It is known as 'the people's bank', 'the community bank' or simply 'the Bendigo'. As BUILDING THE VILLAGE shows, the Bendigo Bank's sense of social responsibility stretches back to 1858 and its roots on the Bendigo goldfield. Today, 150 years later, the bank's future rests upon the close community relationships it has built up across Australia. Historian Alan Mayne tells the story of the bank's developments, which parallel the building of Australia into one prosperous nation, and required overcoming many hurdles along the way, such as the protracted Federation drought, world wars, and the financial turmoil of the early 1990s.

Use computer technology to complement and strengthen your special education program! This book provides practical information, case examples, theory, and a critical summary of applied research about how computer technology can be used to support and improve special education and related services. With Computers in the Delivery of Special Education and Related Services, you'll learn how technology can be used to facilitate an individualized and collaborative approach to learning. Topics of discussion include innovative instruction, consultation, family collaboration, curriculum-based assessment, and professional development. Computers in the Delivery of Special Education and Related Services is a valuable resource in which special services providers can find ways to use computers to enhance individualized instruction and the problem-solving skills of their students, as well as avenues of professional collaboration and support. Computers in the Delivery of Special Education and Related Services presents thoughtful discussions that examine: how computer software can be used in the assessment of students’progress within specific curricula how students can use the Internet to discuss class projects with experts in a process known as ”telementoring” how software can help a school-based consultation team through specific aspects of the problem-solving process, including data collection, intervention selection, team decision documentation, and follow-up ways to use the Internet to create new types of learning communities for students and professionals, extending Vygotsky's notion of ”zone of proximal development” (ZPD) to the community level the advantages and disadvantages of using email with the intention of complementing and strengthening face-to-face collaboration the aspects of home computer use that address a student's special needs the importance of understanding the family's values, expectations, and cultural background Computers in the Delivery of Special Education and Related Services reflects the editors’hope that creative applications of technology will soon transcend the nagging stereotypes of computers (they isolate students, they're too difficult to use, that they lack the flexibility to treat people as individuals). Then computers will be viewed as partners in the process of special education--machines that enhance current practices and open new vistas for learning and education.

This book celebrates 75 years of Air Force cadet activity in Australia, 1941-2016. The organisation has had a tremendous impact upon the lives of tens-of-thousands of Australians over our 75 year history. Since 1982 it has enhanced the lives of young women as well as men. The book begins in WWII with the need to pre-train capable and committed "keen lads". Over 30,000 Australian boys were air cadets 1941-1945 with almost 13,000 going on to active service in the war. Air Force cadets survived into peacetime to become an aviation focussed youth development organisation, providing flying training in a military atmosphere with the aim of inspiring cadets to join the RAAF. There are currently over 8,000 Air Force cadets and adult staff around Australia. Aviation centred youth development in a RAAF service environment remains our central focus.

Contemporary researchers have analysed dialogue primarily in terms of instruction, conversation or inquiry. There is an irreducible tension when the terms ‘dialogue’ and ‘instruction’ are brought together, because the former implies an emergent process of give-and-take, whereas the latter implies a sequence of predetermined moves. It is argued that effective teachers have learned how to perform in this contradictory space to both follow and lead, to be both responsive and directive, to require both independence and receptiveness from learners. Instructional dialogue, therefore, is an artful performance rather than a prescribed technique. Dialogues also may be structured as conversations which function to build consensus, conformity to everyday ritualistic practices, and a sense of community. The dark side of the dialogic ‘we’ and the community formed around ‘our’ and ‘us’ is the inevitable boundary that excludes ‘them’ and ‘theirs’. When dialogues are structured to build consensus and community, critical reflection on the bases of that consensus is required and vigilance to ensure that difference and diversity are not being excluded or assimilated (see Renshaw, 2002). Again it is argued that there is an irreducible tension here because understanding and appreciating diversity can be achieved only through engagement and living together in communities. Teachers who work to create such communities in their classrooms need to balance the need for common practices with the space to be different, resistant or challenging – again an artful performance that is difficult to articulate in terms of specific teaching techniques.