CAEPR WORKING PAPER No. 75/2010
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RAL-Chapter-9.Pdf (PDF, 231.64KB)
9 Maam ngawaala: biindu ngaawa nyanggan bindaayili. Language centres: keeping language strong Anna Ash, Pauline Hooler, Gary Williams and Ken Walker1 Abstract We begin by describing the history and main activities of Muurrbay Aboriginal Language and Culture Co-operative and Many Rivers Aboriginal Language Centre. Comments from Elders, language teachers and researchers are included to reflect the opinions of a diverse range of Aboriginal and non-Aboriginal people. We discuss some aspects of research, publishing, language education and information technology. Finally we make some recommendations for groups who are just starting out on this challenging but rewarding road. This volume was at least partially inspired by The green book of language revitalization in practice. There is a chapter in that book called ‘Diversity in Local Language Maintenance and Restoration: A Reason for Optimism’. It emphasises that there is a positive future for the revitalisation of Aboriginal languages: There is reason for optimism because local language communities all over the world are taking it upon themselves to act on behalf of their imperilled linguistic traditions in full understanding of, and in spite of, the realistic perception that the cards are stacked against them. There is, in effect an international movement in which local communities work in defiance of the forces pitted against their embattled languages. It has something of the character of a modern miracle, if you think about it – while they share the goal of promoting a local language, these groups are essentially independent of one another, coming together sometimes to compare notes, but operating in effective separation. Two factors in our optimism are the very existence of the movement itself and what is sometimes decried as a flaw in the movement: the feature of 1 All authors are from the Muurrbay Aboriginal Language and Culture Co-operative & Many Rivers Aboriginal Language Centre. -
Differences in Functional Trait Distribution Between Inselberg and Adjacent Matrix Floras
Hindawi Publishing Corporation International Journal of Ecology Volume 2016, Article ID 6417913, 7 pages http://dx.doi.org/10.1155/2016/6417913 Research Article Differences in Functional Trait Distribution between Inselberg and Adjacent Matrix Floras John T. Hunter School of Environmental and Rural Science, University of New England, Armidale, Australia Correspondence should be addressed to John T. Hunter; [email protected] Received 30 June 2016; Accepted 26 September 2016 Academic Editor: Bela´ Tothm´ er´ esz´ Copyright © 2016 John T. Hunter. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Inselbergs and the adjacent matrix represent extremes of different environmental conditions and should shed light on the changing allocation of plant resources across strong and abrupt resource gradients. Here I use collated life history trait data from 840 taxa found within typical insular inselberg and adjacent matrix floras from the New England Batholith region of eastern Australia. These species were sorted into guilds of specificity to the inselberg environment. Scored traits include life form, plant height, leaf area, fruit size, seed size, mono- or polycarpy, underground storage organs, regenerative/clonality, and flowering phenology. With reduced water and nutrient resources, typical of inselbergs, allocation of plant resources to vegetative reproduction and storage organs is a disadvantage. Plants restricted to inselbergs were shorter, usually polycarpic shrubs, with smaller leaves, fruits, and seeds. Flowering time was found to be earlier and reduced in length; diaspores often have dormancy and are dispersed locally in comparison to the matrix. -
Schools Reconciliation Challenge E
Introduction 2 How to Enter 2 About the NSW Reconciliation Council 3 Schools Reconciliation Challenge 4 Why Reconciliation? 5 Why Art? 5 2011 Artwork Gallery 6 Exploring the theme: Our Place 7 Sample Art Lessons 8 Culturally Appropriate Teaching 12 Strategies for teaching Aboriginal Students 13 Terminology 13 Lift Out Reconciliation Timeline 16 Fact Sheets 14 Reconciliation 14 Aboriginal NSW 21 Australian Aboriginal and Torres Strait Islander Peoples 25 2011 Schools Reconciliation Honour Roll 29 Entry Form 31 Terms and Conditions 32 "#$%&'&()*'+)&, The Schools Reconciliation Challenge is an art competition for young This kit has been people in NSW aged 10–16. This resource is a teaching kit which endorsed and is builds upon the objectives outlined in the NSW Creative Arts Syllabus supported by the K-6 and NSW Visual Arts Syllabus 7–10. Aboriginal Education Activities contained within help students to explore the relationship Consultative Group NSW between artist, artworks, the audience and the world, whilst developing (AECG NSW) their own artmaking practice by creating work to submit in the competition. Aboriginal and Torres Strait Islander readers are warned that this publication may contain references to deceased persons. Effort has been undertaken to ensure that the information contained in this book is correct, and the NSW Reconciliation Council regrets any offence that errors or omissions may cause. ! .(/'01($$2*'3/1$41)2)5&)$4'6(522/47/'8 ./9:'!;'-<!- .(/'59&'$='9/1$41)2)5&)$4'>'&(9$%7('&(/'/?/*'$='?$%47'@/$@2/ The Schools Reconciliation Challenge is an annual art competition for young people aged 10–16, running for the duration of Term 1 (closing on April 5 2012). -
