The document discusses the different ways to express ability or possibility in the past using modal verbs like "could", "was/were able to", and "managed to". It provides examples of how each is used, noting that "could" is used to ask for permission, make requests, or refer to ability in the past, while "was/were able to" and "managed to" are used when discussing what actually happened in a particular situation. It concludes with a series of sentences for the reader to practice filling in with the appropriate modal verb.
An adverb provides information about an action such as when, where, how, to what extent or degree, or under what condition an action occurs. There are different types of adverbs including adverbs of time, place, manner, degree, condition, concession, and reason. Adverbs often end in "ly" but can also be single words like "fast" or "never". Adverbs can modify verbs, adjectives, and other adverbs.
The document discusses the four types of sentences: interrogative sentences which ask questions and end with question marks, declarative sentences which make statements and usually end with periods, imperative sentences which give commands or directions and can end with periods or exclamation marks, and exclamatory sentences which show strong emotion, begin with "what" or "how", and end with exclamation marks. Examples are provided for each type of sentence.
The document provides advice for various life situations and problems people may face using the phrases "should/had better". It suggests people had better pay bills on time, dress appropriately for occasions, make reservations at popular restaurants, catch their transport on time. It also advises recharging devices, ironing clothes before important events, reading terms carefully before signing contracts, and bringing umbrellas in case of rain. The document also uses sample sentences to practice using "had better" with different verbs.
This document provides vocabulary words and definitions related to choosing and training the right dog for specific jobs or tasks. Key words include "reward", "graduate", "symbol", "foster", "disobey", "confidence", "patiently", "confessed", and "ceremony", with definitions for giving something earned, finishing school or training, standing for something else, being cared for by an adult, not following instructions, feeling sure of abilities, waiting calmly without annoyance, admitting something is true, and a special celebratory event.
Multiword verbs consist of a verb and one or two particles or prepositions. There are three types: phrasal verbs which are verb+adverb, prepositional verbs which are verb+preposition, and phrasal-prepositional verbs which are verb+adverb+preposition. Phrasal verbs can be transitive or intransitive and separable phrasal verbs allow separation of the verb and particle when used with a direct object but not with pronouns. Prepositional and phrasal-prepositional verbs are always used with a direct object and cannot be separated.
An adjective complement is a phrase that modifies or adds meaning to an adjective. It always follows the adjective and is either a noun clause or prepositional phrase. Some examples of sentences with adjective complements underlined are "She was hesitant to tell her parents" and "Are you afraid of spiders?". In addition to adjective complements, there are also subject complements, object complements, and verb complements that can modify nouns and verbs.
Prepositions are words that link nouns, pronouns, and phrases to other words in a sentence and usually describe position, time, or manner. There are simple prepositions, compound prepositions formed by adding a preposition to a noun or adjective, and phrase prepositions. Prepositions of time refer to dates or times, prepositions of place refer to locations, and prepositions of direction refer to movement or placement.
The document discusses the different ways to express ability or possibility in the past using modal verbs like "could", "was/were able to", and "managed to". It provides examples of how each is used, noting that "could" is used to ask for permission, make requests, or refer to ability in the past, while "was/were able to" and "managed to" are used when discussing what actually happened in a particular situation. It concludes with a series of sentences for the reader to practice filling in with the appropriate modal verb.
An adverb provides information about an action such as when, where, how, to what extent or degree, or under what condition an action occurs. There are different types of adverbs including adverbs of time, place, manner, degree, condition, concession, and reason. Adverbs often end in "ly" but can also be single words like "fast" or "never". Adverbs can modify verbs, adjectives, and other adverbs.
The document discusses the four types of sentences: interrogative sentences which ask questions and end with question marks, declarative sentences which make statements and usually end with periods, imperative sentences which give commands or directions and can end with periods or exclamation marks, and exclamatory sentences which show strong emotion, begin with "what" or "how", and end with exclamation marks. Examples are provided for each type of sentence.
The document provides advice for various life situations and problems people may face using the phrases "should/had better". It suggests people had better pay bills on time, dress appropriately for occasions, make reservations at popular restaurants, catch their transport on time. It also advises recharging devices, ironing clothes before important events, reading terms carefully before signing contracts, and bringing umbrellas in case of rain. The document also uses sample sentences to practice using "had better" with different verbs.
