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Editorial Record number of Indigenous doctors graduate from UNSW UNSW Indigenous Pre Programs 2014 ISEP 2014 Hip Hop Artist takes the “Gift of Rapping” to Indigenous Communities Bill Buckley’s Sojourn to Retirement An Interview with Dr Katherine Neal Congratulation Jeni Engel Introducing Michelle Sharp new CEO of Filling the Gap

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Words of Engagement

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UNSW Business School Nura Gili Strength Cards Nura Gili on the Road Nura Gili About Us

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Industry Visits

Nura Gili News If you would like to contribute ideas, news, letters and / or articles please contact the editor: E: T: 0478492075 If you would like to contribute to Indigenous scholarships for students at UNSW and/or Nura Gili Indigenous Programs Unit please feel free to make initial contact with the Director of Nura Gili Professor Martin Nakata B.Ed Hons PhD Telephone :+61 (2) 93853120 Email: - Prof Nakata's Webpage If you would like further information on Nura Gili’s programs, courses and facilities you are welcome to come and visit and/or contact us: Nura Gili Indigenous Programs Unit Electrical Engineering Building G17 UNIVERSITY OF NEW SOUTH WALES SYDNEY NSW 2052 AUSTRALIA

Telephone: :+61 (2) 93853805 Email: Website:

UNSW CRICOS Provider Code: 00098G | ABN: 57 195 873 179 Balnaves Place – Home of Nura Gili was made possible thanks to a generous donation from The Balnaves Foundation, a private philanthropic organisation established in 2006 by Neil Balnaves AO to provide support to charitable enterprises across Australia.

Global financial services firm UBS has committed to a major investment in support of Indigenous programs at UNSW

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An incredible end to the year, as we celebrated six Indigenous doctors graduating from UNSW this week! A trend that reflects the growing calibre and perseverance of our UNSW Indigenous students and alumni from across all our UNSW faculties as well as the incredible Indigenous students who we also get to know and work with in our many programs; such as our participants in our recent ISEP and UNSW Indigenous Pre Programs all featured in stories and on our cover of Nura Gili News this month. As Michael Peachey Nura Gili’s Head of Students Services shared at our UNSW Indigenous Pre Program Graduation dinner on Tuesday:

“I don’t know if you are aware or not, but UNSW made history yesterday.

We had six Indigenous Medicine students graduate – that’s the biggest number of Medicine graduates in one year, from anywhere in the country ever! Well done to UNSW and Nura Gili. It was quite interesting talking and reminiscing with students about their time here. We spoke about where they came from and where they were at now and about how four of the six came through our winter school program. We also talked about the fact that we knew those four students, long before they participated in the Pre Medicine Program; and for a couple of them, we knew them from when they were in year 10 at school. We had already become their brothers and sisters or uncles and aunts. We had become their family away from family. I hope this is what happens with all of you as well. We understand how hard it is for some of you to move from family and community and that you are taking a giant step away from what is your comfort zone. We know at Nura Gili we can’t fill your mob’s shoes but we will try and do the best we can to give you the support you will need during your studies to get you to the other end, and I am confident we can do this because I believe I have the best support staff at any university in Australia. But in saying this, we can’t do any of the support we talk about, without you wanting that support or without you being committed and determined to get to the end as well.” Congratulation to all our students – past current and future and we wish you and all your (and our) family, friends, colleagues and communities all the very best and hope we all find time to reflect and relax on the past year so we can all move into 2015 rejuvenated and ready for the challenges ahead. Rebecca Harcourt Editor

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As published by UNSW Media on 15 December 2014

UNSW Medicine celebrated a milestone today with the graduation of six Indigenous doctors – the highest number in a single year. The graduations cement UNSW’s place as a leader in Indigenous medical education. Most of the group are the first in their families to attend university and credit UNSW’s unique Indigenous support program and scholarships with helping them to realise their ambitions. Two of the graduates, Khyarne Biles and Tyron Clayworth, had scholarships provided by The Balnaves Foundation, and all six students received residential scholarships from the Shalom Gamarada program to live on campus. Biles will return to Dubbo, her hometown, to begin her medical career. She is passionate about improving Indigenous health, and hopes to train as an obstetrician or paediatrician serving remote areas of far west NSW. “I am an outgoing, hardworking and proud Aboriginal woman who is committed to making a difference to the health outcomes of my people,” says Biles. Graduate Murray Haar – a Wiradjuri man – started his journey to medical school at UNSW in 2006 when he attended a Nura Gili Winter School, which introduces high school students to the world of tertiary education. “The support and friendship of my fellow Indigenous medical students had a resounding impact on my ability to succeed through the program – we encouraged one another through some very tough and Celebrating our students, alumni, staff and programs across all our communities 4