Ecological Assessment Report
Ecological Assessment Report White Rock Wind Farm Near Glen Innes, NSW Prepared by: Prepared for: RPS Epuron Pty Ltd PO Box 428 Level 11, 75 Miller Street Hamilton NSW 2303 North Sydney NSW 2060 T: +61 4940 4200 F: +61 4961 6794 E: [email protected] W: rpsgroup.com.au Report No: 104226 Version/Date: Final / March 2011 rpsgroup.com.au Document Status Review Format Issue Version Purpose of Document Orig Review Approval Date Review Date Draft 1 Draft for Client Review PH TL 23-11-10 JH 24-11-10 T Lambert 24-11-10 Draft 2 Draft for Client Review PH TL 26-11-10 - T Lambert 26-11-10 Final Final for Issue PH TL 13-12-10 JH 13-12-10 T Lambert 13-12-10 Final Revised Final for Issue PH TL 7-3-11 - T Lambert 7-3-11 Disclaimers This document is and shall remain the property of RPS. The document may only be used for the purposes for which it was commissioned and in accordance with the Terms of Engagement for the commission. Unauthorised copying or use of this document in any form whatsoever is prohibited. rpsgroup.com.au Executive Summary This report undertakes a flora and fauna assessment for a proposal south-west of Glen Innes, NSW. The proposal would comprise 119 wind turbines, with a maximum height of 150 metres, and associated powerlines and access roads. Two Endangered Ecological Communities (EECs) were identified within the study area, namely, Ribbon Gum – Mountain Gum Woodland (EEC – Ribbon Gum – Mountain Gum – Snow Gum Grassy Forest/Woodland of the New England Tableland Region) and Yellow Box Woodland (EEC White Box Yellow Box Blakely's Red Gum Woodland). -
Muurrbay Aboriginal Language and Culture Co-Operative
Many Rivers Aboriginal Language Centre Muurrbay auspices Many Rivers Aboriginal Language Centre, a regional language activity that provides language revitalisation support to Aboriginal communities of coastal NSW. Seven languages are supported, from the Queensland border to the Hawkesbury River: Bundjalung – Yugambeh dialect chain; Yaygirr; Gumbaynggirr; Dhanggati; Gathang (Birrbay, Warrimay and Guringay); Hunter River & Lake Macquarie Language (Awabakal/Wonnarua); and Muurrbay Darkinyung. We work closely with Elders and local language, culture Aboriginal Language and educational organisations to conduct research, publish accessible grammars and dictionaries and develop and Culture Co-operative engaging educational courses and resources. Recent projects include: Nambucca Heads • publishing the Yaygirr dictionary and grammar • developing Certificate I and II courses in several languages • creating an online dictionary resources in partnership with First Voices, Canada • supporting language use in new domains including radio, songs, plays, festivals, and education and government departments • publishing Dhanggati and Gathang language learning resources with CDs Languages supported by Muurrbay - Many Rivers • videoing language, culture and stories of Bundjalung Elders • translating songs, prayers, speeches and signage projects. Muurrbay Aboriginal Language Many Rivers Aboriginal and Culture Co-operative Language Centre Ken Walker Gary Williams Anna Ash Chairperson Language Researcher Co-ordinator Phone: 0265 694 294 Phone: 0265 685 695 Fax: 0265 694 295 Fax: 0265 694 295 Mobile: 0488 126 875 Mobile: 0404 456 992 Email: [email protected] Email: [email protected] Muurrbay Tree by Gumbaynggirr-Bundjalung 14 Bellwood Road artist Sharon Smith Nambucca Heads NSW 2448 www.muurrbay.org.au Muurrbay aims to support Aboriginal people, particularly Gumbaynggirr, in the revival Mandy Davis teaching the 2011 Great Lakes TAFE students. -
AR Radcliffe-Brown]
P129: The Personal Archives of Alfred Reginald RADCLIFFE-BROWN (1881- 1955), Professor of Anthropology 1926 – 1931 Contents Date Range: 1915-1951 Shelf Metre: 0.16 Accession: Series 2: Gift and deposit register p162 Alfred Reginald Radcliffe-Brown was born on 17 January 1881 at Aston, Warwickshire, England, second son of Alfred Brown, manufacturer's clerk and his wife Hannah, nee Radcliffe. He was educated at King Edward's School, Birmingham, and Trinity College, Cambridge (B.A. 1905, M. A. 1909), graduating with first class honours in the moral sciences tripos. He studied psychology under W. H. R. Rivers, who, with A. C. Haddon, led him towards social anthropology. Elected Anthony Wilkin student in ethnology in 1906 (and 1909), he spent two years in the field in the Andaman Islands. A fellow of Trinity (1908 - 1914), he lectured twice a week on ethnology at the London School of Economics and visited Paris where he met Emily Durkheim. At Cambridge on 19 April 1910 he married Winifred Marie Lyon; they were divorced in 1938. Radcliffe-Brown (then known as AR Brown) joined E. L. Grant Watson and Daisy Bates in an expedition to the North-West of Western Australia studying the remnants of Aboriginal tribes for some two years from 1910, but friction developed between Brown and Mrs. Bates. Brown published his research from that time in an article titled “Three Tribes of Western Australia”, The Journal of the Royal Anthropological Institute of Great Britain and Ireland, Vol. 43, (Jan. - Jun., 1913), pp. 143-194. At the 1914 meeting of the British Association for the Advancement of Science in Melbourne, Daisy Bates accused Brown of gross plagiarism. -
Gumbaynggirr Language and Culture Nest
