00 1 antic regim i reformisme borbonic 1700 1788 guerra successioRoderic Ortiz Gisbert
L'Antic Règim i el reformisme borbònic (1700-1788). La guerra de Successió (1701-1714). El tractat d'Utrecht (1713). L'arribada de la dinastia borbònica a Espanya.
00 1 antic regim i reformisme borbonic 1700 1788 guerra successioRoderic Ortiz Gisbert
L'Antic Règim i el reformisme borbònic (1700-1788). La guerra de Successió (1701-1714). El tractat d'Utrecht (1713). L'arribada de la dinastia borbònica a Espanya.
The document discusses various concepts related to child development from toddlerhood through the preschool years, including self-centeredness, incidental learning, self-esteem, parallel play, attention, articulation, cooperative play, self-concept, negativism, the Food Guide Pyramid, intelligence, creativity, empathy, socialization, trial and error learning, separation anxiety, reasoning, temperament, perception, imagination, directed learning, memory, imitation, and the ability to interpret everyday situations.
The document summarizes key points from Chapter 1 of the book "Why We Wear Clothes". It discusses how clothing provides protection from the environment, identifies social groups, shows modesty, status, and can enhance appearance. It also lists influences on clothing such as family, peers, media, advertising, celebrities, and status. Finally, it notes how society has changed to prioritize casual comfort over formalwear and how technology, varied shopping options, consumer trends, and globalization impact the clothing market.
The document discusses various concepts related to child development from toddlerhood through the preschool years, including self-centeredness, incidental learning, self-esteem, parallel play, attention, articulation, cooperative play, self-concept, negativism, the Food Guide Pyramid, intelligence, creativity, empathy, socialization, trial and error learning, separation anxiety, reasoning, temperament, perception, imagination, directed learning, memory, imitation, and the ability to interpret everyday situations.
The document summarizes key points from Chapter 1 of the book "Why We Wear Clothes". It discusses how clothing provides protection from the environment, identifies social groups, shows modesty, status, and can enhance appearance. It also lists influences on clothing such as family, peers, media, advertising, celebrities, and status. Finally, it notes how society has changed to prioritize casual comfort over formalwear and how technology, varied shopping options, consumer trends, and globalization impact the clothing market.
This document outlines the content, rules, grading policies, and incentives for a high school fashion class. Students will study elements of clothing, participate in discussions and activities, and complete assignments and projects. Rules include attendance policies, supplies needed, respecting others, and no cell phones. Grades are based on daily work, tests, and projects. Late work has point deductions. Students can earn "FCS bucks" through good behavior and work, which can be used for prizes, extra credit, or exam exemptions. The textbook must not be lost due to costs. "Student of the month" recognizes model students.
1) The document discusses various stages and terms related to human reproduction and prenatal development, including conception, the development of embryos and fetuses, fetal organs and tissues, pregnancy milestones, and potential complications.
2) Key terms defined include ovum, sperm, endometrium, fallopian tubes, conception, embryo, fetus, lanugo, heart, amniotic fluid, placenta, umbilical cord, and fraternal vs identical twins.
3) The stages of prenatal development discussed are from weeks 3-8 (embryo), week 9 onward (fetus), and effects of maternal behaviors like alcohol and smoking.
Children in the past were often treated and dressed like small adults, working long hours including with dangerous machinery from sun up to sun down in conditions like farms and factories with cotton, as many parents had large families expecting not all children would survive and only the lucky few could attend school, while their labor, health issues, and indistinguishable grooming from boys and girls showed childhood was very different then than today.
This document appears to be playing a game of fashion-themed Bingo, listing various clothing items and fashion features that could be marked off on a Bingo card. Key words mentioned include skirt, coat, pants, shirt, shoe, dress, jacket, shorts, sleeve, collar, and neckline. An additional bonus space is included for neckline/dress.
The document outlines the three stages of labor: the first stage is dilation of the cervix from the first contraction until it is fully dilated, taking on average 8 to 20 hours for a first baby. The second stage is expulsion from full dilation until birth, taking 5 to 45 minutes. The third stage is delivery of the placenta within 10 to 20 minutes of birth. Each stage outlines typical signs, duration, and events that occur.
The document identifies five major fashion capitals of the world: Milan, Paris, London, New York, and Tokyo. Milan is seen as the fashion capital of Italy, known for Italian couturiers like Valentino. Paris is known for famous couture houses such as Dior and Chanel. London is renowned for unusual designs and young, popular appeal from designers like Vivienne Westwood. New York has a clean-cut, casual style and houses influential American designers. Tokyo is praised for its loose, textured styles from designers including Kenzo and Kansai Yamamoto.
LES REVOLUCIONS LIBERALS BURGESES (4ESO)Antonio Núñez
DOWNLOADS: https://hmcantonio.blogspot.com/
Introducció als processos revolucionaris que es desenvolupen a Europa des de 1789 a 1848 amb l'objectiu de posar fi a l'absolutisme monàrquic i instaurar un regim polític liberal, amb especial atenció a la primera d’aquestes revolucions: La Revolució Francesa.
També es fa referència al període napoleònic i l‘etapa de la Restauració.
Atenció: Alguns dels continguts de la presentació són presentats en forma d’animació. Per poder-los visualitzar es necessari descarregar la presentació.
NOVA VERSIÓ ACTUALITZADA AL MEU BLOC: hmcantonio.blogspot.com
Recorrido por los personajes más significativos de la lucha por la igualdad de derechos entre hombres y mujeres. Movimiento feminista en USA, Reino Unido y España. La II República Española y el derecho al voto de la mujer.
Recorrido por la lucha de las sufraguistas por la igualdad en el ejercicio del derecho al voto. Conmemoración del derecho al voto de las mujeres en la II República Española
Este documento presenta el itinerario de una gira por Cataluña del 21 al 29 de abril de 2013 para recaudar fondos para la ocupación de tierras de Somonte en Andalucía. La gira incluyó eventos en universidades, escuelas y fábricas para explicar los motivos de la lucha de Somonte contra el desempleo, la privatización y en defensa de la propiedad pública y el medio ambiente, y para recaudar fondos para una furgoneta que les permita transportar la cosecha.
7. El tercer estat Alta burgesia Classes mitges: comerciants i burgesia de províncies Sans culottes: de la ciutat i del camp Qui és qui?
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12. Declaració dels Drets Humans i dels ciutadans Què van abolir els girondins amb la 1ª Constitució i la Declarció dels Drets Humans?
13. L’execrable tràfic humà de Morland Expropiació de les terres de l’església –el major latifundista de França- Prohibició de les ordres religioses Quines van ser les següents mesures? Perquè es prenen les mesures contra l’esglèsia?
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15. Execució de Lluís XVI De què acusa el seguente govern girondí al rei? A què el condemnen? Què proclamen?
16. Club de dones revolucionàries Van prendre les dones part a la revolució? Van aconseguir els mateixos drets que els homes?
17. Els jacobins Marat Pintat per David “ El Terror no és altre cosa que la justícia, neta, severa, inflexible…” Robespierre Danton Què va ser el Terror? Què passava amb els països veins? I a l’interior de França? Qui eren els sans culotte? A favor de quin sector es van fer les lleis en aquest període?