The document discusses various terms that can be related to the concept of "monarchy" in the Modern Age, including authoritarian, democratic, powerful, weak, controlled by nobles, nobility in rebellion, and bureaucracy. It also asks what terms can be linked to the monarchy and provides potential Spanish terms like authoritarian, democratic, more taxes, royal armies, ruled by nobles, inquisition, and peasant uprisings.
Created by María Jesús Campos Fernández, teacher of Social Sciences, History and Geography at a bilingual section in Madrid (Spain).
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Created by María Jesús Campos Fernández, teacher of Social Sciences, History and Geography at a bilingual section in Madrid (Spain).
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
During the reign of Charles I and Philip II the Spanish monarchy achieved a great territorial expansion with presence in the five continents. However, the control of this large territory caused several problemsand wars.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
1. Which words can be related to
“monarchy” in the Modern Age?
• Authoritarian
• Democratic Powerful
• Strong More taxes
• Weak Strong armies
• Controlled by nobles Feudal armies
• Nobles under control Inquisition
• Bureaucracy Nobility rebellions
• Weak bourgeoisie Rising bourgeoisie
3. • ¿Qué significa la palabra
“estado nacional”?
• Does everyone speak the same
language?
4. • ¿Qué significa la palabra
“estado nacional”?
• ¿Hablamos una misma lengua?
• ¿Compartimos un espacio
común?
• ¿Hay un control del territorio
por fuerzas del orden?
5. Time arrow
1504-1516
Fernando
El católico
regency
1516-1519
Cardinal
Cisneros
Regency
1519-1556
Carlos I
de España
AUSTRIAS MAYORES
1556-1598
Felipe II
AUSTRIAS MENORES
1598-1621
Felipe III
1621-1665
Felipe IV
1665-1700
Carlos II
Renaissance Counter-Reformation Barroque
Humanisme “Siglo de Oro”
16th century 17th century
Rise and political
hegemony
bankruptcy
Decadence
and fall
Rocroi
Pavía Lepanto 1640
Sucession
war
6. XVI XVII
Política
Hegemonía
Expansión en Europa.
Creación del imperio
americano.
Crisis.
Derrota
Caída de la
influencia española
frente a Francia.
Economía y
sociedad
Expansión comercial
Aumento demográfico
Crisis al final de siglo
Inflación.
Crisis demográfica
social.
Bancarrotas.
Cultura Renacimiento
Humanismo
Contrarreforma
Barroco
8. The domains of Charles I Of
Spain and V of Germany
Isabel
La Católica
Fernando
El católico
Felipe el hermoso
Felipe el hermoso
1521: emperor of Germany
1519: King of Spain
9.
10.
11. The main conflicts
• Comuneros and Germanías (civil war)
• France (defeated at Pavía, 1525)
• Turkish Empire and pirates from North
Africa
• The protestants in Germany (Mühlberg,
1547)
• The creation of the American Empire
(Cortés and Pizarro)
• The cost of the war: Bankruptcy.
12.
13. Civil War: comunidades and
Germanías
At the
Beginning
Of Charles I
Reign, there was
Internal opposition.
Charles was seen as
A foreigner without
Any interest in Spain,
But as a source to
Collect taxes for their
Campaign.
Execution of Padilla
And Maldonado
14. The civil war: Villalar
The comuneros
Were defeated
At Villalar in 1521
Castilla y Leon still
Celebrates this
Date: April 23th
Villalar, Valladolid, 2013
15. Question: You are Francois I.
How do you feel about your position in relation with Spanish territories?
Time: 1´
18. Pavía y “los tercios””
En 1525 ocurrió una gran batalla en la que el mismísimo rey
de Francia fue tomado prisionero. Ese fue el comienzo de la
superioridad castellana en Europa frente al enemigo francés.
21. The war against the Muslims
Spain run a
War against
The Muslims
As a continuation
Of Reconquest.
The Muslim pirates
in North Africa still
attacked the
Spanish coast
and Charles I prepared
Military campaigns
In Tunez and Argel
War at Tunez, 1535
25. The war against the Protestants
Charles I was a fervient Catholic, so when Luther started his Reform,
He met the monk in Spira and Worms, forbidding him to break with the Church.
26. Mühlberg
Finally there was
a war,
And the Protestants
Were defeated
at Mülhberg (1547).
However, the problem
Went on and part
Of Germany became
Protestant.
27.
28.
29.
30. V.-The conquest and
colonisation of America
Méjico: Name of the Empire Indian ruler/Spanish
conqueror
Perú: Name of the Empire Indian ruler/Spanish
conqueror
Time: 1´
31. The conquest and colonisation
of America
Méjico: Aztecan Empire Moctezuma/Cortés
Perú: Incan Empire Atahualpa /Pizarro
32. The American conquest
The
Conquest of
America
Had a turning
Point in
1521 with
The fall of
The Aztecan
empire, by
The troops
Of Hernan
Cortés
33. What did the Castilian people
want to find in America?