Gumbaynggirr Language and Culture Nest Stage 1 Final Report Prepared for the Aboriginal Communities of Coffs Harbour, Grafton and Nambucca NSW. June 2018 Ilan Katz, Jan Idle, Shona Bates, Wendy Jopson, Michael Barnes This report belongs to the Aboriginal Communities of Coffs Harbour, Grafton and Nambucca. The Gumbaynggirr Language and Culture Nest operates on Gumbaynggirr Country. The evaluation team from the Social Policy Research Centre acknowledges the Gumbaynggirr peoples as the traditional custodians of the land we work on and pay our respect to Elders past, present and future and all Aboriginal people in the region. Acknowledgements We thank the Aboriginal Communities involved for their participation and support in this evaluation. We would like to thank Tony Dreise and Dr Lynette Riley – both members of the Evaluation Steering Committee – for reviewing the report. The OCHRE Evaluation was funded by Aboriginal Affairs NSW. The views expressed in this report are those of the authors and may not reflect those of Aboriginal Affairs NSW or the New South Wales Government. We would like to acknowledge the contribution of Aboriginal Affairs NSW for their support. Evaluation Team Prof Ilan Katz, Michael Barnes, Shona Bates, Dr Jan Idle, Dr BJ Newton, Wendy Jopson For further information: Ilan Katz +61 2 9385 7800 Social Policy Research Centre UNSW Sydney NSW 2052 Australia T +61 2 9385 7800 F +61 2 9385 7838 E [email protected] W www.sprc.unsw.edu.au © UNSW Australia 2018 The Social Policy Research Centre is based in the Faculty of Arts & Social Sciences at UNSW Sydney. This report is an output of the OCHRE Evaluation, funded by Aboriginal Affairs NSW. -
Aboriginal Languages
Aboriginal Languages Advice on Programming and Assessment for Stages 4 and 5 Acknowledgements The map on p 8 is © Department of Lands, Panorama Ave, Bathurst, NSW, www.lands.nsw.gov.au © 2003 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. -
NPWS Annual Report 2000-2001 (PDF
Annual report 2000-2001 NPWS mission NSW national Parks & Wildlife service 2 Contents Director-General’s foreword 6 3 Conservation management 43 Working with Aboriginal communities 44 Overview 8 Joint management of national parks 44 Mission statement 8 Performance and future directions 45 Role and functions 8 Outside the reserve system 46 Partners and stakeholders 8 Voluntary conservation agreements 46 Legal basis 8 Biodiversity conservation programs 46 Organisational structure 8 Wildlife management 47 Lands managed for conservation 8 Performance and future directions 48 Organisational chart 10 Ecologically sustainable management Key result areas 12 of NPWS operations 48 Threatened species conservation 48 1 Conservation assessment 13 Southern Regional Forest Agreement 49 NSW Biodiversity Strategy 14 Caring for the environment 49 Regional assessments 14 Waste management 49 Wilderness assessment 16 Performance and future directions 50 Assessment of vacant Crown land in north-east New South Wales 19 Managing our built assets 51 Vegetation surveys and mapping 19 Buildings 51 Wetland and river system survey and research 21 Roads and other access 51 Native fauna surveys and research 22 Other park infrastructure 52 Threat management research 26 Thredbo Coronial Inquiry 53 Cultural heritage research 28 Performance and future directions 54 Conservation research and assessment tools 29 Managing site use in protected areas 54 Performance and future directions 30 Performance and future directions 54 Contributing to communities 55 2 Conservation planning -
RAL-Chapter-25.Pdf (PDF, 245.03KB)
25 English influence on the pronunciation of re-awakened Aboriginal languages Nicholas Reid1 Abstract This chapter explores the influence of literacy and teaching, by first language speakers of English, on the pronunciation of Aboriginal languages in the context of language re-awakening in New South Wales (NSW). Wherever languages are learned in the absence of a generation of first language speakers we find that the learners’ first language will have a major impact – the linguistic resources that you have to build on play a strong role in shaping the new language that you acquire. This paper canvasses some pronunciation changes currently taking place in NSW in the context of learning revitalised languages. It raises the need for open discussion about the authenticity of re-created languages and argues that, for re-created languages, phonemic orthographies might not be the best choice. While this paper focuses on New South Wales its arguments may be relevant to other parts of the country where re-creation-type programs are underway. What is being learned in revitalisation programs Language re-awakening work undertaken in NSW typically involves learners whose first language is Australian English (from standard to Aboriginal English varieties) engaged in the learning of Aboriginal languages. The input that learners receive is generally either written language in the form of wordlists, learner guides or other pedagogical materials, or spoken language samples modeled by someone else who also learned pronunciation from written sources. In some lucky cases there are still Elders with enough speaking knowledge to record words as pronunciation guides, however the usual scenario involves careful decision-making about how words should be pronounced and sentences constructed, under two serious restrictions: the absence 1 School of Behavioural, Cognitive & Social Science, University of New England. -
You Can't Say That!
