question: the roman name for a liberal arts education is known as

answers: liberalia studia

answers: artes liberales

title: Liberal arts education

text: Liberal arts education Liberal arts education (from Latin "free" and "art or principled practice") can claim to be the oldest programme of higher education in Western history. It has its origin in the attempt to discover first principles – 'those universal principles which are the condition of the possibility of the existence of anything and everything'. The liberal arts are those subjects or skills that in classical antiquity were considered essential for a free person (, "worthy of a free person") to know in order to take an active part in civic life, something that (for ancient Greece) included participating

title: Academic degree

text: adopted by the English universities of Oxford and Cambridge, as well as the ancient Scottish universities of St Andrews, Glasgow, Aberdeen and Edinburgh. In the medieval European universities, candidates who had completed three or four years of study in the prescribed texts of the "trivium" (grammar, rhetoric and logic) and the "quadrivium" (arithmetic, geometry, astronomy and music), together known as the Liberal Arts and who had successfully passed examinations held by their master, would be admitted to the degree of Bachelor of Arts, from the Latin , a term previously used of a squire (i.e., apprentice) to a knight. Further

title: Faculty (division)

text: which every student had to graduate in order to continue his training in one of the other three, sometimes known as the higher faculties. The privilege to establish these four faculties was usually part of all medieval charters for universities, but not every university could do so in practice. The "Faculty of Arts" took its name from the seven liberal arts: the trivium (grammar, rhetoric, dialectics) and the quadrivium (arithmetic, music, geometry and astronomy). In German, Scandinavian, Slavic and other universities, the name for this faculty would more often literally translate as 'faculty of philosophy'. The degree of Magister Artium

title: College

text: are known as liberal arts colleges. Until the 20th century, liberal arts, law, medicine, theology, and divinity were about the only form of higher education available in the United States. These schools have traditionally emphasized instruction at the undergraduate level, although advanced research may still occur at these institutions. While there is no national standard in the United States, the term "university" primarily designates institutions that provide undergraduate and graduate education. A university typically has as its core and its largest internal division an undergraduate college teaching a liberal arts curriculum, also culminating in a bachelor's degree. What often distinguishes

title: Liberal education

text: Liberal education A liberal education is a system or course of education suitable for the cultivation of a free (Latin: "liber") human being. It is based on the medieval concept of the liberal arts or, more commonly now, the liberalism of the Age of Enlightenment. It has been described as "a philosophy of education that empowers individuals with broad knowledge and transferable skills, and a stronger sense of values, ethics, and civic engagement ... characterised by challenging encounters with important issues, and more a way of studying than a specific course or field of study" by the Association of American

title: Liberal arts education

text: College is a well-known liberal arts college, in addition to several small liberal arts colleges in the northeastern part of the United States. In addition, most four-year colleges are not devoted exclusively or primarily to liberal arts degrees, but offer a liberal arts degree, and allow students not majoring in liberal arts to take courses to satisfy distribution requirements in liberal arts. Traditionally, a bachelor's degree either in liberal arts in general or in one particular area within liberal arts, with substantial study outside that main area, is earned over four years of full-time study. However, some universities such as

title: Liberal arts education

text: – the or "education in a circle" – of late Classical and Hellenistic Greece, the "liberal arts" or "liberal pursuits" (Latin ) were already so called in formal education during the Roman Empire. The first recorded use of the term "liberal arts" () occurs in by Marcus Tullius Cicero, but it is unclear if he created the term. Seneca the Younger discusses liberal arts in education from a critical Stoic point of view in "Moral Epistles". The exact classification of the liberal arts varied however in Roman times, and it was only after Martianus Capella in the 5th century AD

title: Liberal arts college

text: college located in the western suburbs of Sydney. Founded in 2006, it is the first tertiary educational liberal arts college of its kind in Australia. Campion offers a Bachelor of Arts in the Liberal Arts as its sole undergraduate degree. The key disciplines studied are history, literature, philosophy and theology. Liberal arts college A liberal arts college or liberal arts institution of higher education is a college with an emphasis on undergraduate study in the liberal arts and sciences. Such colleges aim to impart a broad general knowledge and develop general intellectual capacities, in contrast to a professional, vocational, or

title: Ateneo de Zamboanga University

text: Classical Antiquities defines as the name of "the first educational institution in Rome" where "rhetoricians and poets held their recitations." Hadrian’s school drew its name from a Greek temple dedicated to Athena, the goddess of wisdom. The said temple, according to the Encyclopædia Britannica, was where "poets and men of learning were accustomed to meet and read their productions." Athenæum is also used in reference to schools and literary clubs. The closest English translation is academy, referring to institutions of secondary learning. The Society of Jesus has established 16 schools all over the Philippines since 1590 and named nine of

title: Liberal arts college

text: refer to subjects or skills that aim to provide general knowledge and comprise the arts, humanities, natural sciences, and social sciences, as opposed to professional or technical subjects. Most liberal arts colleges nowadays, however, offer more than just liberal arts subjects, such as computer science from the formal science discipline. Liberal arts colleges are found in all parts of the world. Notwithstanding the European origins of the concept of liberal arts education, today the term is largely associated with the United States, and most self-identified liberal arts colleges worldwide are built on the American model. The Global Liberal Arts Alliance,

title: Postgraduate education

text: medieval universities, mostly Italians. University studies took six years for a bachelor's degree and up to twelve additional years for a master's degree or doctorate. The first six years taught the faculty of the arts, which was the study of the seven liberal arts: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. The main emphasis was on logic. Once a Bachelor of Arts degree had been obtained, the student could choose one of three faculties—law, medicine, or theology—in which to pursue master's or doctor's degrees. The degrees of master (from Latin "magister") and doctor (from Latin "doctor") were for

text: Liberal arts colleges in the United States Liberal arts colleges in the United States are certain undergraduate institutions of higher education in the United States. The "Encyclopædia Britannica Concise" offers a definition of the liberal arts as a "college or university curriculum aimed at imparting general knowledge and developing general intellectual capacities, in contrast to a professional, vocational, or technical curriculum." Generally, a full-time, four-year course of study at a liberal arts college leads students to earning Bachelor of Arts (B.A.), Bachelor of Science (B.S.) and on rare occasion Bachelor of Science in Engineering (B.S.E.) degrees. These schools are American

title: Roman Colleges

text: piety, study in private, and review the subjects treated in class. In some colleges there are special courses of instruction (languages, music, archaeology, etc.) but the regular courses in philosophy and theology are given in a few large central institutions, such as Pontifical Urbaniana University, the Pontifical Gregorian University, the Pontifical Lateran University, and the Pontifical University of Saint Thomas Aquinas, "Angelicum". The Roman colleges, in addition to the obvious advantages for study which Rome offers, also serve in a certain measure to keep up in the various countries of the world that spirit of loyal attachment to the Holy

title: Liberal arts education

text: school or a professional school (public administration, engineering, business, law, medicine, theology). In most parts of Europe, liberal arts education is deeply rooted. In Germany, Austria and countries influenced by their education system it is called '"humanistische Bildung"' (humanistic education). The term is not to be mixed up with some modern educational concepts that use a similar wording. Educational institutions that see themselves in that tradition are often a "Gymnasium"" (high school, grammar school). They aim at providing their pupils with comprehensive education ("Bildung") in order to form personality with regard to a pupil's own humanity as well as their

title: Liberal arts college

text: are exclusively undergraduate, some also offer graduate programs that lead to a master's degree or doctoral degree in subjects such as business administration, nursing, medicine, and law. Similarly, although the term "liberal arts college" most commonly refers to an independent institution, it may also sometimes refer to a university college within or affiliated with a larger university. Most liberal arts colleges outside the United States follow this model. Liberal arts colleges are distinguished from other types of higher education chiefly by their generalist curricula and small size. These attributes have various secondary effects in terms of administration as well as

title: Liberal arts education

text: the great minds of history who have shaped the modern world as we know it. At the same these colleges focused on the basic formation of one's intellect that came from exercising the tools of logic, grammar, and rhetoric. Liberal arts education Liberal arts education (from Latin "free" and "art or principled practice") can claim to be the oldest programme of higher education in Western history. It has its origin in the attempt to discover first principles – 'those universal principles which are the condition of the possibility of the existence of anything and everything'. The liberal arts are those

title: Liberal arts education

text: "trivium". In the Renaissance, the Italian humanists and their Northern counterparts, despite in many respects continuing the traditions of the Middle Ages, reversed that process. Re-christening the old trivium with a new and more ambitious name: , and also increasing its scope, they downplayed logic as opposed to the traditional Latin grammar and rhetoric, and added to them history, Greek, and moral philosophy (ethics), with a new emphasis on poetry as well. The educational curriculum of humanism spread throughout Europe during the sixteenth century and became the educational foundation for the schooling of European elites, the functionaries of political administration,

title: Liberal arts college

text: Liberal arts college A liberal arts college or liberal arts institution of higher education is a college with an emphasis on undergraduate study in the liberal arts and sciences. Such colleges aim to impart a broad general knowledge and develop general intellectual capacities, in contrast to a professional, vocational, or technical curriculum. Students in a liberal arts college generally major in a particular discipline while receiving exposure to a wide range of academic subjects, including sciences as well as the traditional humanities subjects taught as liberal arts. Although it draws on European antecedents, the liberal arts college is strongly associated

title: Liberal arts education

text: the clergy of the various legally recognized churches, and the learned professions of law and medicine. The ideal of a liberal arts, or humanistic education grounded in classical languages and literature, persisted until the middle of the twentieth century. Some subsections of the liberal arts are in the trivium—the verbal arts of grammar, logic, and rhetoric—and in the quadrivium—the numerical arts of music and astronomy. Each subsection includes the analysis and interpretation of information. Academic areas that are associated with the term liberal arts include: For example, the core courses for Georgetown University's Doctor of Liberal Studies program cover philosophy,

