Life on the Goldfields by Aidan R
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The document summarizes life on the Australian goldfields in the 19th century. It describes the tents people lived in, how men dug for gold while women cooked and children helped. It also outlines the simple clothing worn, means of transport depending on wealth, tools used like pans and shovels, limited diet of mutton and damper with scarce fruits and vegetables, leisure activities of games, and makeshift tent schools.
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This document provides background information on daily life in Ancient Greece. It describes the various time periods of Ancient Greek civilization from 800 BC to 146 BC. It then covers several aspects of Greek society including social structure, housing, food, family life, marriage, childbirth, childhood, education, religion, and clothing. Key points include the division of Greek society into citizens and slaves, the roles of men and women, education being limited to boys, and the dominant religion being Greek mythology centered around 12 main gods.
EGYPTIAN_LIFE-_KATHLYNE_JHAY_C._RODOLFO.pptx
Ancient Egyptians had a stratified society with the pharaoh at the top ruling over nobles, priests, merchants, and peasant farmers. Wealthy Egyptians lived in large multi-room homes decorated with paintings and tiles, while commoners lived in one-room mudbrick houses. Families followed distinct gender roles, boys were educated while girls learned household tasks, and most married in their teens. Religion was an important part of daily life, with people praying to gods representing different aspects of life.
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Grade 8 unit 2 Life in the countryside .pptx
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Ancient Greek agriculture and food relied on tools like wooden plows pulled by oxen or mules to gather crops by hand. Farmers would sell their produce at the agora marketplace. The poor ate stews and soups of beans, lentils and grains while the rich had a wider variety including fish, meat and fruits. Meals included breakfast consisting of bread and wine, lunch with extra fruits and vegetables, and dinner parties for men featuring fish, vegetables and diluted wine served late in the evening.
Growing up in ancient greece
Life in Ancient Greece centered around the small household. For most Greeks, houses were modest mud brick structures with interior courtyards. Wealthier families could have many slaves to manage household duties and farm labor. Women typically stayed at home to spin, weave and care for children, though poorer women also worked outside. Children began school around age 7, where boys learned reading, writing and athletics while girls received instruction at home focused on domestic tasks. Daily life was basic, relying on staples like bread, olive oil, wine, fruits and vegetables, with meat reserved for wealthy diets.
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History Slide Show
The Plateau peoples lived in the interior region of British Columbia between the Rocky Mountains and Coast Mountains. They inhabited forests and areas along rivers and lakes, with boreal forests dominating. Their society was egalitarian, with men making decisions. Women gathered plants and cared for families, while men hunted and fished, using tools made from stone, bone and wood. Salmon was a primary food source. They lived in pit houses in winter and tipis or tule mat lodges in summer. The Plateau peoples had distinct cultures and languages but shared similarities in subsistence and village life.
Daily life in ancient egypt By: Yvonne and Rebecca
Ancient Egyptians had a stratified social structure led by pharaohs. Wealthy Egyptians lived in large homes with servants and slaves, eating luxury foods. Commoners lived in one-room homes and farmed land owned by nobles. Children married young, around ages 14-15 for girls and 17-20 for boys. Women gave birth squatting or kneeling and delivered babies without medical care. Boys of wealthy families received education while girls and commoner children learned domestic skills. Religion centered around many gods and goddesses represented as humans and animals. People dressed in linen and enjoyed music, art, and festivals throughout the year. Hieroglyphic writing recorded history, laws, and stories.
Daily Life Ancient Egypt
The document summarizes various aspects of daily life for ancient Egyptians. It describes family structures, with mothers typically raising children in common homes and servants helping with childcare for wealthy families. It also outlines popular forms of entertainment like boating, hunting, and music, as well as customs around marriage, education, housing for both commoners and nobles, and divorce. Roles and expectations differed between social classes.
Mark cole vikings
The document provides information about the Vikings, including where they lived from the 8th to 11th centuries as represented by different colors on a map, their social structure consisting of three classes, and aspects of their daily lives such as housing, food, and occupations. It also discusses Viking culture like religion, festivals, crafts, and gods like Thor. In two columns, it compares life for Viking children and adults to modern life in Canada.
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Daily life in ancient egypt By: Yvonne and Rebecca
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God created the world over 6 days according to the biblical account. On each day God created a new part of the world: light on day 1, sky and sea on day 2, land and plants on day 3, sun and moon on day 4, birds and fish on day 5, animals and humans on day 6. On day 7 God rested. The document then describes the author visiting their grandparents' forest and feeling connected to God through nature. It provides some simple ways to care for the environment like not littering and using less cars. Finally, it proposes a "Nature Day" campaign to encourage people to help nature through activities like not littering.
Creation by Braxton
This PowerPoint presentation describes God as the creator of everything over seven days of creation. On each day God created a different part of the world: light, sky, land and seas, sun and moon, animals and mankind. On the seventh day God rested. The presentation emphasizes that God created the world and everything in it, looking at each day's work and declaring it good. It encourages caring for the environment by not littering, cutting too many trees, and helping animals. It ends with a prayer thanking and praising God for all of creation.
