Early settlers in Australia lived difficult lives with basic clothing, food, housing and education. They wore simple outfits made from rough materials that differed for boys, girls and babies. Their food came from provision stores and included bread, meat and wild game cooked over fires. Many early homes were crudely constructed from materials like sticks, bark and grass that provided little protection from the weather. Children had limited schooling in basic subjects, usually taught by settler families in sparse conditions with few resources.
Playing for Keeps: Lifelong Learning in the Ludic LibraryBarbara Fister
Abstract: We take information literacy seriously, yet in a sense, the best researchers are playful. How might concepts of play inform our practice in libraries made for learning? What if we reconceptualized research from the systematic acquisition and use of intellectual property to a more creative and open approach to engaging with ideas in motion? What does it mean to be information literate in a world in which "publish" is a button?Presented at the Pennsylvania Library Association in October 2013.
http://LindenHS.org Linden Hill School in Northfield, MA serves boys ages 9-16 of average to above average intelligence who have learning differences. The School specializes in ADHD, ADD, Learning Disabilities, and Dyslexia.add schools
Playing for Keeps: Lifelong Learning in the Ludic LibraryBarbara Fister
Abstract: We take information literacy seriously, yet in a sense, the best researchers are playful. How might concepts of play inform our practice in libraries made for learning? What if we reconceptualized research from the systematic acquisition and use of intellectual property to a more creative and open approach to engaging with ideas in motion? What does it mean to be information literate in a world in which "publish" is a button?Presented at the Pennsylvania Library Association in October 2013.
http://LindenHS.org Linden Hill School in Northfield, MA serves boys ages 9-16 of average to above average intelligence who have learning differences. The School specializes in ADHD, ADD, Learning Disabilities, and Dyslexia.add schools
You and I have wasted enough time on PowerPoint Presentations. It's a necessary evil, but there are much better ways to approach it. Based off a talk I gave @ APTS. Enjoy!
Using icons is a great way to add visuals to your presentation. There are many ways to get icons online, some are even free. But if you need a specific icon that you can’t find or if you want a special spin to your icon (color, shadow etc) – you can use PowerPoint’s great (and somewhat hidden) “Merge Shapes” commands to create your own icons.
Using these commands you can combine basic shapes into other shapes. You can union and subtract shapes. You can intersect and combine. All while still working natively inside PowerPoint. Once you have created an icon you can change the color, filling and add shadows as needed.
It is just as fun as building with Lego blocks! Well, almost..
This is a guide in 15 steps showing you how you can use these commands to create your own icon - the example we are using is a calendar icon.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Introduction In this PowerPoint presentation I will be talking to you about early settlers-how they lived, what they ate, what they wore and how they were educated. The early settlers’ life was not as hard as the convicts in the first fleet but then again not as easy as our life in the 21st century.
3. Clothing The young boys wore the same clothes as the girls which were frocks! When the boys were around the age of five, they were given their first shirt and long trousers. When the boys went swimming they stripped off their clothes and went in naked. At night -time they wore a night shirt. If the boy’s family was rich they would have boots and woollen socks. Girls wore clothes that were basically the same as their mothers. Girls later wore a junior corset. When they were older their corsets were laced up tighter to give their body a fashionable figure. When they went to school sometimes the teacher strapped them to a board to make the girls have a straight back. When they went to parties they wore white dresses. Babies wore binders to make their body straight.
4. Food The provision store provided their food and each week they got a certain amount of food. Some of the food included pigeon and wild duck and a type of bread called damper made from the flour they got. Some of the people thought they could farm but actually could not. They didn’t know how to get the soil just right for planting. When they cooked they cooked on a cauldron . The early settlers actually put a lump of cow poo to stop the mosquitoes getting to their food. They cooked things like mutton, damper and tea.
5. Education The children who went to school were the children of convicts or poor free settlers. Education was a tool to help them have a better life than their parents. Most children went to school for two or three years. Children who did not go to school usually ended up with a gang that hung around the water front with their future not looking very good. The smelly outside toilets were just holes in the ground . They were not very private. The schools were run by husband s and wives, the husband s teaching the boys and the wives teaching the girls. Boys learnt things like English, Maths (Arithmetic) History and Geography. Girls learnt things like sewing, cooking and music. Some games they played at lunchtime were marbles, cricket and pretending to flog a convict. They didn't have much equipment like books, sewing needles, paper or pens. Slates were used instead of paper. They were re-usable. They used feather pens dipped in ink called a quill. They had to read the bible.
6. Where they lived Some homes were built with just little stick pegs and old material. Others were built out of old hollow trees and when it rained ,all of the water would rush through the holes. The people in the house would get wet. Then the soil floors would become muddy. The first houses that had rooves were made of grass. The walls were made of sticks. The next houses had slabs of timber for the walls and the rooves were made of shingles split from oak trees. Sometimes the rooves were made of bark. Fences had to be built to keep animals in.