title: Liberal arts education

text: in public debate, defending oneself in court, serving on juries, and most importantly, military service. Grammar, logic, and rhetoric were the core liberal arts (the trivium), while arithmetic, geometry, the theory of music, and astronomy also played a part in education (as the quadrivium). "Liberal arts" today can refer to academic subjects such as literature, philosophy, mathematics, and social and physical sciences; and "liberal arts education" can refer to overall studies in a liberal arts degree program. For both interpretations, the term generally refers to matters not relating to the professional, vocational, or technical curriculum. Rooted in the basic curriculum

title: Medieval university

text: their laws permitted students to be citizens of the city if they were enrolled at a University. University studies took six years for a Master of Arts degree (a Bachelor of Arts degree was awarded after completing the third or fourth year). Studies for this were organized by the faculty of arts, where the seven liberal arts were taught: arithmetic, geometry, astronomy, music theory, grammar, logic, and rhetoric. All instruction was given in Latin and students were expected to converse in that language. The "trivium" comprised the three subjects that were taught first: grammar, logic, and rhetoric. The "quadrivium" consisted

title: Master of Arts in Liberal Studies

text: Artium Liberalium Magister (ALM, or Art. Lib. Mgr.), Magister Artium Liberalium (Mgr. Art. Lib.), and Doctor of Liberal Studies (DLS). Characteristics that distinguish these degrees include curricular flexibility and interdisciplinary synthesis via a master's thesis or capstone project. Like other master's degree programs, students generally enroll in a master's in liberal studies only after receiving a bachelor's degree. , there were over 130 colleges and universities offering liberal arts master's programs. Admissions criteria vary by institution. Postgraduate liberal studies originated at Wesleyan University in 1953. Administrators sought to 'break graduate education free' from what they perceived as 'the bonds of

title: Eloquentia Perfecta

text: Jesuit liberal-arts-colleges in the mid-twentieth-century had a new major discipline incorporated into their educational system. In college, students would have to take two thirds of their college requirement credits on liberal education and the other third on their major. Before the twentieth century, students had to learn about classical core education, however, it has changed to a professional field which includes nursing, business, and education. Furthermore, there are still studies in rhetoric and logic that students are required to take involving speech and debate. In the education system, some teachers still use earlier Jesuit colleges methods where they provide lectures

title: Pontifical universities in Rome

text: Pontifical universities in Rome A pontifical university is a Catholic university established by and directly under the authority of the Holy See. It is licensed to grant academic degrees in sacred faculties, the most important of which are Sacred Theology, Canon Law, Sacred Scripture and Philosophy. Pontifical universities follow a European system of degrees in the sacred faculties, granting the baccalaureate, the licentiate, and the doctorate. Independent institutions or individual faculties at non-pontifical universities may also be given charters by the Holy See to grant pontifical degrees, usually in one or two specific fields. These are referred to as a

title: Liberal arts education

title: Ateneo de Naga University

text: first the kingdom of God and His justice and all things shall be added unto you". The name Ateneo is the Spanish form of Athenæum, which the Dictionary of Classical Antiquities defines as the name of "the first educational institution in Rome" where "rhetoricians and poets held their recitations." Hadrian’s school drew its name from a Greek temple dedicated to Athena, the goddess of wisdom. The said temple, according to the Encyclopædia Britannica, was where "poets and men of learning were accustomed to meet and read their productions." Athenæum is also used in reference to schools and literary clubs. The

title: Master of Arts (Oxbridge and Dublin)

text: Middle Ages, when the study of the liberal arts took seven years. In the late Middle Ages most students joined their university at an earlier age than is now usual, often when aged only 14 or 15. The basic university education in the liberal arts comprised the Trivium (grammar, rhetoric and dialectic) and the Quadrivium (geometry, arithmetic, astronomy and music), and typically took seven years of full-time study. In between matriculation and licence to teach, which was awarded at the end of an undergraduate's studies (whereafter he was incepted as a Master of Arts), he took an intermediate degree known

title: Academic degree

text: the study and teaching of a broad range of disciplines, Ecclesiastical or Pontifical universities "are usually composed of three principal ecclesiastical faculties, theology, philosophy and canon law and at least one other faculty. A Pontifical university specifically addresses Christian revelation and disciplines correlative to the evangelical mission of the Church as set out in the apostolic constitution "Sapientia christiana"." There are three cycles of degrees that constitute the core of degrees granted by pontifical universities: the first cycle leading to the baccalaureate degree; the second cycle leading to the licentiate degree; the third cycle leading to the doctorate. From this

title: College

text: awards trade qualifications, a higher education provider that does not have university status (often without its own degree-awarding powers), or a constituent part of a university (See this comparison of British and American English educational terminology for further information). In ancient Rome a "collegium" was a club or society, a group of people living together under a common set of rules ("con-" = "together" + "leg-" = "law" or "lego" = "I choose" or "I read"). Aside from the modern educational context - nowadays the most common use of "college" - there are various other meanings also derived from the

title: Liberal arts education

text: historically demonstrated considerable breadth in focus. In the first two years of Scottish MA and BA degrees students typically study a number of different subjects before specialising in their Honours years (third and fourth year). The University of Dundee and the University of Glasgow (at its Crichton Campus) are the only Scottish universities that currently offer a specifically named 'Liberal Arts' degree. The Commission on Higher Education of the Philippines mandates a General Education curriculum required of all higher education institutions; it includes a number of liberal arts subjects, including history, art appreciation, and ethics, plus interdisciplinary electives. Many universities

title: Liberal arts education

long_answer: Rooted in the basic curriculum – the enkuklios paideia or "education in a circle" – of late Classical and Hellenistic Greece, the "liberal arts" or "liberal pursuits" (Latin liberalia studia) were already so called in formal education during the Roman Empire. The first recorded use of the term "liberal arts" (artes liberales) occurs in De Inventione by Marcus Tullius Cicero, but it is unclear if he created the term. Seneca the Younger discusses liberal arts in education from a critical Stoic point of view in Moral Epistle 88. The exact classification of the liberal arts varied however in Roman times, and it was only after Martianus Capella in the 5th century AD influentially brought the seven liberal arts as bridesmaids to the Marriage of Mercury and Philology, that they took on canonical form.

short_answers:
artes liberales
liberalia studia


question: when was the first horrid henry book written

answers: published in 1994

answers: 1994

answers: in 1994

title: Horrid Henry (TV series)

text: one music album, "Horrid Henry's Most Horrid Album". It is unknown if a second album will release. Horrid Henry (TV series) Horrid Henry is a British children's animated television series, based on the book series of the same name by Francesca Simon. It is produced by Novel Entertainment, broadcast from 31 October 2006 on CITV and from 28 May 2018 on Nicktoons in the United Kingdom. The animation style differs from the Tony Ross illustrations in the books. The series producer is Lucinda Whiteley and the animation director is Dave Unwin. The series has been sold to more than a

title: Horrid Henry (TV series)

text: Horrid Henry (TV series) Horrid Henry is a British children's animated television series, based on the book series of the same name by Francesca Simon. It is produced by Novel Entertainment, broadcast from 31 October 2006 on CITV and from 28 May 2018 on Nicktoons in the United Kingdom. The animation style differs from the Tony Ross illustrations in the books. The series producer is Lucinda Whiteley and the animation director is Dave Unwin. The series has been sold to more than a dozen countries, including France, Germany, South Africa, India, Pakistan, South Korea, and the Philippines. The incidental music

title: Horrid Henry

text: the US Sourcebooks' Jabberwocky imprint released four Horrid Henry paperbacks nationwide which included "Horrid Henry," "Horrid Henry's Stinkbomb," "Horrid Henry and the Mega-Mean Time Machine," and "Horrid Henry Tricks the Tooth Fairy." Sourcebooks has released additional Horrid Henry titles including activity pages, event kits and a teacher's guide. In May 2006, CITV announced that an animated TV series of 52 episodes based on the "Horrid Henry" books had been commissioned from "Novel Entertainment". The show officially launched in October 2006, for Halloween. The series subsequently launched on television in: Germany, France, Ireland, Iceland, Portugal, Scandinavia, Singapore, Poland, South Africa, Turkey

title: Horrid Henry: The Movie

text: It was the first British film for children to be shot in 3D. The film was officially released in cinemas on 29 July 2011 in 2D, RealD 3D, and 3D formats by Vertigo Films in the United Kingdom. Phase 4 Films and Entertainment One released the film in theatres in the United States and Canada on 22 December 2012. The film has an approval rating of 10% on Rotten Tomatoes and grossed $10.1 million worldwide. "Horrid Henry: The Movie" was released on DVD and Blu-ray on 9 November 2012. A sequel of Horrid Henry: The Movie is in production. Horrid

title: Horrid Henry: The Movie

text: was theatrically released on 29 July 2011 in the United Kingdom by Vertigo Films. Phase 4 Films and Entertainment One released the film in theatres in the United States and Canada on 22 December 2012. It was released on DVD and Blu-ray on 9 November 2012. The film opened at #5 in the box office in the United Kingdom with £1.3 million, in a top ten led by "Harry Potter and the Deathly Hallows - Part 2" and "". It was knocked down the next week to #7, by "Super 8" and "Mr. Popper's Penguins". Review aggregator Rotten Tomatoes reports

title: Horrid Henry Tricks the Tooth Fairy

text: Horrid Henry Tricks the Tooth Fairy Horrid Henry Tricks The Tooth Fairy is the third book of the "Horrid Henry" series. It was published in 1996 as "Horrid Henry and the Tooth Fairy" and was written by Francesca Simon and illustrated by Tony Ross. Everyone in Horrid Henry's class had lost at least one tooth - that is except Henry himself. Just today, his "younger" brother, Perfect Peter had lost a tooth. So, Henry decides to eat as many sweets as he can from his sweet jar, although it is two days before "Sweet Day" when he is allowed to

title: Horrid Henry: The Movie

text: thesp talent, while its use of 3D is likewise less than imaginative." Derek Adams offered the film mild praise in "Time Out": "‘Horrid Henry’ is indelibly flawed and disorderly in tone but not devoid of rambunctious charm." "What Culture" named it the number 3 worst film of 2011. When interviewed on "Desert Island Discs" by Kirsty Young, "Horrid Henry" book author Francesca Simon stated that "I haven't seen it (the movie)...I had nothing to do with it." Horrid Henry: The Movie Horrid Henry: The Movie is a 2011 British 3D children's adventure comedy film directed by Nick Moore and produced

