Academic literature on the topic 'Community and school Victoria History'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Community and school Victoria History.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Community and school Victoria History"
1
Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.
Full textAbstract:
Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
2
Levine, Jill. "Approaches to Indigenous Community History: Mapping the Cemetery at Soowahlie First Nation." Graduate History Review 9, no. 1 (September 23, 2020): 1–19. http://dx.doi.org/10.18357/ghr91202019352.
Full textAbstract:
This paper is a result of my work at the Ethnohistory Field School at the University of Victoria in 2019. I partnered with Soowahlie First Nation who asked the Field School to produce an updated map of the cemetery on their reserve. The work outlines what I found to be the most useful and relevant practices for researching and mapping Stó:lō community cemeteries. The paper also includes a narrative history of the cemetery itself and its role in the community.
3
Goad, Philip. "Designing Woodleigh School: educator and architects in context." History of Education Review 43, no. 2 (September 30, 2014): 190–206. http://dx.doi.org/10.1108/her-03-2014-0014.
Full textAbstract:
Purpose – The purpose of this paper is to examine the professional context of the educator and architects who designed and conceived Woodleigh School in Baxter, Victoria, Australia (1974-1979) and to identify common design threads in a series of schools designed by Daryl Jackson and Evan Walker in the 1970s. Design/methodology/approach – The research was derived from academic and professional publications, film footage, interviews, archival searches and site visits. Standard analytical methods in architectural research are employed, including formal, planning and morphological analysis, to read building designs for meaning and intent. Books, people and buildings were examined to piece together the design “biography” of Woodleigh School, the identification of which forms the basis of the paper's argument. Findings – Themes of loose fit, indeterminate planning, coupled with concepts of classroom as house, and school as town, and engagement with a landscape environment are drawn together under principal Michael Norman's favoured phrase that adolescents might experience “a slice of life”, preparing them for broader engagement with a world and a community outside school. The themes reflect changing aspirations for teenage education in the 1970s, indicating a free and experimental approach to the design of the school environment. Originality/value – The paper considers, for the first time, the interconnected role of educator and architect as key protagonists in envisioning connections between space and pedagogy in the 1970s alternative school.
4
McLeod, Julie. "Experimenting with education: spaces of freedom and alternative schooling in the 1970s." History of Education Review 43, no. 2 (September 30, 2014): 172–89. http://dx.doi.org/10.1108/her-03-2014-0019.
Full textAbstract:
Purpose – The purpose of this paper is to explore philosophies of progressive education circulating in Australia in the period immediately following the expansion of secondary schools in the 1960s. It examines the rise of the alternative and community school movement of the 1970s, focusing on initiatives within the Victorian government school sector. It aims to better understand the realisation of progressive education in the design and spatial arrangements of schools, with specific reference to the re-making of school and community relations and new norms of the student-subject of alternative schooling. Design/methodology/approach – It combines historical analysis of educational ideas and reforms, focusing largely on the ideas of practitioners and networks of educators, and is guided by an interest in the importance of school space and place in mediating educational change and aspirations. It draws on published writings and reports from teachers and commentators in the 1970s, publications from the Victorian Department of Education, media discussions, internal and published documentation on specific schools and oral history interviews with former teachers and principals who worked at alternative schools. Findings – It shows the different realisation of radical aims in the set up of two schools, against a backdrop of wider innovations in state education, looking specifically at the imagined effects of re-arranging the physical and symbolic space of schooling. Originality/value – Its value lies in offering the beginnings of a history of 1970s educational progressivism. It brings forward a focus on the spatial dimensions of radical schooling, and moves from characterisation of a mood of change to illuminate the complexities of these ideas in the contrasting ambitions and design of two signature community schools.
5
F. Preston, Lesley. "“How do we learn about sex?”." History of Education Review 43, no. 1 (May 27, 2014): 19–30. http://dx.doi.org/10.1108/her-11-2012-0037.
Full textAbstract:
Purpose – Using sex education at Shepparton South Technical School (South Tech) as a prism, the purpose of this paper is to analyse the Victorian Technical Schools Division policies and practices during the 1970-1980s. Design/methodology/approach – The paper draws on a documented history of South Tech by using a blended methodology consisting of interviews, media-centred debates and a range of documentary sources. Findings – The Technical Director, Edward “Ted” Jackson's 1970 policy empowered principals as educational leaders, in partnership with their community, to develop courses responding to student needs. This paper analyses a controversy concerning sex education in 1980 that brought such courses under the scrutiny of the Victorian public. Social implications – Identifying the policies and practices of a sex education course that proved successful in the past enhances the development of contemporary courses. Originality/value – Victoria's former secondary technical schools provide an important insight into current social and vocational problems.
6
Cottrell-Boyce, Aidan. "Scandal in Somers town: conspiracism and Catholic schools in early Victorian England." British Catholic History 35, no. 4 (October 2021): 415–39. http://dx.doi.org/10.1017/bch.2021.17.
