Channel's Totem-pole
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This document discusses a student's choices for symbols to represent themselves, with the symbols being a totem pole to represent being from New Zealand, a picture of a husky dog as they love dogs and huskies are their favorite, and a picture related to being part Welsh.
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The document discusses Cam's totem pole project for school. It includes pictures and descriptions of symbols from New Zealand, where most of Cam's family is from, the United Kingdom, where Cam's great grandmother was born, and Russia, where Cam's great great grandmother was partially from. Cam chose symbols that represent their cultural heritage and background.
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The document describes a girl choosing symbols to represent her family heritage, including the New Zealand flag for her family from there, the Norwegian flag for her grandmother's heritage, the United Kingdom flag for her great-grandfather, and her family tartan and ballet shoes for her maternal family traditions. She also chooses cheese and a tote bag as personal favorites.
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Hayley chose pictures that represent her family's New Zealand culture and heritage. She has relatives who live on farms in Waikato, and her uncle lives and works on a farm. Her uncle also played rugby for New Zealand and France. She included a photo of a special carving made by her uncle's father and a photo of her uncle from the past. The pictures reflect Hayley's strong connection to her family's New Zealand culture through farming, rugby, and Maori carvings.
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The document discusses Cam's totem pole project for school. It includes pictures and descriptions of symbols from New Zealand, where most of Cam's family is from, the United Kingdom, where Cam's great grandmother was born, and Russia, where Cam's great great grandmother was partially from. Cam chose symbols that represent their cultural heritage and background.
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The document describes a girl choosing symbols to represent her family heritage, including the New Zealand flag for her family from there, the Norwegian flag for her grandmother's heritage, the United Kingdom flag for her great-grandfather, and her family tartan and ballet shoes for her maternal family traditions. She also chooses cheese and a tote bag as personal favorites.
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Hayley chose pictures that represent her family's New Zealand culture and heritage. She has relatives who live on farms in Waikato, and her uncle lives and works on a farm. Her uncle also played rugby for New Zealand and France. She included a photo of a special carving made by her uncle's father and a photo of her uncle from the past. The pictures reflect Hayley's strong connection to her family's New Zealand culture through farming, rugby, and Maori carvings.
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In 1996, Bill Day led the most successful salvage expedition to date, recovering anchors, cannons, crockery, and gold and silver coins from a wreck. Among the artifacts recovered were a crown with the initial G, a date of 1826, a toggle handle, counter weight, lavatory lever, and a quarter shield with a cross in the upper left corner.
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The document discusses the reasons for choosing several symbols and items: a thistle was chosen because it is popular in Scotland; the Scottish flag was chosen because the author's ancestors came from Scotland; a Macmillan hunting tartan was chosen because the author is part of the Macmillan clan; a symbol was chosen because it is the Macmillan crest; a Lamborghini Aventador was chosen because it is one of the author's favorite cars.
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The document discusses Cam's totem pole project for school. It includes pictures and descriptions of symbols from New Zealand, where most of Cam's family is from, the United Kingdom, where Cam's great grandmother was born, and Russia, where Cam's great great great grandmother was from. Cam chose symbols that represent their cultural heritage and background.
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This document discusses a student's choices for symbols to represent themselves, with the symbols being a totem pole to represent being from New Zealand, a picture of a husky dog as they love dogs and huskies are their favorite, and a picture related to being part Welsh. The student also notes they chose a picture because they want to be a vet when they grow up.
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This document outlines aspects of Maori culture including traditional clothing like piupiu skirts and kakahu cloaks. It discusses welcoming customs like hongi greeting and kai hospitality. It also lists Maori performing arts like kapa haka, musical instruments and waiata songs. Foods mentioned include hangi cooked food, maori bread, and kaimoana seafood. Finally it provides Maori greetings, religious concepts, and cultural items like the tino rangatiratanga flag, pounamu greenstone, and carvings.
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The document discusses entering a password-protected area, with the user unsuccessfully trying 5 different passwords before eventually logging out. It also contains short statements from someone explaining their choices of pictures, referring to a family connection to Stirling Castle, their family tartan, coat of arms, and a love of Lego.
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The document discusses symbols that are important to the author and their family's heritage, including the silver fern of New Zealand, hats popular in Australia, and the Australian crest. It also mentions the author's love of the Wellington netball team Pulse and singer Taylor Swift. The author chose these symbols to represent their cultural background and interests in a presentation.
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This document provides details about the student Troy Mackail's family heritage. It mentions that his father Paul's tribe is Pakipaki from Pirihaka, Taranaki, represented by a white feather totem pole. It also notes several of Troy's great grandparents immigrated from Italy, Israel, Ireland and Scotland, and that Troy chose the New Zealand flag because he was born in New Zealand.
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This resource provides teachers with guidance on integrating information literacy and ICT into classroom instruction. It outlines the key stages of an information process model: immersion and ignition, wondering and questioning, planning and search strategy, discovering and interpreting, creating and communicating, and celebrating and evaluating. At each stage, examples are given of how teachers can incorporate various digital tools and resources to support students' learning. The overall goal is to help teachers make stronger connections between teaching information literacy skills and the use of educational technology.
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一比一原版(McGill毕业证书)麦吉尔大学毕业证如何办理
学校原件一模一样【微信：6496090 】【(McGill毕业证书)麦吉尔大学毕业证成绩单】【微信：6496090 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微6496090
【主营项目】
一.毕业证【q微6496090】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微6496090】
◇面对父母的压力，希望尽快拿到；
◇不清楚认证流程以及材料该如何准备；
◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】外观非常简单，由纸质材料制成，上面印有校徽、校名、毕业生姓名、专业等信息。
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】格式相对统一，各专业都有相应的模板。通常包括以下部分：
校徽：象征着学校的荣誉和传承。
校名:学校英文全称
授予学位：本部分将注明获得的具体学位名称。
毕业生姓名：这是最重要的信息之一，标志着该证书是由特定人员获得的。
颁发日期：这是毕业正式生效的时间，也代表着毕业生学业的结束。
其他信息：根据不同的专业和学位，可能会有一些特定的信息或章节。
办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】价值很高，需要妥善保管。一般来说，应放置在安全、干燥、防潮的地方，避免长时间暴露在阳光下。如需使用，最好使用复印件而不是原件，以免丢失。
综上所述，办理(McGill毕业证书)麦吉尔大学毕业证【微信：6496090 】是证明身份和学历的高价值文件。外观简单庄重，格式统一，包括重要的个人信息和发布日期。对持有人来说，妥善保管是非常重要的。
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