DOCSLIB.ORG

Aate National Conference 30 Nov – 3 Dec 2019

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

AATE NATIONAL CONFERENCE 30 NOV – 3 DEC 2019 DEAKIN UNIVERSITY, BURWOOD, VICTORIA Once upon a time, in VATEland in Carringbush, which we have learned to freeze the shifting for English teaching not to be political. One reason there was a dedicated and knowledgeable phantasmagoria which is our actual experience’, for Finland’s successful education system lies in the committee which was excitedly planning the writes Joan Didion. fact that many of that country’s heads of state and 2019 AATE National Conference, to be held Concomitant with seemingly limitless potential as government have been university professors – the in Melbourne, on Wurundjeri land, in John change charges on, veering according to the results educators have had a voice. Batman’s ‘village’, home of the iconic MCG, of of elections, is the overwhelming babel of voices Literally and metaphorically, we and our students rooftop bars, of labyrinthine laneways, of an clamouring, seeking to dominate and manage the search for our place, for those spaces which upside-down river – discourse both in the classroom and beyond. As represent our ‘tribal grounds’. ‘The limits of my No, that’s enough. The endorphins have kicked in, educators, we must not only find, but use, our voice, language mean the limits of my world,’ said the pavlovian response to ‘once upon a time’ has refusing to be ventriloquised by others, reclaiming Wittgenstein. We look to the past, we seek to us settled expectantly; we are transported to a our story from opportunistic or even well-meaning decipher and reform the present, and we plan and fairytale magical world of narrative, our strategy for politicians, unwieldy and bureaucratised educational hope for the future. Garth Boomer exhorted English apprehending and coming to terms with the basic systems and stultifying testing which undermines teachers, ‘… don’t lose the energy, the new thoughts, elements of our lives. As English educators, we real education, forcing students into someone else’s the emerging imaginings that have been aroused. know that there is not just one story to be told, that story. As we and those we teach navigate the With nous and with support, with clear heads and as novelist Chimamanda Ngozi Adichie warns, if challenges brought by time, process and change, cunning strategy, much is possible.’ we hear only a single story about another person or the language we use to tell our stories evolves country, we risk a critical misunderstanding. Margaret too. From ‘once upon a time’ we need to slide Atwood takes this idea further when she claims, confidently into a different type of storytelling, such National Conference ‘A voice is a human gift; it should be cherished and as at a recent writers’ event, including interactive Program Working Party used. Powerlessness and silence go together.’ digital narratives, fully-immersive VR, robots writing The stories we tell and those we hear create novels, geolocated narratives, and more. VATE acknowledges the creativity and commitment for us and our students a multiplicity of Our overtested, regimented, results-based, of the following VATE members in developing possibilities, knowledges, opportunities and evidence-based education system more and more the National Conference program: Emily Frawley identities. Storytelling – communication – brings resembles Mr. Gradgrind’s soul-destroying worship (convener); Alex Bacalja; Lynne Bury (ALEA, empowerment; it is ‘an expression of all learning of ‘Facts, facts, facts’; with powerful voices in the Victoria); Prue Gill; Kate Gillespie; Terry Hayes; and human knowledge’. ‘We tell ourselves stories community baying for the teaching of (their own) Greg Houghton; Ross Huggard; Paul Martin; in order to live ... by the imposition of a narrative dubious ethics, and urging a return to ‘basics’, a Lucinda McKnight; Margaret Saltau. line upon disparate images, by the “ideas” with country none of us has ever visited. It is impossible National Voice, Local Impact • Advocating for teachers: AATE plays a crucial Australian Association The Australian Association for the Teaching role in maintaining a high profile for the of English (AATE) is a national professional profession. for the Teaching of association established and supported by state • Benchmarking professional learning: AATE is English (AATE) and territory English teaching associations. well placed to facilitate the process of sharing Together we provide a national voice with local nationally what has been achieved locally impact, strengthen professional connections and through our state and national connections. collaborate to influence the teaching of English • Providing state of the art resources: AATE in Australia. We are active in: is proactive in producing state of the art • Leading the profession: AATE identifies and teaching resources, drawing on the expertise influences outcomes on matters that