Emmaus Bible College

This paper discusses the process of retrieval and updating legacy data to allow on-line discovery and delivery. There are many pitfalls of institutional and non-institutional ecological data conservation over the long term. Interruptions to custodianship, old media, lost knowledge and the continuous evolution of species names makes resurrection of old data challenging. We caution against technological arrogance and emphasise the importance of international standards. We use a case study of a compiled set of continent-wide vegetation survey data for which, although the analyses had been published, the raw data had not. In the original study, publications containing plot data collected from the 1880s onwards had been collected, interpreted, digitised and integrated for the classification of vegetation and analysis of its conservation status across Australia. These compiled data are an extremely valuable national collection that demanded publishing in open, readily accessible online repositories, such as the Terrestrial Ecosystem Research Network (http://www.tern.org.au) and the Atlas of Living Australia (ALA: http://www.ala.org.au), the Australian node of the Global Biodiversity Information Facility (GBIF: http://www.gbif.org). It is hoped that the lessons learnt from this project may trigger a sober review of the value of endangered data, the cost of retrieval and the importance of suitable and timely archiving through the vicissitudes of technological change, so the initial unique collection investment enables multiple re-use in perpetuity.

My topic today is Aboriginal education – a reality in the 1990s. To be more specific, I should say Tiwi education is a reality in the 1990s. For it is in the Tiwi context that education has taken a giant step forward. This is because firstly we are working together to Aboriginalise the school – or rather to localise the school. Secondly, I have been challenged to ‘let go’, to move away from the dominant role as Principal (i.e. non-Aboriginal, non-Tiwi Principal). This challenge came as late as May 31 1995 from our present Assistant Director of Catholic Education.

The arguments presented in this article centre on attempts to Jorge architectures that are appropriate to the new South Africa. These efforts are rooted in our long‐held, modernist commitment to architectures that do more than simply reflect the societies in which they are produced. Buildings, for us, are not merely images of what is, of how we live at the moment. On the contrary, we hold that, via its material presence as embodied human action, architecture can and does speak of what might be and of how we might live. Appropriate architectures for the new South Africa must, then, help to shape and educate people's desires. This, of course, is much more than just a matter of form and style. In the nineteenth century, engineers and architects were called on to accommodate new social relationships in the new building types they designed: factories, railway stations, public libraries and so on. In the same way South African designers in the 1990s are being challenged to apply their knowledge and skills to the new spatial demands of their burgeoning democratic society. In confronting these expectations, architects have to work closely with the users of the buildings they design; that is, the community. In short, the new spatial forms which architects propose need to embody the participatory processes which will produce them.

Following the introduction of microcomputers into schools in the late 1970s, National Policy was developed which focused on the use of computers in non-computing subjects. The Victorian strategy for the implementation of the National Computers in Education Program was the development of a week-long in-service course which aimed to develop seeding pairs of teachers who would act as change agents when they returned to school. This chapter looks back at the case studies of two schools which sent teachers to the in-service. The case studies were initially presented in a Master of Educational Studies degree at Monash University. This chapter looks back at the way that professional development was designed to bring about change in schools with respect to computer use, how two schools made use of the seeding pair teachers and what issues emerged as a result.

espanolSe examina la relacion profesional y personal entre Andres Segovia y Manuel M. Ponce, con un enfoque especial en la relacion entre compositor e interprete -segun el modelo de W. Mellers-, y con las conclusiones de que Segovia influyo, con su actitud de interferencia en el trabajo de Ponce, para que se deteriorara la relacion amistosa y profesional entre ambos personajes. Se ilustra esta actitud de interferencia con los procesos de creacion de varias obras, pero en forma muy detallada en las Diferencias sobre la Folia de y fuga. EnglishThe professional and personal relationship between Andres Segovia and Manuel M. Ponce is examined, with emphasis upon the composer-performer relationship -as proposed by W. Mellers-, the conclusion being that Segovia's behaviour -marked by an attitude of interference- led to deterioration of the professional relationship between them. Segovia's interference is shown in respect to several pieces, particularly in respect to the Theme and Variations on Folias de Espana and Fugue.