Full textAbstract:
The middle years of the nineteenth century are notable in the history of Catholicism in England for the development of the ‘papal aggression’ crisis. Catholic emancipation had been met with suspicion by Protestant groups and this suspicion grew into violent antipathy with the publication by Nicholas Wiseman of ‘Ex Porta Flaminia.’ At the same time that this crisis was emerging, Catholic charitable organizations were also attempting to garner support from the state for the building of Catholic schools. With a boom in the poor, urban population, fuelled by the arrival of Irish refugees, this assistance was urgently required. In the midst of this a small school in the heart of London became the focus of a cause célèbre. The belief that this school had been funded by lucre, defrauded from dying and vulnerable members of the Somers Town community by simonist priests, provided the source of a widespread conspiracy theory. The result of this conspiracy theory was a lawsuit, brought in 1851 by the relatives of a deceased benefactor of the school, against the newly enthroned Cardinal Wiseman. Metairie vs. Wiseman became one of the most celebrated and cited cases of the early Victorian era.
7
Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (June 6, 2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.
Full textAbstract:
Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from the curriculum. Design/methodology/approach – Documentary evidence, particularly the correspondence between the central educational boards and the local school committees, is examined to assess the validity of the claims and counter claims made by those involved. Findings – It appears that administrators used accusations of social exclusion to justify the removal of advanced subjects from the curriculum; with the result that it was not until state high schools were established early in the twentieth century that a higher education was again offered in the public sector. Originality/value – The paper looks at an area of educational provision that has attracted little attention from researchers.
8
Yucel, Salih. "Sayyid İbrahim Dellal." Australian Journal of Islamic Studies 3, no. 3 (February 14, 2019): 135–46. http://dx.doi.org/10.55831/ajis.v3i3.139.
Full textAbstract:
İbrahim Dellal (1932-2018) was a community activist and played a pioneering role in establishing religious and educational institutions after his arrival in Melbourne in early 1950. As the grandson of a late Ottoman mufti, being educated at the American Academy, a Baptist missionary school in Cyprus, clashed at times with his traditional upbringing based on Islam, service and Ottoman patriotism. İbrahim’s parents, especially his mother, raised their son to be Osmanli Efendisi, an Ottoman gentleman. He was raised to be loyal to his faith and dedicated to his community. I met him in the late 80s in Sydney and discovered he was an important community leader, a ‘living history’, perhaps the most important figure in the Australian Muslim community since the mid-20th century. He was also one of the founders of Carlton and Preston mosques, which were the first places of worship in Victoria. I wrote his biography and published it in 2010. However, later I found he had more stories related to Australian Muslim heritage. First, this article will analyse İbrahim’s untold stories from his unrevealed archives that I collected. Second, İbrahim’s traditional upbringing, which was a combination of Western education and Ottoman Efendisi, will be critically evaluated. He successfully amalgamated Eurocentric education and Islamic way of life. Finally, his poetry, which reflects his thoughts, will be discussed.
9
Healy, Sianan. "Race, citizenship and national identity in The School Paper, 1946-1968." History of Education Review 44, no. 1 (June 1, 2015): 5–22. http://dx.doi.org/10.1108/her-01-2015-0003.
Full textAbstract:
Purpose – The purpose of this paper is to explore representations of Aboriginal people, in particular children, in the Victorian government’s school reader The School Paper, from the end of the Second World War until its publication ceased in 1968. The author interrogates these representations within the framework of pedagogies of citizenship training and the development of national identity, to reveal the role Aboriginal people and their culture were accorded within the “imagined community” of Australian nationhood and its heritage and history. Design/methodology/approach – The paper draws on the rich material available in the Victorian Department of Education’s school reader, The School Paper, from 1946 to 1968 (when the publication ceased), and on the Department’s annual reports. These are read within the context of scholarship on race, education and citizenship formation in the post-war years. Findings – State government policies of assimilation following the Second World War tied in with pedagogies and curricula regarding citizenship and belonging, which became a key focus of education departments following the Second World War. The informal pedagogies of The School Paper’s representations of Aboriginal children and their families, the author argues, excluded Aboriginal communities from understandings of Australian nationhood, and from conceptions of the ideal Australian citizen-in-formation. Instead, representations of Aboriginal people relegated them to the outdoors in ways that racialised Australian spaces: Aboriginal cultures are portrayed as historical yet timeless, linked with the natural/native rather than civic/political environment. Originality/value – This paper builds on scholarship on the relationship between education, reading pedagogies and citizenship formation in Australia in the post-war years to develop our knowledge of how conceptions of the ideal Australian citizen of the future – that is, Australian students – were inherently racialised. It makes a new contribution to scholarship on the assimilation project in Australia, through revealing the relationship between government policies towards Aboriginal people and the racial and cultural qualities being taught in Australian schools.
10
Kim, Dong-Won. "J. J. Thomson and the emergence of the Cavendish School, 1885–1990." British Journal for the History of Science 28, no. 2 (June 1995): 191–226. http://dx.doi.org/10.1017/s0007087400032969.
Full textAbstract:
The history of the Cavendish Laboratory is a fascinating subject to study, not just because this famous centre of experimental physics produced a large number of Nobel Laureates but also because it gives us an insight into the unique milieu of the Cambridge physics community. The evolution of the Cavendish Laboratory, however, was not as smooth as might be expected, and the prestige and reputation of its first directors – James Clerk Maxwell, Lord Rayleigh, Joseph John Thomson and Ernest Rutherford – did not automatically guarantee a rosy future. Like other British physics laboratories in the late nineteenth century, the Cavendish Laboratory was a new species to meet the pressure and demand from society. Since it propagated new values and modes of doing science, a struggle with old traditions could not be avoided, and the early history of the Cavendish Laboratory illustrates how the ‘old’ and ‘new’ values fought and negotiated each other in late Victorian Cambridge.
