Notes, summaries, assignments, exams, and problems for Baccalaureate

Anthropological Ideas of the Holy Fathers (Platonism) - Until the 13th Century

These ideas persisted until the 13th century due to:

• The idea that the soul is in the body due to a fall (original sin)
• The idea that the soul, in the body, is subjected to superior and inferior tendencies (battle between the flesh and the spirit)
• Immortality of the soul

Saint Thomas Aquinas (Aristotelian Standpoint)

• The soul is the form of the body.
• The soul does not pre-exist the body; it is created by God at the same time it in-forms the body.
• No transmigration.
• Immortal soul.

Descartes (Plato's Standpoint - Efficient Causality)

Descartes' views aligned with Plato's because:

• He rejects the concept of substantial forms.
• He considers the soul to be a thinking and self-sufficient

Environment and Development: The Basic Issues

The livelihood depends on agriculture, animal husbandry, hunting, fishing, forestry, and foraging. The interaction between poverty and environmental degradation can lead to a self-perpetuating process. Result of ignorance or destroy or exhaust the resources.

National Level

Environmental costs are not considered in the calculations of GNI. Damage to soil, water supplies, and forests resulting from unsustainable methods of production can greatly reduce long-term national productivity but have a positive impact on current GNI figures.

Global Level

Growing consumption needs of people in developing and the developed world may have global implications as well:

• Destruction of rainforests
• Climate change

Climate... Continue reading "Environmental Accounting and Sustainable Development" »

Inspector Goole: Cosmic Policeman and Moral Arbiter

1. Inspector Goole acts as a cosmic policeman on judgment day. He is the conscience of the characters, a “ghoul” sent to make them admit things to themselves and others. Is he a prophet of things to come? There are multiple interpretations. People who do not learn from the past risk repeating it; one can only change in the future by learning from past mistakes.

This character transforms the play into a kind of traditional 'whodunit' rather than a morality play, making it more commercially acceptable to the audience. It remains unsolved who he is in reality; revealing his identity would have spoiled the ending. The unresolved tension at the end of the play is highly effective.

• Goole makes

Introduction to the Abolition of Basque Fueros

This document is a primary source, specifically a legal decree, with significant political content.

It was authored by the Spanish Cortes at the proposal of Cánovas del Castillo.

Primarily addressed to the inhabitants of the Basque provinces, it is therefore a public text.

Its main objective was to impose constitutional unity throughout Spain and, to that end, to abolish the Basque Fueros.

The decree was issued in Madrid during the Restoration period (when the new Constitution was approved), specifically at the end of the Second Carlist War.

Main Content: Achieving Constitutional Unity

The central idea of this decree is to achieve constitutional unity across Spain.

Key Articles:

• Article 1: Constitutional

-TYPE F TXT:Primary source. As regards the form, as it's decree=legal text/Content→political text    Law of adaptation of the Basque Fueros (1839)

-AUTHOR:Spanish Cortes+Regent Maria Cristina. Ratified by the liberal government    Introduction

-ADDRESSED: Mainly the→inhabitants of Basque provinces, therefore, is a public text

-OBJECTIVE:Adapt the Fueros to the constitution (insert them in the constitutional framework)

-LOCA+DATE: 1839. Approved during the regency of Maria Cristina (minority of Isabella II’s age)/End of 1st Carlist war with the signing of the Bergara agreement between Maroto and Espartero

Main idea: Adapt+take fueros to constitutional framework (1837 in power) So, urged legal reform of them

Intro: The Carlists who have... Continue reading "Adaptation of the Basque Fueros to the Constitutional Framework (1839)" »

Types of Aims in Lesson Planning

• Main Aim: The most important outcome we want learners to achieve.
• Subsidiary Aim: The language or skills learners must be able to use to achieve the main aim.
• Personal Aim: What the teacher would like to improve in their own practice.
• Teaching Aids: Materials and resources that support the class (e.g., syllabus, coursebook).

Key Components of a Lesson Plan

• Class Profile: Understanding who the lesson is being planned for.
• Timetable Fit: How the lesson relates to previous and upcoming lessons.
• Main Aim: What learners will be able to do by the end of the lesson.
• Subsidiary Aim: Additional language or skills learners will practice during the lesson.
• Stage Aim: The specific purpose of each stage of the lesson.
• Personal Aim:

In the examples C = {1,2,3,4} and D = {3,4,5}

SymbolMeaningExample{ }Set: a collection of elements{1,2,3,4}A ∪ BUnion: in A or B (or both)C ∪ D = {1,2,3,4,5}A ∩ BIntersection: in both A and BC ∩ D = {3,4}A ⊆ BSubset: A has some (or all) elements of B{3,4,5} ⊆ DA ⊂ BProper Subset: A has some elements of B{3,5} ⊂ DA ⊄ BNot a Subset: A is not a subset of B{1,6} ⊄ CA ⊇ BSuperset: A has same elements as B, or more{1,2,3} ⊇ {1,2,3}A ⊃ BProper Superset: A has B's elements and more{1,2,3,4} ⊃ {1,2,3}A ⊅ BNot a Superset: A is not a superset of B{1,2,6} ⊅ {1,9}A^cComplement: elements not in AD^c = {1,2,6,7}
When  = {1,2,3,4,5,6,7}A − BDifference: in A but not in B{1,2,3,4} − {3,4} =

The US Federal Government System

Division of Powers

The United States employs a federal government, dividing powers between the federal and state governments. This contrasts with confederal systems (like the Confederacy during the Civil War, under the Articles of Confederation), where states hold more power, and unitary systems (like Japan, China, and France), where the national government holds all power.

Some European countries practice home rule, granting limited power to local areas.

National Powers (Federal Government)

The federal government holds supreme authority in:

• Military and War
• Coining Money
• Foreign Affairs and Treaties
• Interstate Commerce

State Powers

States retain control over:

• Education
• Elections
• National Guard (for state emergencies)
• Law

Chemistry Fundamentals

Arranging the Elements: The Periodic Table

• Organizing the elements according to their properties.
• Dmitri Mendeleev discovered a pattern to the elements in 1869.
• Periodic means “happening at regular intervals.”
• Mendeleev found that element properties follow a pattern that repeated every 7 elements.
• He found that elements yet to be found would fill the gaps. By 1886, all of the gaps had been filled.
• In 1914, Henry Moseley determined the number of protons. Elements were arranged by atomic number. The Periodic Law states that the repeating physical and chemical properties of elements change periodically with the element's atomic number.

Classifying Elements on the Periodic Table

• Metals: Found to the left of the zigzag line on

Digital Literacy Skills

• Take a digital photo: Hacer una foto digital
• Play a video game: Jugar a un videojuego
• Make a phone call: Hacer una llamada
• Scan a photo: Escanear una foto
• Send an email: Enviar un correo electrónico
• Store data: Almacenar datos
• Print a document: Imprimir un documento
• Charge a mobile phone: Cargar el móvil
• Post a comment: Publicar un comentario
• Download/upload a video clip: Descargar/subir un videoclip
• Write a blog: Escribir un blog
• Save data on a memory stick: Guardar en una tarjeta de memoria
• Read an e-book: Leer un libro digital
• Go online: Navegar en internet

Past Simple Tense

• Affirmative: I/You/He/She/It/We/You/They scanned a photo.
• Negative: I/You/He/She/It/We/You/They didn't scan a photo.
• Interrogative: Did I/you/he/she/it/we/you/