Renaixenç..
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The document discusses the Renaixença movement in Catalonia during the 19th century. The movement originated as a recovery of the Catalan language through literary festivals. It led to a wider Catalanism movement promoting traditional Catalan values and identity. Over time, Catalanism evolved into a nationalist political movement seeking greater autonomy or independence from Spain, as is advocated by some political parties in Catalonia today.
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The document provides definitions for several terms related to Spanish colonization in the Philippines and Latin America. It asks the reader to define the terms "Hispanization", "Ilustrados", "Mercantilism", "Nation", and "Limpieza de Sangre". It also provides short essay prompts about the Latin American Revolution, the economic, political, religious and social conditions in the Philippines in the 19th century, and the execution of the Gomburza priests becoming a symbol for Filipino nationalism.
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1888 foundation of santiago by Pedro Lira
Pedro Lira's 1888 painting "Foundation of Santiago" depicts Pedro de Valdivia founding the city of Santiago in 1541. The large oil on canvas work shows Valdivia surrounded by Spanish soldiers, native people, and a priest on Santa Lucia Hill overlooking the Mapocho River valley. It is considered Lira's masterpiece and is exhibited at the National Historical Museum in Santiago, Chile. The painting won a medal at the 1889 Paris Universal Exposition and was later purchased by the Chilean government.
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The Propaganda Movement was a group of Filipinos in the late 19th century who studied in Europe and used literature and writing to advocate for political reforms in the Philippines, including the removal of the tobacco monopoly, shorter forced labor periods, and a tax replacement. While they succeeded in achieving some initial reforms, their funds ran out, some members were killed including their leader Jose Rizal, and they ultimately failed to gain independence from Spain at that time.
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The document provides an overview of the Philippines under Spanish rule from the 1600s to 1800s. It discusses the political, economic, and social changes introduced by the Spanish including the establishment of central and local governments, propagation of Catholicism, systems of labor like the encomienda and tribute, and the union of church and state. It also summarizes the slow economic development during this period which was hindered by factors like inefficient Spanish officials and internal quarrels.
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Under Spanish colonial rule in the Philippines from the 1600s-1800s:
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- Economic systems like the encomienda, tributes, and monopolies generated wealth for the colony and its rulers in Spain while also exploiting Filipino labor. Printing was introduced to spread Catholic texts and ideas.
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For over 333 years, Spain ruled the Philippines as a colony. The Spanish king initially ruled through the viceroy of Mexico when the Philippines was a dependency of Mexico. After Mexican independence in 1821, the king ruled through a Governor General. Spain established hierarchical colonial governments, with a national government headed by the Governor General overseeing local governments of provinces, cities, towns, and municipalities. The goals of Spanish colonization were to spread Christianity, generate economic wealth, and achieve political prestige.
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This document provides an overview of the cultural development and policies in Spain from the 18th century to present day. It discusses the establishment of early cultural institutions under the Bourbon dynasty in the 18th century. It then outlines the cultural progression in the 19th century, followed by key educational and cultural reforms and initiatives in the early-mid 20th century. The document also summarizes the impact of the Franco dictatorship from the 1960s to 1975, and the subsequent recovery and growth of culture and the arts following the restoration of democracy.
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The document discusses the origin of independence in Colombia. It describes several key events:
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3) During the 18th century, education and the spread of Enlightenment ideas grew in the Viceroyalty of New Granada, influenced by reforms under the Bourbons.
4) On July 20, 1810 Colombia declared independence from Spain, starting the process of independence, though it would take many years to achieve full independence.
53. independence of colombia (1)
The document discusses the origin of independence in Colombia. It describes several key events:
1) Independence movements in other countries like the US, France, and Haiti in the late 18th century helped inspire independence in Spanish colonies in America.
2) There were protests against taxes in Colombia in 1780 known as the Revolution of the Comuneros.
3) During the 18th century, education and the spread of Enlightenment ideas grew in the Viceroyalty of New Granada through reforms and expeditions.
4) On July 20, 1810 Colombia declared independence from Spain, starting the process of independence, though it took many years of fighting to achieve.
5) The Battle
Restoration of Monarchy in Spain between 1874 to 1931
Between 1874 and 1931 in Spain:
1. The monarchy was restored under King Alfonso XII after the overthrow of the First Spanish Republic. Antonio Cánovas de Castillo established a constitutional monarchy with limited suffrage.
2. During this period, Spain struggled with problems like caciquismo (political corruption), latifundismo (unequal land distribution), illiteracy, and the rise of regional nationalist movements.
3. In the early 20th century, dissatisfaction with the monarchy increased as left-wing ideologies like anarchism and socialism gained popularity. The dictatorship of Primo de Rivera ruled from 1923-1930 amid unrest, until the establishment of the Second Spanish
CHOA-Catalan-Independence-Case-Study-final
The document discusses the recent vote in Catalonia supporting independence from Spain and examines related documents from the 1970s during Spain's transition to democracy after Franco's dictatorship. It finds that despite the relatively peaceful transition, there were underlying forces of separatism, as evidenced by concerns over Catalan autonomy. The Catalan identity and past concessions to autonomy have nourished calls for independence that remain strong today, as shown by the recent vote, posing challenges for the Spanish government.