trying times and carried each other to the finish line,” says Haar, an aspiring psychiatrist or pain medicine specialist who will do his internship in the Albury-Wodonga region. UNSW launched its Indigenous medical entry scheme in 1998, the same year Dr Kelvin Kong, Australia’s first Aboriginal surgeon, graduated. He had campaigned for greater recruitment of Indigenous students while at UNSW. When Kong started practising, he was one of only 20 Indigenous doctors nationwide. There are currently 49 students enrolled in the medical program at UNSW – the highest in Australia and a significant proportion of the 310 Indigenous medical students studying nationwide. Faculty Dean Professor Peter Smith says: “This is an inspiring day for UNSW Medicine as we stand beside these six Indigenous graduating students and look forward to watching them step into the next phase of their lives as doctors. And we know there will be many more of their peers to follow, supported by these valuable scholarships that are showcasing UNSW as a leader in the field.” The Chair of Aboriginal Health at UNSW and co-founder of the Shalom Gamarada Ngiyani Yana scholarship program, Professor Lisa Jackson Pulver AM, says: “Each student has at some stage been a residential scholar at Shalom College and flourished, overcoming the challenge of time away from family and friends to pursue medicine. Without this scholarship program, many of the students would not have been able to study at UNSW – simply because their financial resources would have precluded living on campus or nearby.” There are currently 28 Indigenous students at Shalom College. The Balnaves Foundation Indigenous Medical Scholarship program has so far graduated three doctors and is currently supporting another five Indigenous students studying medicine. Neil Balnaves AO, Founder of The Balnaves Foundation, commended the students on their tenacity and drive throughout their six-year journey: “Our students graduating today are personally helping to close the health gap between Aboriginal people and other Australians.” These scholarships and the programs and academic and social support services provided by the Nura Gili Indigenous Programs Unit and the Rural Clinical School play a key role in UNSW’s success in recruiting and retaining Indigenous students. In 2012, UNSW opened Balnaves Place, a new home for Nura Gili. With support from The Balnaves Foundation, the centre has increased UNSW’s capacity to support Indigenous students. Mr Mick Peachey, student services manager at Nura Gili, has known some of the students since they attended Winter School as teenagers: “We’re proud of all our alumni and all our students who get through their degree because we know how hard they worked, and we’ve walked beside them throughout their studies,” he says, describing the pride that comes with students such as Biles returning to their community as doctors. Denise Knight To read more stories please follow these links:

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Nura Gili’s Chery Ah See who is the coordinator of our UNSW Indigenous Pre programs in Business, Education, Law, Medicine and Social Work shared how our forty-four participants were another exceptional group of students, many of whom we hope to see back here studying at UNSW in 2015. This was also reflected in Michael Peachey, Nura Gili’s Head of Student Services, as can be seen in this extract of his speech at the UNSW Indigenous Pre Programs Graduation dinner: “To you the participants, you are the people who will be our future leaders, you are the ones who will be role models for Indigenous students across Australia, for future winter school and pre-program participants; you are the people your siblings, cousins and young friends will look up to. You will also be role models for your families and your communities, so from here, the next step is up to you. You are here, so that’s an indication that you want to achieve and that you want to make a change and be a part of the generation that takes Indigenous Australia forward by improving our statistics. Whether you aim to be a business person, a teacher, a lawyer, a doctor or a social worker – you can make a difference. The six Medicine graduates yesterday are well on their way and I’m sure there are many more in this room. What I would like to say to you is that you are the only person who knows what you want so you need to go out there and fight for it. If UNSW is the place you want to be, take the steps to make that happen. UNSW is one of the leading universities in the country and we produce top quality graduates – top quality Indigenous graduates and you have the chance to become a part of that, and become a part of the UNSW Nura Gili family. I’m sure that many of you have already received offers from other universities, and all I ask is that you consider all of your options carefully. Think about what is on offer – but mostly, what you need to get you through your degree. And when considering this, think about Nura Gili, and the connections you’ve made during Winter School and Pre Programs, because, if I’m being honest, I believe the support we offer is second to none.”