title: Horrid Henry

text: elaborate practical jokes. Henry has a younger brother, whom he bullies, called Perfect Peter, who is the exact opposite of Henry. Almost every character is known by an alliterative nickname followed by their first name (Rude Ralph, Moody Margaret, Brainy Brian etc.) With a few exemptions: (Mum, Dad, Rich Aunt Ruby). The Horrid Henry stories are read on audiobook by the actress Miranda Richardson and published by Orion Audio. The combined sales of all the Horrid Henry books and audiobooks now stands at over 20,000,000 copies. Horrid Henry is published in twenty five languages around the world. In April 2009,

title: Horrid Henry: The Movie

text: Horrid Henry: The Movie Horrid Henry: The Movie is a 2011 British 3D children's adventure comedy film directed by Nick Moore and produced by Allan Niblo, Rupert Preston, Mike Watts, and Lucinda Whiteley, who wrote it. In it, Henry and The Purple Hand Gang fight to prevent the closure of their school by an evil private school Headmaster. It is based on the fictional character Horrid Henry from the children's book series by Francesca Simon. It stars Theo Stevenson, Richard E. Grant, Parminder Nagra, Kimberley Walsh, Mathew Horne, Siobhan Hayes, Dick and Dom, Noel Fielding, Jo Brand, and Anjelica Huston.

title: Horrid Henry Tricks the Tooth Fairy

text: believe that Peter is dead, Mr. Nerdon faints and gets taken away by the emergency services. Henry however isn’t bothered about the fact that the even more notorious teacher (towards students) Miss Battle-Axe will be teach his class from then on. Horrid Henry Tricks the Tooth Fairy Horrid Henry Tricks The Tooth Fairy is the third book of the "Horrid Henry" series. It was published in 1996 as "Horrid Henry and the Tooth Fairy" and was written by Francesca Simon and illustrated by Tony Ross. Everyone in Horrid Henry's class had lost at least one tooth - that is except

title: Horrid Henry (book)

text: fact stating that it is good. When Henry doesn't want to eat it but takes a tiny spoonful, Margaret is about to do an unrevealed horrible thing if Perfect Peter had not intervened. He asks for some food and Henry gives him the glop! Henry hates holidays but when his family is going to France for camping, he gets excited. However, the place isn't as good as Henry thought it would be. A rainy campsite with filthy toilets and he gets angry again. He tries to knock down tents and play horrible music but Dad stops him. Just as they

title: Horrid Henry (book)

text: Peter have to go to the school's dance class taught by Miss Impatience Tutu, a very impatient woman who claims she is patient that Henry hates. The class has to play a concert and everyone is practicing for it. Impatience Tutu makes Henry sit behind a false bush for being horrid at her class so he won't embarrass everyone at the concert. When its time for the concert, Henry decides to make his part bigger and by doing so, makes Impatience Tutu stop the concert. The story ends with Henry being happy to finally go for karate. Horrid Henry has

title: Horrid Henry (book)

text: does not kick Peter or slurp his food or leave behind his vegetables. Peter wants Henry to become horrid again and tries many ways to get Henry to hit him but Henry is resilient. When Henry's Mum gives Henry some fudge cake and a kiss for being so good, Peter can't stand it any longer and flings his plate at Henry but hits Mum. Mum screams at Peter to go to his room and when Henry laughs, she sends him to his room too. The story ends with Henry being surprised that being perfect was so much fun. Henry and

title: Horrid Henry

text: a sequel will be made. The film was released on 29 July 2011 in the United Kingdom and 11 January 2013 in Australia. A video game titled "Horrid Henry: Missions of Mischief" was released for the Nintendo DS, Wii, and PC on 30 October 2009. Another video game titled "Horrid Henry's Horrid Adventure" was released for the Nintendo DS on 5 November 2010. It was negatively reviewed by Nintendo Gamer, who gave it a score of 40%. "Horrid Henry: The Good, The Bad, and the Bugly" was released for the Nintendo 3DS on 25 November 2011. In 2015, Horrid Henry’s

title: Horrid Henry (book)

text: an archenemy, and that is Moody Margaret. Margaret lives next door to Henry, is in Henry's class and owns all the things that Henry's goody-goody parents don't let him have. This is the only reason that Henry plays with Margaret. The two of them are playing pirates and squabbling over who is going to be Captain Hook and Peter is begging to not be the prisoner. When Margaret reluctantly hands over her Captain Hook role to Henry and takes his role as Mr. Smee and Henry orders her and Peter to walk the plank, she decides not to play pirates.

title: Francesca Simon

text: has announced that it will stage an opera based on Simon's book "The Monstrous Child", about the Norse god of the dead, Hel, as an angry teenager. The opera is composed by Gavin Higgins with libretto by Simon, and is scheduled for 2019. In 2008, Simon won the British Book Award for The Children's Book of the Year with "Horrid Henry and the Abominable Snowman". She is the first American to do so. Francesca Simon Francesca Isabella Simon (born February 23, 1955) is an American author who resides in London. She is most famous for writing the "Horrid Henry" series

title: Horrid Henry (book)

text: vegetables and refuses cake and he never ever picks his nose. One day, Horrid Henry wonders what would happen if he were perfect?! So − the next day, Henry doesn't wake Peter up by splashing water on his head as usual, and Peter and his parents wake up late. Due to this, Henry and Peter are late for a class. Back at home, Henry doesn't bully Peter, instead, he reads a book about super-mice. At dinner time, Henry helps lay the table and ignores Peter's whining that he always lays the table. When the family eat spaghetti and meatballs, Henry

title: Horrid Henry Tricks the Tooth Fairy

text: what Henry did. Henry prepares for his punishment when Mum just simply says to him, "Go to your room." and Henry thinks that sweeter words were never spoken due to being kept from his room for 6 days. Horrid Henry is a teacher's worst nightmare, but not for Ninius Nerdon. When he is Henry's teacher, he demonstrates his resilience perfectly. He can backfire Henry's tricks on him and answer back to a stupid statement that Henry gives. He never demonstrates irateness towards Henry and can even twist Henry's rude jokes into a nightmare for Henry. But when Henry makes him

title: Horrid Henry: The Movie

text: that 10% of 21 critics have given the film a positive review; the rating average is 3.6 out of 10. Common criticisms included the unfunny, juvenile humor, stuttering plot, and unimaginative use of stereoscopy. The bright color palette was widely praised, but generally said to be wasted given the overall low quality of the movie. Leslie Felperin of "Variety" stated, "Thinly scripted, even for a kidpic, but luridly colored enough to keep even nap needing tots (or parents) awake, this sophomore effort by Brit helmer Nick Moore (“Wild Child”) reps something of a waste of its impressive roster of supporting

title: Horrid Henry (TV series)

text: is composed by Lester Barnes, and additional songs are composed by Lockdown Media. Three series were aired, with 52 episodes each. The fourth series started on 11 October 2014 with another 52 episodes making it 208 in total. On 10 May 2018, Nickelodeon UK announced they had acquired the broadcast rights to all the seasons of the show, and it premiered on 28 May 2018 on Nicktoons in the UK and Ireland with a special "Horrid Half Term". On the same day, Novel Entertainment ordered 50 new episodes slated to start airing in 2019. In November 2009, the series produced

title: Moody Margaret

text: Moody Margaret Moody Margaret is a main character in the "Horrid Henry" series created by British author Francesca Simon and British illustrator Tony Ross. As the primary antagonist of the series, she is the most prominent arch-enemy of the series' protagonist, Horrid Henry. When Francesca Simon was in the process of creating this character, she suggested a boy called Moody Martin. However, her husband did not approve of the idea as it would be too much like Horrid Henry the main character. Thus, Martin became a female called Margaret. Margaret is depicted as being a self-absorbed, grumpy, spiteful, and cantankerous

title: Horrid Henry

text: and that they would air on Nicktoons later on during the month. They also announced a new fifth season that would also air on Nicktoons. During August & December 2009, Henry took to the airwaves with his own radio show on "Fun Kids Radio", hosting a weekly show of comedy and music. On 23 June 2010, Vertigo Films announced that a live action 3-D film of "Horrid Henry" was in production. The film's plot focuses on Henry and The Purple Hand Gang fighting to prevent the closure of their school by an evil private school Headmaster. It is unknown if

title: Henry Huggins (novel)

text: Henry Huggins (novel) Henry Huggins is the first book in the Henry Huggins series of children's novels, written by Beverly Cleary. Henry is an ordinary boy who manages to get into funny scrapes with his dog, Ribsy. First published in 1950, it was originally illustrated by Louis Darling and later by Tracy Dockray. It has been translated into Bulgarian, Chinese, Danish, Dutch, Finnish, English, Hebrew, Japanese, Norwegian, Spanish, and Swedish, and published as audio books read by Barbara Caruso and Neil Patrick Harris. The book was a response to a letter from a child saying, "Where are the books about

title: Horrid Henry

text: & Korea. The series quickly became CITV's most successful series ever. "Horrid Henry" was on "CITV" every weekday, and on ITV at the weekends. A second series of a further 52, all new episodes of "Horrid Henry" was launched in February 2009, and a third series began on 22 July 2011, and started being broadcast onwards from 3 September 2011. A fourth series started on 11 October 2014. It aired every weekend at 8:15/8:20/8:25am on CITV and reruns on weekend daytime or weekdays. In May 2018, Novel Entertainment announced that Nickelodeon UK had acquired all the seasons to the show,

title: Horrid Henry (book)

text: Horrid Henry is the first book of the Horrid Henry series. It was published in 1994 and written by Francesca Simon and illustrated by Tony Ross.  The book is a collection of short stories about the same characters, along the lines of the Just William books.

