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

Everyone seemed to know Frances – it was November 1985 – I met Frances at the Victorian Synod office as she lent me her office to interview staff for St Philip’s which I was taking over in 1986. The interviews completed, she took me to a nearby coffee shop where we had a delightful chat. I came away much the richer, more informed about St Philip’s and feeling I had known Frances forever. And so started our 23 year friendship, with me hearing the first of many stories – for Frances was a wonderfully gifted story teller with a capacity to turn the past into life, and its characters into real people. It seems fitting that a person destined to add to Australia’s history should be born down the beach from Mendonca’s Mahogany ship – Port Fairy on the 28 January 1924. There she went to school – first to primary school then to Camperdown’s Higher Elementary School which went to Year 10. She was the eldest of four children with three brothers, Jock, Norman and Rod. After Year 10, Frances took a job in Camperdown as a dental nurse. She tackled this successfully until deciding to study at Rolland House in Carlton to become a Deaconess. Jock, her brother, recalls asking Frances what made her decide to be a Deaconess. At a Presbyterian Fellowship camp at Warrnambool, Frances and the others were sleeping in the Church Hall on palliases. During the night she awoke and her eye was drawn to a stained glass window, unusually brightly lit. On the window were the words “Follow Me”. Without flinching Frances took the words to heart and decided to serve God as a Deaconess, and during her time with the Australian Inland Mission she became quite a legend. What a patriot Frances was! She loved the stories of pioneers and knew well the history of where she had come from – the Western District. A keen follower of cricket, she would be right up with the last test and the issues of the team. Originally a Melbourne football supporter, she became an avid Geelong supporter and would often score at the annual self destruct St Philip’s vs Flynn Church match. She loved the gladiatorial, albeit often suicidal display. And though an Aussie through and through she loved her Scottish roots. Through her stories, she could easily transport a person in the Centralian landscape onto the heather of the Highlands. In spite of her love for Scotland, the city which was her favourite was New York. Frances – truly a citizen of the world. As a citizen of the world Frances fought for Indigenous and migrant women’s rights and was active in the World Council of Churches, sponsoring local and overseas women to study in Australia and to return to their homes as trained teachers and theologians. Up until recently she was involved in the Spina Bifida and Hydro Cephalis Association of SA. By the time she had taken up with the AIM Frances had a well tuned desire for social justice. To her it was important that the poor and less fortunate were given a go. She felt that the Labor Party provided her best avenue to push her social justice desires. After joining the party in 1956, she quickly became a respected member of the party and worked tirelessly for it, being honoured in the end with life membership. In the party she knew everyone and everyone knew her. She introduced me to Bob Hawke and when I spoke to Gough Whitlam once on a plane, he affirmed to me his friendship with Frances. In her cottage was a picture of her with Kevin Rudd with his arm around her. She is remembered by her party colleagues as someone who had a real compassion for helping people. She believed in the traditional ethic of the Labor Party which is to help those who are less fortunate. Interestingly, she supported St Philip’s moving from solely being a residential college to a school because we had chosen a relatively low fee base to enable maximum access for people and our boarding house continued to, and still does, offer accommodation to any student wishing to attend schools in Alice. Having supported the outback for years from the engine rooms of the mission arm of the church in Victoria, Frances then decided to move to Alice for her retirement. Settling in the little cottage at the far south eastern corner of Old Timers, this became to me, my family and I’m sure to plenty of people, Frances’ Cottage. But moving to Alice was hardly moving into retirement. She quickly became Chaplain at St Philip’s where she clearly showed her love for the children and staff and a real belief in St Philip’s role – to provide access to education for isolated children. She became a stalwart of the Adelaide House Museum, a wonderful member of the congregation, a powerful contributor to the Presbytery and the Annual Synod. Frances was strong, never flinched on a point of principle and discussed things face to face so that you truly knew where you stood with her. She had a great feeling for the pastoralists and knew many of them well. As Chaplain of the College she related well to the children and in addition, knew many of their families. She also felt deeply for the Indigenous people and regularly tackled the issue of how conditions could be improved for them. As we developed the school at St Philip’s, Frances worked with me on so many things. She would visit the College each week for Chapel, run a Sunday school for little kids and the service for all the boarders. When the school was ready to start she wrote the College prayer, said now every week by all students. The prayer says so much about Frances. She pioneered the RE program, teaching RE and in addition to Sunday, visited staff and students every Wednesday. At Presentation Night she presented a homily and provided the blessing – always a strong presence in front of the College community. She was so much part of St Philip’s that when we built the new boarding house in 1990 it seemed so obvious to call it McKechnie House. As a faithful servant of Adelaide House for years and an enthusiastic member of the National Trust, Frances was the first chairperson of the committee, a driving force to redevelop Adelaide House and she worked tirelessly to present John Flynn’s Hospital in the best light. She helped to deliver the stories of Flynn and McKay and the Outback missionaries to so many people and was instrumental in producing meaningful displays. I enjoyed walking around the museum with her intensely, enjoying her detailed stories of the past missionary era and I know many others would have as well. As a loyal and loving member of the Flynn Church, and being such a comrade of Fred McKay’s, Frances understood intricately the symbols which lie within the architecture. Once again, as a story teller, each one had a yarn attached to it. Over her twenty-three years as a member of the Flynn Church she has made a wonderful contribution. As a charismatic personality people were naturally attracted to Frances and were touched and affected by her. Peter Robson, twenty-two years at St Philip’s, remembers her asking him why he had stayed so long at the College. He explained to her that it was her address one day in Chapel in the early times that inspired him to keep going. With great wisdom she had said, “You can’t conquer something, unless you allow it to conquer you.” St Philip’s had conquered him. Wherever she went, whomever she was with, she had a real and lasting impact. Frances brought the reality of the Outback to so many as she addressed congregations around Victoria. She started the Australian Church Women’s Fellowship in the Northern Territory in 1997. She was also involved in setting up the Institute for Aboriginal Development. I believe that Frances should have been recognised nationally for her work with an AM. However, she was the Northern Territory finalist in the Senior Australian of the Year Awards in 2003. In 2004 she was awarded an OBE – not from the Queen but at Old Timers. This is a coveted award which means “Over Bloody Eighty”. Frances was part of it all, in the river, at a bush dance, at a dinner, at a service, at a party, at a meeting, at a footy game, at a cricket game, at Synod, at Presbytery, at Labour meetings, I could go on. Frances McKechnie, what a wonderful Australian. (Eulogy by Chris Tudor) Frances McKechnie died mid-2008. Deaconess Frances McKechnie is seated in front of a map of Australia marked with Australian Inland Mission places identified.At the time the photo was taken, McKechnie was the Victorian Regional Officer for the Australian Inland Mission (Presbyterian). At one stage, she worked for National Mission Frontier Services from 1968 to 1986. See below for the eulogy at her funeral by Chris Tudor. (Frances died May or June 2008.)deaconess frances mckechnie; australian inland mission; presbyterian church