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This is the 13th year of UNSW Indigenous Pre Program in Business

L-R Rebecca Harcourt, Dr Jennifer Harris, Philemon Gabey, Jay Edwards, Josh Moxley, Jennifer Bismore, Shaun Wright, Nathan Wursten, Joe Masters ,Ben Eisikovich (tutor)

This is the 2nd year of UNSW Indigenous Pre Program in Education

L-R Shari Latu, Mitchell Coleman, Stephanie Ingster, Nataya Currie-Ritchie,Jay Carroll, Aiyana Tranter , Jackson Parkes

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This is the 21st year of UNSW Indigenous Pre Program in Law

Jenavieve Westbury, (tutor) Stephanie Gray, Dr Dominic Fitzsimmons, Sarah Wellings, Kim Peckham, Kiarna Steinmann, Tehneya Deweerd, Ganur Maynard (tutor), Chloe Howard-Graetz, Hayley Barrington, Kayla Innes, Ruby Langton-Batty, Noah Bedford, Tim Forrest, Kira Clark, Warren Roberts, Tyrone Kelly.

This is the 12th year of UNSW Indigenous Pre Program in Social Work

L-R: Michael Peachey, Vanessa Turnbull, Shania Conlon , Eliza Turner, Karlie Stewart, Tara Weldon (tutor), Paige Hoskin , Paige Carroll, Locklan Bygrave

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This is the 17th year of UNSW Indigenous Pre Program in Medicine

L – R: Hamish Albany, Quinton Vea Vea (supervisor), Macayla Flood, Tiana Edwards Hannah Phillips, Tisha Moore, Milo Darmopil-Kerslake, Chyna Johnson, Stewart McNamara, Clancy Read, Kyall Flakelar


Left- Corey Williams 3 year UNSW medical student & Hayley Barrington, pre program Law student with their daughter, Mila.

The 2014 UNSW Indigenous Pre Program were run by Nura Gili in partnership with Faculty of Arts and Social Sciences, Faculty of Law, Faculty of Medicine, and UNSW Business School. This is an intensive academic program th th which ran from 25 November – 17 December 2014 with participants accommodated in New College. Current Nura Gili UNSW Students and Alumni: Quinton Vea Vea, Brylie Frost , Lucinda Stewart and Dom Zahra were our student supervisors throughout the pre programs and mentors for our pre program participants. As were our tutors Ben Eisokovich, Michael Cox, Jenevieve Westbury, Ganur Maynard and Tara Weldon. Nura Gili would like to thank all the students, UNSW academic and professional staff and New College involved in the pre- programs – all contributing to the success of the program which is both challenging and rewarding.

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From cookie mining and coding workshops at the School of Computer Science to dissecting squid eyeballs at SiMS and spotting terrestrial stars at Sydney Observatory, we sure had a lot of fun at ISEP 2014. We promised to woo and wow our students and we even managed to surprise ourselves at how much fun studying Science and Engineering can be. Our program this year was jam packed with tonnes of great activities and our students and supervisors were a wonderful mix of inspirational Indigenous youth. ISEP is a multi-year fully supervised three day residential program designed to provide Indigenous students with an opportunity to experience studies in science and engineering. Students will be invited to return annually to engage in this and other Science and Engineering programs at UNSW. Aimed at secondary students in years 7-9, this program provides an opportunity for students to experience UNSW’s Faculty of Science and the Faculty of Engineering as well as other learning environments. The aim is to broaden the student experience, stimulate and peak interests and inquiry as well as develop an understanding of what is required for further study in these fields. The program is delivered by UNSWexperts and academics providing a variety of fun activities and interactive learning. This year we saw an unprecedented number of applications for ISEP with a surprising 50% Indigenous girls attending. This is great news for our future scientists and engineers. For more information on our Indigenous Science and Engineering Programs for 2015, please visit Kat Henaway ISEP 2014 Coordinator and Student Support Officer Nura Gili Indigenous Programs Unit

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Dear Kat, Thank you so much for the fabulous time that you and the other supervisors (Jess, Guy, Nelly, Lee, Tara, Ed, etc) gave to me at ISEP. It was a once in a life experience that I will always remember throughout my life. I would love it if you could keep in touch with me and tell me about some other opportunities that will be held within Nura Gili. Thanks again, Aiden Moore (right)