Similar to Renaixenç.. (20)
Catalonia at the Crossroads: A Talk with the President of the Government of C...
Catalonia at the Crossroads: A Talk with the President of the Government of C...
The Beginning of Filipino Nationalism (MID 1700`S -1900`S)
The Beginning of Filipino Nationalism (MID 1700`S -1900`S)
Restoration of Monarchy in Spain between 1874 to 1931
Restoration of Monarchy in Spain between 1874 to 1931
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This document provides information about Sir Isaac Newton in both Spanish and English. It includes a fact file about Newton's life in three paragraphs that details his birthplace and date, occupation, important works, places he lived, and cause of death. It also includes a similar fact file and biography of Marie Curie in three paragraphs with additional details. The document teaches vocabulary for describing life events and provides examples of fact files and biographies about important historical figures.
Unit 1
This document contains vocabulary, grammar explanations, and exercises related to school subjects and daily activities. It introduces vocabulary words for school subjects like science, literature, and microscope. It also covers grammar topics such as prepositions of time, countable and uncountable nouns, and adverbs used with present tenses. Pictures are included of a student's favorite class, which is described as yoga, and fairytale forests.
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During lunch period, the school will be testing its new bell system. Students should ignore any bells they hear and follow instructions from teachers and staff about when lunch is over and when to proceed to their next classes. The usual bell will not ring at the scheduled time.
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This PowerPoint presentation provides templates and prompts for a student to describe themselves, including their name, physical appearance, personality traits, hobbies, family, and things they would change about their life. It prompts the student to fill in details about who they are and what is important to them.
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The document provides instructions and examples for students to work in groups to create a brochure for their ideal hotel. It includes questions they must answer such as the hotel name, location, weather, reasons to stay, views from the window, activities available, and costs. Examples are provided for responses to each question that use descriptive adjectives, superlatives, and comparatives to make the hotel sound appealing. The last part provides an example brochure created by a student for a real luxury hotel in the Maldives.
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The document provides guidance on writing formal, neutral, and informal emails. It discusses characteristics of each style such as tone, vocabulary, and level of detail. The neutral/standard style is recommended for most professional emails. Examples demonstrate rewriting phrases from formal to informal style using contractions. Guidelines for abbreviations, openings/closings, subject lines, and key email phrases are also included to help write clearly for the intended reader.
Pip
Pip was training to be a guide dog at Canine University. While she struggled at first due to her short height, feeling overwhelmed in class, Pip did not give up and gradually improved. On exam day, Pip encountered a blind woman in need of assistance and helped guide her to safety, demonstrating that she had what it takes to be a successful guide dog.
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Ellie gets trapped in a cave during a survival session. Sid's herd needs him and they would be lost without him. In the final scene, the characters choose to go after Ellie together and not because they feel obligated, hoping to find what they are looking for and be together because they want to rather than due to outside pressures.
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The document appears to be questions and vocabulary about a scene from the movie Ice Age II. It asks questions about who is responsible for the water, who kidnapped and worshiped Sid, and if Manny and Diego believe Sid's story. It then provides vocabulary like "figure of speech", "catchy", "fur", and "unattended" related to descriptions in the scene where Sid is referred to as the "Fire King" and the group crosses a geyser field. It matches arrows with directions like "go straight through" and "go back."
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This document contains snippets of dialogue from various scenes in an Ice Age film. It includes phrases in both English and Spanish. In scene 1, Manny encourages Diego to take a leap and learn to swim. Scene 2 focuses on Ellie and includes phrases about personal space and doing something right. Scene 3 takes place at night, with references to a ledge, trunk, and other lives being at stake. General questions at the end cover what separates animals from rocks, what a sabre is, what rocks do according to Sid, who rules according to Ellie's brothers, who apologizes in the end, and why Ellie's brothers consider Manny a "pervert."
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The document provides questions and prompts about various scenes from the movie Ice Age 2. It asks about characters' actions and motivations, including Diego walking on thin ice, why Manny is not trying to make friends with Ellie, and Ellie discovering her origins. It also provides vocabulary words and sentence starters for describing the scenes and using language related to abilities.
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This document contains a summary of session 3 of the animated film "Ellie the Possum" including:
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The document provides instructions for making a peanut butter and jelly sandwich. It lists the necessary materials which include bread, peanut butter, jelly, and a butter knife. It then outlines 6 steps to make the sandwich which are to prepare the bread slices, apply a layer of peanut butter to each, spread jelly on one slice, and combine the slices so the peanut butter is on the outside and jelly is in the center. The finished sandwich is then ready to enjoy.
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The document describes several classmates. It provides comparisons of each classmate to animals or objects to describe their personality traits and characteristics. For example, it states that Lucia is as passionate about football as Messi, Andrea is as lazy as a cat, and Zixiang is as funny as a comedian. Each classmate's description is 1-2 sentences and focuses on comparing them to something to illustrate a quality about them.
Lesson 4 2nd batx 2019-20
The document provides guidance on using punctuation correctly with full stops and semi-colons in sentences. It also discusses making inferences when reading, using relative pronouns to join sentences, and includes vocabulary and examples of defining and non-defining relative clauses. The reading comprehension section asks questions to test inferences that can be made from the provided text.