Dissertations / Theses on the topic "Community and school Victoria History"
1
Haveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria." Thesis, full-text, 2009. https://vuir.vu.edu.au/2006/.
Full textAbstract:
This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process.
Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community.
The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2.
The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony.
Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.
2
Haveric, Dzavid. "History of the Bosnian Muslim Community in Australia: Settlement Experience in Victoria." full-text, 2009. http://eprints.vu.edu.au/2006/1/Dzavid_Haveric.pdf.
Full textAbstract:
This thesis examines the settlement experience of the Bosnian Muslims in Victoria. Overall this research exploration takes places against background of the history of the immigration to Australia. The study covers migration patterns of Bosnian Muslims from post World War 2 periods to more recent settlement. The thesis provides contemporary insights on Bosnian Muslims living in a Western society such as Australia. The thesis excavates key issues about Islam and the Muslim communities in Western nations and argues that successful settlement is possible, as demonstrated by the Bosnian Muslim community. By adopting a socio-historical framework about settlement, the thesis reveals the significant, interconnected and complex aspects of the settlement process. Settlement of immigrants takes place within global, historical, economic, political, social and cultural elements of both the sending and receiving countries. Thus any study of settlement must examine theories and concepts on migration, settlement, religion, culture, integration and identity. The purpose for migration, the conditions under which migration takes place, the conditions of immigrant reception are fundamental in the context of Australia. Furthermore, Australia since the 1970s has adopted a policy of multiculturalism which has changed settlement experiences of immigrants. These elements are strongly analysed in the thesis both through a critical conceptual appraisal of the relevant issues such as migration, multiculturalism and immigration and through an empirical application to the Bosnian Muslim community. The theoretical element of the study is strongly supported by the empirical research related to settlement issues, integration and multiculturalism in Victoria. Through a socio-historical framework and using a ‘grounded theory’ methodological approach, field research was undertaken with Bosnian Muslim communities, Bosnian organizations and multicultural service providers. In addition, historical data was analysed by chronology. The data provided rich evidence of the Bosnian Muslims’ settlement process under the various governmental policies since World War 2. The study concluded that the Bosnian community has successfully integrated and adapted to the way of life in Australia. Different cohorts of Bosnian Muslims had different settlement patterns, problems and issues which many were able to overcome. The findings revealed the contributions that the Bosnian Muslim community has made to broader social life in Australia such as contribution to the establishment of multi-ethnic Muslim communities, the Bosnian Muslim community development and building social infrastructure. The study also concluded that coming from multicultural backgrounds, the Bosnian Muslims understood the value of cultural diversity and contributed to the development of Australian multiculturalism and social harmony. Overall conclusion of this research is that the different generations of Bosnian Muslims are well-integrated and operate well within Australian multiculturalism.
3
Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
Full text
4
Wiens, Jason. "The Kootenay School of Writing, history, community, poetics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq64891.pdf.
Full text
5
Leonard, John Ellyson. "History of a high school community: 1950-2000." Thesis, Boston University, 2002. https://hdl.handle.net/2144/33505.
Full textAbstract:
Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
A high school administrator writes a history of a Boston urban high school of 1000 students. The educational history looks back through 50 years of neighborhood changes, civil rights, school desegregation, busing, bilingual and special education legislation, standards-based reform, and school restructuring. In 1950, Dilmotte High School was an acceptable secondary school; in 2000, the school was on the critical list with the Department ofEducation with low MCAS scores (the state-wide exit test) and the highest dropout rate of any large comprehensive high school in the Commonwealth. The history is reconstructed from document and record searches, alumni surveys, and interviews; the author was a participant-observer in the school for the last 5 years. The history traces six major themes: 1. School demography - changes in enrollments of various racial and ethnic groups, bilingual and special education students, and the struggle for equal education. 2. Buildings and budgets- facilities conditions, improvements, 3. Teaching and learning - including teaching, curriculum, tracking, ability grouping, mainstreaming and inclusion, vocational education, standards, dropout rates, and graduation rates 4. Leadership- changes in educational administration, leadership style, responsibilities and size of the administrative team; professional development, impact of central administration, superintendent, school committee, and state department of education. 5. Partnerships - the evolving nature of partnerships; how partnerships shaped the agenda of the school; government school relationships; parent school relationships. 6. School Culture- changes in school climate, character, ethos, and culture. Analysis is based in part on the conceptual frameworks of Michael Fullan, Karen Seashore Louis and Matthew Miles, and Frederick Hess. Conclusions address the paucity of educational history, the failure to learn from history, changes in educational administration at the secondary school level, the growing engagement of school partners, the value of teamwork and teacher leadership, policy chum, conflicting educational objectives, and the failure of professional development. Effects on school climate and culture are addressed; Dilmotte never reached a culture of achievement. The failure to define core values in education is targeted as a fundamental problem.
2031-01-01
6
Cate, Whitney Elizabeth. "Forgotten Heroes: Lessons from School Integration in a Small Southern Community." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etd/1512.