Above -Thank you note from Siale Sabatino, who wants to be a mechanical engineer. Celebrating our students, alumni, staff and programs across all our communities 11

As published by UNSW Media 26 November 2014 Rhyan Clapham - music can strengthen community and build pride. Photo: Grant Turner, Mediakoo Hip hop artist and jazz drummer Rhyan Clapham is using his rap music to combat racism and strengthen Aboriginal communities. UNSW’s first Indigenous Bachelor of Music graduate, Rhyan says Hip Hop is a “phenomenally powerful tool”. “Music has always inspired me to make a difference, unleash ideas, and to promote the expression of individuality and creativity,” he said. “You can be political in rap, you can be personal in rap, you can be whoever you want to be in one song.” The hip hop artist said he uses his music to promote black pride, raise awareness of identity obsession and halt stereotypes. Growing up in Warilla, south of Wollongong, Rhyan learnt piano from the age of seven and then progressed to drums at high school where he developed a passion for jazz. “Music kept me sane, it was there for me as a relief and I used it to express myself,” he said. Earlier this year, Rhyan was awarded Dean’s Leadership Awards for Creative and Performing Arts and Community Leadership. The Arts and Social Sciences awards acknowledge the musician’s work as a performer and supervisor at Nura Gili Winter Schools and Reconciliation Week, and for his ambassadorial work representing Nura Gili and UNSW’s ASPIRE program at cultural events and schools around Sydney. Describing himself as a “less identifiable Aboriginal person” because of his mixed Pilipino and Indigenous heritage, Rhyan believes Aboriginality is a “complex, current and underlying concept”. “People like me need to strengthen our community, and share the knowledge that it doesn't matter what your appearance is, if you're Indigenous and you proudly identify with it, then you are welcome in our community,” he said. Rhyan has enrolled in the inaugural Australian Indigenous Studies honours program being offered by UNSW’s Nura Gili Indigenous Programs Unit next year. The drummer will use his research to understand the effects of hip hop music in Aboriginal culture. He plans to travel to rural Indigenous communities to teach teenagers the “gift of rapping” and how they can use it for self-expression and to share with their community. “Music is such an important tool – we can appeal to people all over the world with four chords, we can bring a country to tears with some falsetto vocals. There's so much that can be done if we use music to strengthen community and build pride – that’s what I want to contribute to.” Fran Strachan

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Above: Nura Gili UNSW students: Bridget Cama Rhyan Clapham and Riley Court-Bennett lead a rendition of Kev Carmody and Paul Kelly’s from Little Things Big Things Grow in honour of Bill Buckley.

L-R Bill Buckley, Cheryl Ah See, Bill’s wife Colleen , Monique Peachey, Michael Peachey celebrating a deep and special friendship which began when Chery and Mick were studying to become teachers and Bill was their lecturer . At that time their daughter Monique who is about to start her third year studying at UNSW was only a baby.

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As Nura Gili UNSW Alumni George Brown who emCeed this special celebration in honour of Bill and Coleen and all their contributions to Nura Gili UNSW community shared: “William Anthony Buckley has had extensive experience as a lecturer in a number of universities in Australia. Bill was awarded the Order of Australia Medal in 2010 for service to education and as a mentor to Indigenous students. 

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Bill was the Principal at the Star of the Sea Primary School in Miranda from 1977-1986 and a Teacher in various State High Schools including the RAAF School in Penang, Malaysia; Narrabri High; Woodenbong Central School; and Taree High School, between the years 19631977. Bill has been since 1987 and is still today, a Tutor and Mentor at Jumbunna Indigenous House of Learning, University of Technology. From 1988-1991, he was a Lecturer, in the Diploma of Teaching (Aboriginal Rural Education Program) at the University of Western Sydney. From 1975-1977, he has Lectured, in the subject area of Curriculum and Teaching Methodology. He was a representative on the East Timor Project Steering Group Library Program; Plus many more career achievements, but more importantly, for us, he has been an Academic Advisor at Nura Gili since 2002

