Academic literature on the topic 'School vandalism Victoria Melbourne'

This Special Issue is based on selected papers from the Environmental Social and Governance (ESG) and Sustainability Conference (2021). This is the second ESG conference held by Victoria University Business School (VUBS) and the Institute of Sustainable Industries and the Liveable Cities (ISILC) of Victoria University, Melbourne, Australia.

Des English was a person of great charm, innovation, and inner strength. His early death at the age of 44 in 1977 came as a bitter blow not only for his family but for the many teachers and parents he had influenced and guided in respectively providing and in seeking educational opportunities for children with disabilities. Des grew up in a small town in Victoria called Donnybrook, north of Melbourne. He was educated by the Marist Brothers at Kilmore College, and in the 50’s trained as a primary teacher at Geelong Teachers College, from which he gained an extension of one year to study as a Special Teacher at Melbourne Teachers College. His first appointment was as an Opportunity Grade teacher at North Melbourne State School. His talent for leadership surfaced early and in his second appointment he became Principal of Footscray Special School for children and adolescents with intellectual disability. Throughout the rest of his career he gained one promotion after another to the Principal positions at Ormond, Travencore and St. Alban’s Special schools. I was fortunate to work as a deputy principal with him throughout his last two appointments.

This year marks the first decade of operations for the Gene Technology Access Centre (GTAC). The decade has seen a grassroots initiative by a small group of eminent research scientists and dedicated personnel from the University High School in Melbourne grow into a specialist education centre in cell and molecular biology that attracts over 6000 students and their teachers each year. GTAC has not only refocused student and teacher attention on the interdisciplinary nature of contemporary biology, but has also highlighted how a ?centre model for learning?, based upon collaboration and partnerships, can exist within ?the school system? and meet the needs of students and teachers from across Victoria and beyond.

In the early 1890s, David Orme Masson, Professor of Chemistry at the University of Melbourne, invented a new way to display the periodic table of the elements, in which the transition elements were arranged on a flap that projected from the plane containing the main group elements. He shared the idea with his mentor, Sir William Ramsay, at University College London, who published a similar model in his 1896 book. The ?flap' arrangement was an outcome of Masson's research interest in the periodic classification of the elements, to which he also made contributions in the 1890s about the placement of hydrogen and suggested to Ramsay that a new main group was needed to accommodate the rare gases such as helium and argon then being discovered in London. Although it was not widely adopted elsewhere, Masson's ?flap' model was a research and a teaching tool that was used at the University of Melbourne and in school chemistry teaching in Victoria for over half a century.

Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

Health-related quality of life (HRQOL) is a fundamental concept in the field of clinical medicine and has been studied during the last years by psychologists, sociologists, economists and managers. The concept of HRQOL includes those aspects of overall QOL that can be indicated to have an impact on patients’ health, either physical or psychological. Concerning the individuals, this incorporates physical and mental health cognitions, including sociodemographic factors, sexual functioning, fatigue, sleep disorders and functional status. One of the most eminent experts in the world in the field of QOL is Prof. Robert Cummins [Professor of Psychology at Deakin University in Australia (School of Psychology, Deakin University, 221 Burwood Highway, Victoria 3125 Melbourne, Australia. E-mail: robert.cummins@deakin.edu.au)] who kindly accepted to answer our questions in the con- text of this special edition.

In essence, the following thesis examines the development of high technology industry (HTI) in metropolitan Melbourne. The thesis focuses on an assessment of the Victorian Government's spatially-focussed HTI development policy known as the 'Technology Precincts Policy" (TPP) which was adopted in 1988. Under this policy, five technology precincts have been established in Melbourne to encourage the development of HTI. Two main approaches were employed to evaluate the TPP, namely, a review of relevant literature and an analysis of unpublished data obtained from and produced by the ABS specifically for this thesis. The primary analysis involved determining the geographical orientation and locational preferences of HTI in Melbourne compared to the location of the five designated technology precincts. From the findings of the two research approaches, it is concluded that the TPP is not relevant, accurate or successful policy in terms of the development of HTI in Melbourne. This is primarily because the policy is too spatially-focussed and the designated technology precincts do not reflect the actual factors that influence the location and development of HTI in Melbourne. Given the thesis findings, an alternative HTI development policy for Melbourne is recommended. The recommended policy focuses on the Melbourne metropolitan area as a whole and would involve a range of integrated and co-ordinated State Government initiatives and measures. Its goal would be an economic and urban environment in Melbourne which encourages innovation and HTI development throughout the metropolis, rather than seek a specific outcome in a particular spatial order.