Why did Castilian people
migrate to America?
34. Why was the American conquest
so easy for the Spanish troops? (3 at
least)
35. 1.- The Spanish technological hegemony
(gunpowder, horses, armours).
2.- The ambition of the conquerors.
3.- Internal problems of the Indians (civil wars)
and even tragic epidemics (brought by Europeans).
4.- The religious interest.
Why was the American conquest
so easy for the Spanish troops?
46. Felipe II, a much more
Spanish ruler
• He was born in Valladolid.
• His native language was Castilian.
• He didn´t become Holy Roman Empire.
• He made Madrid his capital and built El
Escorial as a royal residence.
47. Felipe II, a much more
Spanish ruler
• He was born in Valladolid.
• His native language was Castilian.
• He didn´t become Holy Roman Empire.
• He made Madrid his capital and built El
Escorial as a royal residence.
48. Policies in Spain
• Defence of Catholicism (group 1)
• The revolt of the moriscos (group 2)
• Unrest in Aragón (group 3)
49. Policies in Spain
Objective: defence of Catholicism
Inquisition isolation
Purity of blood
Revolt of the moriscos
Alpujarras 1568
50. Policies in Spain
Objective: more authoritarian monarchy
Less rights in other kingdoms
Unrest in Aragón
Antonio Pérez
51.
52.
53. Policies in Europe
Objectives: a) defence of Catholicism
b) stronger power in Europe
France
San Quintín
Turkish Empire
Lepanto
The Netherlands
Independence
England
Invincible Armada
Portugal
Alcántara
63. The Netherlands
Independence
• Causes Opposition to high taxes
Calvinism
The Northern provinces: independence
The Southern (Belgium and
Luxembourg ) under Spanish rule
Consequences
66. Spanish influence in Holland and the world:
Saint Niklas (santa Claus)
The influence in
Popular legends
reachs the
Christmas holidays.
San Nicolás (the
First Santa klaus) was
a Spanish
Bishop coming from
The south with toys
And presents
for the children.
It’s on December
5th.
70. • The American conquest was over.
• Explotation.
• Consequences:
a) Affluence of silver: inflation
b) Relation America-Spain
c) The trade America-Spain
82. The 17th century in Spain:
Economical crisis:
Bad crops + Conscription
+ diseases + emigration + taxes
=
Fall of population.
Fall of trade
Decadence of Castille
83. What is the causal order for this
sequence?
• Enfermedades / Emigración / menos
producción agrícola / malas cosechas /
caída del comercio /leva para guerras /
Caída de la población / impuestos
84. • Fall of population: Why? 4 reasons
• Fall of the trade activity. Why?
Wars: are they positive for the trade?
Inflation? Competition of cheaper
products?
• Social biases: Which one?
• The political context
90. The society
• Peasants and pueblo llano: worst
conditions
Taxes
Villages
depopulated
Beggars
thieves
91.
92. The “Austrias Menores”
Felipe III Felipe IV Carlos II
The Austrias Menores
Were weaker than
Charles I and Felipe II
They neglected their
Duties as rulers and
Were easily manipulated
By their ministers.
93. Los validos de España
The “validos”
Were
Prime ministers
Representing
The interests
of the crown.
However, they
Used to be
Corrupted and
Concerned only
To their own
Interests.
98. Felipe III
• Valido: Duque de Lerma
• Bankruptcy
• Expulsión de los moriscos
(1609)
• Peaceful period with
Holland and France.
99. Felipe III
- Internal policy:
- Expulsion of the Moriscos
(1609) with awful consequences
for the economy and agriculture
(silk).
- Corrupted “Validos” (Lerma)
-External policies:
Truces (treguas) with Holland.
Peace during most of the years.
100. Felipe IV
• Valido: Conde Duque de
Olivares.
• Spanish defeat in Europe:
The 30 years war
Rocroi
Peace of Westfalia.
• 1640 Uprising
101. Felipe IV
-Internal policy.
Increasing authoritarism
“Unión de armas”: all the kingdoms
Should join Castilla in the European
War, with more taxes and forced
conscription.
-Rebellion of 1640:
After the first defeats in the European
War, Naples, Catalonia and Portugal
Started a rebellion against the
Monarchy
Portugal won the independence from
Castilla after a few years.
102. The 30 year war.
In the beginning
It was a religion war
Catholics against
Protestants.
After 1640, the war
Was not only for
Religious reasons:
It was a war for the
Hegemony of Europe
France against Spain.
103. Victory in Breda (1620)
The first stages of war
Were won by the Austrias.
104. To the defeat of Rocroi (1643)
After the entering of
France in the war, the Spanish
Armies suffered several defeats
That end in the Peace of
Westfalia.
105. The end:
Peace of Pirineos (1659)
Spain lost the war.
Felipe IV
Louis XIV
111. After Charles II’s death, leaving no sons, there is
War between Austria and France to decide who will
Be the next king of Spain, the Habsburgs or the Borbons.