This document provides vocabulary words and definitions related to choosing and training the right dog for specific jobs or tasks. Key words include "reward", "graduate", "symbol", "foster", "disobey", "confidence", "patiently", "confessed", and "ceremony", with definitions for giving something earned, finishing school or training, standing for something else, being cared for by an adult, not following instructions, feeling sure of abilities, waiting calmly without annoyance, admitting something is true, and a special celebratory event.
Multiword verbs consist of a verb and one or two particles or prepositions. There are three types: phrasal verbs which are verb+adverb, prepositional verbs which are verb+preposition, and phrasal-prepositional verbs which are verb+adverb+preposition. Phrasal verbs can be transitive or intransitive and separable phrasal verbs allow separation of the verb and particle when used with a direct object but not with pronouns. Prepositional and phrasal-prepositional verbs are always used with a direct object and cannot be separated.
An adjective complement is a phrase that modifies or adds meaning to an adjective. It always follows the adjective and is either a noun clause or prepositional phrase. Some examples of sentences with adjective complements underlined are "She was hesitant to tell her parents" and "Are you afraid of spiders?". In addition to adjective complements, there are also subject complements, object complements, and verb complements that can modify nouns and verbs.
Prepositions are words that link nouns, pronouns, and phrases to other words in a sentence and usually describe position, time, or manner. There are simple prepositions, compound prepositions formed by adding a preposition to a noun or adjective, and phrase prepositions. Prepositions of time refer to dates or times, prepositions of place refer to locations, and prepositions of direction refer to movement or placement.
Reflexive pronouns refer back to the subject of the sentence. They are used when the subject and object are the same. Each personal pronoun like I, you, she, etc. has a corresponding reflexive form like myself, yourself, herself. Reflexive pronouns are used when the subject and object are the same, as the object of a preposition referring to the subject, or to emphasize that the subject performed the action. Examples are given of using reflexive pronouns in sentences.
This document discusses infinitives and how they function in sentences. It explains that infinitives can be used as subjects, objects, and subject complements, similar to gerunds. However, unlike gerunds, infinitives cannot be used as objects of prepositions. It provides examples of infinitives functioning in different roles in sentences and lists common verbs that are followed by infinitives. The document also discusses the different types of infinitives and how their meaning can change based on tense or voice.
This document summarizes the uses of the words "some", "any", "no", and "every" in English. It explains that "some" is used in affirmative sentences offering suggestions or invitations. "Any" is used in negative or interrogative sentences. "No" is used in affirmative sentences to indicate negation. "Every" refers to all cases without exception and is used with things that happen regularly. Examples are provided to illustrate the uses of each word. Exercises are included to reinforce understanding.
Pronouns are words that take the place of nouns, referred to as antecedents. Common pronouns include I, me, you, he, she, it, we, and they. Pronouns must agree with and refer clearly to their antecedents. This document provides examples of pronouns correctly replacing nouns and asks the reader to identify the correct pronoun in several sentences by determining what noun each pronoun refers to.
The document discusses prepositional verbs, which are verbs followed by prepositions. Some common prepositions used in prepositional verbs include on, at, from, to, for, of, into, and about. Examples of prepositional verbs provided are look at, listen to, think of/about, dream about, talk to, ask for, call on, go on, and agree with. Prepositional verbs can have particles like up, down, off, away, and back placed after the verb. Pronouns can also be placed before the particle in a prepositional verb.
This document provides information on the uses and formation of gerunds and infinitives in English. It explains that gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds are formed with the "-ing" suffix added to the base verb form, while infinitives use "to" plus the base form. The document outlines which verbs are followed by gerunds or infinitives and the differences between their meanings. It also discusses the passive, perfect, progressive, and perfect progressive forms of gerunds and infinitives.
The document discusses the causative form, which is used to indicate that someone paid for something to be done for them. Some examples of using the causative form include "They had their house painted blue" meaning professional painters did the work, and "Jackie had her car stolen" meaning something unpleasant happened. The causative form uses "have" or "get" followed by an object and past participle. Common verbs used with the causative form include cut, plant, repair, build, paint, and clean.
