Life on the Goldfields by Caitlin & Remzi
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Life was difficult for miners and families on the Australian goldfields in the 1800s. Housing was basic, often just tents, and schools were initially held in tents as well before more permanent stone buildings were constructed. Miners worked in alluvial mining by panning in rivers and creeks or underground shaft mining. Clothing was simple, with men wearing shirts and pants while women had one dress. Transportation to the fields was primarily by foot, horse, carts or wagons. Food was scarce and expensive, consisting mainly of damper bread and preserved mutton. Water had to be boiled before drinking. Children entertained themselves with games and also attended outdoor educational workshops in tents since families frequently moved between fields.
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The document provides a 3-page lesson plan for teaching students about the Wieliczka Salt Mine in Poland. It includes sections to discuss the mine's location in southern Poland near Cracow, things to see such as chapels and underground lakes, the legend of Princess Kinga, the history of salt mining there, and a recommendation to visit. Students are instructed to work in groups and pairs using pictures to talk about different aspects of the salt mine.
Blake gold mining
Blake traveled from Romsey to Mogo goldfields in NSW to start a tailoring business for miners. The journey took 780km by horse and cart. At Mogo, Blake set up his tent and business. However, he soon encountered difficulties like a snake bite infection and lack of supplies. His condition deteriorated and on the 12th day, Blake realized the snake bite was fatal so told the miners he had died. He hoped this would allow his family to be informed of his passing.
Life on the goldfields
Most diggers worked long hours six days a week searching for gold, sometimes with good results but often finding little. While some may have earned more than town workers, they worked very hard for whatever gold they discovered. Many children accompanied their parents to the goldfields, helping with chores and prospecting from a young age. Schools on the goldfields began in tents that could hold up to 100 students sitting on benches, with inconsistent education as teachers also lived in tents and had to relocate frequently like the miners.
Stone Age, Bronze Age, Iron Age, Celtic and Early Christian Ireland
This document provides an overview of ancient and early Christian Ireland, beginning with the arrival of the first settlers in around 6000 BC. It describes the transition to farming communities during the Neolithic period and their construction of megalithic tombs. The Bronze Age saw the arrival of new groups who worked with metals like copper and tin to produce bronze tools and weapons. During the Iron Age, Celtic groups migrated to Ireland, establishing a society led by kings and governed by Brehon law. Christianity was eventually introduced in the 5th century AD by missionaries like St. Patrick, and remote monasteries became centers of learning and artistry until facing raids from Vikings starting in the 8th century.
Ireland.DTCruisesupp.200713
The document summarizes a cruise taken aboard the Hebridean Princess that visited several locations around Ireland, Northern Ireland, the Isle of Man, and Scotland over the course of nine days. Some of the highlights mentioned include exploring Dublin and Trinity College, visiting the Giant's Causeway in Northern Ireland, taking bikes along the coast of the Isle of Man, and stopping at the Isle of Arran distillery in Scotland. The cruise provided opportunities to directly explore several small islands and experience local culture and history in each place visited.
North Ireland Top Ten
Titanic Quarter in Belfast is the number one place to visit in Northern Ireland. It is the site where the Titanic was built and is being renovated for the 100th anniversary of the ship's launch. The Odyssey Arena hosts concerts and sporting events and is home to the Belfast Giants ice hockey team. The Giants Causeway coastal formations were created by ancient volcanic activity but local legend says they were built by giants.
H istory lesson_5
Gregory Blaxland, William Lawson, and William Wentworth led an expedition in 1813 to find a way across the Blue Mountains west of Sydney, as the growing colony needed more land. They brought supplies for six weeks and cut their way through thick bushland. It was difficult work with dangers like slippery terrain. After finding grass and water, they saw good grazing lands beyond the mountains. Their successful crossing opened new areas for settlement and helped shape the colony's growth.
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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.
The 7 habits- life skills
The document discusses 21st century life skills and the 7 Habits of Highly Effective People. It lists independence skills like goal setting, organization, and time management that parents and business leaders want. It also lists interdependence skills like teamwork, problem solving, and communication. Finally, it discusses renewal skills like meaningful work, emotional stability, and continuous learning and improvement.
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.
6. Synergise
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.
4. Think win win
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.
2. Begin with the end in mind
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
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 clear vision and purpose.
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.
The seven days of creation by Michael
The document describes the creation of the world over 6 days according to Genesis. On the first day, God created light and separated it from darkness. On the fourth day, God created the sun, moon, and stars. On the fifth day, God filled the waters with fish and skies with birds. On the sixth day, God created land animals and humans. God was pleased with his work each day and rested on the seventh day, blessing it.
Trivial pursuit
This document appears to be a quiz on photography techniques and best practices. It consists of 14 multiple choice questions about topics like proper positioning relative to the sun, exposure times, framing devices, orientation, leading lines, and dealing with lighting on subjects' faces. The player is given feedback after each question indicating if they answered correctly or incorrectly and is able to go back to previous questions.
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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The document provides instructions for an activity where the user is shown a small area of three different photos and must find and click on the matching area in the full photo. It encourages the user to practice focusing on smaller areas or subjects within photos, like zooming in on fruit on a tree rather than the whole tree, to capture unique perspectives and textures. Upon completion, it congratulates the user and offers the option to play again or finish.
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.
Whatโs 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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Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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