Full textAbstract:
In the fall of 1956 Clinton High School in Clinton, Tennessee became the first public school in the south to desegregate. This paper examines how the quiet southern town handled the difficult task of forced integration while maintaining a commitment to the preservation of law and order. As the strength of a community was being tested, ordinary citizens in extraordinary circumstances met the challenges of integration with exceptional courage.
7
Peters, Lyda S. "Reclaiming the Narrative: Black Community Activism and Boston School Desegregation History 1960-1975." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107318.
Full textAbstract:
Thesis advisor: Dennis L. ShirleyThis research study is a historical analysis of Boston school desegregation viewed through the lens of Black Bostonians who gave rise to a Black Education Movement. Its purpose is to place Boston’s school desegregation history in a markedly different context than many of the narratives that evolved since Morgan v. Hennigan (1974). First, it provides a historical connection between the 18th and 19th century long road to equal schooling and the 20th century equal educational opportunity movement, both led by Black activists who lived in Boston. Second, it provides a public space for the voices of 20th century activists to tell their accounts of schooling in Boston. The narrators in this study attended Boston public schools and became leaders and foot soldiers in the struggle to dismantle a racially segregated school system. Ten case studies of Boston’s Black activists provide the foundation for this study. They recount, through oral history, a community movement whose goal was to save children attending majority Black schools from a system that was destroying them. Two theoretical perspectives, Critical Race Theory and Resiliency, inform the research design and findings. The findings shed light on agency from within the Black community, what changes were expected in the schools, the range of views regarding the intent of desegregation, and how systemic racism was the force that drove this community to dismantle a system that violated the 14th Amendment rights of Black students
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
8
Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.
Full textAbstract:
The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.
9
Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.
Full textAbstract:
Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
10
Young, Helen Louise. "The small rural school and community relations in Scotland, 1872-2000 : an interdisciplinary history." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24372.
Full textAbstract:
Seeking to fill a gap in the historiography, this study provides a closely-observed but contextualised social history of Scotland’s rural schools from the late nineteenth century through to the end of the twentieth century. Though particularly concerned with the period following the Education (Scotland) Act, 1872, consideration is given to earlier developments to ensure a depth of understanding and an appreciation of the subtleties of local experience. Adopting an interdisciplinary approach, and combining qualitative and quantitative analysis, the thesis draws together three layers of research: a detailed regional case study of the Highland Perthshire parishes of Fortingall, Kenmore and Killin; a quasi-random sample of sixty-six rural districts from across Scotland; and a national overview. In doing so, it challenges oft-made generalisations about rural life and provides a more nuanced picture of change and continuity in educational policy and practice across Scotland. Focusing in on the relationship between the small rural schools and their communities, the social dimensions of educational provision are explored in depth with special attention being paid to who taught, attended and supported the schools, and how they operated as educational and social spaces. To frame and guide discussion, three core themes – gender, culture and citizenship – are explored throughout and elements of social theory are drawn on to aid analysis and interpretation.
Books on the topic "Community and school Victoria History"
1
Molstad, Agnes. Supplement to the Victoria community, "then and now". [Victoria, Wash.]: A. Molstad, 1985.
Find full text
2
Wokaty, Katherine Mary Whittington. The Shillerville story: The Czech community in Victoria County. [Victoria, Tex.]: K.M.W. Wokaty, 1991.
Find full text
3
Historic Schools Society of Victoria and Victoria. Education Department, eds. School days: Looking back on education in Victoria. Melbourne: Robert Andersen & Associates, 1985.
Find full text
4
Esperanza School: A grassroots community school in Honduras. Charlotte, N.C: Information Age Pub., 2012.
Find full text
5
Bakeman, Mary. Lexington School: Its story, its community. Roseville, MN: Park Genealogical Books, 1998.
Find full text
6
Watering the garden state: Water, land, and community in Victoria, 1834-1988. Sydney: Allen & Unwin, 1989.
Find full text
7
A poor man's diggings: Mining and community at Bethanga, Victoria, 1875-1912. South Yarra, Melbourne: Hyland House, 1987.
Find full text
8
A serious influx of Jews: A history of Jewish welfare in Victoria. St Leonards, NSW, Australia: Allen & Unwin, 1998.
Find full text
9
The Tompkins School: 1925-1953, a community institution. Greenwood, S.C: Attic Press, 1994.
Find full text
10
Music and the arts in the community: The community music school in America. Metuchen, N.J: Scarecrow Press, 1989.
Find full textBook chapters on the topic "Community and school Victoria History"
1
Lemley, Christine K., and John Martin. "Google Sites and Oral History Projects: Connecting School to Community." In Media Rich Instruction, 251–69. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-00152-4_16.
Full text
2
Khakim, M. N. L., I. Y. Afhimma, K. A. Wijaya, M. R. I. Ardiansyah, and Marsudi. "Infographic development of Blambangan Kingdom for history learning in senior high school." In Community Empowerment through Research, Innovation and Open Access, 120–26. London: Routledge, 2021. http://dx.doi.org/10.1201/9781003189206-23.
Full text
3
Shircliffe, Barbara J. "School and Community Loss, Yet Still Imagined in the Oral History of School Segregation in Tampa, Florida." In Schools as Imagined Communities, 125–42. New York: Palgrave Macmillan US, 2006. http://dx.doi.org/10.1057/9781403982933_6.