Verb tenses combine time and aspect, with time referring to past and present and aspect referring to simple, progressive, and perfect. The time is shown by the verb form or use of modal verbs like "will", while aspect modifies the main verb to focus on the action, state of being, or completion. Verbs follow a specific order, with modal verbs preceding perfect or progressive aspects, which come before the main verb. The first word indicates the time frame, whether simple, progressive, perfect progressive, or with modal verbs implying future time.
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
Gerunds are verb forms ending in "-ing" that can be used as nouns. Gerunds can serve as the subject of a sentence, after certain verbs like "like" and "enjoy", and after prepositions like "in" and "before". Some examples of gerund usage include "running is good exercise", "I enjoy swimming", and "before going to bed". Gerunds are also used after the verb "go" to indicate activities, such as "we went hiking on Sunday".
This document provides examples and rules for using prepositions in the English language. It discusses prepositions of time, place, movement, and for technology. It also covers dependent prepositions that follow verbs, adjectives, and nouns. Finally, it briefly mentions phrasal verbs and how they are formed by combining verbs with prepositions.
An adverb is a part of speech that modifies verbs, adjectives, and other adverbs by providing information about manner, time, place, degree or extent. There are different types of adverbs including adverbs of manner which provide information about how something is done, adverbs of place which provide information about where something occurs, adverbs of time which provide information about when something occurs, and adverbs of degree which provide information about the extent to which something occurs. Adverbs can be regular words ending in -ly or irregular words without this ending.
This document discusses expressing ability in English using the words "can" and "can't". It provides examples of ability being used in affirmative sentences with "I can" or "can", negative sentences with "can't", and interrogative sentences using "can". Examples are given of ability being used with various actions like playing the piano, swimming, riding a bike, reading, running, speaking, climbing trees, and speaking English. Responses of "yes, I can" or "no, they can't" are provided for some of the interrogative examples.
The document contains instructions for several language exercises:
1. Match pictures to their meanings
2. Complete a table with the verb forms - infinitive, simple past, past participle
3. Complete another table with the correct verb, noun, adjective, and adverb forms related to dreaming, achieving, and failing
4. Match phrases using verbs and nouns to form correct expressions
5. Find opposites of given words
English 6-dlp-5-words-with-affixes-prefixesAlice Failano
The document discusses prefixes and how they can be used to form new words. It provides examples of common prefixes like "un-", "in-", "dis-", "im-", and "ir-" which are often used to mean "opposite of" or "not". Learners are given exercises to practice identifying prefixes in words and using prefixes to complete sentences. The purpose is to help expand one's vocabulary through understanding and using prefixes.
This document discusses relative clauses and relative pronouns. It defines defining and non-defining relative clauses and explains that relative clauses are used to give extra information about nouns without starting new sentences. The different types of relative pronouns are described, including who, which, whose, whom, and that. The document also introduces relative adverbs such as when, where, and why that can be used instead of relative pronouns and prepositions.
The document provides examples and explanations of using the infinitive of purpose with "to" and "for" in English sentences. It gives sample sentences demonstrating how to express why something is done using "to + verb" or "for + noun." It then provides exercises for the reader to simplify sentences by replacing because clauses with infinitives of purpose, insert "to" or "for" in sentences, continue incomplete sentences, and suggest answers using infinitives of purpose for various questions.
The document provides examples of contractions used in English language sentences. It lists common contractions like "he's", "isn't", "can't", and provides full sentences demonstrating the contraction replacing two words. It then tests the reader with exercises choosing the correct contraction to complete sentences from multiple choices.
This document presents a lesson on conjunctions by Brent Daigle, Ph.D. It defines a conjunction as a part of speech that connects words, sentences, phrases, or clauses. It then lists and provides examples of various conjunctions like and, but, or, because, either, neither, nor, yet, as well as example sentences demonstrating their use. The document aims to teach the different types of conjunctions and their functions in sentences.
El documento resume los principales mandatarios de Costa Rica entre 1849 y 1906, durante el periodo del Estado oligárquico y el auge del Estado Liberal. En el periodo oligárquico, los gobernantes no separaban sus intereses públicos y privados y el ejército era utilizado para mantenerse en el poder, causando más de diez golpes de estado. En el periodo liberal, el ejército perdió influencia política y hubo mayor estabilidad, impulsando la modernización del país bajo principios liberales. Algunos mandatarios clave fueron Próspero Fern
El documento resume la historia política del Ecuador desde su independencia en 1830 hasta 1961, detallando los principales acontecimientos de cada uno de los gobiernos presidenciales. Cubre temas como la consolidación del país, las reformas educativas y económicas, y los conflictos sociales durante este periodo.