title: Horrid Henry: The Movie

text: informs Henry that fame is irrelevant in this case. Henry is later invited onto television programme '2 Cool 4 School', where he can win a cash prize, which Margaret points out that they can use to bribe the school inspectors to leave Ashton Primary alone. In the final round of the competition he is confronted with Miss Battle-Axe, who challenges him to spell "homework". Recalling Miss Battle-Axe's early admonitions and using "Oh Henry, you horrid boy" as a mnemonic device, he correctly spells "homework" with two "o"s for the first time. Peter and his friends try to rescue Miss Lovely,

title: Horrid Henry (book)

text: are about to eat baked beans, it rains. The Family sleeps in the tent soundly but Henry can't due to the sharp rocks and mosquitoes. When they wake up, the family goes for a walk and Henry has to collect firewood. Henry uses the wooden pegs holding up the tents as the firewood and creates a big fire. Henry feels he is dreaming that he is floating but when he wakes up, he finds that he is floating! The tent has collapsed and the rain has soaked everyone wet. Henry then takes his family to the campsite that he wanted

title: Horrid Henry (book)

text: Henry gets fed up and orders her to play but Margaret shrieks at him. Since no one can shriek as loud as her or as piercingly as her, Henry gives her back the hook and she decides to eat something. Selfish Henry doesn't want to share his food with her and gives her horrible choices. When he mentions "Glop"(A dish of horrible food mixed together), Margaret decides that she and Henry make the yuckiest Glop of all and eat it. After putting in horrible ingredients, Margaret eats a spoonful of it and doesn't show how much she hates it, in

title: Horrid Henry Tricks the Tooth Fairy

text: him to eat apples instead. Henry takes an apple and bites on it. To his horror, the bite had made him lose a tooth and he had swallowed it! Horrid Henry's cousin, Prissy Polly is getting married to Pimply Paul and he has been chosen to be a pageboy, along with Perfect Peter, his brother. First, Henry's family has trouble with Henry's pageboy clothes as they are too "tight". Second, they have trouble with Henry going to the wedding and they drag him into the car to go. Worse still, they are caught in the middle of a thunderstorm. They

title: Horrid Mysteries

text: Horrid Mysteries The Horrid Mysteries, subtitled "A Story From the German Of The Marquis Of Grosse" is a translation by Peter Will of the German Gothic novel "Der Genius" by Carl Grosse. It was listed as one of the seven "horrid novels" by Jane Austen in her "Northanger Abbey" and also mentioned by Thomas Love Peacock in "Nightmare Abbey". It was first published by the sensationalist Minerva Press in 1796. A later, two-volume edition published by Robert Holden and Co., Ltd. in 1927 includes a new introductory essay by Montague Summers. The books were bound in pictoral boards, and feature

title: Horrid Henry (book)

short_answers:
1994
in 1994
published in 1994


question: what was generally the preferred way for european powers to control colonial regions

answers: Indirect rule

title: Modern history

text: by allowing the European rival countries to carve up the continent of Africa into national colonies. Africans were not consulted. The major European powers laid claim to the areas of [[Africa]] where they could exhibit a sphere of influence over the area. These claims did not have to have any substantial land holdings or treaties to be legitimate. The European power that demonstrated its control over a territory accepted the mandate to rule that region as a national [[colony]]. The European nation that held the claim developed and benefited from their colony's commercial interests without having to fear rival European

title: Modern history

text: competition. With the colonial claim came the underlying assumption that the European power that exerted control would use its mandate to offer protection and provide welfare for its colonial peoples, however, this principle remained more theory than practice. There were many documented instances of material and moral conditions deteriorating for native Africans in the late nineteenth and early twentieth centuries under European colonial rule, to the point where the colonial experience for them has been described as "hell on earth." [[File:Kongokonferenz.jpg|left|thumb|European officials staking claims to [[Africa]] in the [[Congress of Berlin]] ]] At the time of the [[Berlin Conference]], Africa

title: Colonial war

text: campaigns in Africa were generally conducted by European forces with support from native troops. While European soldiers were generally more reliable, they were susceptible to diseases in tropical climates that local Africans had adjusted to, making it more optimal (less money had to be spent on medical treatment) for the latter to be deployed in Sub-Saharan environments. As such, European formations were often deployed on the continent for limited periods of time, while native units were used for longer expeditions. The powers concurred that the "African methods of warfare" were "inherently cruel". Such logic was used to justify the commission

title: Southern Nigeria Protectorate

text: be channeled to the collection of the national produce of the tropical forest for the satisfaction of European needs. The view came to be held that Africans by themselves were incapable of maintaining law and order to the level needed to bring about the much-desired economic revolution, and that only European rule could do it. It was not enough for the colonial power to impose and maintain law and order though. It was also necessary to promote and develop free movement and natural growth and trade. Also it was the generally accepted assumption that the economic efforts and products of

title: Charles Brownlee

text: it was also seen as gradually undermining the authority of traditional chiefs. Beginning in the mid-1870s however, the British Colonial Office became interested in more direct control of the Cape, mainly for the purpose of pushing an ill-advised plan to annexe the remaining Black African lands, and to impose a system of confederation on the various states of southern Africa. This involvement sparked conflicts across the region, culminating in the 9th Xhosa War and the First Boer War. Brownlee and the Cape government strongly opposed both the disastrous confederation scheme and the British policies in the frontier war, leading to

title: History of Africa

text: plans of this scale. In most areas colonial administrations did not have the manpower or resources to fully administer the territory and had to rely on local power structures to help them. Various factions and groups within the societies exploited this European requirement for their own purposes, attempting to gain positions of power within their own communities by cooperating with Europeans. One aspect of this struggle included what Terence Ranger has termed the "invention of tradition." In order to legitimize their own claims to power in the eyes of both the colonial administrators and their own people, native elites would

title: Guinea (region)

text: Catholic Monarchs of the Portuguese sovereignty over most of the African territories in dispute (Treaty of Alcáçovas, 1479). This was the first colonial war among European powers. Many more would come. After the Portuguese and Castilians came the Dutch, French and British. The extensive trade in ivory, gold, and slaves made the region wealthy, with a number of centralized kingdoms developing in the 18th and 19th centuries. These were much smaller than the large states of the wide-open Sahel, but they had far higher population densities and were more centralized politically. The cohesion of these kingdoms caused the region to

title: Economic history of Africa

text: method that colonial powers used to urge the native populations into participating in the larger economy was the requirement that taxes be paid in official currency. This made subsistence farming less feasible, as the producers then needed to sell at least some surplus in the market to obtain the currency needed for the payment of taxes. Many times colonial powers collected these taxes through the assistance of local African chiefs, who were politically and financially supported by the colonial governments in exchange for their assistance in enforcing these governments’ policies, especially for policies that could be unpopular. Thus, the colonizers

title: History of colonialism

text: for self-government. During this period, Europe's powers added nearly 8,880,000 square miles (23,000,000 km²) to their overseas colonial possessions. As it was mostly unoccupied by the Western powers as late as the 1880s, Africa became the primary target of the "new" imperialist expansion (known as the Scramble for Africa), although conquest took place also in other areas — notably south-east Asia and the East Asian seaboard, where Japan joined the European powers' scramble for territory. The Berlin Conference (1884–1885) mediated the imperial competition among Britain, France and Germany, defining "effective occupation" as the criterion for international recognition of colonial claims

title: Colonial war

text: of atrocities in conflict. African peoples were relatively disjointed, leading European powers to employ a strategy of divide and rule, aggravate internal tensions, and make use of collaborationism. In response, African leaders sometimes formed coalitions. General Thomas Robert Bugeaud oversaw the first deployment of mobile columns in a colonial war in 1840 when he ordered formations to raid and plunder Arab settlements to aid in the French pacification of Algeria upon realizing that local civilians were playing a key role in the war effort. By the early 20th century, colonial campaigns in Africa had become increasingly "modern". Colonial powers were

title: Colonial war

text: southern Africa. In extreme cases, some powers advocated for the extermination of troublesome peoples, as the Germans did following the Herero conflict, resulting in the Herero and Namaqua genocide. Such actions were usually undertaken when there was a lack of political or military goals for an invader to achieve (if there was no central government to seize or organized army to subdue) as a means to subjugate local populations. European powers held the common perception that Asians and Africans "only understood the language of violence" so that they would not be subdued but through heavy-handed means. They refused to make

title: James Anthony Froude

text: Southern African Colony of Natal, unofficially for colonial secretary Lord Carnarvon, to report on the best means of promoting a confederation of the colonies and states of southern Africa. This region, seen as vital for the security of the Empire, was only partially under British control. Confederating the various states under British rule was seen as the best way of peacefully establishing British control and ending the autonomy of the remaining independent states. On his second trip to Southern Africa in 1875, Froude was an imperial emissary charged with promoting confederation, a position which conflicted at times with his habit

title: Chilembwe uprising

text: Portuguese colonial empires. The region became a British protectorate in 1891 (as "British Central Africa") and in 1907, was named Nyasaland. Unlike many other parts of Africa, where British rule was dependent on the support of local factions, in Nyasaland British control rested on military superiority. During the 1890s the colonial authorities put down numerous rebellions by the local Yao, Ngoni and Cewa peoples. British rule in Nyasaland radically altered the local indigenous power structures. The early colonial period saw some immigration and settlement by white colonists, who bought large swathes of territory from local chiefs, often for token payments

title: Western European colonialism and colonization

text: were artificially created and agreed upon by colonial powers. The Berlin Conference of 1884 systemized European colonization in Africa and is frequently acknowledged as the genesis of the Scramble for Africa. The Conference implemented the Principle of Effective Occupation in Africa which allowed European states with even the most tenuous connection to an African region to claim dominion over its land, resources, and people. In effect, it allowed for the arbitrary construction of sovereign borders in a territory where they had never previously existed. Jeffrey Herbst has written extensively on the impact of state organization in Africa. He notes, because

title: Colonial war

text: armed with iron weapons. They were also greatly outnumbered and encountered difficulty in getting their muskets to function in the humid climate. In the 1600s and 1700s, other European powers such as the Dutch, the British, and the French began to take interest in Africa as a means to supply slaves to their American colonies. They gradually established their own enclaves along the West African coast where they could actively trade with local rulers. This remained the state of affairs up through the early 1800s, as few Europeans showed interest in claiming large territories in the continent. The European colonial

