Identifying Seasonal Stars in Kaurna Astronomical Traditions
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Arts & Culture Plan South Australia 2019
Arts & Culture Plan South Australia 2019 - 2024 1 To Dream To Explore To Create Acknowledgment of Country Aboriginal and Torres Strait Islander people have made and continue to make a unique and irreplaceable contribution to Australia. The South Australian Government acknowledges and respects Aboriginal people as the state’s first people and nations, and recognises Aboriginal people as traditional owners and occupants of South Australian land and waters. The South Australian Government acknowledges that the spiritual, social, cultural and economic practices of Aboriginal people come from their traditional lands and waters, and that Aboriginal people maintain cultural and heritage beliefs, languages and laws which are of ongoing importance today. Front cover Production: mi:wi Organisation: Vitalstatistix Photographer: Gregory Lorenzutti Table of Contents Page Vision, Mission, 4 Values 4 6 Goals 5 Message and commitment from the Government 7 Introduction 9 An Arts Plan for the future 10 Why now is the time for the Plan 10 Four reasons to pivot 11 South Australia. A history of creative and cultural innovation 12 1 The Structure of this Plan 16 South Australia, A gateway to the first and original story 17 Songlines: Tracking the Seven Sisters 18 Goal 1 20 Goal 2 24 Goal 3 28 Goal 4 32 Goal 5 36 Goal 6 40 Capturing value and impact 42 Footnotes 44 Adelaide College of the Arts Organisation: TAFE SA Photographer: Sam Roberts The Arts and Culture Plan for This Arts Plan is about igniting a This narrative is about how we TELL South Australia 2019 – 2024 new level of connectivity – between THESE STORIES, and relates strongly artists, organisations, institutions and to South Australia’s ‘market and brand’. -
Biodiversity
Biodiversity KEY5 FACTS as hunting), as pasture grasses or as aquarium species Introduced (in the case of some marine species). They have also • Introduced species are been introduced accidentally, such as in shipments of recognised as a leading Species imported grain or in ballast water. cause of biodiversity loss Introduced plants, or weeds, can invade and world-wide. compete with native plant species for space, light, Trends water and nutrients and because of their rapid growth rates they can quickly smother native vegetation. • Rabbit numbers: a DECLINE since Similarly to weeds, many introduced animals compete introduction of Rabbit Haemorrhagic with and predate on native animals and impact on Disease (RHD, also known as calicivirus) native vegetation. They have high reproductive rates although the extent of the decline varies and can tolerate a wide range of habitats. As a result across the State. they often establish populations very quickly. •Fox numbers: DOWN in high priority Weeds can provide shelter for pest animals, conservation areas due to large-scale although they can provide food for or become habitat baiting programs; STILL A PROBLEM in for native animals. Blackberry, for example, is an ideal other parts of the State. habitat for the threatened Southern Brown Bandicoot. This illustrates the complexity of issues associated •Feral camel and deer numbers: UP. with pest control and highlights the need for control •Feral goat numbers: DECLINING across measures to have considered specific conservation Weed affected land – Mount Lofty Ranges the State. outcomes to be undertaken over time and to be Photo: Kym Nicolson •Feral pig numbers: UNKNOWN. -
Where Are the Distant Worlds? Star Maps
W here Are the Distant Worlds? Star Maps Abo ut the Activity Whe re are the distant worlds in the night sky? Use a star map to find constellations and to identify stars with extrasolar planets. (Northern Hemisphere only, naked eye) Topics Covered • How to find Constellations • Where we have found planets around other stars Participants Adults, teens, families with children 8 years and up If a school/youth group, 10 years and older 1 to 4 participants per map Materials Needed Location and Timing • Current month's Star Map for the Use this activity at a star party on a public (included) dark, clear night. Timing depends only • At least one set Planetary on how long you want to observe. Postcards with Key (included) • A small (red) flashlight • (Optional) Print list of Visible Stars with Planets (included) Included in This Packet Page Detailed Activity Description 2 Helpful Hints 4 Background Information 5 Planetary Postcards 7 Key Planetary Postcards 9 Star Maps 20 Visible Stars With Planets 33 © 2008 Astronomical Society of the Pacific www.astrosociety.org Copies for educational purposes are permitted. Additional astronomy activities can be found here: http://nightsky.jpl.nasa.gov Detailed Activity Description Leader’s Role Participants’ Roles (Anticipated) Introduction: To Ask: Who has heard that scientists have found planets around stars other than our own Sun? How many of these stars might you think have been found? Anyone ever see a star that has planets around it? (our own Sun, some may know of other stars) We can’t see the planets around other stars, but we can see the star. -
1 Australian Tidal Currents – Assessment of a Barotropic Model