Reflexive pronouns refer back to the subject of the sentence. They are used when the subject and object are the same. Each personal pronoun like I, you, she, etc. has a corresponding reflexive form like myself, yourself, herself. Reflexive pronouns are used when the subject and object are the same, as the object of a preposition referring to the subject, or to emphasize that the subject performed the action. Examples are given of using reflexive pronouns in sentences.
This document discusses infinitives and how they function in sentences. It explains that infinitives can be used as subjects, objects, and subject complements, similar to gerunds. However, unlike gerunds, infinitives cannot be used as objects of prepositions. It provides examples of infinitives functioning in different roles in sentences and lists common verbs that are followed by infinitives. The document also discusses the different types of infinitives and how their meaning can change based on tense or voice.
This document summarizes the uses of the words "some", "any", "no", and "every" in English. It explains that "some" is used in affirmative sentences offering suggestions or invitations. "Any" is used in negative or interrogative sentences. "No" is used in affirmative sentences to indicate negation. "Every" refers to all cases without exception and is used with things that happen regularly. Examples are provided to illustrate the uses of each word. Exercises are included to reinforce understanding.
Pronouns are words that take the place of nouns, referred to as antecedents. Common pronouns include I, me, you, he, she, it, we, and they. Pronouns must agree with and refer clearly to their antecedents. This document provides examples of pronouns correctly replacing nouns and asks the reader to identify the correct pronoun in several sentences by determining what noun each pronoun refers to.
The document discusses prepositional verbs, which are verbs followed by prepositions. Some common prepositions used in prepositional verbs include on, at, from, to, for, of, into, and about. Examples of prepositional verbs provided are look at, listen to, think of/about, dream about, talk to, ask for, call on, go on, and agree with. Prepositional verbs can have particles like up, down, off, away, and back placed after the verb. Pronouns can also be placed before the particle in a prepositional verb.
This document provides information on the uses and formation of gerunds and infinitives in English. It explains that gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds are formed with the "-ing" suffix added to the base verb form, while infinitives use "to" plus the base form. The document outlines which verbs are followed by gerunds or infinitives and the differences between their meanings. It also discusses the passive, perfect, progressive, and perfect progressive forms of gerunds and infinitives.
The document discusses the causative form, which is used to indicate that someone paid for something to be done for them. Some examples of using the causative form include "They had their house painted blue" meaning professional painters did the work, and "Jackie had her car stolen" meaning something unpleasant happened. The causative form uses "have" or "get" followed by an object and past participle. Common verbs used with the causative form include cut, plant, repair, build, paint, and clean.
Verb tenses combine time and aspect, with time referring to past and present and aspect referring to simple, progressive, and perfect. The time is shown by the verb form or use of modal verbs like "will", while aspect modifies the main verb to focus on the action, state of being, or completion. Verbs follow a specific order, with modal verbs preceding perfect or progressive aspects, which come before the main verb. The first word indicates the time frame, whether simple, progressive, perfect progressive, or with modal verbs implying future time.
The document discusses the present simple tense and its uses in English. It is used to talk about general truths, habitual actions, and things that happen repeatedly. The present simple tense can be affirmative (e.g. I drive), interrogative (e.g. Do you work?), and negative (e.g. I don't work). It also discusses using do/does for questions and negatives and reminds the reader to include the -s ending for third person singular subjects.
Gerunds are verb forms ending in "-ing" that can be used as nouns. Gerunds can serve as the subject of a sentence, after certain verbs like "like" and "enjoy", and after prepositions like "in" and "before". Some examples of gerund usage include "running is good exercise", "I enjoy swimming", and "before going to bed". Gerunds are also used after the verb "go" to indicate activities, such as "we went hiking on Sunday".
This document provides examples and rules for using prepositions in the English language. It discusses prepositions of time, place, movement, and for technology. It also covers dependent prepositions that follow verbs, adjectives, and nouns. Finally, it briefly mentions phrasal verbs and how they are formed by combining verbs with prepositions.