impact of teacher writers from state and territory teachers of English. English teaching associations. In July 1959 an experimental initiative marked VATE is an independent, not for profit organisation Victorian Association the formation of the Victorian Association for that aims to foster the highest quality teaching of the Teaching of English. The purpose of the English throughout Victoria. for the Teaching of Association was to ‘stimulate interest in the Through professional networks, involving the teaching of English and background studies’ and sharing of narratives and learning about English English (VATE) three meetings were planned. By October 1960 teaching, as well as research, journals, professional the Association had become established enough learning, and other resources, VATE strives to to hold its first AGM and it had 160 members. nurture a community of teachers of English and Since 1960 VATE has gone on to support its teacher educators committed to the advancement members as they have coped with the various of the profession. VATE exists to support its changes to the teaching and learning of English members in the continual process of renewal over the last sixty years. necessary to engage with the dynamic nature of both the profession and the subject English. 2 AATE NATIONAL CONFERENCE / 30 NOVEMBER – 3 DECEMBER 2019 Conference schedule Sunday 1 December 8.00am – 9.00am Registration Deakin University, Burwood 9.00am – 10.30am President’s welcome and Keynote John Yandell AATE book launch Page 6 10.30am – 11.00am Morning tea 11.00am – 12.10pm Panels (SP1 & SP2) and Pages 7-8 Workshops (SW1) and 11-12 12.15pm – 1.25pm Panels (SP3 & SP4) and Pages 9-10 Workshops (SW2) and 13-14 Saturday 30 November 1.25pm – 2.10pm Lunch Pre-conference Selecting and teaching Indigenous 9.00am - 3.00pm literature in the English classroom 2.10pm – 3.10pm Guest speakers The Reading Room, Fitzroy Town Hall Scott Eacott (SGS1) Cate Kennedy (SGS2) Page 6 5.00pm – 7.00pm Opening night Garth Boomer address 3.15pm – 4.15pm Workshops (SW3) Page 15 Larissa Behrendt Deakin Edge, Federation Square, 4.15pm – 4.45pm Wine and cheese and Melbourne Page 5 AATE Matters Monday 2 December Tuesday 3 December 8.00am – 9.00am Registration 8.00am – 9.00am Registration Deakin University, Burwood Deakin University, Burwood 9.00am – 10.30am AATE Life membership 9.00am – 10.30am Handover to ETANSW and Keynote and Keynote Maxine Beneba Clarke Page 27 Anne Whitney Page 17 10.30am – 11.00am Morning tea 10.30am – 11.00am Morning tea 11.00am – 12.10pm Panels (TP1, TP2, TP3 & TP4) Pages 28-31 11.00am – 12.10pm Guest speakers Michael Mohammed Ahmad (MGS1) 12.15pm – 1.25pm Guest speakers Ceridwen Dovey (MGS2) Anna Funder (TGS1) Nyadol Nyuon (MGS3) Page 17 Michael Anderson (TGS2) Pages 27 Workshops (TW1) and 32-33 12.15pm – 1.25pm Panels (MP1 & MP2) and Pages 18-19 Workshops (MW1) and 20-22 1.25pm – 2.10pm Lunch 1.25pm – 2.10pm Lunch 2.10pm – 3.10pm Workshops (TW2) Pages 34-35 2.10pm – 3.10pm Workshops (MW2) Pages 23-24 3.15pm – 4.15pm Workshops (TW3) Pages 36-37 3.15pm – 4.15pm Workshops (MW3) Pages 25-26 4.15pm – 4.45pm Plenary and conference closing 4.15pm – 4.45pm Wine and cheese 4.45pm – 5.15pm Wine and cheese 3 AATE NATIONAL CONFERENCE / 30 NOVEMBER – 3 DECEMBER 2019 Conference prices Standard Late/on-site Early bird (from 21/09) (from 12/11) Concession 1 day $290.00 $365.00 $440.00 members 2 days $415.00 $490.00 $565.00 3 days $540.00 $615.00 $690.00 Pre-conference 1 day $115.00 $115.00 $165.00 Individual 1 day $300.00 $375.00 $450.00 members 2 days $425.00 $500.00 $575.00 3 days $550.00 $625.00 $700.00 Pre-conference 1 day $125.00 $125.00 $175.00 Organisational 1 day $350.00 $425.00 $500.00 members 2 days $475.00 $550.00 $625.00 3 days $600.00 $675.00 $750.00 Pre-conference 1 day $135.00 $135.00 $185.00 Opening night: Coach transfers: $35 (includes refreshments) $15 per day Venues Fitzroy Fitzroy Town Hall Balwyn Deakin Edge, Fed Square Richmond Hawthorn Surrey Hills Hawthorn East Camberwell Toorak Deakin Uni Burwood Prahran Windsor St Kilda East St Kilda 4 AATE NATIONAL CONFERENCE / 30 NOVEMBER – 3 DECEMBER 2019 Saturday program Selecting and teaching Indigenous literature in the English classroom In her Overland essay, ‘Other Peoples’ Stories’, This pre-conference symposium addresses the The day will combine keynote presentations Jeanine Leane recalls her reading experiences challenges associated with selecting and teaching with workshop-style sessions. You will leave from the late 1960s: Indigenous literature. Leading authors, academics with an appreciation for the importance of selecting and educators will support attendees to understand diverse texts, knowledge about possibilities that …when I was about eight, I announced to my the importance of selecting texts created by First you might consider for your classrooms, and ideas aunt that I wanted to be white. If I were white, Nations Peoples.
Recommended publications
  • Transgender History / by Susan Stryker