These highlights demonstrate a well-rounded and dedicated career spent in different educational institutions and with different people; but it hardly scratches the surface on the impact you have had on individuals you have encountered. Bill is a man who is genuine, considerate, supportive and always good for a biscuit, cake, cuppa and a yarn. Damian Shannon sums it up when he said, “Bill was the one constant throughout our degree…we could always rely Bill to cheers us up, listen to our concerns and to provide prospective.” On behalf of Nura Gili, I would like to thank you all for sharing this very special occasion with us. I know that Bill leaves very hard shoes to fill and he will be missed by all who have been associated with him, but I’m also certain that you would all agree with me in saying that we wish both he and Colleen, all the very best on his retirement and that it’s not goodbye, but see you later. Thanks for the memories Bill. “

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Many heartfelt and poignant speeches, live and on film, were shared by Nura Gili UNSW students and Alumni including Aaron Collins, Teena McCarthy, Dennis Golding, Lucinda Stewart, Quinton Vea Vea, Rhyan Clapham,Lucinda Stewart Brylie Frost and Ricky Maynard. Michael Peachey switched the chairs around and we were able to share in the delight and repartee as Mick interviewed Bill in honour of Bill ‘s life, passions and career and ‘Bill’s Panel’ which has been a regular features of UNSW Indigenous Winter school and UNSW Indigenous Pre Program Dinners with Bill interviewing Nura Gili students and alumni. Bill and Colleen were presented with a didgerdioo painted by Dennis Golding (right) and a film where Dennis shares his process and explains the story of his design in honour of Bill and his journey with so many over the many years in his time working here at Nura Gili UNSW. Bill and Colleen wre alos gifted with a special book of photos charting Bill’s time here at Nura Gili with many different highlights over the years accompanied with personal messages inscripted from students, alumni and staff.

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Where did you grow up and where have you lived? Originally, I’m from the US. I bounced between California and Texas as a child, but I also lived in London and Amsterdam when I was a teenager. I went to graduate school in Toronto, Canada and lived in Canada for six years. I then lectured at the University of Edinburgh, so I lived in Scotland for a few years as well. I moved to Sydney in 1999 to lecture at the University of Sydney. I went back to Texas for a year in 2003 and worked as a High School Maths teacher before returning to Sydney in 2004. Can you share a little about your experiences living, working and studying in different countries? It is interesting because although most of the countries I’ve lived in are English speaking, there can still be communication challenges. Words can have different meanings. Also, there are differing national styles. In the US, and to a lesser extent in Canada, to obtain funding or a research position you must be willing to present your work as vitally important and exude confidence, whereas if you started proclaiming your brilliance in Scotland they would think you were a poser. The levels of formality vary as well. Canada is more like Australia where people’s first names are used whilst in Scotland the students would have to call you Ms Harcourt. When I was studying in the US as an undergraduate, I was working full time as well which was challenging. I started off studying computer science before I switched to mathematics. My jobs included being a banquet waitress, a tutor and a teaching assistant. In Canada, I was a teaching assistant and I won a few scholarships as well. I loved Toronto. The students were from all over the world. Like Sydney, Toronto is a very multicultural city. Remembering back to when you first went to university as a student what is your fondest memory? Because I moved so much as a teenager I had gaps in my maths background. I had a professor who spent lots of time helping me understand stuff I should have learned in high school. He was a wonderful person who actually looked like the stereotype of a mad professor with messy hair and clothes, covered in chalk dust. He was endlessly patient and a fabulous role model. Because I worked full time in three jobs as well as going to university full time most of my memories involve studying or work. As I was paying for my own schooling I was very obsessed with doing as well as I could so as not to waste money. Graduate school was more fun as I had time to play pickup hockey and softball as well as go to the pub with my friends. Most importantly, I met my husband in graduate school. Can you share what has motivated you at different stages of your life- to study, research and build different avenues of academic and professional expertise? In high school I was bored with school and didn’t do my best. Whilst living in Amsterdam, however, I looked around and noticed the jobs people had who didn’t go to university. I knew I didn’t want to work in a restaurant or a shop for the rest of my life. When I went back to the US I started university and worked three jobs to support myself and pay my fees. I was driven by my desire to learn something that would set me up for a good job. After graduating I worked in finance and in cost/scheduling for a few years. Eventually, I decided that I wanted to put my love of mathematics and history together and study the history of science. I had only saved enough for one year in Canada, so I knew that if I didn’t do well enough to obtain a scholarship I’d have to return to Texas with nothing gained. After a great deal of study and hard work I earned a scholarship and a fee waiver, which allowed me to complete my Masters in history of science and my PhD in history of Celebrating our students, alumni, staff and programs across all our communities 16