title: Africa

text: the European powers that laid claim to African territories. The Berlin Conference sought to end the European powers' Scramble for Africa, by agreeing on political division and spheres of influence. They set up the political divisions of the continent, by spheres of interest, that exist in Africa today. Imperial rule by Europeans would continue until after the conclusion of World War II, when almost all remaining colonial territories gradually obtained formal independence. Independence movements in Africa gained momentum following World War II, which left the major European powers weakened. In 1951, Libya, a former Italian colony, gained independence. In 1956,

title: Godfrey Mwakikagile

text: to become "British," "French," and "Portuguese," the colonial powers which ruled Africa. Western education was also intended to alienate them from their own people - the more educated the less African - and turn them into loyal servants of their conquerors to perpetuate imperial domination of Africa even after the end of colonial rule; a goal that was achieved in most cases as has been demonstrated by the existence of neo-colonial governments in all parts of the continent since independence. He says there were only a few exceptions such as Ghana under Nkrumah, Tanzania under Nyerere, and Guinea under Sekou

title: European colonisation of Southeast Asia

text: and control prices of the highly desired Southeast Asian commodities. By the 19th century, virtually all Southeast Asian lands had been forced into the various spheres of influence of European global players. Siam, which had served as a convenient buffer state, sandwiched between British Burma and French Indochina was the only country to avoid direct foreign rule. However, its kings had to contend with repeated humiliations, accept unequal treaties among massive British and French political interference and territorial losses after the Franco-Siamese War in 1893 and the Anglo-Siamese Treaty of 1909. The second phase of European colonisation of Southeast Asia

title: Fashoda Incident

text: the Entente cordiale of 1904. It gave rise to the 'Fashoda syndrome' in French foreign policy, or seeking to assert French influence in areas which might be becoming susceptible to British influence. During the late 19th century, Africa was rapidly being claimed and exploited by European colonial powers. After the 1885 Berlin Conference regarding West Africa, Europe's great powers went after any remaining lands in Africa that were not already under another European nation's influence. This period in African history is usually called the Scramble for Africa. The two principal powers involved in this scramble were Britain and France, along

title: Scramble for Africa

text: politics. The Berlin Conference of 1884, which regulated European colonisation and trade in Africa, is usually referred to as the ultimate point of the scramble for Africa. Consequent to the political and economic rivalries among the European empires in the last quarter of the 19th century, the partitioning, or splitting up of Africa was how the Europeans avoided warring amongst themselves over Africa. The later years of the 19th century saw the transition from "informal imperialism" by military influence and economic dominance, to direct rule, bringing about colonial imperialism. By 1840 European powers had established small trading posts along the

title: History of Africa

text: nations met at the Berlin West Africa Conference to discuss the partitioning of Africa. It was agreed that European claims to parts of Africa would only be recognised if Europeans provided effective occupation. In a series of treaties in 1890–1891, colonial boundaries were completely drawn. All of Sub-Saharan Africa was claimed by European powers, except for Ethiopia (Abyssinia) and Liberia. The European powers set up a variety of different administrations in Africa, reflecting different ambitions and degrees of power. In some areas, such as parts of British West Africa, colonial control was tenuous and intended for simple economic extraction, strategic

title: Scramble for Africa

text: uninterrupted colonial empire from the Niger River to the Nile, thus controlling all trade to and from the Sahel region, by virtue of their existing control over the Caravan routes through the Sahara. The British, on the other hand, wanted to link their possessions in Southern Africa (modern South Africa, Botswana, Zimbabwe, Lesotho, Swaziland, and Zambia), with their territories in East Africa (modern Kenya), and these two areas with the Nile basin. The Sudan (which in those days included most of present-day Uganda) was the key to the fulfillment of these ambitions, especially since Egypt was already under British control.

title: Economic history of Africa

text: would ultimately fall under European colonial rule by 1914, with the exceptions of Ethiopia and Liberia. The partitioning of African territory among European regimes often violated existing boundaries recognized by local Africans. Some of the independent African states affected by the partitioning of the continent included: Under colonial rule, the plantation system of farming was widely introduced in order to grow large quantities of cash crops, and employing cheap (often forced) African labor for export to European countries. Mining for gems and precious metals such as gold was developed in a similar way by wealthy European entrepreneurs such as Cecil

title: British Empire

text: the lower Congo River region undermining orderly colonisation of tropical Africa, the Berlin Conference of 1884–85 was held to regulate the competition between the European powers in what was called the "Scramble for Africa" by defining "effective occupation" as the criterion for international recognition of territorial claims. The scramble continued into the 1890s, and caused Britain to reconsider its decision in 1885 to withdraw from Sudan. A joint force of British and Egyptian troops defeated the Mahdist Army in 1896, and rebuffed an attempted French invasion at Fashoda in 1898. Sudan was nominally made an Anglo-Egyptian condominium, but a British

title: Indirect rule

title: Colonisation of Africa

text: the shaping of subservient colonised identities. Through a comparison of power in the colony and postcolony, Mbembe demonstrates that violence in the colony was exerted on African bodies largely for the purpose of labor and submission. European colonial powers sought natural resources in African colonies and needed the requisite labor force to extract them and simultaneously build the colonial city around these industries. Because Europeans viewed native bodies as degenerate and in need of taming, violence was necessary to create a submissive laborer. Colonisers viewed this violence as necessary and good because it shaped the African into a productive worker.

title: European colonisation of Southeast Asia

text: recourse. It was generally assumed that the establishment of colonies to protect existing trade links would prevent further decline of the European powers. In the early phase, European control in Southeast Asia was largely confined to the establishment of trading posts. These trading posts were used to store the oriental products obtained from the local traders before they were exported to the European markets. Such trading posts had to be located along major shipping routes and their establishments had to be approved by the local ruler so that peace would prevail for trade to take place. Malacca, Penang, Batavia and

title: Colonial Nigeria

text: regions. In February 1961, a plebiscite was conducted to determine the disposition of the Southern Cameroons and Northern Cameroons, which were administered by Britain as United Nations Trust Territories. By an overwhelming majority, voters in the Southern Cameroons opted to join formerly French-administered Cameroon over integration with Nigeria as a separate federated region. In the Northern Cameroons, however, the largely Muslim electorate chose to merge with Nigeria's Northern Region. Colonial Nigeria Colonial Nigeria was the area of West Africa that later evolved into modern-day Nigeria, during the time of British rule in the 19th and 20th centuries. British influence in

title: History of colonialism

text: missionaries followed. By 1515, the Portuguese were the strongest naval power in the Indian Ocean and the Malabar Coast was dominated by them. The policy and ideology of European colonial expansion between the 1870s (circa opening of Suez Canal and Second Industrial Revolution) and the outbreak of World War I in 1914 are often characterised as the "New Imperialism." The period is distinguished by an unprecedented pursuit of what has been termed "empire for empire's sake," aggressive competition for overseas territorial acquisitions and the emergence in colonising countries of doctrines of racial superiority which denied the fitness of subjugated peoples

title: New Imperialism

text: more than in the whole of French West Africa, or the entire German colonial empire. The only regions not under European control in 1914 were Liberia and Ethiopia. Britain's formal occupation of Egypt in 1882, triggered by concern over the Suez Canal, contributed to a preoccupation over securing control of the Nile River, leading to the conquest of neighboring Sudan in 1896-1898, which in turn led to confrontation with a French military expedition at Fashoda in September 1898. In 1899, Britain set out to complete its takeover of the future South Africa, which it had begun in 1814 with the

title: Indirect rule

long_answer: Indirect rule is a system of government used by the British and French to control parts of their colonial empires, particularly in Africa and Asia, through pre-existing local power structures. These dependencies were often called "protectorates" or "trucial states". By this system, the day-to-day government and administration of areas both small and large was left in the hands of traditional rulers, who gained prestige and the stability and protection afforded by the Pax Britannica, at the cost of losing control of their external affairs, and often of taxation, communications, and other matters, usually with a small number of European "advisors" effectively overseeing the government of large numbers of people spread over extensive areas.


question: nodding your head no is an example of

answers: a gesture

title: Nod (gesture)

text: of "τσου" is optional and reserved only for heavy emphasis on the "no". The emphasis on the raised eyebrows and the rolling up of the eyes is such, that the actual nod of the head upwards has ended up being of secondary importance. A person can denote "no" by simply raising their eyebrows and rolling up their eyes, with the head staying completely still. Nodding can also be used as a form of nonverbal greeting or acknowledgement of another's presence; in this context, it is essentially an especially mild form of bowing, with just enough movement to show a degree

title: Head shake

text: the Indian subcontinent, the Middle East, Africa, Southeast Asia, Europe (Greece included), South America, North America and Australia. However, in some Southeastern European areas such as Bulgaria and southern Albania, it is used for the opposite purpose, to indicate affirmation, meaning "yes". In those regions, nodding in fact means "no" as well, the complete reverse of most other places in the world. There are varying theories as to why head shake is so frequently used to mean "no". One simple theory is that it is most common form of expressing negative reaction, indicating that one disagrees with the other person.