An adverb is a part of speech that modifies verbs, adjectives, and other adverbs by providing information about manner, time, place, degree or extent. There are different types of adverbs including adverbs of manner which provide information about how something is done, adverbs of place which provide information about where something occurs, adverbs of time which provide information about when something occurs, and adverbs of degree which provide information about the extent to which something occurs. Adverbs can be regular words ending in -ly or irregular words without this ending.
This document discusses expressing ability in English using the words "can" and "can't". It provides examples of ability being used in affirmative sentences with "I can" or "can", negative sentences with "can't", and interrogative sentences using "can". Examples are given of ability being used with various actions like playing the piano, swimming, riding a bike, reading, running, speaking, climbing trees, and speaking English. Responses of "yes, I can" or "no, they can't" are provided for some of the interrogative examples.
The document contains instructions for several language exercises:
1. Match pictures to their meanings
2. Complete a table with the verb forms - infinitive, simple past, past participle
3. Complete another table with the correct verb, noun, adjective, and adverb forms related to dreaming, achieving, and failing
4. Match phrases using verbs and nouns to form correct expressions
5. Find opposites of given words
English 6-dlp-5-words-with-affixes-prefixesAlice Failano
The document discusses prefixes and how they can be used to form new words. It provides examples of common prefixes like "un-", "in-", "dis-", "im-", and "ir-" which are often used to mean "opposite of" or "not". Learners are given exercises to practice identifying prefixes in words and using prefixes to complete sentences. The purpose is to help expand one's vocabulary through understanding and using prefixes.
This document discusses relative clauses and relative pronouns. It defines defining and non-defining relative clauses and explains that relative clauses are used to give extra information about nouns without starting new sentences. The different types of relative pronouns are described, including who, which, whose, whom, and that. The document also introduces relative adverbs such as when, where, and why that can be used instead of relative pronouns and prepositions.
The document provides examples and explanations of using the infinitive of purpose with "to" and "for" in English sentences. It gives sample sentences demonstrating how to express why something is done using "to + verb" or "for + noun." It then provides exercises for the reader to simplify sentences by replacing because clauses with infinitives of purpose, insert "to" or "for" in sentences, continue incomplete sentences, and suggest answers using infinitives of purpose for various questions.
The document provides examples of contractions used in English language sentences. It lists common contractions like "he's", "isn't", "can't", and provides full sentences demonstrating the contraction replacing two words. It then tests the reader with exercises choosing the correct contraction to complete sentences from multiple choices.
This document presents a lesson on conjunctions by Brent Daigle, Ph.D. It defines a conjunction as a part of speech that connects words, sentences, phrases, or clauses. It then lists and provides examples of various conjunctions like and, but, or, because, either, neither, nor, yet, as well as example sentences demonstrating their use. The document aims to teach the different types of conjunctions and their functions in sentences.
El documento resume los principales mandatarios de Costa Rica entre 1849 y 1906, durante el periodo del Estado oligárquico y el auge del Estado Liberal. En el periodo oligárquico, los gobernantes no separaban sus intereses públicos y privados y el ejército era utilizado para mantenerse en el poder, causando más de diez golpes de estado. En el periodo liberal, el ejército perdió influencia política y hubo mayor estabilidad, impulsando la modernización del país bajo principios liberales. Algunos mandatarios clave fueron Próspero Fern
El documento resume la historia política del Ecuador desde su independencia en 1830 hasta 1961, detallando los principales acontecimientos de cada uno de los gobiernos presidenciales. Cubre temas como la consolidación del país, las reformas educativas y económicas, y los conflictos sociales durante este periodo.
Este documento resume las clases de Historia de Costa Rica II impartidas a lo largo de 15 semanas. Cubre temas como la independencia de Costa Rica, la economía en el siglo XIX, la Campaña Nacional contra los filibusteros, y las repercusiones de la peste del cólera. Incluye presentaciones de grupos sobre varios temas como la participación femenina en la Campaña Nacional y el impacto del cólera. El documento proporciona una visión general de este curso a través de resúmenes concisos de cada sección.
El documento resume las biografías y presidencias de varios líderes ecuatorianos entre los años 1800 y 1876. Incluye información sobre Juan José Flores, Vicente Rocafuerte, Diego Noboa, José María Urbina Viteri, Francisco Robles, Gabriel García Moreno, Jerónimo Carrión y Palacio, Pedro José de Arteta, Javier Espinosa, y Antonio Borrero Cortazar. Detalla sus logros en educación, obras públicas, y otros aspectos de sus administraciones.