    Transgender History / by Susan Stryker

    u.s. $12.95 gay/Lesbian studies Craving a smart and Comprehensive approaCh to transgender history historiCaL and Current topiCs in feminism? SEAL Studies Seal Studies helps you hone your analytical skills, susan stryker get informed, and have fun while you’re at it! transgender history HERE’S WHAT YOU’LL GET: • COVERAGE OF THE TOPIC IN ENGAGING AND AccESSIBLE LANGUAGE • PhOTOS, ILLUSTRATIONS, AND SIDEBARS • READERS’ gUIDES THAT PROMOTE CRITICAL ANALYSIS • EXTENSIVE BIBLIOGRAPHIES TO POINT YOU TO ADDITIONAL RESOURCES Transgender History covers American transgender history from the mid-twentieth century to today. From the transsexual and transvestite communities in the years following World War II to trans radicalism and social change in the ’60s and ’70s to the gender issues witnessed throughout the ’90s and ’00s, this introductory text will give you a foundation for understanding the developments, changes, strides, and setbacks of trans studies and the trans community in the United States. “A lively introduction to transgender history and activism in the U.S. Highly readable and highly recommended.” SUSAN —joanne meyerowitz, professor of history and american studies, yale University, and author of How Sex Changed: A History of Transsexuality In The United States “A powerful combination of lucid prose and theoretical sophistication . Readers STRYKER who have no or little knowledge of transgender issues will come away with the foundation they need, while those already in the field will find much to think about.” —paisley cUrrah, political
  • South Australian Press Coverage of the Debate on the Climatic Influence of Forests: 1836-1956

    South Australian Press Coverage of the Debate on the Climatic Influence of Forests: 1836-1956

    13 South Australian press coverage of the debate on the climatic influence of forests: 1836-1956. Stephen Legg Introduction he origins of the notion that forests could attract rain date back to classical antiquity (Glacken T1967), but in the mid-Nineteenth century the idea became elevated almost to an article of faith among many European scientists in the fields of agriculture, botany and forestry. They were imbued with a new-found appreciation developed during the late-Eighteenth and early-Nineteenth centuries that the Earth was old yet dynamic and that environments, including climate, could change – both naturally and through human agency. The debate on the climatic influence of forests quickly spread to the New World, first in North America and later throughout Australasia particularly with the advance of the agricultural frontier and its attendant assault on the forests. Initially the focus was on the consequences of large-scale removal of trees in heavily-timbered arable lands. Later, attention turned to the possibilities of ‘climate making’ through afforestation both to redress deforestation and to extend the supposed climatic benefit of trees to grasslands. The latter seemed especially important in drought-prone Australia. More than just another scientific controversy or a commentary on contemporary environmental destruction, the notion that trees directly influenced climate also became a familiar historiographical trope in literature as diverse as history, geography and travel- writing to help explain the rise and fall of some civilizations in now arid lands in the Old World. The fledgling sciences of climatology, forestry, and ecology provided further legitimacy in the 1860s to what has been termed an ‘awakening to forest conservation’ through which the various values of forests were considerably prioritised in public policy agendas.
  • Vision: Authoring a Paper on This After Consultation with Women Lawyers Across the Country

    Vision: Authoring a Paper on This After Consultation with Women Lawyers Across the Country