'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

This is the programme of a concert staged in Warrnambool in the 1950s. The production was put on by Frances Sinclair and Company and was presented and directed by Fred Utting. The performers included small children, mainly girls, ballerinas and an orchestra. Frances Sinclair also had a shop in Liebig Street in the 1950s called the Olympic Sportswear.This programme is of interest because it is an example of the type of entertainment provided in Warrnambool in the 1950s with the performers from a local company teaching dance and movement to young local people. The donor of the programme, Lyn Wright, was herself one of the ‘Tiny Tots’ performers. The donor of the programme was Alan Lane, a bus company proprietor in Warrnambool and a well-known businessman and supporter of the arts in the city. This is a sheet of paper folded in two to make four pages. The paper has been folded so as to make the first page of a smaller width than the second and third pages. The program is buff-coloured with a decorative green border on the front and third pages. The programme printing is in brown type. The programme contains a list of participants in the concert and the 24 items in the concert. frances sinclair and company, alan lane, history of warrnambool, warrnambool

Warrnambool North Technical School commenced at the site of Grafton Road in 1968. This book lists members of staff for the year 1977 and covers topics such as programs, procedures, responsibilities and teaching objectives. The school was an all-boys school and all students followed a common curriculum until the completion of Year 9 when they could opt for specific trade subjects.An item common to schools and all teachers and staff would be expected to be familiar with school policy as laid out in handbooks such as this one.Dark blue plastic cover. 34 Pages. Front page has school logo and contact details as well as Principal and Vice Principal’s names.warrnambool north technical school, warrnambool north technical school staff 1977, warrnambool north technical school handbook

