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

'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

S.S, No 4688, Francis Street, Heathmont, 3135 History Two A4 pages of notes on the beginnings of the Heathmont S.S The text is:- STATE SCHOOL No 4698 Frances Street Heathmont, 3135 HISTORY School classes at Heathmont commenced in the original Methodist Church building in Canterbury Road in 1952 with Mr A.J. McKinlay as Head Teacher in charge of a school of 80 pupils. Shortly afterwards both a Parents and Citizens Association and the first School Committee were formed. Mr J.B. Harper was appointed as president of the Association and Mr H. Walker was elected as chairmen of the Committee, while Mr T. Jago acted as secretary to both bodies. Later in that same year the district Inspector, Mr H. Fleigner since retired and still a Heathmont resident, woe instrumental in obtaining a site for the establishment of the present Heathmont School at the corner of Frances Street and Balfour Avenue. The land was purchased from Mr. Handasyde, an orchardist of Wantirna South. In March 1963 a Bristol prefabricated aluminium building comprising four classrooms and an office was occupied. On April 21st, 1953 the school was opened officially by the Minister for Education, the Hon. A.E. Shepherd MLA. By December of that year the attendance had increased to 191 pupils, Mr N. Gillham was Head Teacher at the time. In February 1955 Mr. K. Gerraty succeeded Mr Gillham and by 1957 attendance had risen to 326 pupils necessitating the provision of additional light timber construction classrooms. Meanwhile the subdivision of large areas of local orchard land into housing estates with its resulting rapidly increasing population presented a persistent school accommodation problem that was met temporarily by the hiring of district church halls to accommodate a steadily rising attendance. Fortunately the tradition of voluntarily contributing to school funds and voluntarily providing labour initiated by the original parent bodies in 1952 was maintained. Then Mr V. Milligan commenced as Head Teacher in 1959, much of the steeply contoured playground area had been terraced, a football oval formed and the basketball court and assembly areas were sealed. These improvements were finally completed largely due to the enthusiasm, vigor and work effected by the School Committee under the chairmanship of Ringwood Councillor Mr JM McRae, as is borne out by the following report by Mr R.J. Chapman, District Inspector in 1961. "The local support by parents given to the Head Teacher and his staff is exceptional and I express my appreciation of their outstanding service." Mr Milligan's contribution to progress, however, lay equally in the internal educational development, particularly with regard to the teaching of reading. A course in the mechanics of speed reading, involving the use of the tachistoscope reading rate controllers and programmed comprehension sets was introduced and a start was made in the building up of a library of literature and reference books. As a result the Education Department appointed a Teacher-librarian to ensure continuity and further progress with this Reading scheme. A feature of Heathmont School is the splendid modern Art/Craft room opened while Mr L. Sebire was head teacher in 1966. This building and courtyard, linked to the original building by a covered way was designed by Mr Salvatore who acted as honorary architect, and was completed by Mr John F. Swan at a cost of �10,000 of which 52% was provided by a School Committee Co-operative loan and 42% by Departmental special grant. Materials used were white sandstone brick and oregon pine. The building bears the name of Councillor J.M. McRae Art Centre as a tribute to the man who did so much to enable its construction. An Art/Craft specialist teacher is provided by the Education Department. As attendance continued to increase to 520 children in 1969, additional accommodation became an urgent necessity. Following negotiations conducted by Mr A. Lethbridge School Committee President, Mr JJ Egan, former Principal and the present Principal, Mr A.S. Don the Education Department Assisted by a second Committee Co-operative loan, purchased the adjacent Baptist Church property thus providing much needed extra accommodation and playground area The newly acquired building is at present in use as two temporary classrooms, but will subsequent be used as a utility rope. A smaller room has been converted to a canteen operated daily by the Parents and Citizens Association, thus providing both a service to the pupils and a source of income. +Additional Keywords: McKinlay, Mr.A G Harper, Mr J.B Walker,Mr.H Fleigner, Mr.H Handasyde, Mr. G Shepherd, Hon. A.E. MLA Gillham, Mr.K Garraty, Mr.K Milligan, Mr.V McRae, Mr. J.M. Chapman,Mr.R.J. Sebire,Mr.L Salvatore,Mr. Swann,Mr.John F. Lethbridge, mr.A Egan,Mr.J.J. Don,Mr.A.S.

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 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

Vol. 2, No. 6, Dec 1997-Jan 1998 CONTENTS TRAVELLER IS TALES Field work by writer Stuart Solman and artists Jenni Mitchell and the Gregory brothers 3 BOOK REVIEWS The Shadows Keep, Ziggurat, The Last Cry Fitting the Pieces and Drawn from Life 7, 8, 18, 20 & 31 CD REVIEWS Small Miracles, Flight and Identify 10 CHRIST, l1M PISSED OFF Clive Dickson comments on the Andres Serrano exhibition 12 THE REAL THING An exhibition explores realism in Australian visual art 14 WRITERS AND READERS A pictorial review 16 JINDYWOROBAK POETS A memoir 22 SHORT STORY Gerald Learns to Swing 25 ART IN PUBLIC PLACES New works for Nillumbik and Darebin 28 TAFE COURSE WINS AWARD Success for North Melbourne Institute of TAFE music program 30 DAREBIN-LATROBE ART PRIZE A new acquisitive art award 30 ART SERVICES & TEACHING 32 "Peter Dougherty has been involved in the local art scene for many years. As publisher and editor of the arts magazine Artstreams, his comments on the various branches of the arts are widely respected. His "The Arts" column in the Diamond Valley Leader presents a brief summary for a much wider cross section of the local community. Peter also operates his own gallery and the Artstreams Cafe at the St Andrews market. Peter has a wealth of knowledge about present day and historical aspects of local art and artists." - Eltham District Historical Society Newsletter No. 161, March 2005Colour front and back cover with feature articles and literary pieces with photographs and advertisements printed in black and white. 36 pages, 30 cm. Vol. 1, no. 1 (Nov. 1996) - Vol. 10, no. 5 (summer ed. 2005/​06) art streams, bridget mcdonnell gallery, templestowe village festival, stuart solman, jennii mitchell, opera in the outback, marguerita marshall, marguerite marshall, volumes, john dougals anderson, lucinda mcnight, ivan southall, ernie tucker, eric bogle, brian brown, sue johnson, scott dunbabin, alex pertout, toby mak, mal sedergreen, steven sedergreen, dean addison, peter ayliffe, daniel chable, eltham bookshop, clive dickson, were street cafe, realism, ray liversidge, jordie albiston, kevin pearson, jon weaving, isha molloy, di morrissey, ian mcbryde, morag fraser, moira rayner, mick woiwod, jim poulter, victorian artists supplies, do lunch at the library licensed cafe, the last cry, michelle lonsdale, la piazza restaurant bar & cafe, trevor hay, daniel donahoe, llobex image wizards, slickers, art in public places, darebin latrobe art prize, john olsen, roger palmer, wholefood delights