    Leah Marrone Leah Marrone Leah Marrone is the Vice President of Australian Women Lawyers Ltd. and Leah Marrone is the Vice President of Australian Women Lawyers Ltd. and is a past President of the Women Lawyer’s Association of SA Inc., a role is a past President of the Women Lawyer’s Association of SA Inc., a role that she held for three years. Leah is on the Equal Opportunity Committee that she held for three years. Leah is on the Equal Opportunity20 Committee20 of the Law Council of Australia and has been advocating for strategies to of the Law Council of Australia and has been advocating for strategies to 2020 address sexual harassment in the profession, including authoring a paper address sexual harassment in the profession, includingVision: authoring a paper on this after consultation with women lawyers across the country. Leah is on this after consultation with women lawyers across the country. Leah is Vision: also an alumni fellow and member of the Alumni Council of the University of also an alumni fellow and member of the Alumni CouncilIn of theFocus University of Adelaide and former member of the Premier’s Council for Women. Leah is a Adelaide and former member of the Premier’s Council for Women. Leah is a In Focus practising Solicitor and Barrister in South Australia has practised across a practising Solicitor and Barrister in South Australia has practised across a number of areas for over 13 years, primarily in employment, discrimination, number of areas for over 13 years, primarily in employment,Program discrimination, administrative, and criminal law and is currently on maternity leave with her administrative, and criminal law and is currently on maternity leave with her first child.
  • How the War on Crime Helped Make the War on Terror Possible James Forman, Jr.*

    How the War on Crime Helped Make the War on Terror Possible James Forman, Jr.*

    EXPORTING HARSHNESS: HOW THE WAR ON CRIME HELPED MAKE THE WAR ON TERROR POSSIBLE JAMES FORMAN, JR.* I. INTRODUCTION During the Bush administration, opponents of the prosecution of the war on terror routinely denounced it as a betrayal of American values. The narrative went like this: the United States has a long-standing commitment to human rights and due process, reflected in its domestic criminal justice system's expansive protections, but after September 11, 2001, President Bush, Vice President Cheney, Defense Secretary Rumsfeld, and their allies dishonored this tradition. Consider the argument of Neal Katyal, the lead civilian lawyer for Salim Hamdan, Osama bin Laden's driver. Katyal describes meeting his client for the first time, when Hamdan asked him, "Why are you doing this?" Katyal responded: The reason that I am here is that my parents came to America with eight dollars in their pocket.... They came to America for a simple reason: they could land on its shores and they'd be treated fairly and their children would be treated fairly. And when the president issued this military order, which said, "If you're one of them, if you're a green card holder"-as my parents were-"or if you're a foreigner ... you get the beat-up Chevy version of Justice. You get sent to Guantanamo. But if you're an American citizen, accused of the most heinous crime imaginable, the detonation of a weapon of mass destruction, you get the Gold Standard. You get the American Civilian Trial." I told him that's why I was so offended.
  • MDHS Faculty Leadership Retreat

    MDHS Faculty Leadership Retreat

    MDHS Faculty Leadership Retreat Leaning In to the future: transformation and diversity [Identifier-first line] | MDHS Faculty Leadership Retreat Page 1 of 14 COLLABORATION & TEAMWORK - COMPASSION - RESPECT - INTEGRITY - ACCOUNTABILITY Acknowledgement of Country We acknowledge the elders, families and descendants of the Wathaurong people, the traditional owners of the land on which this Retreat is being held. We pay our respects to their Elders past, present and future, and to all Aboriginal or Torres Strait Islander people here today. Welcome from the Dean I’m delighted to welcome you all to this year’s MDHS Faculty Leadership Retreat. As the title of the program indicates, we will spend our time exploring the themes of transformation and diversity in relation to learning and teaching, research, and our people and culture – all in the context of our strategic plan. We’re living in a transformational, disruptive age. Although managing some change has always been with us, the global pace and scale of change certainly seems faster and more diverse than ever. Broad changes in social expectations, and specific changes to the demands of governments and research funders, mean we need to reassess what we understand about education and about health care, and imagine future models and the roles we might play in their creation. The first step to providing our current, and future, students with what they need and want in a changing world is to listen to what they have to say. So, this year we have invited a group of students to make a specific, headline contribution to our retreat. In research too, understanding the changing environment has never been more important.
  • Uniform Crime Reporting Handbook