title: Nod (gesture)

text: wrote to missionaries in many parts of the world asking for information on local gestures, and concluded that nodding for "yes" was common to many different groups. There are varying theories as to why nodding is so frequently used to indicate acceptance. One simple theory is that it is a form of bowing, indicating that one is prepared to accept what another person is saying or requesting. It has also been stated that babies, when hungry, search for milk by moving their heads vertically, but decline milk by turning their head from side to side. There are few exceptions with

title: Nonverbal communication

text: be seen as mockery, but in Polynesia it serves as a greeting and a sign of reverence. Clapping is a North American way of applauding, but in Spain is used to summon a waiter at a restaurant. Differences in nodding and shaking the head to indicate agreement and disagreement also exist. Northern Europeans nodding their heads up and down to say "yes", and shaking their head from side to side to say "no". But the Greeks have for at least three thousand years used the upward nod for disagreement and the downward nod for agreement." There are many ways of

title: Nod (gesture)

text: some countries swapping the meanings between nodding and shaking head: in Greece, Iran, Lebanon, Syria, Turkey, Egypt, Bulgaria, Albania, and Sicily a single nod of the head up (not down) indicates a "no". Specifically in Greece, the single nod of the head up that indicates "no" is almost always combined with a simultaneous raise of the eyebrows and most commonly also with a slight (or complete) rolling up of the eyes. There is also a sound that sometimes accompanies the whole gesture, called "τσου". This sound bears heavy resemblance, but is not identical, to the British tutting sound. The use

title: Body language

text: with their thumbs. Likewise, the thumbs up gesture could show "OK" or "good" in countries like the US, France and Germany. But this same gesture is insulting in other countries like Iran, Bangladesh and Thailand, where it is the equivalent of showing the middle finger in the US. In most cultures the Head Nod is used to signify 'Yes' or agreement. It's a stunted form of bowing - the person symbolically goes to bow but stops short, resulting in a nod. Bowing is a submissive gesture so the Head Nod shows we are going along with the other person's point

title: Gesture

text: show a person is not hiding anything, and raising the eyebrows to indicate a greeting. Finger gestures are commonly used in a variety of ways, from point at something to indicate that you want to show a person something to indicating a thumbs up to show everything is good. Also, in most cultures nodding your head signifies "Yes", which the book "The Definitive Book of Body Language" describes as submissive gesture to representing the conversation is going the direction of the person speaking. Interesting, the book explains that people who are born deaf can show a form of submissive gesture

title: Nod (gesture)

text: Latin America and North America. Nodding may also be used as a sign of recognition in some areas, or to show respect. An insult may be inferred if it is not returned in kind. In Greece, the single nod of the head down that indicates "yes" is often combined with closing the eyes simultaneously. This nod commonly also includes a very slight, almost unnoticeable, turn of the head to the left (or to the right). An early survey of nodding and other gestures was "The Expression of the Emotions in Man and Animals", written by Charles Darwin in 1872. Darwin

title: Head bobble

text: associated with yes or no, and is used in place of no when the person does not want to say no. The meaning of the Indian head bobble depends on the context of the conversation or encounter. Head bobble The head bobble, or Indian head shake refers to a common gesture found in South Asian cultures, most notably in India. The motion usually consists of a side-to-side tilting of the head in arcs along the coronal plane. A form of nonverbal communication, it may mean "Yes", "Good", "OK" or "I understand", depending on the context. In India the gesture is

title: Communication

text: to communication within and between different family members or groups. For example: words, colours and symbols have different meanings in different cultures. In most parts of the world, nodding your head means agreement, shaking your head means no, except in some parts of the world. Communication to a great extent is influenced by culture and cultural variables. Understanding "cultural aspects of communication" refers to having knowledge of different cultures in order to communicate effectively with cross culture people. Cultural aspects of communication are of great relevance in today's world which is now a global village, thanks to globalisation. Cultural aspects

title: Autism spectrum

text: conversation, they are trying to end the discussion or are trying to change the discussion topic. The posture of an ASD person can determine the emotional state that they are in. If they are hunched over, one might be able to determine that they are upset or stressed about something occurring in their life. Head nods express the connection with speech. If a person nods their head once or twice they are comprehending what you say and understanding the topic at hand and what is being stated about it. If they nod more than once it is possible that the

title: Head bobble

text: Head bobble The head bobble, or Indian head shake refers to a common gesture found in South Asian cultures, most notably in India. The motion usually consists of a side-to-side tilting of the head in arcs along the coronal plane. A form of nonverbal communication, it may mean "Yes", "Good", "OK" or "I understand", depending on the context. In India the gesture is common in certain parts, especially in Maharashtra, South India. In India, this particular headshake can also be acknowledgment or encouragement. In the Western world, people often use a nod for the same purpose. It is not always

title: Dr. Fox effect

text: whereas low rating teachers were more likely to touch their head, head shaking rather than nodding, and sitting on a chair. One study by Ambady and Rosenthal shows that subjects were able to form accurate judgement of impression by just watching short video clips of teachers providing non verbal behavior. An example from the study, participants were able to form accurate impressions of the teachers by just watching 10-second, 5-second, and 2-second lengths of short clips about teachers walking to classrooms. Ambady research provides support that nonverbal behavior has a strong influence on impression formation of teachers. The way that

title: Body language

text: also includes an arm crossed over the other, demonstrating insecurity and a lack of confidence. According to Barbara Pease and Allan Pease, authors of "The Definitive Book of Body Language", everybody does shoulder shrug. The shrug is a good example of a universal gesture that is used to show that a person doesn't understand what you are saying. "It's a multiple gesture that has three main parts," they continue. "Exposed palms to show nothing is being concealed in the hands, hunched shoulders to protect the throat from attack, and raised brow, which is a universal, submissive greeting." Hand gestures often

title: Nonverbal communication

text: communication has no formal structure when it comes to communicating. Nonverbal communication occurs without even thinking about it. The same behavior can mean different things, such as crying of sadness or of joy. Therefore, these cues need to be interpreted carefully to get their correct meaning. There are only a few assigned symbols in the system of nonverbal communication. Nodding the head is one symbol that indicates agreement in some cultures, but in others, it means disagreement. On the other hand, verbal communication has a system of symbols that have specific meanings to them. Verbal communication is based on discontinuous

title: Yes–no question

text: question. Yes–no questions are also formed in Latin with "nonne" to imply that the interrogator thinks the answer to be the affirmative and with "num" to imply that the interrogator thinks the answer to be the negative. For examples: In Chinese, yes–no questions typically take an A-not-A form. The resulting response is usually an echo response. In many Germanic languages, yes-no questions are formed using subject inversion. In Dutch: There is an ambiguity in English as to whether certain questions actually "are" yes–no questions in the first place. Syntactically identical questions can be semantically different. It can be seen by

title: Body language

text: posture would display avoidance tendencies, the opposite of an angry person. Sitting or standing postures also indicate one’s emotions. A person sitting till the back of their chair, leans forward with their head nodding along with the discussion implies that they are open, relaxed and generally ready to listen. On the other hand, a person who has their legs and arms crossed with the foot kicking slightly implies that they are feeling impatient and emotionally detached from the discussion. In a standing discussion, a person stands with arms akimbo with feet pointed towards the speaker could suggest that they are

title: Head shake

text: It has also been stated that babies, when hungry, search for their mother's milk by moving their heads vertically, but decline milk by turning their head from side to side. An early survey of head shake and other gestures was "The Expression of the Emotions in Man and Animals", written by Charles Darwin in 1872. Darwin wrote to missionaries in many parts of the world asking for information on local gestures, and concluded that shaking head for "no" was common to many different groups. The gesture is possibly ancient in origin. In the biblical book of Job, there is a

title: Yes–no question

text: is spoken) or the inclusion of an explicit question-word such as "sumi" ("where"). Yes–no questions are believed to carry some suggestibility load. For instance, in response to yes-no questions, children tend to display a compliance tendency: they comply with the structure of the question, negative or positive, by responding in the same way. For example, if preschoolers are asked, "Is this book big?", they will tend to respond "Yes, it is". But if they are asked, "Is this book not big?" they are more likely to say, "No, it is not". Yes–no question In linguistics, a yes–no question, formally known

title: American Sign Language grammar

text: questions, yes/no questions do not involve a change of word order, and the non-manual marking must be used over the whole utterance in order for it to be judged as a statement opposed to a question. Raised eyebrows are also used for rhetorical questions which are not intended to elicit an answer. To distinguish the non-manual marking for rhetorical questions from that of yes/no questions, the body is in a neutral position opposed to tilted forward, and the head is tilted in a different way than in yes/no questions. Rhetorical questions are much more common in ASL than in English.

title: Facial expression

text: eyebrows combined with a slightly forward head tilt indicate that what is being signed is a yes/no question. Lowered eyebrows are used for wh-word questions. Facial expression is also used in sign languages to show adverbs and adjectives such as distance or size: an open mouth, squinted eyes, and tilted back head indicate something far while the mouth pulled to one side and the cheek held toward the shoulder indicate something close, and puffed cheeks mean very large. It can also show the manner in which something is done, such as carelessly or routinely. Some of these expressions, also called

title: Nel Noddings

text: caring occurs when a person acts caringly out of a belief that caring is the appropriate way of relating to people. When someone acts in a caring way because that person naturally cares for another, the caring is not ethical caring (1984, 79-80). Noddings' claims that ethical caring is based on, and so dependent on, natural caring (1984, 83, 206 fn 4). It is through experiencing others caring for them and naturally caring for others that people build what is called an "ethical ideal", an image of the kind of person they want to be. Noddings describes wrong actions in

title: Going Out for a Walk

text: brain not to want to take part while a person takes a walk. The lack of brainpower creates dull and unintelligent conversations while making the journey of taking a walk with someone. You cannot just say give the simple answer of no when differing from the question of taking a walk unless their an old friend, but when it comes down to an acquaintance you must come up with a believable excuse why not to do so. During the 1920s when this essay was published there was a rise in economic growth, and strong support of conservative economic system. Most

title: Nositi

text: form of solving a particular problem. Nowadays, many people have trouble getting out of the comfort zone and taking the liberty to engage in training or events that can be the first step towards success. In everyday life, you are sometimes conditioned to follow the crowd, even though you know that it would be better for the crowd to follow you, as if you were the only planet you could face in different colors when it was ahead have been shallow in a tunnel with black and white light. All the knowledge we accumulate will not be worth it if

title: Nod (gesture)

text: A nod of the head is a gesture in which the head is tilted in alternating up and down arcs along the sagittal plane.  In many cultures, it is most commonly, but not universally, used to indicate agreement, acceptance, or acknowledgment.