Este documento resume el período liberal de 1870-1894 en Costa Rica, cuando se establecieron las bases del Estado de derecho. Se consolidó el dominio del Estado sobre la Iglesia y el proceso electoral. Hubo gobiernos militares bajo Tomás Guardia, quien estableció la Constitución de 1871, y gobiernos civiles posteriores que continuaron desarrollando las instituciones y leyes liberales.
El documento resume los principales hitos políticos, económicos, sociales y culturales durante los gobiernos de Martín Rodríguez (1820-1824), Juan Gregorio de Las Heras (1824-1826), Bernardino Rivadavia (1826-1827) y Manuel Dorrego (1827-1828), así como durante el período de Rosas (1829-1852) en la Argentina. Cubre temas como la independencia de países vecinos, la creación de instituciones como bancos y escuelas, y los conflictos entre unitarios y federales.
El documento resume el liberalismo en Costa Rica entre 1870 y 1914. Durante este periodo, se estableció un estado liberal con énfasis en la libertad individual, la propiedad privada y el libre mercado. Se desarrollaron obras de infraestructura como el ferrocarril y se fomentó la educación y colonización. Sin embargo, también surgieron enclaves bananeros controlados por compañías extranjeras que explotaban a los trabajadores. Figuras como Tomás Guardia y otros presidentes impulsaron estas reformas liberales.
El documento resume las obras y logros de los presidentes del Perú desde la independencia. José de San Martín declaró la independencia y estableció las primeras instituciones del país. Posteriormente, otros presidentes promovieron obras de infraestructura como ferrocarriles, puertos y vías, impulsaron la explotación de recursos naturales como el guano y el petróleo, y desarrollaron la educación y la industria. Muchos de ellos también tuvieron que enfrentar conflictos civiles y guerras con otros países.
El documento resume las presidencias de varios líderes de Honduras entre 1848 y 1876, incluyendo Juan Lindo, José Trinidad Cabañas, José Santos Guardiola y José María Medina. Describe sus logros y reformas, como la construcción de escuelas, mejoras en infraestructura y agricultura, y esfuerzos para promover la educación y unión de Centroamérica. También discute conflictos internos y amenazas externas como las de filibusteros durante sus mandatos.
La política del Ecuador ha tenido varios cambios a lo largo de su historia. Se han tenido muchos presidentes debido a que en el siglo XIX no duraban mucho en el poder. Algunos presidentes se enfocaron en obras públicas y educación, mientras que otros priorizaron temas económicos. Recientemente se ha mejorado la política aunque algunos creen que las obras de presidentes anteriores eran mejores que las actuales.
Historia sinoptica de tacuaremb hasta 1933laura96sotelo
Este documento resume la historia de Tacuarembó, Uruguay hasta 1933. Explica que la región estuvo originalmente habitada por pueblos indígenas como los charrúas. El nombre "Tacuarembó" proviene del guaraní y significa "lugar de cañaverales". La presencia de José Artigas en la región a principios del 1800 le dio importancia al asentamiento y colonización. La ciudad de Tacuarembó fue fundada oficialmente el 27 de enero de 1832 por Bernabé Rivera. En los años siguientes,
Aldo m. de castro paz invasiones inglesas correspondencia confidencialjuntarecoleta
Este documento resume la vida y obra de José María de Sautu, un comerciante vasco que se trasladó a Buenos Aires en 1794 y se convirtió en testigo y cronista de las Invasiones Inglesas de 1806-1807. Sautu se alistó como soldado para defender la ciudad y también recopiló documentos relacionados con los sucesos. Sus cartas personales brindan testimonio de primera mano sobre los acontecimientos bélicos, convirtiéndolo en un valioso cronista.