    Uniform Crime Reporting Handbook

    U.S. Department of Justice Federal Bureau of Investigation Uniform Crime Reporting Handbook Revised 2004 EDITORIAL NOTE: The Uniform Crime Reporting (UCR) Program staff of the FBI worked for over three years on the revision of the UCR handbook. Individuals from the various units that make up the national UCR Program read, reviewed, and made suggestions during this long endeavor. Our goal was to make the handbook user friendly as well as educationally sound. From a pedagogical standpoint, we tried to present one concept at a time and not overwhelm the user with too much information at once. Consequently, classifying and scoring are presented in two separate chapters. The user can learn first how to classify the Part I offenses and then how to score them. For easy reference, we consolidated explanations of important UCR concepts, such as jurisdiction, hierarchy, and separation of time and place, in one chapter. We retained many of the examples with which users are already familiar, and we also updated many of the examples so they better reflect the American society of the twenty-first century. Further, where possible, we tried to align summary and National Incident- Based Reporting System (NIBRS) ideas and definitions to help emphasize that summary and NIBRS are part of the same UCR Program. Listening to suggestions from users of this manual, we added an Index as a quick-reference aid and a Glossary; however, we were cautious to retain standard UCR definitions. The national UCR Program thanks the many substance review- ers from various state UCR Programs for their time and for their constructive comments.
  • Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers

    Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers

    ‘Mind the gap’: Effective literacy instruction for Indigenous low-progress readers Kevin Wheldall1, Robyn Wheldall1, Elizabeth Langstaff1 1 MULTILIT Research Unit, Macquarie University Special Education Centre, Macquarie University, Australia. The following is the post-print version of an article that has been peer reviewed and accepted for publication. It was published by Cambridge University Press on 2 March 2012. Full reference details are below. Wheldall, K., Beaman, R., & Langstaff, E. (2010). ‘Mind the gap’: Effective literacy instruction for Indigenous low-progress readers. Australasian Journal of Special Education, 34(1), 1-16. https://doi.org/10.1375/ajse.34.1.1 Abstract A large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency.
  • Adelaide English Variety

    Adelaide English Variety

    2 University of Iceland School of Humanities Department of English Adelaide English Variety On regional variation in Australian English Phonology B.A. Essay Kristína Lentz Kt.: 260488-2529 Supervisor: Þórhallur Eyþórsson January 2016 3 Abstract This thesis seeks to determine the major characteristics in phonology of the Adelaide English when measured against some of the other regional varieties of the Australian English language. Furthermore, the settlement history of South Australia is examined and an integral link between the settlement and the sound features of the Adelaide English variety is analysed. The existence of regional varieties in the Australian phonology has long been debated. Increasingly, research has shown strong evidence that phonetic variation within Australia is prevalent, the Adelaide English variety of South Australia being a highly distinctive one. The Adelaide variety has been proven to hold numerous phonetic features characteristic of the region. The variety represents speakers that have the highest frequency of using the vowel form /a/ and thereby also those who speak cultivated English, resembling the Received Pronunciation (RP) of British English. Accordingly, the "prestigious" Adelaide variety is closely connected to the aristocratic settlement history of South Australia. Scholarly sources were collected and a study on regional variation was carried out in order to determine the viewpoint that society has on the regional phonetic difference in Australia. A test pool of 30 participants from Adelaide, South Australia and 30 participants from Melbourne, Victoria was used during the course of this study. Vast majority of the total number of participants claimed that they acknowledged the existence of regional variation within the Australian English language.
  • Festival Parade Delights Crowd

    Festival Parade Delights Crowd

    July 8-14, 2013 © Copyright 2013 F E S T I V A L C O V E R A G E North Shore Construction Festival Parade Threatens Delights Crowd Pristine From flying twirlers to Beaches and towering mocko jumbies and with feathers, glitter Sensitive Land and sequins in place, the Page 7 St. John Festival Parade thrilled a huge crowd of revelers on Thursday afternoon, July 4, in Cruz Bay. See photos and story on pages 2-5, 17, 23-24. Sun Dog Cafe Owners Buy La St. John Tradewinds News Photo by Bill Stelzer Plancha del Mar Page 6 2 St. John Tradewinds, July 8-14, 2013 Emancipation Day Celebrated on St. Thomas St. Thomas Relay for Life Rescheduled Due to the inclement weather, the St. Thomas Relay for Life will be rescheduled for Saturday, July 13, to Sunday, July 14, ac- cording to the American Cancer Society. The safety of all patients, teams, participants, and community of supporters is the utmost concern of the ACS and the Relay for Life committee. ACS apologized for any inconvenience that the postponement caused. For additional information call the ACS office at (340) 775- 5373. NOAA, IGBA Host Green Construction Training Seminar on July 16th The National Oceanic and Atmospheric Administration in con- junction with the Island Green Building Association will host a Green Construction Training seminar on Tuesday, July 16, from 8:30 a.m. to 4 p.m. at St. Ursula’s multipurpose center. This one-day workshop is free. Engineers, architects, landscap- ers, contractors, equipment operators, and anyone else who is interested is welcome to attend.
  • Parade Competition Rules Porsche Club of America