title: American Sign Language grammar

text: not good," could be signed as, "BEFORE MOVIE ME SEE, THINK WHAT? IT GOOD NOT." There are two manual signs that negate a sentence, NOT and NONE, which are accompanied by a shake of the head. NONE is typically used when talking about possession: NOT negates a verb: There are three types of questions with different types of constructions in ASL: wh- questions, yes/no questions, and rhetorical questions. Wh- questions can be formed in a variety of ways. the wh- word can appear only at the end of the sentence, only at the beginning of the sentence, at both the

title: Nel Noddings

text: solution to problems of violence, alienation, ignorance, and unhappiness in increasing our security, imposing more tests, punishing schools for their failure to produce 100 percent proficiency, or demanding that teachers be knowledgeable in the subjects they teach. Instead, we must allow teachers and students to interact as whole persons, and we must develop policies that treat the school as a whole community.” One criticism of Noddings' ethic of care, in regards to education, is that it advocates little importance to caring for oneself, except as a means to provide further care for others. In regards to education, the teacher-student relationship

title: Small talk

text: isn't it?", to respond factually by just saying "Yes" (or even "No") is less polite than saying, "Yes, very mild for the time of year". Schneider describes that subsequent moves may involve an acknowledgement such as "I see", a positive evaluation such as "That's nice", or what's called "idling behaviour", such as "Mmm", or "Really?". Speech patterns between women tend to be more collaborative than those of men, and tend to support each other's involvement in the conversation. Topics for small talk are more likely to include compliments about some aspect of personal appearance. For example, "That dress really suits

title: Grounding in communication

text: Barbara indicates that the answer is "no" and Alan accepts it as a valid answer. Grounding theory identifies three common types of evidence in conversation: 'acknowledgements, relevant next turn, and continued attention. "Acknowledgements" refer to back channel modes of communication that affirm and validate the messages being communicated. Some examples of these include, "uh huh," "yeah," "really," and head nods that act as continuers. They are used to signal that a phrase has been understood and that the conversation can move on. "Relevant next turn" refers to the initiation or invitation to respond between speakers, including verbal and nonverbal prompts

title: Nodding disease

text: is based on the telltale nodding seizures of the victims. When stunted growth and mental disability are also present, probability of nodding syndrome is high. In the future, neurological scans may also be used in diagnosis. As there is no known cure for the disease, treatment has been directed at symptoms, and has included the use of anticonvulsants such as sodium valproate and phenobarbitol. Anti-malaria drugs have also been administered, to unknown effect.Most of the non communicable diseases are about lack of nutrients in the body, to this being that the nodding syndrome is non communicable without a clear cause,

title: Nod (gesture)


question: who was the spanish civil war fought between

answers: Nationalists

answers: Republicans

title: Manuel García Pelayo

text: Austria. When on July 18, 1936 the Spanish Civil War started, he enlisted in the Spanish Republican Army even though his father and brother were fighting for the Nationalist side. He fought in several battles and became a Captain in the General Staff. When the civil war ended he was sent to concentration camps and put into prison until 1941. Once he was released, he married Mercedes Velásquez Fernández-Pimentel. In 1947, he was invited to teach at the "Instituto de Estudios Políticos de Madrid" by its director Francisco Javier Conde. In 1950, he became well known in the academic world

title: Amado Granell

text: Amado Granell Amado Granell Mesado (November 5, 1898 – May 12, 1972) was a Spanish military officer of the 20th century. He participated in the Spanish Civil War framed in the Spanish Republican Army and later went to France, where he joined the French Foreign Legion who fought against Nazi Germany during World War II. He headed the column of the 9th Company ""La Nueve"" of the 2nd Armoured Brigade, which consists of Spanish combatants, that was the first allied military unit that entered Paris after its occupation by the Wehrmacht. As such, he appeared on the cover of the

title: Rafael García Valiño

text: Rafael García Valiño Rafael García Valiño (1898–1972) was a Spanish army officer who participated in the Spanish Civil War. He was born in Toledo, Spain, and enrolled in the Infantry Academy at age fifteen. In 1916, he earned his commission as a lieutenant, volunteering to fight in the Spanish Army of Africa. In Morocco, he was wounded several times and was promoted to major due to his field performance. In 1935, he studied in the Superior Military School. The outbreak of the Civil War surprised him, as he was spending the summer on the Basque coast. He crossed enemy lines

title: Antonio Cordón García

text: Antonio Cordón García Antonio Cordón García (1895 in Seville – 1969). was a Spanish soldier, born in Sevilla, who commanded during the Spanish Civil War. Career soldier as an artilleryman in the Spanish Army, he passed into the reserves in 1932, but reenlisted into active duty upon the beginning of the Spanish Civil War to join the Republican cause. He was a key entity in the conversion of the Popular Front's militias into a disciplined standing army, the Spanish Republican Army, able to fight Franco's Nationalist Front. His career was brilliant and was parallel to his promotions in the Communist

title: Isidro Goma y Tomas

text: Spanish Civil War which he witnessed in the Balearic island of Mallorca. Isidro Goma y Tomas At the end of the Spanish Civil War he wrote; "The Church has applied the full weight of her prestige, which has been placed at the service of truth and justice, to bring about the triumph of the National Cause." Isidro Gomá y Tomás was born in the Catalan town of La Riba, Spain. He was educated at the Seminary of Tarragona, and the Seminary of Valencia. He was ordained on 8 June 1895 in Tarragona. He did pastoral work in the archdiocese of

title: Francisco Galán

text: Francisco Galán Francisco Galán Rodriguéz (1902–1971), was a Spanish military officer. He was the brother of Captain Fermin Galán and the Republican Majors José Maria and Juan Galán. Before the Spanish Civil War he was a lieutenant of the Spanish Civil Guard. On July 1936 he remained loyal to the Republican government and led one Militia column in the Somosierra front. On November 1936 he led the 3rd Mixed Brigade of the Spanish Republican Army during the Battle of Madrid. On August 1937 he was one of the Republican commanders in Asturias and on September 1937 he led the 14th

title: Antonio Marín Muñoz

text: its work in the Battle of Lopera (1936), during the Spanish civil war is discussed. You learn about the harsh working conditions at the front, love, deceit, motherhood ... Antonio Marín Muñoz Antonio Marín Muñoz born in Lopera, Province of Jaen, Spain, 1970 is a writer and historian. He specializes in the contemporary history of Spain. Licensed in Law for her University of Granada. His first book went out to the light in the year 2001 and took for title The Civil war in Lopera and Porcuna (1936–1939), which already reaches the fourth edition. This book contains a biography of

title: Angela Jackson (writer)

text: the historical facts and the memory of the period of the Second Spanish Republic and the Spanish Civil War (1931–39) in the region of Priorat. Jackson's second book with Cossetània is "The Brigades strictly between ourselves". Angela Jackson (writer) Angela Jackson, (born 1946) is a Doctor in history. The doctoral thesis of Angela Jackson, "British Women and the Spanish Civil War" was published in 2002 for the publisher Routledge of London. Next Jackson wrote "Beyond the field of battle: Witness, memory and record of a cave hospital in the Spanish Civil War", in the Catalan language and in English. Based

text: Yugoslav volunteers in the Spanish Civil War The Yugoslav volunteers in the Spanish Civil War, known as Spanish fighters (, , / "Španski borci") and Yugoslav brigadistas (), was a contingent of volunteers from the Kingdom of Yugoslavia that fought beside the Republican side (in support of the Second Spanish Republic) in the Spanish Civil War (1936–39). An estimated 1,664 "Yugoslav brigadistas" fought in the war, out of whom c. 800 were killed in action. According to the Spanish statistics, 148 Yugoslav volunteers received the officer rank during the conflict. Most of them fought in the battalions "Dimitrov" and "Đuro

title: Miguel Ezquerra

text: Miguel Ezquerra Miguel Ezquerra Sanchez (January 10, 1913 – October 29, 1984) was a Spanish Falangist, soldier and volunteer member of the Waffen-SS. He fought in the Spanish Civil War and in the Second World War, in a battalion of the Spanish Blue Division or 250. Infanterie-Division as it was known in the German Army. Born in Canfranc, Aragon, and the son of the town's miller, Ezquerra was a Falangist and enthusiastically signed up for military service on the Nationalist side after the military coup of 18 July 1936. He fought on the fronts of Aragon, Madrid, Extremadura and Teruel,

title: Fidel Dávila Arrondo

text: Fidel Dávila Arrondo Fidel Dávila Arrondo (24 April 1878 – 22 March 1962) was a Spanish Army officer during the Spanish Civil War. Born in Barcelona, as an infantry officer, he fought in Cuba during the Spanish–American War and received the Cruz del Mérito Militar. He later entered the General Staff of the Army. He was then promoted to lieutenant colonel and assigned to Spanish Morocco. In 1929 he was promoted to brigadier general and was assigned to the VII Military district. During the military reforms of Prime Minister Manuel Azaña, he solicited permission to go into the reserves and

title: Ventura Monge Domínguez

text: Ventura Monge Domínguez Ventura Monge Domínguez (22 June 1914 – 15 May 1937) He was an infantry officer of the General Staff of the Spanish and fought in militias during the Spanish Civil War. Ventura was the son of a military veteran of the war in Morocco (1912) and grandson of the military of the war in Cuba (1878). Ventura was born in Madrid to a prominent family of distinguished farmers. His ancestor, and grandfather graduated as an agronomist at the University of Salamanca. Encouraged by his father, he wanted to join the army in 1926, but since he could

title: Francisco Galán

text: fled to Argentina and lived there until his death in 1971. Francisco Galán Francisco Galán Rodriguéz (1902–1971), was a Spanish military officer. He was the brother of Captain Fermin Galán and the Republican Majors José Maria and Juan Galán. Before the Spanish Civil War he was a lieutenant of the Spanish Civil Guard. On July 1936 he remained loyal to the Republican government and led one Militia column in the Somosierra front. On November 1936 he led the 3rd Mixed Brigade of the Spanish Republican Army during the Battle of Madrid. On August 1937 he was one of the Republican