https://doi.org/10.5194/gmd-2021-51 Preprint. Discussion started: 14 April 2021 c Author(s) 2021. CC BY 4.0 License. Australian tidal currents – assessment of a barotropic model (COMPAS v1.3.0 rev6631) with an unstructured grid. David A. Griffin1, Mike Herzfeld1, Mark Hemer1 and Darren Engwirda2 1Oceans and Atmosphere, CSIRO, Hobart, TAS 7000, Australia 2Center for Climate Systems Research, Columbia University, New York City, NY, USA and NASA Goddard Institute for 5 Space Studies, New York City, NY, USA Correspondence to: David Griffin ([email protected]) Abstract. While the variations of tidal range are large and fairly well known across Australia (less than 1 m near Perth but more than 14 m in King Sound), the properties of the tidal currents are not. We describe a new regional model of Australian 10 tides and assess it against a validation dataset comprising tidal height and velocity constituents at 615 tide gauge sites and 95 current meter sites. The model is a barotropic implementation of COMPAS, an unstructured-grid primitive-equation model that is forced at the open boundaries by TPXO9v1. The Mean Absolute value of the Error (MAE) of the modelled M2 height amplitude is 8.8 cm, or 12 % of the 73 cm mean observed amplitude. The MAE of phase (10°), however, is significant, so the M2 Mean Magnitude of Vector Error (MMVE, 18.2 cm) is significantly greater. The Root Sum Square over the 8 major 15 constituents is 26% of the observed amplitude.. We conclude that while the model has skill at height in all regions, there is definitely room for improvement (especially at some specific locations). -
Aboriginal and Indigenous Languages; a Language Other Than English for All; and Equitable and Widespread Language Services
DOCUMENT RESUME ED 355 819 FL 021 087 AUTHOR Lo Bianco, Joseph TITLE The National Policy on Languages, December 1987-March 1990. Report to the Minister for Employment, Education and Training. INSTITUTION Australian Advisory Council on Languages and Multicultural Education, Canberra. PUB DATE May 90 NOTE 152p. PUB TYPE Reports Descriptive (141) EDRS PRICE MF01/PC07 Plus Postage. DESCRIPTORS Advisory Committees; Agency Role; *Educational Policy; English (Second Language); Foreign Countries; *Indigenous Populations; *Language Role; *National Programs; Program Evaluation; Program Implementation; *Public Policy; *Second Languages IDENTIFIERS *Australia ABSTRACT The report proviCes a detailed overview of implementation of the first stage of Australia's National Policy on Languages (NPL), evaluates the effectiveness of NPL programs, presents a case for NPL extension to a second term, and identifies directions and priorities for NPL program activity until the end of 1994-95. It is argued that the NPL is an essential element in the Australian government's commitment to economic growth, social justice, quality of life, and a constructive international role. Four principles frame the policy: English for all residents; support for Aboriginal and indigenous languages; a language other than English for all; and equitable and widespread language services. The report presents background information on development of the NPL, describes component programs, outlines the role of the Australian Advisory Council on Languages and Multicultural Education (AACLAME) in this and other areas of effort, reviews and evaluates NPL programs, and discusses directions and priorities for the future, including recommendations for development in each of the four principle areas. Additional notes on funding and activities of component programs and AACLAME and responses by state and commonwealth agencies with an interest in language policy issues to the report's recommendations are appended. -
Indigenous Design Issuesceduna Aboriginal Children and Family
INDIGENOUS DESIGN ISSUES: CEDUNA ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ 1 INDIGENOUS DESIGN ISSUES: CEDUNA ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ 2 INDIGENOUS DESIGN ISSUES: CEDUNA ABORIGINAL CHILDREN AND FAMILY CENTRE ___________________________________________________________________________________ TABLE OF CONTENTS PREFACE .................................................................................................................................... 5 ACKNOWELDGEMENTS............................................................................................................ 5 INTRODUCTION ......................................................................................................................... 5 PART 1: PRECEDENTS AND “BEST PRACTICE„ DESIGN ....................................................10 The Design of Early Learning, Child-care and Children and Family Centres for Aboriginal People ..................................................................................................................................10 Conceptions of Quality ........................................................................................................ 10 Precedents: Pre-Schools, Kindergartens, Child and Family Centres ..................................12 Kulai Aboriginal Preschool ............................................................................................. -
Broken Hill Complex