Durante las presidencias de Mitre, Sarmiento y Avellaneda entre 1862 y 1880, se logró la unidad política de Argentina y se establecieron las instituciones fundamentales del estado. Se modernizó la economía para fomentar el comercio internacional, se ampliaron las fronteras, se promovió la inmigración y el crecimiento económico. También se organizó el ejército, la administración pública, el poder judicial y la educación. Este periodo sentó las bases para el desarrollo de Argentina como estado agroexportador dominado por
Este documento presenta un resumen de la tesis doctoral de Arturo Cruz Sequeira titulada "La República Conservadora de Nicaragua 1858-1893". El autor nació en Managua en 1953 y obtuvo una maestría y un doctorado en universidades estadounidenses e inglesas. Actualmente trabaja como profesor en el INCAE en Nicaragua. Su tesis analiza el período de la República Conservadora en Nicaragua entre 1858 y 1893, caracterizado por un régimen oligárquico y estable que promovió el desarrollo económico pero ex
El documento presenta una línea de tiempo sobre la historia de Costa Rica desde la independencia en 1821 hasta la década de 1980. Se destaca el papel del café como principal producto de exportación y motor de la economía costarricense a partir de mediados del siglo XIX. El cultivo del café se extendió por diversas regiones del país como el Valle Central, Turrialba y el Valle Occidental, donde los suelos volcánicos y las condiciones climáticas eran ideales. La construcción del ferrocarril al Atlántico en la segunda mitad del siglo XIX
Domingo Faustino Sarmiento nació en San Juan, Argentina en 1811. Se desempeñó como gobernador de San Juan y senador nacional, y fue presidente de Argentina entre 1868 y 1874. Como presidente, promovió la educación y la cultura al expandir la matrícula escolar, crear numerosas escuelas, universidades y bibliotecas, y fomentar el desarrollo de la agricultura, el comercio y los transportes.
Este documento resume los principales logros y acontecimientos durante los mandatos presidenciales de varios presidentes constitucionales del Ecuador desde 1830 hasta 1972. Algunos de los hitos más destacados incluyen la abolición de la esclavitud, el pago de la deuda externa, la promulgación de leyes de educación y libertad de prensa, y el establecimiento de instituciones como el Banco Central y el Seguro Social. Varios presidentes impulsaron obras de infraestructura como carreteras, puentes y aeropuertos
El documento describe los cambios económicos, sociales y políticos que ocurrieron en Uruguay entre 1875 y 1890, durante y después de las dictaduras de Lorenzo Latorre y Máximo Santos. Latorre modernizó el país mediante reformas como la creación de códigos legales, mejoras a la infraestructura y educación, y el fortalecimiento del estado. Santos continuó esta modernización pero su gobierno fue más despilfarrador. Finalmente, el país transitó hacia un sistema civil con el gobierno de Máximo Tajes.
Examen de Selectividad. Geografía junio 2024 (Convocatoria Ordinaria). UCLMJuan Martín Martín
Examen de Selectividad de la EvAU de Geografía de junio de 2023 en Castilla La Mancha. UCLM . (Convocatoria ordinaria)
Más información en el Blog de Geografía de Juan Martín Martín
http://blogdegeografiadejuan.blogspot.com/
Este documento presenta un examen de geografía para el Acceso a la universidad (EVAU). Consta de cuatro secciones. La primera sección ofrece tres ejercicios prácticos sobre paisajes, mapas o hábitats. La segunda sección contiene preguntas teóricas sobre unidades de relieve, transporte o demografía. La tercera sección pide definir conceptos geográficos. La cuarta sección implica identificar elementos geográficos en un mapa. El examen evalúa conocimientos fundamentales de geografía.
Ofrecemos herramientas y metodologías para que las personas con ideas de negocio desarrollen un prototipo que pueda ser probado en un entorno real.
Cada miembro puede crear su perfil de acuerdo a sus intereses, habilidades y así montar sus proyectos de ideas de negocio, para recibir mentorías .
José Luis Jiménez Rodríguez
Junio 2024.
“La pedagogía es la metodología de la educación. Constituye una problemática de medios y fines, y en esa problemática estudia las situaciones educativas, las selecciona y luego organiza y asegura su explotación situacional”. Louis Not. 1993.
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200. Efemerides junio para trabajar en periodico mural
TREINTA AÑOS CONSERVADORES.pptx
1. Periodo de los treinta años
conservadores
Facultad:
Docente:
Asignatura:
Grupo N°:
10 de Junio, 2022
Integrantes:
Bra. Xetchin Salazar Chow.
2. 4. Pedro Joaquín y
Alfaro (1487).
Aspectos políticos:
Se establecieron relaciones
diplomáticas en países europeos
(incluyendo un concordato con la
santa sede.
1. Tomas Martínez
Guerrero (1858-1867)
2. Fernando guzmán
Solórzano (1867-1871) Firma de un tratado de
amistad, comercio y
navegación con los EEUU.
