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1. Do you like football?
2. What time do you wake up?

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1.- Does this dog eat a lot?
2.- What time does your brother get up?

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1.Do you live in the city Lima?
2.- What time does go to go at work?

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1. Do you brush your teeth in the morning?
2. Do you work on Saturday?

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Does your mother live with you?
What time do you have breakfast?

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1.- Does he study at university?
2.- How many children do you have?

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A university ( Latin: universitas, 'a whole') is an institution of higher (or tertiary) education and research which awards academic degrees in various academic disciplines. Universities typically offer both undergraduate and postgraduate programs. In the United States, universities must offer graduate degrees; institutions offering only undergraduate degrees are colleges.

The word university is derived from the Latin universitas magistrorum et scholarium, which roughly means "community of teachers and scholars".

The first universities were created in Europe by Christian monks. The University of Bologna ( Università di Bologna), founded in 1088, is the first university in the sense of:

high degree-awarding institute;

independence from the ecclesiastic schools, although conducted by both clergy and non-clergy;

the word universitas was coined at its foundation;

The medieval universities created in Italy evolved from cathedral schools for the clergy during the High Middle Ages.

The original Latin word universitas refers in general to "a number of persons associated into one body, a society, company, community, guild, corporation, etc". At the time of the emergence of urban town life and medieval guilds, specialized "associations of students and teachers with collective legal rights usually guaranteed by charters issued by princes, prelates, or the towns in which they were located" came to be denominated by this general term. Like other guilds, they were self-regulating and determined the qualifications of their members.

In modern usage the word has come to mean "An institution of higher education offering tuition in mainly non-vocational subjects and typically having the power to confer degrees," with the earlier emphasis on its corporate organization considered as applying historically to Medieval universities.

The original Latin word referred to degree-awarding institutions of learning in Western and Central Europe, where this form of legal organisation was prevalent and from where the institution spread around the world.

Academic freedom

An important idea in the definition of a university is the notion of academic freedom. The first documentary evidence of this comes from early in the life of the University of Bologna, which adopted an academic charter, the Constitutio Habita, in 1158 or 1155, which guaranteed the right of a traveling scholar to unhindered passage in the interests of education. Today this is claimed as the origin of "academic freedom". This is now widely recognised internationally - on 18 September 1988, 430 university rectors signed the Magna Charta Universitatum, marking the 900th anniversary of Bologna's foundation. The number of universities signing the Magna Charta Universitatum continues to grow, drawing from all parts of the world.

Scholars occasionally call the University of al-Qarawiyyin (name given in 1963), founded as a mosque by Fatima al-Fihri in 859, a university, although Jacques Verger writes that this is done out of scholarly convenience. Several scholars consider that al-Qarawiyyin was founded and run as a madrasa until after World War II. They date the transformation of the madrasa of al-Qarawiyyin into a university to its modern reorganization in 1963. In the wake of these reforms, al-Qarawiyyin was officially renamed "University of Al Quaraouiyine" two years later.

In addition, scholars argue Al-Azhar University, founded in 970-972 AD, located in Cairo, Egypt is the oldest degree-granting university in the world and the second oldest university in the world.

Some scholars, including George Makdisi, have argued that early medieval universities were influenced by the madrasas in Al-Andalus, the Emirate of Sicily, and the Middle East during the Crusades. Norman Daniel, however, views this argument as overstated. Roy Lowe and Yoshihito Yasuhara have recently drawn on the well-documented influences of scholarship from the Islamic world on the universities of Western Europe to call for a reconsideration of the development of higher education, turning away from a concern with local institutional structures to a broader consideration within a global context.

The modern university is generally regarded as a formal institution that has its origin in the Medieval Christian tradition.

European higher education took place for hundreds of years in cathedral schools or monastic schools ( scholae monasticae), in which monks and nuns taught classes; evidence of these immediate forerunners of the later university at many places dates back to the 6th century.

In Europe, young men proceeded to university when they had completed their study of the trivium-the preparatory arts of grammar, rhetoric and dialectic or logic-and the quadrivium: arithmetic, geometry, music, and astronomy.