Broken Hill Complex Bioregion resources Photo Mulyangarie, DEH Broken Hill Complex The Broken Hill Complex bioregion is located in western New South Wales and eastern South Australia, spanning the NSW-SA border. It includes all of the Barrier Ranges and covers a huge area of nearly 5.7 million hectares with approximately 33% falling in South Australia! It has an arid climate with dry hot summers and mild winters. The average rainfall is 222mm per year, with slightly more rainfall occurring in summer. The bioregion is rich with Aboriginal cultural history, with numerous archaeological sites of significance. Biodiversity and habitat The bioregion consists of low ranges, and gently rounded hills and depressions. The main vegetation types are chenopod and samphire shrublands; casuarina forests and woodlands and acacia shrublands. Threatened animal species include the Yellow-footed Rock- wallaby and Australian Bustard. Grazing, mining and wood collection for over 100 years has led to a decline in understory plant species and cover, affecting ground nesting birds and ground feeding insectivores. 2 | Broken Hill Complex Photo by Francisco Facelli Broken Hill Complex Threats Threats to the Broken Hill Complex bioregion and its dependent species include: For Further information • erosion and degradation caused by overgrazing by sheep, To get involved or for more information please cattle, goats, rabbits and macropods phone your nearest Natural Resources Centre or • competition and predation by feral animals such as rabbits, visit www.naturalresources.sa.gov.au -
Clamor Schürmann's Barngarla Grammar This Book Is Available As a Free Fully-Searchable Ebook from Clamor Schürmann's Barngarla Grammar
Clamor Schürmann's Barngarla grammar This book is available as a free fully-searchable ebook from www.adelaide.edu.au/press Clamor Schürmann's Barngarla grammar A commentary on the first section of A vocabulary of the Parnkalla language (revised edition 2018) by Mark Clendon Linguistics Department, Faculty of Arts The University of Adelaide Clamor Wilhelm Schürmann Published in Adelaide by University of Adelaide Press The University of Adelaide Level 14, 115 Grenfell Street South Australia 5005 [email protected] www.adelaide.edu.au/press The University of Adelaide Press publishes externally refereed scholarly books by staff of the University of Adelaide. It aims to maximise access to the University’s best research by publishing works through the internet as free downloads and for sale as high quality printed volumes. © 2015 Mark Clendon, 2018 for this revised edition This work is licenced under the Creative Commons Attribution-NonCommercial- NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-nd/4.0 or send a letter to Creative Commons, 444 Castro Street, Suite 900, Mountain View, California, 94041, USA. This licence allows for the copying, distribution, display and performance of this work for non-commercial purposes providing the work is clearly attributed to the copyright holders. Address all inquiries to the Director at the above address. For the full Cataloguing-in-Publication data please contact the National Library of Australia: [email protected] -
Re-Awakening Languages: Theory and Practice in the Revitalisation Of
RE-AWAKENING LANGUAGES Theory and practice in the revitalisation of Australia’s Indigenous languages Edited by John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh Copyright Published 2010 by Sydney University Press SYDNEY UNIVERSITY PRESS University of Sydney Library sydney.edu.au/sup © John Hobson, Kevin Lowe, Susan Poetsch & Michael Walsh 2010 © Individual contributors 2010 © Sydney University Press 2010 Reproduction and Communication for other purposes Except as permitted under the Act, no part of this edition may be reproduced, stored in a retrieval system, or communicated in any form or by any means without prior written permission. All requests for reproduction or communication should be made to Sydney University Press at the address below: Sydney University Press Fisher Library F03 University of Sydney NSW 2006 AUSTRALIA Email: [email protected] Readers are advised that protocols can exist in Indigenous Australian communities against speaking names and displaying images of the deceased. Please check with local Indigenous Elders before using this publication in their communities. National Library of Australia Cataloguing-in-Publication entry Title: Re-awakening languages: theory and practice in the revitalisation of Australia’s Indigenous languages / edited by John Hobson … [et al.] ISBN: 9781920899554 (pbk.) Notes: Includes bibliographical references and index. Subjects: Aboriginal Australians--Languages--Revival. Australian languages--Social aspects. Language obsolescence--Australia. Language revival--Australia. iv Copyright Language planning--Australia. Other Authors/Contributors: Hobson, John Robert, 1958- Lowe, Kevin Connolly, 1952- Poetsch, Susan Patricia, 1966- Walsh, Michael James, 1948- Dewey Number: 499.15 Cover image: ‘Wiradjuri Water Symbols 1’, drawing by Lynette Riley. Water symbols represent a foundation requirement for all to be sustainable in their environment. -
The Be (Video)
