Notes, abstracts, papers, exams and problems of Arts and Humanities

T.1: Feelings and Activities

Enjoyable, relaxing, dull (bored), exciting, interesting, frustrating

Verbs related to Activities:

• HAVE: a bad time, an hour's rest, a laugh (hacer reir), fun, a great time
• TAKE: a break, a rest, an opportunity
• SPEND: your (free) time, your morning
• WASTE (malgastar): your pocket money, energy

T.2: Adjectives and Phrasal Verbs

Complained (quejarse), attention span (capacidad atenc.), medium (medio), seekers (buscadores) / comical, respectable, cowardly, courageous, resourceful, spiteful (rencoroso), sentimental, angry

Phrasal Verbs:

• check over: asegurarse está bien
• work at: intentar hacer algo
• turn over: pensar repetidamente
• write down: apuntar papel
• get across: comunicar idea
• come up, come to

T.3: Achievement and Time Clauses

Reach... Continue reading "English Vocabulary and Grammar Cheat Sheet" »

Comparative Analysis of the United Nations and League of Nations

Foundational Principles: United Nations: Member states should respect the sovereign equality of member states, refrain from the threat or use of force against the territorial integrity or political independence of any state, settle international disputes by peaceful means, support enforcement actions, and fulfill in good faith all the obligations assumed under the Charter. League of Nations: The League of Nations' objective was to maintain universal peace within the framework of the fundamental principles of the Pact accepted by its members: “to develop cooperation among nations and to guarantee them peace and security.” The role of the League of Nations was to identify and... Continue reading "Comparative Analysis of the United Nations and League of Nations" »

The Aesthetic Movement

The Aesthetic Movement developed in universities and intellectual circles during the late 19th century. Beginning in France with Gautier, it reflected artists' frustration and uncertainty, a reaction against bourgeois materialism and moral codes. French artists sought refuge in aesthetic isolation, embracing Gautier's concept of "Art for Art's Sake." The bohemian lifestyle, with its pursuit of sensation and excess, embodied this protest against monotony.

The Movement in England

American painter James Whistler, working in England, imported this doctrine. However, the roots of the English Aesthetic Movement can be traced to the Romantic poet Keats. Rossetti exemplified an artist wholly dedicated to art, as did Ruskin in his... Continue reading "The Aesthetic Movement and Decadence" »

Communicative Channels

Communicative channels include visual, auditory, olfactory, and tactile modalities. The visual channel is often considered the most advantageous.

Auditory Channel

The auditory channel attempts to create an atmosphere with sounds and noises, such as pauses, suspense, music, jingles, and barrel organs.

Olfactory Channel

Olfaction refers to sensations perceived through the olfactory organ, such as perfume, smell, or scent. Adjectives applied to these sensations include keen and heavy.

Synesthesia and Intersensorial Transfer

Stephen Ullmann uses the term "intersensorial transfer" to refer to the combination of sensations, known as synesthesia. We can mix and combine different sensory modalities. Synesthesia is one of the most powerful... Continue reading "Sensory Communication and Descriptive Texts" »

Linus Larrabee's Lack of Love in *Sabrina*: A Cinematic Analysis

Character Portrayal Through Focalization and Identification

This essay analyzes how the movie *Sabrina* (1954) represents Linus Larrabee (Humphrey Bogart) as the antithesis of love, focusing on focalization and identification. The analysis will center on a specific scene, dividing it into two parts for clarity.

Part 1: The Paris Misunderstanding

In the first part, Sabrina (Audrey Hepburn) and Linus converse, with Sabrina believing Linus is going to Paris. In reality, Sabrina is the one going, unbeknownst to her. The scene employs an external focalization, suggesting Linus is contemplating whether to join Sabrina in Paris or stay. A medium shot captures Linus, while Sabrina, though... Continue reading "Linus Larrabee's Lack of Love in Sabrina: A Cinematic Analysis" »

Do Schools Destroy Creativity?

1. Both of them feel some of the things they did were good, but not all.
2. Some clever students thought they were not good.
3. It was through her interest in the school theater.
4. She wanted a change in her career.
5. She started moving to the sound of music.
6. The number of kids who leave school between 9th and 12th grade.
7. Students should be given more standardized tests.
8. Good teachers who motivate the students' talents.

The Best Career Advice

1. Although he has quite a lot of gray hair.
2. Is based both on research and fiction.
3. It would have no literary interest.
4. Became an amateur geologist.
5. He remembers his father's words as encouragement.
6. It came after watching the Boston Marathon bombings.
7. To be able to capture the character's

Door Operation Types

• Single Side Hung
• Double Lead
• Sliding
• Swinging (Oscilante)
• Centre Folding (Cierre de casa, varias hojas)
• Folding (Solo dos hojas)
• Revolving
• Overhead Up-and-Over (Garage)

Parts of a Door

1. Frame
2. Leaf
3. Threshold
4. Connecting Jamb
5. Hinge
6. Lock/Hatch

Wooden Folding Frame

Pieza en C cuyos cubretapas miden 60mm de ancho y thickness 16 y cuyo engranaje permite zapar el partition desde 0 hasta +15 o -7mm. Hay que dejar entre el partition y la C 13mm de espacio para el tornillo del hinge.

Steel Frames

Por el lado del eje

1. Built-in (Masonry) Steel Frames

Corner Frame

Solo cubre el corner del partition.

Masonry Frame

Cubre todo el partition

Frame for Gypsumboard Partition

Tiene dos piezas metalicas que sobresalen del core del partition y se atornillan al frame que... Continue reading "Door Operation Types and Construction" »

PERFECT (MODAL VERB SIMPLE+HAVE+PP (tercera columna de verbos)

●CRITICA/ARREPENTIMIENTO: Should have→ i should have studied Harder…

●HABILIDAD DE HABER HECHO ALGO, PERO NO SE HIZO: could have→ Mary Could have passed

●CERTEZA DE QUE ALGO NO ES POSIBLE:could have→ alice couldn’t have passed Because she never studied

●POSIBILIDAD DE QUE ALGO NO FUERA CIERTO: may/might have→ George may/might have Already arrive to Madrid

●CERTEZA SOBRE EL PASADO: must have→ their exam must have been Hard

●DESEO DE HABER HECHO ALGO, PERO NO SE HIZO:would have→ tom would Gone to China, but it was really expensive 

Communication plays a crucial role in any team's success. It allows team members to share ideas, collaborate, and solve problems together. However, poor communication can lead to misunderstandings, conflicts, and inefficiencies.

Benefits of Effective Communication

• Enhanced collaboration and productivity
• Improved problem-solving abilities
• Stronger relationships and trust among team members
• Clearer expectations and goals

Strategies for Effective Communication

1. Active listening: Pay attention and show interest in what others have to say.
2. Clarity and conciseness: Use clear and concise language to avoid misunderstandings.
3. Feedback: Provide constructive feedback to help improve communication.
4. Regular check-ins: Schedule regular meetings to discuss progress

Topic: The Colors

Age: Level 3/4

Contents: Learn the colors and know how to identify the colors in the environment around us.

Timing: 5 minutes to introduce, 10 minutes to explain the colors, 10 minutes to dance with the song of colors, 5 minutes to say goodbye and gather feedback.

Methodology:

• Teach cards with different colors to help differentiate.
• Sing the song of colors.

Materials:

• Classroom
• Papers with different colors
• Digital blackboard
• Song

Evaluation:

Assess if the students understand, learn, identify the colors, and actively participate.