3. Vicente cuadra y Raúl
Lago (1871-1875).
Intento fallido de entenderse
con el rey mosco para lograr la
unión con la mosquitia.
Creo el registro civil
y el registro de
propiedad
5. Joaquín Zavala
Solís (1879-1883).
Mantuvo la estabilidad de las
finanzas públicas.
6. Adán Cárdenas del
Castillo (1883-1887)
Reordeno el ejército,
organizo el registro público
de la propiedad.
7. Evaristo Carazo
Arandas (1887-1889)
Logro el reconocimiento de la soberanía
del territorio de la mosquitia por parte
de Inglaterra.
8. Roberto Sacasa y
Sarria (1889-1893)
Su labor como presidente
provisional de E. Sacazá le
permitió ganar a su pueblo
y ganar elecciones.
3. Aspectos económicos
1. Tomas Martínez
Guerrero (1858-1867)
2. Fernando guzmán
Solórzano (1867-1871)
3. Vicente cuadra y Raúl
Lago (1871-1875).
4. Pedro Joaquín y
Alfaro (1487).
5. Joaquín Zavala
Solís (1879-1883).
6. Adán Cárdenas del
Castillo (1883-1887)
7. Evaristo Carazo
Arandas (1887-1889)
8. Roberto Sacasa y
Sarria (1889-1893)
Mejoro la infraestructura
especialmente en
instrucción pública y
economización
Impulso el cultivo del
café y la ganadería, en
León fundo el banco
agrícola mercantil,
proyecto la relación del
canal Interoceánico.
Estableció el primer
banco del país el
banco de Nicaragua,
finalizo el ferrocarril
del pacifico de
Nicaragua.
Fundo el partido
progresista Nacional,
fruto de la petición del
joven RUBEN DARIO al
negarle una beca.
Promovió las líneas de
la construcción del
ferrocarril, pacifico
Nicaragua.
Firmo los contratos para la
construcción del ferrocarril.
Incremento el cultivo de
la caña y la producción
de la azúcar refinada.
Se incentivo el cultivo del
café y el algodón.
4. Aspectos sociales:
1. Tomas Martínez
Guerrero (1858-1867)
2. Fernando guzmán
Solórzano (1867-1871)
3. Vicente cuadra y Raúl
Lago (1871-1875).
4. Pedro Joaquín y
Alfaro (1487).
5. Joaquín Zavala
Solís (1879-1883).
6. Adán Cárdenas del
Castillo (1883-1887)
7. Evaristo Carazo
Arandas (1887-1889)
8. Roberto Sacasa y
Sarria (1889-1893)
Construyo el puente de
corinto (en la isla de icacos).
Trafico de vapores en el gran
lago y Rio San Juan y restricta
libertad de prensa
Promovió la educación,
estableció el jurado, fundo
colegios resabio a los jesuitas
expulsados de El Salvador y
Guatemala.
Impulso las escuelas públicas,
organizo la educación primaria
secundaria y universitaria.
Impulso a la educación
Fundo la escuela de
artes y oficios de
Managua y se creó el
actual departamento
de Masaya.
Impulso la educación
pública promovida
por su antecesor,
apoyo a la Unan
León y al INO.
En este periodo el país se
sumió en una gran crisis
social.
5. Aspectos culturales:
1. Tomas Martínez
Guerrero (1858-1867)
2. Fernando guzmán
Solórzano (1867-1871)
3. Vicente cuadra y Raúl
Lago (1871-1875).
4. Pedro Joaquín y
Alfaro (1487).
5. Joaquín Zavala
Solís (1879-1883).
6. Adán Cárdenas del
Castillo (1883-1887)
7. Evaristo Carazo
Arandas (1887-1889)
8. Roberto Sacasa y
Sarria (1889-1893)
Su aporte a la cultura
no fue significativo
Promovió un concurso
donde surgiese un
libro de texto para la
enseñanza.
Fomento el
establecimiento de la
educación .
Fundo la biblioteca nacional.
Su aporte a la cultura
no fue significativo.
Caracterizo por su
etapa, la honradez y
su respeto a la ley.
Su aporte a la cultura
no fue significativo.
Se crearon dos nuevos
departamentos Chinandega
y Chontales.