• Better canteen
    For all children living in Australia. Healthy nutrition at a young age will shape their future health and habits, it would support families will lower income and busy parents who have no time to spare cooking proper lunch for their kids. It will support the economy by using produces from local farmer, we could also cut on waste and teach kids to live a more ethical way.
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    Created by Helene Dunlop
  • Petition to defer the loss of the VCE for the Maltese Language (including HSC & SACE)
    The Victorian Curriculum and Assessment Authority (VCAA) has informed the Maltese Australian community that the Collaborative Curriculum and Assessment Framework for Languages (CCAFL) National Reference Group has identified the Year 11 and Year 12 Maltese Continuers Course at risk of suspension due to its very small candidature in 2017. Should the final candidature in Maltese in 2018 and 2019 also fall below 15 students nationally, Maltese will be suspended following the 2021 examination. Therefore, Maltese would not be offered as a language subject in January 2022. Our Maltese language in Australia is at risk of being suspended from the VCE. Please sign this online petition and share with your friends and families to help us keep the Maltese language course as a Board of Studies recognised course in Australia. If the Maltese VCE falls, so does the Maltese HSC and SACE, affecting NSW and SA.
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    Created by Charmaine Cassar
  • Support Women’s Studies at Flinders University
    The unique qualities that Flinders University can demonstrate stem from our history as an institution with a focus on social justice. This focus is at the core of our local and global reputation and this reputation must be protected and maintained as we move forward into the future. The strength of institutions is in its people and Flinders University is recognised for its forward thinking, world leading, change making academics and students. Flinders University has been undergoing major changes as part of an ongoing restructure. The next phase is an academic restructure that is proposed to reconfigure teaching and research positions and will consequently change the shape of many disciplines at Flinders University, including Women’s Studies. Since Women’s Studies was established, more than 30 years ago, it has pioneered intersectional feminist research that has produced innovative work across gender, class, sexuality, race, ethnicity, and global location. This work has filtered through to local and international governments through the community service and consultancy work that the dedicated staff take on. This discipline is an incredible example of academic work that impacts far beyond the classroom. Women’s Studies consists of three core staff who are recognised internationally and well respected for their research, teaching, and service to Women’s and Gender Studies. The proposed changes to Humanities, Arts and Social Sciences would downgrade the capacity of the hard-working Women’s Studies discipline by removing 2 of the 3 existing positions and adding one less experienced staff member. We do not believe that this change is a viable model for supporting Women’s Studies to flourish into the future. We ask leadership at Flinders University to rethink changes to Women’s Studies and develop an alternative plan that supports this trail-blazing program to grow into the future. Women’s Studies sends graduates into every corner of the workforce and these graduates represent Flinders University all over the globe. We stand with Women’s Studies and reject any proposal to diminish this essential discipline. -Flinders WMST Collective, a group of students and alumnus of Women’s Studies at Flinders University
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    Created by Shawna Marks Picture
  • Say NO to Academic Restructuring at Flinders University
    What is presently happening in universities, not just at Flinders University but elsewhere, will have – and is having – serious social impacts. Put simply: • Troubled by decades of inequitable Federal funding cuts, universities, like Flinders, are transforming into businesses; • This changes the way we think about public education: from a vehicle for public good (i.e. to be invested in jointly by the state and commonwealth for collective good, and accessible to the broader community), to a commodity (paid for by individuals for private benefit); • These same governments are increasing support for the banks, the wealthy, the military and big corporations, while university managers are diverting much of the funds they do have, to upper management salaries and marketing campaigns while starving administrative support and teaching in many parts of the university; • Together, this impacts education and teaching. For example, within this ‘business’ formulation, academic subjects are considered valuable to the extent that they hold exchange value on the market. The hard sciences, for instance, are typically more valued by university managers for their amenability to industry partnerships and patents; • Subjects less amenable to outside funding; i.e., the humanities, social sciences, education, social work, arts, racial and ethnic or other minority studies, are increasingly devalued and are most at risk because they question power; • The latter fields are those where social inequalities have historically been most vigorously addressed (i.e. poverty, racism, gender inequalities). These are areas where students learn to think critically and care deeply about social equity. They are also areas where women academics are most highly concentrated, and these areas are current targets of the greatest and most casualised workforce; • Within this formulation, learning areas with highest market value (the ones that make the most money) are thus increasingly tied to outside corporate interests and funding, which in other parts of the world where this model has been applied, have given rise to ethical issues concerning ethics of research; • Rather than develop critical, social-democratic thinkers with social and political consciousness, with the shift from ‘public education’ to ‘private investment’, universities are destined to develop future generations of workers who are technically trained, yet self-interested, and our societies will be impoverished as a consequence. Universities have never been perfect institutions, but those like Flinders have had a proud record of making social equity a core part of their rationale. Current moves in higher education are deepening existing social inequalities, they are creating a precarious workforce that hurts minority groups the most, and they are positioning students-as-consumers who, if trends overseas are to be observed, will soon be subject to steeper tuition costs, making education an impossibility for many future students. Save our public universities, save our societies.
