, noel read, tricia smith, robert turner, barrie wright, max brooke memorial prize, david knowles, dulcie brooke, memorial shield

Victorian Institute of Occupational Safety and Health (VIOSH) Australia is the Asia-Pacific centre for teaching and research in occupational health and safety (OHS) and is known as one of Australia's leaders in the field. VIOSH has a global reputation for its innovative approach within the field of OHS management. Federation University VIOSH Australia students are safety managers, senior advisors and experienced OHS professionals. They come from all over Australia and industry. Students are taught active research and enquiry; rather than textbook learning and a one-size fits all approach. VIOSH accepts people into the Graduate Diploma of Occupational Hazard Management who have no undergraduate degree – on the basis of extensive work experience and knowledge.Professional coloured photographs. Presenter and recipient standing in front of VIOSH banner.viosh, viosh australia, occupational health and safety, victorian institute of occupational health and safety, occupational hazard management, ian benjamin, susan capper, george cavanagh, paul coghlan, bryan colburn, timothy crouch, iain day, karina dine, david ellis, ken fuhrmeister, iain gillespie, donald gillies, linda grannas, rhonda hall, sue hardy, genevieve hawkins, paul hennekam, danielle mik, jo millard, vanessa moore, ashok nath, geoffrey poulton, terry ridley, jennifer sever, brian smith, kerry smith, krystie spratt, ian sterry, andrew stevens, david taylor, sean turner, allison warwick, judith wenban, stuart wright, william wasley, linda smith, national safety council of australia, trophy, donna korke, frank anderson