The document profiles four famous historical figures: Charlie Chaplin, Diana Spencer, Diego Maradona, and Martti Ahtisaari. It provides basic biographical details about each person such as their birthplace and date, parents' names, occupation, notable achievements, and age or year of death.
Chinese fathers and their Australian families return to China, 1902 to 1940Kate Bagnall
Slides from presentation by Dr Kate Bagnall at the Visible Immigrants Seven conference, Flinders University/Migration Museum, Adelaide, Australia on 14 December 2012.
ABSTRACT
From as early as the late 1850s, Chinese migrant fathers began taking their Australian families to China. Over the eighty years or so that followed, hundreds of young Australians—some full Chinese, some part Chinese and some of full European descent—accompanied their Chinese fathers and step fathers to Hong Kong and southern China, particularly to the Pearl River Delta counties in Guangdong province. For some men, these return journeys signalled the end of an Australian sojourn, while for others it was but a temporary return to their homeland—an opportunity to take care of business or family matters, to educate children, or to visit with friends and relatives before returning ‘home’ once again to Australia.
This paper drew on records created in the administration of the Immigration Restriction Act—legislation which limited the mobility of Chinese people in and out of Australia—to explore this history of geographical mobility in Chinese Australian families. While records of travel in the colonial period are limited, after the introduction of the Immigration Restriction Act in 1901 officials kept careful track of Chinese leaving Australia to ensure that those who returned had the right to do so. The detailed administrative records created by these officials provide information that can be used to investigate both the motivations and mechanisms of travel by Chinese men and their Australian families in the early White Australia period. Why did Chinese fathers take their Australian children with them to China? Where did they travel to? How did they get there? How long did they spend overseas? What did they do there? And, finally, how did they negotiate their personal and familial mobility within the restrictions imposed by White Australia?
Paper trails: Anglo-Chinese Australians and the White Australia PolicyKate Bagnall
Presentation by Kate Bagnall at the 5th WCILCOS International Conference of Institutes and Libraries for Chinese Overseas Studies on 'Chinese through the Americas', 18 May 2012 in Vancouver, Canada.
Chinese fathers and their Australian families return to China, 1902 to 1940Kate Bagnall
Slides from presentation by Dr Kate Bagnall at the Visible Immigrants Seven conference, Flinders University/Migration Museum, Adelaide, Australia on 14 December 2012.
ABSTRACT
From as early as the late 1850s, Chinese migrant fathers began taking their Australian families to China. Over the eighty years or so that followed, hundreds of young Australians—some full Chinese, some part Chinese and some of full European descent—accompanied their Chinese fathers and step fathers to Hong Kong and southern China, particularly to the Pearl River Delta counties in Guangdong province. For some men, these return journeys signalled the end of an Australian sojourn, while for others it was but a temporary return to their homeland—an opportunity to take care of business or family matters, to educate children, or to visit with friends and relatives before returning ‘home’ once again to Australia.
This paper drew on records created in the administration of the Immigration Restriction Act—legislation which limited the mobility of Chinese people in and out of Australia—to explore this history of geographical mobility in Chinese Australian families. While records of travel in the colonial period are limited, after the introduction of the Immigration Restriction Act in 1901 officials kept careful track of Chinese leaving Australia to ensure that those who returned had the right to do so. The detailed administrative records created by these officials provide information that can be used to investigate both the motivations and mechanisms of travel by Chinese men and their Australian families in the early White Australia period. Why did Chinese fathers take their Australian children with them to China? Where did they travel to? How did they get there? How long did they spend overseas? What did they do there? And, finally, how did they negotiate their personal and familial mobility within the restrictions imposed by White Australia?
Paper trails: Anglo-Chinese Australians and the White Australia PolicyKate Bagnall
Presentation by Kate Bagnall at the 5th WCILCOS International Conference of Institutes and Libraries for Chinese Overseas Studies on 'Chinese through the Americas', 18 May 2012 in Vancouver, Canada.
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.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
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!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. His name was Chare Chaplin.
He married Oona Oneill (1889) and Lita Grey.
They had 11 children. His father´s name was
Charles Chaplin SR.
His mother´s name was Hnnah Chaplin. He
lived in London (England).
He didn`t go to the university.
He was a comedian.
He died in 1977.
He was 88 years old
He won Golden Lion in 1972, Academy Award
in 1929 and Academy Award in 1941
3. Her name was Diana Spencer.
She was born on 1 July, 1961.
Her mother´s name is Frances
Shand Kydd and his father´s name
is John Spencer.
She married Prince Charles
Spencer. She died on 31 August
at the age of 36 in Paris.
4. His name is Diego Maradona.
He was born in Buenos Aires in
1961. His mother´s name is Dalma
Salbadora and his father´s name is
Diego Maradona. He has 2
brothers and
1 sister. He lives in Argentina.
He didn’t go to the university.
He was a football player. He
won a milliyet sports award
for world athlet of the year.
He is 55 years old.
5. His name is Ahtisari Martti.
He was born in Vipuri in 1937.
His father was Oliva Ahtisaari and
His mother´s name was Tyyne.
He married Eeva Irmeli and the
had one child.He lived in Finland.He
studied in University of London. He
is a politician. He won Nobel Prize
Prize in 2008.
6. His name is Ahtisari Martti.
He was born in Vipuri in 1937.
His father was Oliva Ahtisaari and
His mother´s name was Tyyne.
He married Eeva Irmeli and the
had one child.He lived in Finland.He
studied in University of London. He
is a politician. He won Nobel Prize
Prize in 2008.