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Books on the topic 'Education and State Victoria Melbourne'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

A people learning: Colonial Victorians and their public museums, 1860-1880. North Melbourne, Vic: Australian Scholarly, 2007.

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2

Victoria. Dept. of School Education. Planning for successful schooling: Victorian state schools, 1992-1994. Melbourne: Dept. of School Education, Ministry of Education and Training, Victoria, 1991.

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3

John, Cain. Off course: From public place to marketplace at Melbourne Univerity. Melbourne: Scribe Publications, 2004.

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4

David, Holloway. The inspectors: An account of the inspectorate of the state schools of Victoria, 1851-1983. Melbourne: Institute of Senior Officers of Victorian Education Services, 2000.

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5

Masonería y educación durante el franquismo: La "ilustre" inspectora María Victoria Díaz Riva. [Málaga, Spain]: Universidad de Málaga, 2006.

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6

Mechanics', Worldwide Conference (2004 Melbourne Vic ). Buildings, books and beyond: Mechanics' Worldwide Conference 2004 : proceedings of an international conference convened by the Mechanics' Institutes of Victoria at Swinburne University, Prahran Campus, Melbourne, Australia, 2-4 September 2004. 2nd ed. Prahran, Vic: Prahran Mechanics' Institute Press, 2004.

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7

1948-, Beattie Kate, McNaught Carmel 1950-, and Wills Sandra 1955-, eds. Interactive multimedia in university education: Designing for change in teaching and learning : proceedings of the IFIP TC3/WG3.2 Working Conference on the Design, Implementation, and Evaluation of Interactive Multimedia in University Settings, Melbourne, Victoria, Australia, 6-8 July 1994. Amsterdam: Elsevier, 1994.

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8

Fidel, Castro. Patria y humanidad se han unido para siempre en la mente y el corazón del pueblo cubano: Discursos con motivo del aniversario 40 de la victoria de Playa Girón. La Habana: Oficina de Publicaciones del Consejo de Estado, 2001.

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9

Hall, Charles Browning. Old Melbourne notebook, 1852-1854: Wherein the opinions and observations of Charles Browning Hall concerning that city, the state of Victoria, and the diggings are expressed and embellished with pencil sketches. Northbridge, W.A: Access Press, 1996.

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10

Keeping children safe: The Government's response to the "Victoria Climbié Inquiry report" and Joint Chief Inspectors' Report "Safeguarding children" : Presented to Parliament by the Secretary of State for Health, the Secretary of State for the Home Department and the Secretary of State for Education and Skills by Command of Her Majesty, September 2003. London: TSO, 2003.

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11

Education, Victoria Ministry of, ed. Education in and for a multicultural Victoria: Policy guidelines for school communities. Victoria: Ministry of Education, 1986.

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12

Hewitt, John, and John Cain. Off Course: From Public Place to Market Place at Melbourne University. Scribe Publications Pty Ltd., 2004.

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13

Higher Education in Regional and City Development: State of Victoria, Australia. OECD Publishing, 2010. http://dx.doi.org/10.1787/9789264088979-en.

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14

Taylor, Robin. Wild Places of Greater Melbourne. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643101487.

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Within the Greater Melbourne region there are a remarkable number of places where you can lose yourself in a forest, walk on a deserted beach or watch wildlife in their native environment. This 224-page full colour guide introduces 30 of Melbourne's magnificent 'wild places' selected from national parks, state forests and conservation reserves, all within an hour-and-a-half drive of the centre of Melbourne. Co-produced by CSIRO Publishing and Museum Victoria, Wild Places of Greater Melbourne provides authoritative information on natural habitats and the animals and plants that live there. The book is written at a level that everyone can understand and is stunningly illustrated with more than 200 colour photos, many specially commissioned by some of our leading photographers. Wild Places of Greater Melbourne is designed both for people who live in Melbourne, as well as those who are just visiting for a short while. Every reader will find a wealth of useful information that will help them enjoy greater Melbourne's wonderful natural heritage.

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15

University question: Being a report of the public meeting held at the Kingston conference, in reference to the university question and Victoria College, to which is added Dr. Ryerson's defence of the Wesleyan petitions to the legislature, and of denominational colleges as part of our system of public instruction, in reply to Dr. Wilson and Mr. Langton. Toronto: A. Green, 1985.

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16

1803-1882, Ryerson Egerton, and Ontario. Council of Public Instruction., eds. [Letter]: I have the honour to state that a letter (a copy of which is appended) has been received by this department from the Board of Education for the colony of Victoria, Australia .. [S.l: s.n., 1987.

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17

Department for Education and Skills Staff Great Britain. Government's Response to the Health Committee's Sixth Report of Session 2002-03 on the Victoria Climbie Inquiry Report: Presented to Parliament by the Secretary of State for Education and Skills by Command of Her Majesty, October 2003. Stationery Office, The, 2003.

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18

Urban Stormwater. CSIRO Publishing, 1999. http://dx.doi.org/10.1071/9780643100596.

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The intense concentration of human activity in urban areas leads to changes in both the quantity and quality of runoff that eventually reaches our streams, lakes, wetlands, estuaries and coasts. The increasing use of impervious surfaces designed to provide smooth and direct pathways for stormwater run-off, has led to greater runoff volumes and flow velocities in urban waterways. Unmanaged, these changes in the quantity and quality of stormwater can result in considerable damage to the environment. Improved environmental performance is needed to ensure that the environmental values and beneficial uses of receiving waters are sustained or enhanced. Urban Stormwater - Best-Practice Environmental Management Guidelines resulted from a collaboration between State government agencies, local government and leading research institutions. The guidelines have been designed to meet the needs of people involved in the planning, design or management of urban land uses or stormwater drainage systems. They provide guidance in ten key areas: Environmental performance objectives; Stormwater management planning; Land use planning; Water sensitive urban design; Construction site management; Business surveys; Education and awareness; Enforcement; Structural treatment measures; and Flow management. Engineers and planners within local government, along with consultants to the development industry, should find the guidelines especially useful. Government agencies should also find them helpful in assessing the performance of stormwater managers. While developed specifically for application in Victoria, Australia, the information will be of value to stormwater managers everywhere.

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19

Sarker, Sonita. Women Writing Race, Nation, and History. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192849960.001.0001.

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This book presents how Nation and Narrative are bound together through the figure of the “N/native” as it appears in the non-fictional writings of Cornelia Sorabji, Grazia Deledda, Zitkála-Šá, Virginia Woolf, Victoria Ocampo, and Gwendolyn Bennett. It addresses two questions: How did women writers in the early twentieth century tackle the entangled roots of political and cultural citizenship from which crises of belonging arise? How do their narrative negotiations of those crises inform modernist practice and modernity, then and now? The “N/native” moves between “born in” and “first in” in the context of the modern nation-state. In the dominant discourses of post-imperial as well as decolonizing nations, “Native” is relegated to Time (static or fetishized through nostalgia and romance). History is envisioned as active and contoured, associated with motion and progress, which the “native” inhabits and for whom citizenship is a political as well as a temporal attribute. The six authors’ identities as Native, settler, indigenous, immigrant, or native-citizen are formed from their gendered, racialized, and classed locations in their respective nations. Each author negotiates the intertwined strands of Time and History by mobilizing the “N/native” to reclaim citizenship (cultural-political belonging). This study reveals how their lineage, connections to land, experiences in learning (education), and their labor generate their narratives. The juxtaposition of the six writers keeps in focus the asymmetries in their responses to their times, and illustrates how relevant women’s/feminist production were then, and are in today’s versions of the same urgent debates about heightened nativisms and nationalisms.

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