CRACKERJACK EDUCATION — TEACHING WITH AUNTY Year 6 Knowledge area: Dreaming TEACHING NOTES The Be (Video) Text type: narrative, spoken, online, multimodal VISUAL STIMULUS FOCUS The Be is one of twelve ancient Dreaming stories, each story uniquely interpreted by contemporary animators, musicians, artists, writers and actors. It explores kinship and identification with a community through language, song and dance. PRIOR TO VIEWING Introduce the video The Be to students. Start the video on the website. To engage your students, pause the animation after the first 10 seconds to show the initial first frame of the story and ask the students to identify the landscape or setting. (Answer: It is set in the desert. Ask the students how they know it is the desert.) Ask the students to think about what clues the first frame of the animation gives about the type of story it is. Ask the students to predict who or what they think ‘The Be’ might be. Background • The Be is an animated Dreaming story • At the time of European colonisation there and is part of the Dust Echoes video series were hundreds of different traditional Aboriginal produced by the ABC. The story explores languages and several geographically defined kinship and identification with a community. Torres Strait Islander languages spoken in It includes full narration to assist teachers Australia.1 with enunciation of language words and • Historically, clan groups could speak not only songs, and introduces Aboriginal language to their own language but also the language students. belonging to their neighbours. This was very • The Be is a Yirritja (Year-rit-cha) story told in important when trade and travel occurred Dalabon (Dal-a-bon) language from Central across traditional language boundaries.2 Arnhem Land in the Northern Territory. -
Adelaide Plains Council Strategic Plan 2020-2024
Adelaide Plains Council Strategic Plan 2020-2024 Proprietary Information Statement The information contained in this document produced by Holmes Dyer Pty Ltd is solely for the use of the Client identified on the coversheet for the purpose for which it has been prepared and Holmes Dyer Pty Ltd takes no responsibility to any third party who may rely upon this document. Document Control Revision Description Author Date v6 Draft for public notice CWS BC 12.11.2020 v7 Draft for public notice PCWS BC 19.11.2020 v8 Draft for public notice AFB BC 24.11.2020 v9 Draft for public notice FFB BC 24.11.2020 Final For Adoption BC 13.01.2021 ii 01_ Foreward Page 1 02_ Our Shared Vision Page 5 03_ Our Shared Context Page 9 04_ Our Shared Approach Page 21 05_ Review and Monitor Page 33 1 01 FOREWARD A message from the Mayor As newly elected representatives of the Adelaide Plains Community we come together at a time of significant opportunities and challenges for the Council. These opportunities and challenges will frame our approach and shape our priorities for Adelaide Plains to 2024. Our Community Our Environments We are beginning to experience population growth which could We are fortunate to be custodians of a globally significant and peak at over 300 new people joining our community each year - intact remnant coastal habitat that has the dual economic long into the future. Growth can put pressure on infrastructure function of providing a major natural tourism asset and a nursery and generate demand for services and facilities that exceeds function supporting the sustainability of commercial fisheries. -
Aboriginal Agency, Institutionalisation and Survival
2q' t '9à ABORIGINAL AGENCY, INSTITUTIONALISATION AND PEGGY BROCK B. A. (Hons) Universit¡r of Adelaide Thesis submitted for the degree of Doctor of Philosophy in History/Geography, University of Adelaide March f99f ll TAT}LE OF CONTENTS ii LIST OF TAE}LES AND MAPS iii SUMMARY iv ACKNOWLEDGEMENTS . vii ABBREVIATIONS ix C}IAPTER ONE. INTRODUCTION I CFIAPTER TWO. TI{E HISTORICAL CONTEXT IN SOUTH AUSTRALIA 32 CHAPTER THREE. POONINDIE: HOME AWAY FROM COUNTRY 46 POONINDIE: AN trSTä,TILISHED COMMUNITY AND ITS DESTRUCTION 83 KOONIBBA: REFUGE FOR TI{E PEOPLE OF THE VI/EST COAST r22 CFIAPTER SIX. KOONIBBA: INSTITUTIONAL UPHtrAVAL AND ADJUSTMENT t70 C}IAPTER SEVEN. DISPERSAL OF KOONIBBA PEOPLE AND THE END OF TI{E MISSION ERA T98 CTIAPTER EIGHT. SURVTVAL WITHOUT INSTITUTIONALISATION236 C}IAPTER NINtr. NEPABUNNA: THtr MISSION FACTOR 268 CFIAPTER TEN. AE}ORIGINAL AGENCY, INSTITUTIONALISATION AND SURVTVAL 299 BIBLIOGRAPI{Y 320 ltt TABLES AND MAPS Table I L7 Table 2 128 Poonindie location map opposite 54 Poonindie land tenure map f 876 opposite 114 Poonindie land tenure map f 896 opposite r14 Koonibba location map opposite L27 Location of Adnyamathanha campsites in relation to pastoral station homesteads opposite 252 Map of North Flinders Ranges I93O opposite 269 lv SUMMARY The institutionalisation of Aborigines on missions and government stations has dominated Aboriginal-non-Aboriginal relations. Institutionalisation of Aborigines, under the guise of assimilation and protection policies, was only abandoned in.the lg7Os. It is therefore important to understand the implications of these policies for Aborigines and Australian society in general. I investigate the affect of institutionalisation on Aborigines, questioning the assumption tl.at they were passive victims forced onto missions and government stations and kept there as virtual prisoners.