title: José Marfil Peralta

text: José Marfil Peralta José Marfil Peralta (9 February 1921 – 7 June 2018) was a Spanish soldier, writer, and fighter in World War II. Captured during the battle of Dunkirk in which he participated as part of the French troops, he was detained together with his father, José Marfil Escalona, in the prison camp of Żagań, from which he was transferred to the Mauthausen-Gusen concentration camp on 25 January 1941, remaining there until his release, on 5 May 1945, where his father died. As a result of his experiences as a prisoner, Marfil wrote the autobiography "I survived the Nazi

title: Jock Cunningham

text: key role in the February 1937 Battle of Jarama. He was wounded after leading the January 1937 battle at Los Rozas and in order to fight at Jarama it is reported that he "left hospital with a fever to go and fight". The battle at Jarama was one of the principal actions of the Spanish Civil War. If the Jarama valley were surrendered, the road from Madrid to Valencia would be cut off allowing Madrid to be taken by the Fascists which for all intents and purposes would cost the Spanish government the war. Along with Frank Ryan he rallied

title: Manuel Tagüeña

text: Manuel Tagüeña Manuel Tagüeña Lacorte (1913–1971) was a Spanish military officer of the Spanish Republican Army. Before the Spanish Civil War, he was a member of the socialist youth and studied matemathics and physics at the Madrid University. In July 1936 he led a militia column in the Somosierra front, in August on the Tagus front and took part in the defense of Madrid. He joined the PCE in November 1936 and was one of the first commanders of the mixed brigades. He rose through the ranks from company to army corps commander and he was promoted to Colonel. He

title: Rosario Sánchez Mora

text: who had gone to fight the Nationalist forces. She married a young Republican sergeant, Paco Burcet in 1937, with whom she had one daughter. Burcet almost immediately left to fight in Teruel and the couple lost touch for the rest of the Spanish Civil War. When the Nationalist forces amassed at Madrid in 1939 before the fall of the city, Sanchez buried her rifles and burned papers which linked her to the Republican cause. She left her baby daughter with relatives and left for Valencia, Spain, where the Republican government had withdrawn, in order to join her left-wing Republican father.

title: Luis Castello Pantoja

text: Luis Castello Pantoja Luis Castelló Pantoja (Guadalcanal, Seville, 1881 - Guadalcanal, September 27, 1962), was a Spanish military Infantry General associated with the Spanish Civil War. A republican Minister of War during the early months of the war, he tried to stop the revolutionary chaos that followed the July 1936 coup. Pantoja was the uncle of Juan Simeón Vidarte, Socialist deputy for the province of Badajoz. He was one of three military leaders (the other two were Francisco Franco and Carlos Masquelet Lacaci) who were present at the meeting of Eduardo López Ochoa with the Ministers of War (Diego Hidalgo)

title: Josep Pla

text: the Spanish Civil War. Not even Barcelona seemed safe to him, and he fled in a boat from Catalonia towards Marseille, in September 1938, in the company of Adi Enberg, a Norwegian citizen born in Barcelona who worked for the Francoist espionage service. She was the only person from his secretive and often meagre romantic life with whom we can be certain that he was involved. He continued his exile in Rome, where he wrote a good part of the immense "Historia de la Segunda República Española" (History of the Second Spanish Republic), an assignment for Francesc Cambó–one of the

title: Domingo Rey d'Harcourt

text: the Battle of Teruel, including Anselmo Polanco, Bishop of Teruel. Domingo Rey d'Harcourt Domingo Rey d'Harcourt (Born, Pamplona, Spain, 1883 - died, Ponts de Molins, Catalonia, Spain, February 7. 1939) was a Nationalist commander during the Spanish Civil War. He had risen to Colonel of artillery, and joined the military rising against the Republican Government that became the Spanish Civil War. During the Civil War Rey d'Harcourt was the commander of the Nationalist garrison of the city of Teruel during the Battle of Teruel. Heavily out numbered Rey d'Harcourt make a last stand in four key points of the city,

title: Martí de Riquer i Morera

text: Martí de Riquer i Morera Martí de Riquer i Morera, 8th Count of Casa Dávalos (, ) (3 May 1914 – 17 September 2013) was a Spanish–Catalan literary historian and Romance philologist, a recognised international authority in the field. His writing career lasted from 1934 to 2004. He was also a nobleman and Grandee of Spain. Riquer was born in Barcelona in 1914, the grandson of Alexandre de Riquer i Ynglada, from whom he rehabilitated the noble title Count of Casa Dávalos in 1956, because it was in situation of expiry. He fought in the Spanish Civil War for the

title: Wilebaldo Solano

text: Wilebaldo Solano Wilebaldo Solano Alonso (7 July 1916, Burgos, Spain – 7 September 2010, Barcelona, Spain) was a Spanish Communist activist during the Spanish Civil War, especially noted for his work with Socialist youth organizations as a member of the "Workers' Party of Marxist Unification" (POUM). Most of his activities before and during the Second Spanish Republic were centered in Catalonia. Solano completed his secondary studies at the Institut Balmes, in Barcelona. He distinguished himself as a leader of the student movement, organizing his institute's first student group during the fall from power of General Miguel Primo de Rivera, and

title: Alfonso Beorlegui Canet

text: Alfonso Beorlegui Canet Alfonso Beorlegui Canet (26 January 1888 in Estella-Lizarra – 29 September 1936 in Zaragoza) was a Colonel of Infantry in the Spanish Army. In the Spanish Civil War, he led the Nationalist campaign to capture Gipuzkoa in August and September 1936. On 18 July 1936, at the beginning of the Spanish Civil War, in Pamplona, Beorlegui put himself under the orders of General Emilio Mola, who ordered him take control of the Civil Guard and Assault Guards of the city (approximately 2,000 men) and put him in charge of public order in the city. Shortly afterward, Mola

title: Francisco Riba Rovira

text: Francisco Riba Rovira Francisco Riba-Rovira also known as Francesc or Paco, (born Barcelona 1913, died Paris 2002) was a Spanish painter, from Catalonia. He worked to pay for his Beaux-Arts studies in Barcelona. He succeeded in this for one or two months before the start of the Spanish Civil War, in which he fought against the rebellion led by Francisco Franco against the established Government of the Second Spanish Republic. After the war he was forced into exile in France, first in Perpignan or near to be in a Camp as prisoner on a beach. The Second World War began

title: Spanish Civil War

title: Rosario Sánchez Mora

text: Rosario Sánchez Mora Rosario Sánchez Mora (April 21, 1919 – April 17, 2008) was a Spanish female Republican veteran of the Spanish Civil War. She was nicknamed "la Dinamitera" (the Dynamiter) for her expertise with explosives, and was a Republican heroine in the Spanish Civil War. She was born in Villarejo de Salvanés, Spain to a mechanic father. Her mother died before the Civil War started, and she moved to Madrid when she was 16 to work as a seamstress. Sanchez was one of the first women to join the Republican militias against the Nationalist forces led by General Francisco

title: Battle of Sabiñánigo

text: The Republican forces managed to take Biescas, but failed to take Sabiñánigo despite encircling it, or gain complete control of the territory before both sides were exhausted. Battle of Sabiñánigo The Battle of Sabiñánigo took place during the Spanish Civil War near Alto Gállego and the town of Sabiñánigo in 1937 as part of the Aragon front. As part of the Republican strategy, the 43rd and 27th divisions moved to the north, amounting to about 14,000 men and 16 pieces of artillery under the command of Mariano Bueno. They eventually faced about 10,000 Nationalist troops, based around the 1st Brigade

title: José María Galán

text: Second Battle of the Corunna Road. On June 1937 he led the 34th Division in the Segovia Offensive. On 1938, he led the XXIII Army Corps in Andalusia. After the war he fled to the USSR and later exiled himself to Cuba. He died there on 1978. José María Galán José María Galán Rodríguez (1904–1978) was a Spanish military officer in the Spanish Civil War. He was the brother of Fermín Galán, leader of the Jaca Uprising, and Francisco Galán. Before the war he was a lieutenant of the "Carabineros". José María Galán remained loyal to the Spanish government during

title: Emilio Mola

text: Emilio Mola Emilio Mola y Vidal, 1st Duke of Mola, Grandee of Spain (9 July 1887 – 3 June 1937) was a Spanish Nationalist commander during the Spanish Civil War. He was a veteran of the African wars where he rose to prominence serving with the Regulars. He led the military uprising that culminated in the Spanish Civil War. He coined the term "fifth column". Mola was born in Placetas, Cuba, at that time an overseas Spanish province, where his father, an army officer, was stationed. The Cuban War of Independence split his family; while his father served in the

title: Domingo Rey d'Harcourt

text: Domingo Rey d'Harcourt Domingo Rey d'Harcourt (Born, Pamplona, Spain, 1883 - died, Ponts de Molins, Catalonia, Spain, February 7. 1939) was a Nationalist commander during the Spanish Civil War. He had risen to Colonel of artillery, and joined the military rising against the Republican Government that became the Spanish Civil War. During the Civil War Rey d'Harcourt was the commander of the Nationalist garrison of the city of Teruel during the Battle of Teruel. Heavily out numbered Rey d'Harcourt make a last stand in four key points of the city, the Civil Governor's Building, the Bank of Spain, the Convent

title: Spanish Civil War

long_answer: The Spanish Civil War (Spanish: Guerra Civil Española), widely known in Spain simply as The Civil War (Spanish: La Guerra Civil) or The War (Spanish: La Guerra), took place from 1936 to 1939. The Republicans, who were loyal to the democratic, left-leaning and relatively urban Second Spanish Republic, in an alliance of convenience with the Anarchists and Communists, fought against the Nationalists, a Falangist, Carlist, Catholic, and largely aristocratic conservative group led by General Francisco Franco. The war has often been portrayed as a struggle between democracy and fascism, particularly due to the political climate and timing surrounding it, but it can more accurately be described as a struggle between leftist revolution and rightist counter-revolution similar to the Finnish Civil War, the Russian Civil War, and the wars fought over the formation of the Hungarian and Slovak Soviet republics. In early 1939, the Nationalists won, and Franco ruled over all of Spain until his death in November 1975.

short_answers: Nationalists Republicans