You can’t say that! HINTS AND TIPS Artwork: ‘Rhythm of Knowledge’ Josie is from the Gumbaynggirr Nation (the mid-North Coast of NSW). The artwork tells the story of Josie’s interpretation of Aboriginal and Torres Strait Islander students traversing higher education in both undergraduate and postgraduate University degrees. The artwork portrays a symbolic design featuring a Southern Cross Star cluster and a metaphoric ancient body of knowledge travelling across the sky as well as the difficulties and challenges that First Nations people experience within a Western academic institution. However, the artwork is also about triumph and success, as small magical ancestors watch from the universe and cast protection and strength into the students’ academic pathways, providing holistic wellbeing. Context The University of Wollongong (UOW) main campus sits in an area of stunning natural beauty that is the ancestral home of the Australian Aboriginal people of Yuin. Yuin is a substantial stretch of the New South Wales (NSW) South Coast and inland regions, spanning from Sydney’s Broken Bay in the north all the way to the Victorian border in the south. The two major mountains overlooking the Wollongong region, Mount Keira and Mount Kembla, are spiritually significant to local Aboriginal people, representing the protection and constancy of Grandmother and Grandfather, respectively. The three major totems or spiritual guides of this region are the sea eagle of the air, the humpback whale of the ocean and the red-bellied black snake of the land. The majority of the other domestic campuses of UOW (not including Southern Highlands and Liverpool) also sit on Yuin country. -
Appendix a Consultation
Biodiversity Assessment Report White Rock Wind Farm Modification APPENDIX A CONSULTATION 16 – 321 WRWF BAR Final v2 A‐I Biodiversity Assessment Report White Rock Wind Farm Modification APPENDIX B SPECIES LISTS 16 – 321 WRWF BAR Final v2 B‐I Scientific name Family Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25 Q26 Q27 Q28 Q29 Q30 Q31 Q32 Q33 Q34 Q35 Q36 Q37 Q38 Q39 Q40 Q41 Q42 Q43 Q44 Q45 Q46 Tricoryne elatior Anthericaceae X Dichopogon fimbritus Anthericaceae XX X *Cyclospermum leptophyllum Apiaceae X X X X X X X Daucus glochidiatus Apiaceae XXXXXXXXXXX Hydrocotyle laxiflora Araliaceae X X X X X X X X X X X X X X X X X X X X X Bulbine bulbosa Asphodelaceae X XX X X *Cirsium vulgare Asteraceae X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Taraxacum officinale Asteraceae X X X X X X X X X X X X X X X X X X X X *Sonchus oleraceus Asteraceae X X X X X X X *Conyza bonariensis Asteraceae X X X X X X X X X X X X Vittadinia muelleri Asteraceae XX Euchiton involucratus Asteraceae X XXX Brachyschome nova‐angelica Asteraceae X XXXX X Ammobium alatum Asteraceae X X X X X X *Hypochaeris radicata Asteraceae X X X X X X X X X X X X X X X X X X X X *Sonchus asper Asteraceae X X X X X X X X X X X X *Carthamus lanatus Asteraceae X X *Bidens pilosa Asteraceae X X X X X X Chrysocephalum apiculatum Asteraceae X XX Senecio diaschides Asteraceae XX XX Cymbonotus lasonianus Asteraceae XX X Calotis cuneifolia Asteraceae XXX X X *Tagetes minuta Asteraceae XX X X *Centaurea solstitialis Asteraceae XX Calotis