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    Created by Nadine Schoen
  • Please bring the 'Living Smart' Course to the Barossa!
    The Adelaide and Mount Lofty Ranges Natural Resources Management Board is funding a number of courses to be delivered in partnership with councils and other organisations in 2018. This seven week course is a unique journey that brings people together to learn from and support each other, helping to create networks of like-minded locals. Course topics include: living simply, waste, water, gardening for biodiversity, gardening for food, energy, healthy you, healthy home, transport and community. A skilled facilitator adapts the content of each topic, based on the needs of each group and the expertise within the group. By the end of the course, participants are energised, inspired and ready for the next step, whether that’s small changes in their own home or embarking on a community project.
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    Created by Michelle Peterson
  • Simply vote to raise much needed funds for struggling youth charity
    $10 k is a significant amount of money we can use to provide direct support to the young people we work with. THANK YOU for considering
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    Created by Warren Welsh Picture
  • Fair choice for families on religion and ethics
    A change to the enrolment form is the best way to provide families with all options upfront and to respect the right of families to choose what's best for their children. It's imperative that no more children be swept up in the current system that disadvantages children from non-religious backgrounds or minority religious groups.
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    Created by Primary Ethics Picture
  • Clean up Denham & Bloomfield Lanes - Creating safe spaces for our children & community
    The Denham and Bloomfield Lanes, as well as Little Bourke Street, in Surry Hills are part of the pathways used each day multiple times by hundreds of parents, primary school children and their younger siblings going to school, or work. The laneways are regularly found to contain; needles and related paraphernalia, rubbish and refuse, unwanted graffiti, excrement from animals and people alike. https://www.dailytelegraph.com.au/newslocal/central-sydney/crown-street-public-school-students-get-police-protection-from-threat-of-surry-hills-drug-users/news-story/9409358c76976fd389115b3880747f6a We ask that City of Sydney upgrade the space to build a more harmonious and safe space, such as; Stamped asphalt, Speed cushions, Continuous footpath Treatment (CFT), Pedestrian crossings and community artworks. Look at great examples such as Bennett Place and Fanny Place, also Prospect Street, both now the centre for genuine community connection, with the laneways used for community gathering, children's playing, and sharing art and food.
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    Created by Nathan Moyes
  • HELP THE HASHBROWN
    You are so much more likely to have a dollar lying at the bottom of bag than a dollar twenty. come on, wth 1000 year 7s and 8s combined it will more profitable as we are more inclined to by them.
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    Created by Annnabelle Jones
  • NDIS: Stop underfunding children with disabilities!
    Our children are Australia's future. NDIS is causing heartbreak and pain to families with children who have disabilities and no treatment. Children living with autism are not being given a proper chance to receive adequate early intervention that can change their future. Children with terminal illness that require overnight or 24 hour support have been left without help. It is a sad indictment on a society if they cannot take care of their most vulnerable children. We choose to speak for these kids and demand the NDIS give them a fair go! We will NOT stand by while the Australian government steals our children's futures! We stand united with parents of children with any disabilities that the NDIA is neglecting.
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    Created by Matthew Timmins
  • TAFE TOO GOOD TO LOSE IN SA
    State Government policies are destroying TAFE in SA. The short-sighted policy of making public Vocational Education and Training (VET) funding fully contestable means nothing more than taxpayers money going into the pockets of sometimes unscrupulous profit driven private Registered Training Organisations (RTOs), with disastrous effects for students, employers and our economy. All South Australians own our public TAFE system. Already, over $70 million of your money is going to private for-profit RTOs while TAFE SA campuses and courses are closing, denying students access to the high quality vocational education they need for the jobs of the future. Fully contestable funding is nothing more than the ideologically driven privatisation of VET and a race to the bottom. Federally, Bill Shorten's Labor Party is backing TAFE by guaranteeing government funding, recognising the need to reverse the damage being done. It's time for South Australian politicians to do the same!
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    Created by TAFE TOO GOOD TOO LOSE IN SA
  • Deliver Dinjerra Primary School redevelopment funding
    Dinjerra is the only State primary school that services Braybrook, Tottenham and Maidstone. The other state primary schools in this area are extremely overcrowded. We have the space to accommodate a rising local population yet we don’t have the buildings required to deliver a modern education, and this is drastically limiting our ability to meet the needs of our community. Dinjerra faces significant challenges due to the diverse make up of our school population. Our students overwhelmingly come from poor socioeconomic households and English levels are far below the State average. To put it bluntly, our kids already start on the back foot and this latest announcement means that our students are being left behind by this Government. If anyone needs a 21st Century school it is Dinjerra Primary School. Unfortunately we are forced to endure run-down,1950s constructed buildings, which provide the opposite of the flexible and dynamic learning spaces our students deserve. We were due to start construction later this year and now we have been left in the dark as to if or when we will get our promised new school. We urge the government to reconsider this funding decision. $7M is not a huge amount of money in the context of this budget, yet to us it means everything.
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    Created by Rayna Fahey Picture
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