Full text
4
Malinen, Antti, and Tanja Vahtikari. "Feeling the Nation through Exploring the City: Urban Pedagogy and Children’s Lived Experiences in Postwar Helsinki." In Palgrave Studies in the History of Experience, 319–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69882-9_13.
Full textAbstract:
AbstractIn the post-1945 world, Finnish schools were appointed the new task of fostering democratic values and educating peace-loving citizens. By exploring postwar art and environmental education in Helsinki, understood as means to expand children’s emotional competences, Malinen and Vahtikari provide a unique analysis of the ways educators, children and urban space co-produced the nation in everyday (school) practices. Malinen and Vahtikari show the importance of fully acknowledging the spatial, material and sensory aspects of emotions when discussing children’s emotional formation and historical manifestations of everyday nationalism. To illustrate the adult-children co-creation of different ideas, practices and emotions with respect to the national community, the chapter uses two sets of contemporary sources: educators’ writings and children’s drawings.
5
Johnson, Alice. "Introduction." In Middle-Class Life in Victorian Belfast, 1–17. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789620313.003.0001.
Full textAbstract:
Born in 1843 into a prosperous middle-class family, Thomas Workman was the seventh child of fifteen. His father and uncle ran a muslin manufacturing business. When he was ten years old, Thomas moved with his family from their three-storey mid-terrace in the town centre to a newly built villa in the suburbs. As a young man he entered the family business and soon afterwards he married his wife, Margaret Hill. After a successful few years running his branch of the business, Thomas and Margaret moved with their children to a large country house located ten miles from the city. From here Thomas took the train to work. An upstanding member of the community, Thomas was a magistrate, a governor of the Presbyterian Orphan Society and a Sunday school teacher. Just as both his father and brother had done, he founded a local Presbyterian church. He frequently travelled abroad for work, but still found time to pursue his passions of yachting and natural history. President of the local Natural History Society, Thomas Workman discovered two new species of spiders while on his travels and he published a book, ...
6
DeMatthews, David E. "A History of Urban School Reform." In Community Engaged Leadership for Social Justice, 54–70. Routledge, 2018. http://dx.doi.org/10.4324/9781315172262-4.
Full text
7
Murase, Masatsugu. "History and theory of School as Learning Community." In Lesson Study and Schools as Learning Communities, 14–25. Routledge, 2018. http://dx.doi.org/10.4324/9781315690322-2.
Full text
8
Moses, C. Warren. "History of the Children’s Aid Society Model." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0010.
Full textAbstract:
The Children’s Aid Society’s concept of community schools came to life in February 1992 with the opening of the Salomé Ureña de Henriquez Middle Academies (Intermediate School [IS] 218) and the opening in March 1993 of the Ellen Lurie School (Primary School [PS] 5). These were the first community schools operated by The Children’s Aid Society (CAS) in partnership with New York City’s Board of Education. PS 5 is an elementary school whose students advance to middle school at IS 218. The model has evolved into a well-integrated, multidimensional community school involving CAS, the Board (now Department) of Education, and the parents and many other partners from the broader community. Before the two schools opened, several years were spent in preparation and planning. Initially, CAS surveyed New York City communities to identify those that would benefit most from CAS’s services. This was part of an ongoing effort on CAS’s part to examine its current programs in order to modify them to meet current social and familial needs. The survey led to the selection of the Washington Heights community, which was characterized by a large influx of recent immigrants, substantial poverty, large families, and a dearth of services. A more intensive study conducted by CAS in 1987 had documented the dramatic needs of families in this community and the shortage of services available to them. The school system ranked 32nd of 32 districts in nearly every category. The type of poverty that characterizes new immigrants was endemic: very low-wage jobs, two and three families sharing one apartment, and a reluctance to accept outside help. Washington Heights was the substance- abuse and drug-trafficking hub for the tri-state area and had the city’s highest homicide rate. Teenage pregnancy rates were also among the city’s highest. This community is not unlike those that CAS has traditionally served throughout its 150-year history. What was to be strikingly different was how CAS would address these problems. In setting out to plan a service model, CAS drew on its long and rich history of operating community centers in low-income neighborhoods.
9
Pendell, Ann Chalmers. "A Home and School Community." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0009.
Full textAbstract:
I put my first child in the OC because I wanted to be part of her school life. When my husband and I chose to adopt her, it was because we wanted the experience of raising her. We didn’t want to shuttle her off to a day care or school for someone else to raise. When Alysha was old enough to attend preschool, I found a parent co-op, and when she was old enough to attend elementary school, I heard about the OC and was glad to be able to continue participating in her education. The OC community became important not only as a support in educating our children but also as a community of families with similar goals—helping our children to get the best education we can provide. Other committed parents provide activities for our kids that the teacher and my husband and I cannot. David and I are both artists and can provide techniques and insights for their creative efforts, but we also want them to be able to work with adults who are dedicated to and enthusiastic about math, science, history, ecology, and other aspects of today’s world. The community extends beyond educating our children at school. For 10 years, our family has gone on OC class camping trips sponsored and planned by parents, exploring places we might have never seen on our own. With our children’s classmates and their families we have hiked, shared food, and shared good experiences and bad, warm and cold, the joy of discovery and of watching our children grow. We have learned about children and how they learn and about how to work with other adults. We have developed deep friendships with other families in our children’s classes and have memories and photo albums full of good family experiences that include our OC community. The children’s learning is enhanced by the caring evident in the OC community. For example, the community supports its members in times of family crisis by providing emotional support and practical support—bringing meals, providing child care, and helping with carpools and other responsibilities.