It is difficult to locate the genesis of any subject of creative and critical inquiry. However, I consider I embarked on this MA research project because having a decent coffee was important to me, and I did not know why. I recall the precise moment I realised I was attaching special meaning to coffee. I was in a new cafe at Airey's Inlet, seaside town on the Great Ocean Road in Victoria, my home State, and I had ordered a cafe latte: The woman serving me was in her sixties and appeared to be out of her depth; she was most likely helping her daughter set up the cafe and trying to be useful. I imagined she lived on one of the surrounding farms - she reminded me of my mother. Her hands had probably made a thousand morning teas for shearers with big pots of tea, the best china for the jug of milk and tea cups, and big baskets of scones with cream and jam. But using an espresso machine had baffled her. I, on the other hand, no longer wanted the life of tea and demanded a decent coffee (Cook, 2005:15). At that moment I realised there were a number of reasons for me wanting that coffee to be 'decent'. They related to my growing up in the country and wanting to live in the city, to my experience of cafe life in Europe, and finally to personal rebellion - against certain conservatism of the 1970s in Australia, and ultimately against a colonial English custom of tea. This project is located in food and social history and focuses particularly on the introduction of espresso coffee to Melbourne in the 1950s and '60s, as in my view the Italian cafes of that period had the greatest influence upon present cafe culture. However, this project is not pure social or food history, as it synthesises my own personal experience, and that of my interviewees, with archival, scholarly and more journalistic/literary research, and with a particular approach to the writing of non-fiction narrative, known as 'creative non-fiction'. The final thesis can be seen therefore as a fusion of qualitative and scholarly research, with memoir and oral history - or, in summary, as what I have termed a 'selective cultural history'.

Triestine migration to Australia is the direct consequence of numerous disputations over the city's political boundaries in the immediate post-World War II period. As such the triestini themselves are not simply part of an overall migratory movement of Italians who took advantage of Australia's post-war immigration program, but their migration is also the reflection of an important period in the history of what today is known as the Friuli Venezia Giulia Region. By examining the migrant experience of both first and subsequent generations of Triestines in the Australian city of Melbourne in a historical context, this study highlights the importance of both the past and the present experience in the process of migrant settlement and identity construction.

Small businesses represent by far the largest proportion of business entities within Australian business, and as such represent a vital component of the country’s economic structure (ABS, 2016). There has been a significant increase in the Australian population due to immigration from a range of countries. In fact, Australia is now very diverse, with migrants arriving from more than 200 countries across the world. There are approximately 5.3% of all small businesses that are run by Vietnamese entrepreneurs in Australia (ABS, 2016). It is clear from this figure that Vietnamese small businesses make up a significant proportion of this sector in Australia. This thesis examines the dynamics of Vietnamese migrants in small business in Victoria. The consideration of environmental and personal factors in understanding Vietnamese migrant business start-ups, survival and Ethnic Entrepreneurship theories has been the focus of discussion for this study. Firstly, there is a general consensus of what contributing environmental and personal factors influence the Vietnamese migrant in business start-up. Secondly, the thesis looks at how these factors are associated with the Ethnic Entrepreneurship theories identified in the literature. Lastly, the work identifies what factors have contributed to the Vietnamese migrant in sustaining their small business.

This project analysed the development of a selection of international and national mentoring programmes in higher education institutions and specifically at Victoria University. Based on the analysis of successful international and national mentoring programmes, the performance of past Victoria University mentoring programmes and research on current mentoring programmes at the University, this thesis has developed core principles of a standardised mentoring programme.