mathematics. You have to do very well in this area to have any chance of getting a lectureship or any research funds. Indeed, if your grades fall you can lose your scholarship! After lecturing for six years, I had to take some time off to assist my daughter with her learning difficulties. When Elizabeth successfully overcame her issues, I decided to get a Masters in Special Education so that I could better support students. My fifth, and final, degree is a Graduate Diploma in secondary mathematics teaching. I needed Australian qualifications as the maths classes in high school here are very different from in the US. I still enjoy studying; in order to be able to support students at Nura Gili I’ve audited ECON1203 and MATH1041. What first attracted you to come and work for Nura Gili? Nura Gili’s goal is to have the best learning support services for Indigenous higher education students. I wanted to utilise my background to provide high quality, tailored learning support programs because of the potential benefits that education can offer Indigenous students. My passionate belief is that with hard work, anyone can learn mathematics. It just takes practice like improving your results in sports. What are some of the challenges you have come across for our students studying here? Most of the issues I have seen at Nura Gili are connected to students not having the assumed knowledge required for their courses. Additionally, if students attended high school out of state, the maths courses they took might not be equivalent to NSW’s courses. Occasionally, students don’t realise how much work is required to master a course’s material and therefore don’t spend enough time studying. What advice would you give to our students? One of the most important keys to success is attending all of your classes and concentrating on time management. Students should give themselves plenty of time to complete their assessments and revise. The only way to learn mathematically based content is by actually solving problems. Practice is vitally important. Who are/have been your mentors/ educational role models & why? My grandmother never attended university even though she really wanted to go. She had to start work right away to help her family. However, she encouraged me to attend university and helped me out financially when she could even though she didn’t have much money herself. During university and graduate school my role models have been the teachers that emphasised that you don’t need innate talent, but merely hard work, to be successful in mathematics.

Interview with Rebecca Harcourt.

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Congratulations to Jeni Engel BA(Hons1) DipEd LLB (UNSW) GDLP (ANU) Senior Lecturer, Director of Indigenous Legal Education, UNSW Law On her recent UNSW staff award in recognition of Excellence in Diversity and Inclusion. Above: Jeni receiving her award from the President and Vice Chancellor of UNSW Professor Fred Hilmer.

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: Filling the Gap (FTG) is a non –government charitable organisation incorporated in NSW. We aim to make use of existing resources to align and improve oral health care in remote indigenous communities. Outcomes are ensured through carefully building relationships with the local Aboriginal and Torres Strait Islander community controlled health services and through culturally aware partnership practices. Poor oral health can affect speech and language development, school attendance and performance, self-esteem, employment and general social wellbeing. Aboriginal and Torres Strait Islander peoples experience significantly higher levels of oral disease, twice the rate of untreated decay, nearly 50% more gum disease than other Australian adults. Most dental care in Australia is privately provided and waiting lists for public dental services are long. Building relationships and trust with communities is a cornerstone of success in work we achieve. Our partnerships are usually in areas where there is limited access to affordable and culturally appropriate oral health services. We develop an arrangement to meet their needs and, in some cases, we have provided evidence to successfully encourage the permanent appointment of dental services. Since 2006 more than 230 dental professionals have volunteered their time with Filling The Gap and provided over 10,000 dental appointments covering both emergency relief and sometimes comprehensive treatment. We have a team of dedicated volunteers helping with project and administration. Funding comes from Grants, public fundraising and private benefactors. We have worked with Aboriginal health services in a number of locations including NSW, NT and SA. We concentrate mostly on the adult population as there are government initiatives already servicing school-aged children, however children are also accommodated when present. We are currently working with 2 clinics: Maari Ma Health Clinic in Broken Hill in Northern NSW and Katangul Health Clinic in Narooma on the South Coast of NSW. This is a great venture for me. I am looking forward to meeting the teams in the health centres as well as the community and I plan to travel to these regions early in the New Year. I hope to consolidate the great work that has been done before I arrived and open up new avenues where we can be involved and add value. Many changes will be happening in the next 6 months so check out our current website and Facebook: Filling the Gap Australia pages and stay tuned‌. Michele is tertiary qualified in Social Work, Education, Social Policy and Business, and has worked in both commercial and education organisations. Her most recent role has been in postgraduate Strategy in the UNSW Business School, where she is still active.