10
Bak, Tao. "‘Embodied knowing’: exploring the founding of the Melbourne Rudolf Steiner school in 1970s Victoria, Australia." In Sight, Sound and Text in the History of Education, 135–50. Routledge, 2020. http://dx.doi.org/10.4324/9780429202650-9.
Full textConference papers on the topic "Community and school Victoria History"
1
Goicu-Cealmof, Simona. "Multicultural urbanonyms in Timişoara." In International Conference on Onomastics “Name and Naming”. Editura Mega, 2022. http://dx.doi.org/10.30816/iconn5/2019/36.
Full textAbstract:
The urbanonyms in Timişoara testify to the history of this city: the rule of Charles Robert of Anjou and John Hunyadi (Castelul Huniade), the Habsburg governance (Iosefin, Elisabetin), the royal rule of interwar Romania (Parcul „Regina Maria”), the communist regime (Liceul „Nikos Beloianis”), the post-communist governance (Piaţa Victoriei). The names of high schools are indicative of the ethnic and religious tolerance specific to Timişoara (Liceul Teoretic „Nikolaus Lenau”, Liceul Teoretic Maghiar „Bartók Béla”, Liceul Teoretic Sârbesc „Dositei Obradovici”, Liceul Teologic Romano-Catolic „Gerhardinum”).
2
Lewis-Harris, Jacquelyn. "A Case Study of Black School Closings in St. Louis: History, Trauma, and Community Advocacy and Voices." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1920962.
Full text
3
Kandaurova, T. "Sociocultural activities of the Russian business community of the XIX – beginning XX century in the context of quantitative history." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1789.978-5-317-06529-4/56-64.
Full textAbstract:
The article presents the experience of analyzing the socio-cultural activities of the Russian business community using quantitative methods (building trend models based on the materials of dynamic series of annual reports) for the development of the Arnoldo-Tretyakov school, shows the contribution of entrepreneurs to the formation of funds for the development and construction of educational institutions, scholarship funds based on charitable practices.
4
Kandaurova, T. "Sociocultural activities of the Russian business community of the XIX – beginning XX century in the context of quantitative history." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1789.978-5-317-06529-4/56-64.
Full textAbstract:
The article presents the experience of analyzing the socio-cultural activities of the Russian business community using quantitative methods (building trend models based on the materials of dynamic series of annual reports) for the development of the Arnoldo-Tretyakov school, shows the contribution of entrepreneurs to the formation of funds for the development and construction of educational institutions, scholarship funds based on charitable practices.
5
Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.
Full textAbstract:
The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.
6
Gila, Cristina Iulia. "Challenges and Achievements of European Education Ministers on Information Exchange and Collaboration within the European Economic Community between 60s and 80s." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/25.
Full textAbstract:
This article examines the concerns of all national education systems in Europe regarding exchanges of information, ideas and collaborations since the beginning of the configuration of the European Community in the 1960s. The idea of working together member states for a better future for the younger generation was found both in the documents of the Conferences of Heads of State on Education and in the consultations of education experts. This was pointed out by education ministers, such as Edgar Faure or Olivier Guichard, in France, who made strong arguments, demonstrating responsibility for action for future generations. Although the beginning was difficult, in the 1960s the documents referred to the education of the children of migrant workers, the importance of learning modern languages, the recognition of diplomas. In the 1980s, meetings at the level of education ministers highlighted a deepening and strengthening of cooperation to adapt language teaching models, expand the study of European history and European institutions in secondary education increasing access to education for children with special needs, setting up school spaces for language learning, but especially the creation of a European Centre for Education.
7
Wardani, Endah Kusuma, Nurul Eko Widiyastuti, Lutvia Dwi Rofika, and Wahyu Adri Wirawati. "Factors Affecting Stunting among Children Under Five Years of Age in Banyuwangi, East Java." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.80.
Full textAbstract:
ABSTRACT Background: Stunting, chronic malnutrition, results from the exposure of the fetus and young child to nutritional deficiency and infectious disease. In Indonesia, 30.8% of children were stunted, in which 26.2% was in East Java and 8.1% Banyuwangi Regency. This study aimed to investigate the factors affecting stunting among children under five years of age in Banyuwangi, East Java. Subjects and Method: This was a cross-sectional study conducted at Klatak and Wonosobo Community Health Centers, Central Java. a sample of 60 children under five years of age was selected for this study. The study variables were child’s gender, maternal age at pregnancy, maternal education, maternal work status, iron intake, history of chronic energy deficiency, exclusive breastfeeding, supplementary feeding, and history of infectious disease. The frequency distribution data were reported descriptively. Results: The majority of stunted children under study were male (53.3%). Most of the women were at age 20 to 34 years during pregnancy (58.3%). As many as 73.3% mothers were low educated. Most of the mothers were housewives (85%). 78.3% of women took iron supplement during pregnancy. Most of the children did not have the history of chronic energy deficiency (60%). Most of the children received exclusive breastfeeding (61.7%) and supplementary feeding (65%). Only a few children had the history of infectious disease (6.7%). Conclusion: The characteristics of subjects under study vary with maternal age at pregnancy, maternal education, maternal work status, iron intake, history of chronic energy deficiency, exclusive breastfeeding, supplementary feeding, and history of infectious disease. Keywords: stunting, children under five years of age, factors Correspondence: Endah Kusuma Wardani. Midwifery Program, School of Health Sciences Banyuwangi. Jl. Letkol Istiqlah No. 109, Banyuwangi, East Java, 68422. Email: qsuma89@yahoo.com. Mobile: +6282257193736. DOI: https://doi.org/10.26911/the7thicph.03.80
8
"Psycho-Behavioral and Socio-Economic Characteristics of Juvenile Delinquency in Wasit Province at 2016 To 2020." In 4th International Conference on Biological & Health Sciences (CIC-BIOHS’2022). Cihan University, 2022. http://dx.doi.org/10.24086/biohs2022/paper.766.