    Parade Competition Rules Porsche Club of America

    Parade Competition Rules Porsche Club of America JULY 21-27, 2019 Front cover photo courtesy of Waldorf Astoria Boca Raton Resort and Club Rear cover photo courtesy of Mark Shevitz Porsche Club of America - National Emcee 2019 Parade Competition Rules Notice This publication intended as a guide for the conduct of the sport and are in no way a guarantee against injury or death to participants, spectators, or others. Although all attempts have been made to assure similarity between the printed and the Portable Document Format (PDF), used for the compact disk and website versions, some formatting discrepancies can occur. The most notable discrepancy being the table of contents and the corresponding listed page numbers in the PDF versions. i 2019 Parade Competition Rules Parade Competition Rules Committee Danny Saxton (Chairman) [email protected] Bob Kuchenbecker Ron Gordon [email protected] [email protected] Leeds Gulick Paul Gilbreath [email protected] [email protected] Rik Larson Debbie Cooper [email protected] [email protected] Jack Stephensen Steve Hoffman [email protected] [email protected] Gary Milavetz Larry Sharp [email protected] [email protected] PCA National Office P.O. Box 6400 Columbia, Maryland 21045 410-381-0911 www.pca.org Previous PCR Committee Chairman Dwight Mitchell (1969-1971) George Thwing (1972) Mike Robbins (1973-1974) John Clever (1975-1981) Charlie Davis (1982-1984) Chick Misura (1985-1992) Dennis Frick (1993-2002) Mike Lommatzsch (2003-2015) Danny Saxton (2016-current) ii 2019 Parade Competition Rules Table of Contents Introduction ................................................................... 1 G-3. Parade Competition Rules (PCR) ........................ 4 G-3.1.
  • Countering Terrorism, Protecting Human Rights: a Manual

    Countering Terrorism, Protecting Human Rights: a Manual

    Countering Terrorism, CounteringProtecting Terrorism, Human Rights Protecting HumanA Manual Rights A Manual ODIHR Published by the OSCE Office for Democratic Institutions and Human Rights (ODIHR) Al. Ujazdowskie 19 00-557 Warsaw Poland www.osce.org/odihr © OSCE/ODIHR 2007 ISBN 83-60190-49-6 All rights reserved. The contents of this publication may be freely used and copied for educational and other non-commercial purposes, provided that any such reproduction is accompanied by an acknowledgement of the OSCE/ODIHR as the source. Designed by Nona Reuter Cover photo by Curtis Budden Printed in Poland by Agencja Karo The publication of this manual was made possible thanks to the generous contribution of the Government of Canada. Countering Terrorism, Protecting Human Rights A Manual Acknowledgements This manual was written by Jonathan Cooper, OBE, of Doughty Street Chambers, London, with editing by Peter Eicher. The ODIHR is grateful for feedback received from the UN Office on Drugs and Crime -(UN ODC), UN Office of the High Commissioner for Human Rights (UN OHCHR), Council of Europe, European Commission, Commonwealth Secretariat, as well as the OSCE High Commissioner for National Minorities, OSCE Representative on Freedom of the Media and the OSCE Anti-Terrorism Unit. 4 Contents List of Abbreviations and Acronyms 12 Foreword 13 Introduction 15 How this manual works 16 Sources of human rights within the manual 17 Part I: Introduction to the international framework to counter terrorism and protect human rights 19 CHAPTER 1 Human rights and
  • Warraparna Kaurna! Reclaiming an Australian Language

    Warraparna Kaurna! Reclaiming an Australian Language

    Welcome to the electronic edition of Warraparna Kaurna! Reclaiming an Australian language. The book opens with the bookmark panel and you will see the contents page. Click on this anytime to return to the contents. You can also add your own bookmarks. Each chapter heading in the contents table is clickable and will take you direct to the chapter. Return using the contents link in the bookmarks. Please use the ‘Rotate View’ feature of your PDF reader when needed. Colour coding has been added to the eBook version: - blue font indicates historical spelling - red font indicates revised spelling. The revised spelling system was adopted in 2010. The whole document is fully searchable. Enjoy. Warraparna Kaurna! Reclaiming an Australian language The high-quality paperback edition of this book is available for purchase online: https://shop.adelaide.edu.au/ 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. © 2016 Rob Amery 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.