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On Tuesday 16th December NRL, NSW Department of Finance and Human Services and IBA hosted our UNSW Indigenous pre-program in Business students and some of our current Indigenous students studying at UNSW Business School and AGSM .

Thank you to our NRL host Mark Deweerd, General Manager Community, Culture and Diversity. (above front row fifth from left)

Industry visits provide our students the opportunity to:

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Experience firsthand different avenues their studies could lead too, share a diversity of options and choices that could be available to them now and in the future Explore how different and integrated ‘business’ disciplines, skills, acumen, competencies are applied in the workforce Apply their academic learning in the workplace Meet role models- working in different capacities and across many levels of management including CEO, senior management, as well as learning about internship and graduate opportunities Explore the role of business in its broadest sense play and its relationship to leveraging selfdetermination, developing relationships with Indigenous stakeholders and improving outcomes for Indigenous people

And as Mark Wenberg from the NSW Department of Finance and Services shared: “Everyone was extremely impressed with the students who attended the industry visit yesterday I was inspired by the talent of our mob studying at UNSW. Well done to Nura Gili for all the support you offer students and businesses. We are so excited here and look forward to what promises to be a very good 2015; thanks to all the fantastic and energetic students who we are keen to help next year.” Celebrating our students, alumni, staff and programs across all our communities 20

Thank you to our IBA Hosts Anthony Ashby, Deputy Chair of IBA (above left with 2nd year Indigenous Commerce student Dylan Booth) and George Brown on the Graduate Program at IBA (far right below).both of whom are great Indigenous business professionals, role models & UNSW Commerce Alumni.

Thank you to our hosts Paul Dobing, Executive Director, NSW Procurement, Warrne Grant and Mark Wenberg from NSW Department of Finance and Services- pictured with our students below.

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I’ve been reflecting a lot on language recently and the relationship with which our language is indicative of our perception on how we see ourselves and others: how we define and often re-define others through our own familial and societal lens, fused with our conscious and unconscious cultural biases. As an avid reader and writer I highly value and am conscious of the choice and interpretation of the words and language we use–perhaps overly so. With such a wide spectrum, our choices and use of language we incorporate across our daily lives -oral, written; informal, formal; – sheds an indicative window on how we perceive, construct and are constructed, revealing our perception of ourselves and others. When others reinterpret and /or change language indiscriminately, choosing words, speaking on behalf of ‘me’ ‘him’ ‘her’ ‘us’ it can sometimes feel and indeed can cause the effect of undermining and/or subjugating the original voice; with changes in language being made to suit the interpreters own purposes and/or positioning. Whether this is conscious or unconscious, this can create fractious and deepening crevices in the foundations of identity and purpose; reflected and built through the original voice and specific choices of language. When we are engaging as positive agents of change, language becomes critically important as it reveals positioning, purpose and growth and keenly vision and aspirations for future generations. As we carve out our meaning with language, it’s crucial others honour our words, language, voices and the shapes we paint as often our language reveals a deep purpose which can imbue hope, inspiration, honouring the past, the present to create opportunities where before there was little or none. So when people ask me about my life, my family, my work - the heart of my response is imbued with how much I learn every day in life, how much respect I have for everyone I meet and how much I recognise personally, professionally how much we can all learn from each other. If we can connect with our own individual and shared humanity, be generous, kind and face life with honesty, humour, compassion, dignity and integrity we can continue to foster and relate to one another and create a better lives for all of us to share. . Rebecca Harcourt Editor Nura Gili News #ride with me

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Our Strength cards are available for sale at our UNSW Bookshop and via their website for online purchases. All sale proceeds will go directly towards a fund for Indigenous scholarships for students studying at UNSW Business School and AGSM. To purchase and for further details: Also here is our latest UNSW Indigenous Guide for Business Students, please let me know if you would also like to receive hard copies of the guide to share in your organisation. Rebecca Harcourt