Creation by Harley
God created the world over seven days according to the biblical creation story. On each day God created important aspects of the world such as light, sky, land, plants, stars, sun, moon, animals, and humans. God created humans last and found all of creation to be good. The document discusses how God created the world and humanity's role in caring for creation as stewards of the earth.
Creation by Chris
In 7 days, God created the world and everything in it, including the sky, land, sea, plants, animals, and humankind. On each day, God created something new: light and darkness on day 1; the sky on day 2; land and seas on day 3; the sun, moon, and stars on day 4; birds and fish on day 5; animals and humankind on day 6. On day 7, God rested. The document discusses how God created everything and is pleased with his creation, and that people should help take care of the world.
Mark
God created the world over six days according to the creation story. On each day God created a new part of the world and was pleased with his creation. On the first day God created light and separated day from night. On the second day God created the sky and sea. On the third day God created land and plants. God created the sun, moon, and stars on the fourth day. On the fifth day God created sea creatures and birds. On the sixth day God created land animals and the first humans, Adam and Eve. God rested on the seventh day. The document emphasizes that God created all living things and the world through his power as the creator.
God by Ricardo
God created the world over the course of 7 days according to the document. On each day God created a new part of the world including light, stars, plants, animals, and humans. God saw that each new creation was good and it made him happy. By the 7th day, God had created all aspects of the world and rested, taking pride in everything he had made and entrusting humans with caring for his creation.
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7. Sharpen the Saw
This document outlines habits for staff renewal and effectiveness. It recommends spending 20-30 minutes each week planning using a diary and benchmarks. The planning should include reviewing one's mission and roles, prioritizing key tasks, and scheduling time for reviewing habits and sharpening the saw through activities like classes, reading, exercise, or spending time with others. It teaches that maintaining effectiveness requires renewing oneself physically, mentally, and spiritually.
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This document outlines the habit of creative cooperation or synergizing. It provides an effective paradigm of working together to create something better, and an ineffective paradigm of it being my way or your way with no compromise. It then provides steps to plan the week focusing on mission, priorities, and reviewing previous habits. It outlines meeting with a team to address an issue using a process to arrive at a better solution than any individual could. Finally, it provides instructions to teach others this habit through a video, story, and teaching the value of differences.
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This document provides guidance on habit 4 of 7 habits for staff - think win-win. It emphasizes that effective long-term relationships require mutual respect and benefit rather than a zero-sum mindset. The plan section outlines spending 20-30 minutes weekly to review missions, priorities, and habits 1-4. Live the habit involves making emotional deposits to increase your bank account with significant people through understanding what's important to them. Teach to learn has staff teach the win-win concept and agreements to a learning buddy using provided resources.
3. Put First Things First
This document provides guidance on implementing the first habit of putting first things first. It recommends spending 20-30 minutes each week planning by reviewing your mission and roles, identifying key priorities or "big rocks", scheduling your week and day. It also suggests setting a long-term goal and breaking it down into tasks and deadlines. Finally, it advises teaching the concept to a learning buddy using provided videos and stories. The overall message is about focusing on what's most important rather than urgent activities.
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The document provides guidance on developing and living according to a personal mission statement. It recommends spending 20-30 minutes each week planning your goals and priorities, which includes reviewing your mission and roles, identifying key objectives, and planning your week and day. It also suggests teaching the importance of having a personal mission statement to a learning partner. The overall message is on the importance of intentional planning and having a guiding vision or purpose.
2. Begin with the end in mind
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1. Be Proactive
This document outlines steps and activities for staff to develop 7 habits as part of a training program. It instructs staff to commit to the program, choose a learning buddy, and sign up online if desired. The first habit, "Be Proactive", focuses on taking responsibility for one's choices and actions. Staff are directed to plan their week, live the habit by practicing proactivity, teach the habit to their buddy, and complete an evaluation. Quotes are provided on changing oneself and making a difference.
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Trivial pursuit
This document provides the questions and answers to a photography trivial pursuit game. It tests knowledge of various photography fundamentals like proper camera positioning relative to the sun, how exposure time affects brightness, framing devices, rule of thirds composition, orientation for different subjects, focusing, backgrounds, leading lines, multiple centers of interest, and lighting faces. Getting answers correct leads to the next question, while incorrect answers prompt to try again.
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Trivial pursuit
This document outlines a photography trivial pursuit game, posing multiple choice questions about basic photography concepts to test the player's knowledge. The questions cover topics like proper camera positioning relative to the sun, how exposure time relates to light levels in photos, framing devices, factors that can cause blurriness, the rule of thirds composition technique, orientation for different subject types, getting close to the subject level, background simplicity, using leading lines, using one or two centers of interest, and controlling harsh lighting on faces.
What’s up close
The document describes an activity where the user must find matching areas between a sample image and a full photo. It congratulates the user for completing the activity and recommends applying a similar technique of zooming in on specific areas when taking photos in the future. Focusing on smaller details of a subject rather than the whole object can provide unusual perspectives and make images more unique, symbolic and textured. The user is encouraged to try zooming in on closer areas for their next photo shoot.
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