This educational program was used at Mt Beauty Primary school possibly in the 1950s.Historical: Mt Beauty primary School was establish in the late 1940s as a result of an increase in the population due to the Kiewa Hydro Electric Scheme. Provenance: As a new school it was considered to be very modern with the latest equipment. This program can be compared to other programs used in Education.4 grey boxes which open up with a lid that is the shape of the box cut diagonally in half. The side opposite the hinge falls down as it is attached at the bottom (not the sides). Inside are a lot of pamphlets. Each topic is bound with string through 2 holes punched along the side. Each topic is numbered and of about 8 Sections which cover each area of the curriculum. eg. Topic 19 is 'Sugar' and has 14 pages. Box 1 has topics 1 to 21; Box 2 has topics 22 to 42; Box 3 has topics 43 to 63 and Box 4 has topics 64 to 84.Inside front of box in ink 'E.A. Plyton(?) On cover page: Two Years / in the / Infant School / Prepared / Under the Supervision of / Enid Blyton, N.F.U.mt beauty primary school. educational program. enid blyton. teaching infants.

This publication was produced in the mid 1900s when the study of learning disabilities in children was in its infancy stage. The complexities of teaching methodologies to cover various symptoms uncovered by pre-school and primary school education facilities was that "one method suites all". This format changed in the later 1900s when specific "tailor made" teaching facilities where introduced and the "average" pre-school and primary school teaching professionals where not "on the whole" faced with the requirement to apply special remedial programs themselves but instead instigated a referral to dedicated specialists. This book covers the rural student with slow reading, comprehension and writing problems, in an environment where specialist speech therapists and child psychologists were and are still rare.This book although very thorough and highlights the major "communication and reading symptoms, in school children" and remedial treatment, places undue pressure upon those teachers, who, at some rural schools are faced with teaching classroom of students varying in age and thereby abilities of comprehension. Schools in rural Australia sometimes had smaller numbers of classrooms and facilities due to their small feeder population and their regional isolation. The Kiewa Valley before the dramatic increase in population in the mid 1950s (SEC Hydro Scheme) was one of these rural communities whose "schooling population" was diverse and small. This reference book, which was used at a Kiewa Valley primary school, reflects upon the Department of Education in Victoria as a highly professional organisation readily applying "modern" learning techniques to all of the department's regional areas. By this broad based application, no school was seen as having any disadvantage due to physical and/or financial isolation.This book has a plain red, cloth bonded, hard cardboard cover with an envelope attached to the inside back cover. The book has a one front blank flyleaf and two rear flyleaves. All lettering ,diagrams, sketches are in black on white as is the only photograph.There is three double sided "preface" pages and nine "contents" pages. There are 508 double sided pages covering 20 chapters and 25 double sided Appendices (5) and four double sided "Index Of Subjects". The cover has printing only on the spine.On the spine at the top "BACKWARDNESS IN THE BASIC SUBJECTS" underneath "SCHONELL" and at the bottom "OLIVER & BOYD"teacher reference books, remedial programs for disadvantages school children, special needs education programs, teacher training

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.Colour photograph of students on the grass outside the Union Building on Mt Helen Campus.federation university, mount helen campus, buildings, u building, students, union building, albert coates building

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.Colour photograph of students on the grass outside the Union Building on Mt Helen Campus.federation university, mount helen campus, students, alumni, art, painter

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.Colour photograph of students on the grass outside the Union Building on Mt Helen Campus.ballarat, lydiard street south, old colonists' hall, mining exchange

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. Hawthorn Institute of Education information on four, one-day seminars as part of a Safety Education Program. This was sent to Ballarat College of Advanced Education along with other Institutions. The Seminar centres around Occupational Safety and Health in Educational Institutions. Speakers include James Coe, Eric Wigglesworth, Derek Viner, A Giles, J Welch, G Carter and Tony Morgan. Topics include Ergonomics in the Workplace, Accident Investigation Techniques, Emergency Preparedness, Flammability and Toxicity of Chemicals. 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. Eleven A4 sheets of coloured paper - each colour indicates different seminar day.Hawthorn Institute of Education letterhead sign ature of Neville Hamer - co-ordinator, In-Service Education and Training Comment in blue pen. viosh, victorian institute of occupational safety and health, safety education program, one-day seminars, occupational safety and health, james coe, eric wigglesworth, derek viner, a giles, j welch, g carter, tony morgan, ergonomics in the workplace, accident investigation techniques, emergency preparedness, flammability and toxicity of chemicals