When Australian law teaching began in 1857, few lawyers in common-law systems had studied law at university. The University of Melbourne's new course joined the early stages of a dual transformation, of legal training into university study and of contemporary common law into an academic discipline. Victoria's Supreme Court immediately gave the law school what was known in America as 'diploma privilege': its students could enter legal practice without passing a separate admission exam. Soon university study became mandatory for locally trained lawyers, ensuring the law school's survival but placing it at the centre of disputes over the kind of education the profession should receive. Friction between practitioners and academics hinted at the negotiation of new roles as university study shifted legal training further from its apprenticeship origins. The structure of the university (linked to the judiciary through membership of its governing council) and the profession (whose organisations did not control the admission of new practitioners) aided the law school's efforts to defend both its training role and its curriculum against outside attack.
Legal academics turned increasingly to the social sciences to maintain law's claim to be not only a professional skill, but an academic discipline. A research-based and reform-oriented theory of law appealed to the nascent academic profession, linking it to legal practice and the development of public policy but at the same time marking out for the law school a domain of its own. American ideas informed thinking about research and, in particular, pedagogy, although the university's slender financial resources, dependent on government grants, limited change until after World War II. In other ways the law school consciously departed from American models. It taught undergraduate, not graduate, students, and its curriculum included history, jurisprudence and non-legal subjects alongside legal doctrine. Its few professors specialised in public law and jurisprudence, leaving private law to a corps of part-time practitioner-teachers. The result was a distinctive model of state-certified compulsory education in both legal doctrine and the history and social meanings of law.

Religion and culture can impact profoundly on healthcare practices and health outcomes. The Australian community is rich and diverse in differing cultures and religions, and at times of medical emergency the paramedic increasingly will be required to respond to healthcare needs of this diverse community. This study is designed to investigate current paramedic practices as they relate to an awareness of the cultural and religious needs of community groups as a holistic approach. It also incorporates the voices of these community groups from their experiences with emergency paramedics during pre‐hospital health care for those living in Melbourne, Australia.

This study is an evaluation of Victoria University’s Workplace Learning Melbourne West (WLMW) work placement service to employers. Local Community Partnership’s (LCPs) like Workplace Learning (WLMW) are funded to coordinate work placements for vocational students and enable them to integrate about 10 days on-the-job learning in industry with classroom study. To keep enterprises engaged in the program the study canvasses employers’ perspectives on the work placement service with a view to improving program effectiveness. Work placements constitute a growing element in the senior secondary curriculum and the demand on employers to provide or grow opportunities for students is intense. The study sought to identify the changes required to manage the increased demand for work placements more effectively taking into account the needs of enterprises to improve the quality of the work placement service delivered and employer satisfaction with it.

Yarra Bend Park means different things to different users. To the city and urban dwellers that surround it, the Park is a bush haven, a picnic area and a source for both formal and informal recreational activities supported by its lawned areas, its many ovals and two golf courses. To the developer, it represents a piece of potentially extremely valuable real estate, however unattainable. To State and Local Governments, it has been used as a place to locate freeways, hospitals, a prison and other institutes, and to the Yarra Bend Park Trust, a place for recreation, conservation, research, education and appreciation of natural beauty. This minor thesis attributes to Yarra Bend Park considerable potential for tourism development and concludes that Yarra Bend Park has the capacity to serve as a unique tourist attraction for Victoria.

Dead Cars in Westall is a collection of interlocking narratives, examining the everyday practices of multicultural migrancy, postcolonial sexuality and commodity culture in the cosmopolitan global/local nexus of Melbourne. These narratives are supported by postmodern and poststructuralist theoretical underpinnings pertaining to gender, sexuality, class, race/ethnicity and popular culture. Utilizing a bricolage of qualitative methodology, the stories are autoethnographic and automobilic and describe mobile subject positions, which traverse time and space. The 'dead car way' of resistance, influenced by Chela Sandoval's Methodology of the Oppressed and explicated throughout the text, produces a third space of cultural possibility, that of the Uiminal' or the space in-between, whereby the subject is constantly in flux.

This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning' (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.

This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.