Full textAbstract:
BACKGROUND: one of the serious behavioral problems that affect youth health mentally, physically and socially is Juvenile delinquency. The act by a juvenile is considered delinquency if it is considered a crime when committed by an adult, as well as illegal acts because of offenders age.OBJECTIVE: Is to determine the psycho-behavioral and socio-economic profile of juvenile offenders in Wasit Province. STUDY DESIGN: A cross-sectional hospital-based study targeted all delinquents (n=510) who referred by criminal courts to psychiatric unit for personality study using ICD-10 clinical based interview during 2016 to 2020. Data collected from files of offenders by a routine interviewing (with highly secured information). RESULTS: The mean age ±SD of the indicted was 17.9±2.9 years, male youths consist 96%, with a history of low socioeconomic status, 74% of them lived within family size of ≥7 members; 50% rank in 1st. to 3rd. in among all siblings in their families; 17% losses their fathers. Of total sample, one-half of offenders presented with school dropout and 44% engaged in premature labor. Most of youth presented with good mental health, sometimes they appear with consistent personality only 19 (4%) of them presented with speech and movement disorder, and unstable and uncooperative personality. Of 290 delinquents; 108 (37%) were tobacco smoker and 43 (15%) presented with tattoo. Dropout offenders presented with fourfold smoking and tattoo than students with an Odds Ratios of 3.8 (95% CI 2.25-6.4), and 4.0 (95% CI 1.9-8.7) respectively. 5% of youths have a history of previous offence. (38%) of offenders accused with theft or robbery crimes followed by homicide (16%) and physical fighting or scrimmage (12%). CONCLUSIONS: According to the psychiatric interview, the majority of the indicted were not mentally ill. Low socioeconomic status, live in large family, losses fathers, school dropout, and premature work all these factors may contribute to increase the burden of juvenile delinquency in Wasit province. The prevalence of healthy risk behavior in school dropout delinquents more than in students. Theft and robbery, homicide and physical fighting as a crimes were on the top of the list. Educational and health programs that encourage children to enrolled school and increase awareness of negative impact of juvenile delinquency on individual and community should be considered urgently.
9
Dan Paich, Slobodan. "Conciliation: Culture Making Byproduct." In 8th Peace and Conflict Resolution Conference [PCRC2021]. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/pcrc.2021.002.
Full textAbstract:
Abstract Reclaiming public space at Oakland's Arroyo Public Park, a nexus of crime and illegal activities. A coalition of neighbors invited local performing artists to help animate city agencies, inspire repair of the amphitheater and create daytime performances in the summer, mostly by children. It gave voice to and represented many people. Reclaiming space for community was the impetus, structured curriculum activates were means. Safe public space and learning were two inseparable goals. Conciliation learning through specific responses, example: Crisis Of Perseverance acute among children and youth lacking role models or witnessing success through perseverance. Artists of all types are the embodiment of achievable mastery and completion. Taking place on redefined historic 1940 passenger-cargo/military ship for public peacetime use and as a cultural space. Mixt generations after and outside school programs: Children and Architecture project’s intention was to integrate children’s internal wisdom of playing with learning about the world of architecture (environment and co-habitability) as starting point was an intergenerational setting: 5-12 olds + parents and volunteers, twice weekly from 1989 to 1995 at the Museum of Children’s Art in Oakland, California. Concluding Examples Public celebration and engagements as inadvertent conciliations if prepared for before hand. Biographical sketch: Slobodan Dan Paich native of former Yugoslavia was born 1945. He lived in England from 1967 to 1985. Slobodan taught the History of Art and Ideas, Design and Art Studio from 1969 through 1985 at various institutions in London, including North-East London Polytechnic, Thames Polytechnic and Richmond College-American University in London. Between 1986 to1992, he taught at the University of California at Berkeley. With a number of scholars, artists, and community leaders, he founded the Artship Foundation in 1992, and has been its Executive Director ever since. He also served as a board member of the Society of Founders of the International Peace University in Berlin/Vienna from 1996 to 2002, where he lectured annually and chaired its Committee on Arts and Culture. community@artship.org
10
Wolfe, Byron, and Seher Erdoǧan Ford. "How Do We Work? Metacognition in Creative and Collaborative Practices." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.64.