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The Blak markets, which were launched a year ago, will celebrate its first anniversary with a charity performance by the Stiff Gins at a special twilight market this Saturday December 20th from 3pm 7.30pm on Bare Island. CEO of First Hand Solutions, Peter Cooley, said the Blak markets was developed as a way for First Hand Solutions Aboriginal Corporation to encourage cultural reconnection between Aboriginal Eders and youth and provide a platform for conversation between Aboriginal and non-aboriginal people. "The Blak markets has also turned into a showcase of great pride for our people with up to 30 Aboriginal and Torres Strait Islander stallholders selling their products on Bare Island," he said. "So come along and enjoy our mouth-watering food stalls, an array of authentic Aboriginal products and free entertainment." "We can't wait to celebrate the holiday season on the beautiful shores of La Perouse," said the Stiff Gins. "Surrounded by the sea, layers of history and culture, we want to sing up strong for the last Blak market for 2014 - a perfect end to the old year and beginning of the next." Entry onto the Island, which is usually only open for tours, is only $2 per person, with proceeds from this market to go towards First Hand Solutions running its first community program - Seeds to Success- which is an Indigenous Leadership and public speaking program that involves Aboriginal students attending school working with Aboriginal role models and community elders to develop leadership and public speaking skills around traditional uses for native plants.

Peter Cooley has just completed his Graduate Certificate in Social Impact with CSI at UNSW.

For more information on First Hand Solutions and the Blak Markets see our website: and/or like our Facebook page:

Celebrating our students, alumni, staff and programs across all our communities 24

“I want students to walk away from us believing that they have the ability to be anything they want to be as long as they have a dream and they never give up” Leearna Williams.

Winter School -Built Environment 2014

Each year Nura Gili attends Indigenous and non-Indigenous careers expos and conducts our ‘Light and Fire’ presentations at schools and TAFEs as part of our Recruitment and Outreach activities. We travel throughout Sydney and across Regional NSW. The careers expos provide us with the opportunity to share information about Nura Gili and UNSW with prospective students and members of the community. Nura Gili invites schools, TAFEs, individuals and organisations to visit our Kensington campus where we conduct our presentation with you, including a tour of the UNSW campus. Visit us at Balnaves place- Home of Nura Gili and we will provide you with a great opportunity to learn firsthand more about Nura Gili’s programs, entry pathways and all about the different programs you can study with us Let us know if would like us to have a stall at or your school, TAFE, organisation or expo and if you would like to visit us here on campus Leearna Williams Nura Gili Student Recruitment Officer For more information please contact: Nura Gili on (02) 9385 3805 or email Celebrating our students, alumni, staff and programs across all our communities 25

Nura Gili provides pathways to learning opportunities that embrace Indigenous knowledge, culture and histories. Nura Gili strives for excellence in educational services and works towards assuring participation and access to all the programs it offers. The staff and students at Nura Gili support community outreach programs to actively spread the message of the availability of tertiary studies. Staff and students also work to promote the centrality of arts, culture and heritage for Aboriginal and Torres Strait Islander Peoples - throughout UNSW and the wider community. The words Nura Gili are from the language of the Eora Nation, Nura meaning ‘place' and Gili meaning ‘fire/light'. Nura Gili at UNSW brings together these concepts to create the meaning ‘place of fire and light'. The theme of place remains important to the many cultures of Indigenous Australia. The University of New South Wales acknowledges and recognises the very place that we have all come together to work, share, study and learn as the traditional lands of three separate Aboriginal communities: the Bedegal ( Kensington campus), Gadigal (City and College of Fine Arts Campuses) and the Ngunnawal people (Australian Defence Force Academy in Canberra). The site of UNSW is located near an 8000 year old campsite around which the people of the area taught culture, history and subsistence. From an age old past through to the present the site holds significance as a place for gathering, meeting, teaching and sharing. The concept of a fireplace and fire in general reflects the warm, relaxed and nurturing environment created by age-old fires many years ago, and recreated today by the staff and students of Nura Gili. The shared inspiration , drive and purpose for the staff and students of Nura Gili is that they belong to a community on campus where there is a fire burning, where people come together to share, as has been done for thousands of years. Nura Gili values the potential that education can offer, and with the theme of the fireplace in mind, we invite Indigenous and non-Indigenous people to gather, learn and share together, to light a torch of their own, to guide them, and light their way as they create their own journey.

Celebrating our students, alumni, staff and programs across all our communities 26

Nura Gili News Edition 17 Dec 2014  

An incredible end to the year, as we celebrate six Indigenous doctors graduating from UNSW this week. Congratulation to all our students – p...

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