Full textAbstract:
constitute best practices for initiatingand maintaining sustainable collaborations?These questions arise regularly within the context of our institution, Tyler School of Art and Architecture, which is part of TempleUniversity in Philadelphia, Pennsylvania. The school includes the departments of Architecture and Environmental Design, Art Education and Community Arts Practices, Art History, Studio Art, and Graphic and Interactive Design. It recently updated its structure and adopted a name that captures its breadth of programs to support cross-disciplinary study and reflect current understanding of creative practice and research.One of us being a professor in Studio Art with a background in Photography and the other in Architecture and EnvironmentalDesign, our collective experience and shared interests in interdisciplinary engagements motivated us to design and co-teach a new, graduate-level course focusing on collaboration and the creative process. Following preparations and planning for about a year, we taught the course titled “ Collaboration and Creativity” three times since its first iteration in the fall of 2017. Each semester varied widely in terms of the number of students enrolled, background and expectations both on the part of the students as well as us, as instructors. So far the cohort has included students from architecture, photography, ceramics, glass, painting, printmaking, sculpture and film and media programs.To facilitate research-based collaborative work, we considered place-based topics, allowing for various modes of research, which would generate connections with the local environment. Since students from diverse disciplinary backgrounds and with different skill-sets enroll in the course, we deliberately selected a neutral topic of study, a locally sourced stone, in order to encourage a shared experience of discovery. Taking its name from the creek that defines the northwestern arm of the city of Philadelphia, the Wissahickon schist stone—a metamorphic rock—is widely used in historical construction in the area and well-recognized for its distinct specks of shiny mica and multi-toned layers of gray, blue, brown, and black. We decided to work with this stone as a departure point for diverse lines of inquiry into physical, historical, cultural, and social domains.
Reports on the topic "Community and school Victoria History"
1
Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.
Full textAbstract:
Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.
2
Schmidt-Sane, Megan, Syed Abbas, Soha Karam, and Jennifer Palmer. RCCE Strategies for Monkeypox Response. SSHAP, June 2022. http://dx.doi.org/10.19088/sshap.2022.020.
Full textAbstract:
Given the health, social, and economic upheavals of the COVID-19 pandemic, there is understandable anxiety about another virus, monkeypox, quickly emerging in many countries around the world. In West and Central Africa, where the disease has been endemic for several decades, monkeypox transmission in humans usually occurs in short, controllable chains of infection after contact with infected animal reservoirs. Recent monkeypox infections have been identified in non-endemic regions, with most occurring through longer chains of human-to-human spread in people without a history of contact with animals or travel to endemic regions. These seemingly different patterns of disease have prompted public health investigation. However, ending chains of monkeypox transmission requires a better understanding of the social, ecological and scientific interconnections between endemic and non-endemic areas. This brief is intended to be read in conjunction with the companion brief entitled ‘Social Considerations for Monkeypox Response’.1 In this set of briefs, we lay out social considerations from previous examples of disease emergence to reflect on 1) the range of response strategies available to control monkeypox, and 2) specific considerations for monkeypox risk communication and community engagement (RCCE). These briefs are intended to be used by public health practitioners and advisors involved in developing responses to the ongoing monkeypox outbreak, particularly in non-endemic countries. This brief on RCCE strategies for monkeypox response was written by Megan Schmidt-Sane (IDS), Syed Abbas (IDS), Soha Karam (Anthrologica), and Jennifer Palmer (LSHTM), with contributions from Hayley MacGregor (IDS), Olivia Tulloch (Anthrologica), and Annie Wilkinson (IDS). It was reviewed by Will Nutland (The Love Tank CIC/PrEPster) and was edited by Victoria Haldane (Anthrologica). This brief is the responsibility of SSHAP.
3
Abbas, Syed, Soha Karam, Megan Schmidt-Sane, and Jennifer Palmer. Social Considerations for Monkeypox Response. Institute of Development Studies, June 2022. http://dx.doi.org/10.19088/sshap.2022.021.
Full textAbstract:
Given the health, social, and economic upheavals of the COVID-19 pandemic, there is understandable anxiety about another virus, monkeypox, quickly emerging in many countries around the world. In West and Central Africa, where the disease has been endemic for several decades, monkeypox transmission in people usually happens in short, controllable chains of infection after contact with infected animal reservoirs. Recent monkeypox infections have been identified in non-endemic regions, with most occurring through longer chains of human-to-human spread in people without a history of contact with animals or travel to endemic regions. These seemingly different patterns of disease have prompted public health investigation. However, ending chains of monkeypox transmission requires a better understanding of the social, ecological and scientific interconnections between endemic and non-endemic areas. In this set of companion briefs, we lay out social considerations from previous examples of disease emergence to reflect on 1) the range of response strategies available to control monkeypox, and 2) specific considerations for monkeypox risk communication and community engagement (RCCE). We aim for these briefs to be used by public health practitioners and advisors involved in developing responses to the ongoing monkeypox outbreak, particularly in non-endemic countries. This brief on social considerations for monkeypox response was written by Syed Abbas (IDS), Soha Karam (Anthrologica), Megan Schmidt-Sane (IDS), and Jennifer Palmer (LSHTM), with contributions from Hayley MacGregor (IDS), Olivia Tulloch (Anthrologica), and Annie Wilkinson (IDS). The brief was reviewed by Boghuma Titanji (Emory University School of Medicine). This brief is the responsibility of SSHAP.