The earliest universities were developed under the aegis of the Latin Church by papal bull as studia generalia and perhaps from cathedral schools. It is possible, however, that the development of cathedral schools into universities was quite rare, with the University of Paris being an exception. Later they were also founded by Kings ( University of Naples Federico II, Charles University in Prague, Jagiellonian University in Kraków) or municipal administrations ( University of Cologne, University of Erfurt). In the early medieval period, most new universities were founded from pre-existing schools, usually when these schools were deemed to have become primarily sites of higher education. Many historians state that universities and cathedral schools were a continuation of the interest in learning promoted by The residence of a religious community. Pope Gregory VII was critical in promoting and regulating the concept of modern university as his 1079 Papal Decree ordered the regulated establishment of cathedral schools that transformed themselves into the first European universities.

The first universities in Europe with a form of corporate/guild structure were the University of Bologna (1088), the University of Paris (c.1150, later associated with the Sorbonne), and the University of Oxford (1167).

The University of Bologna began as a law school teaching the ius gentium or Roman law of peoples which was in demand across Europe for those defending the right of incipient nations against empire and church. Bologna's special claim to Alma Mater Studiorum is based on its autonomy, its awarding of degrees, and other structural arrangements, making it the oldest continuously operating institution independent of kings, emperors or any kind of direct religious authority.

The conventional date of 1088, or 1087 according to some, records when Irnerius commences teaching Emperor Justinian's 6th-century codification of Roman law, the Corpus Iuris Civilis, recently discovered at Pisa. Lay students arrived in the city from many lands entering into a contract to gain this knowledge, organising themselves into 'Nationes', divided between that of the Cismontanes and that of the Ultramontanes. The students "had all the power ... and dominated the masters".

All over Europe rulers and city governments began to create universities to satisfy a European thirst for knowledge, and the belief that society would benefit from the scholarly expertise generated from these institutions. Princes and leaders of city governments perceived the potential benefits of having a scholarly expertise develop with the ability to address difficult problems and achieve desired ends. The emergence of humanism was essential to this understanding of the possible utility of universities as well as the revival of interest in knowledge gained from ancient Greek texts.

The rediscovery of Aristotle's works-more than 3000 pages of it would eventually be translated-fuelled a spirit of inquiry into natural processes that had already begun to emerge in the 12th century. Some scholars believe that these works represented one of the most important document discoveries in Western intellectual history. Richard Dales, for instance, calls the discovery of Aristotle's works "a turning point in the history of Western thought." After Aristotle re-emerged, a community of scholars, primarily communicating in Latin, accelerated the process and practice of attempting to reconcile the thoughts of Greek antiquity, and especially ideas related to understanding the natural world, with those of the church. The efforts of this " scholasticism" were focused on applying Aristotelian logic and thoughts about natural processes to biblical passages and attempting to prove the viability of those passages through reason. This became the primary mission of lecturers, and the expectation of students.

The university culture developed differently in northern Europe than it did in the south, although the northern (primarily Germany, France and Great Britain) and southern universities (primarily Italy) did have many elements in common. Latin was the language of the university, used for all texts, lectures, disputations and examinations. Professors lectured on the books of Aristotle for logic, natural philosophy, and metaphysics; while Hippocrates, Galen, and Avicenna were used for medicine. Outside of these commonalities, great differences separated north and south, primarily in subject matter. Italian universities focused on law and medicine, while the northern universities focused on the arts and theology. There were distinct differences in the quality of instruction in these areas which were congruent with their focus, so scholars would travel north or south based on their interests and means. There was also a difference in the types of degrees awarded at these universities. English, French and German universities usually awarded bachelor's degrees, with the exception of degrees in theology, for which the doctorate was more common. Italian universities awarded primarily doctorates. The distinction can be attributed to the intent of the degree holder after graduation - in the north the focus tended to be on acquiring teaching positions, while in the south students often went on to professional positions. The structure of northern universities tended to be modeled after the system of faculty governance developed at the University of Paris. Southern universities tended to be patterned after the student-controlled model begun at the University of Bologna. Among the southern universities, a further distinction has been noted between those of northern Italy, which followed the pattern of Bologna as a "self-regulating, independent corporation of scholars" and those of southern Italy and Iberia, which were "founded by royal and imperial charter to serve the needs of government."

During the Early Modern period (approximately late 15th century to 1800), the universities of Europe would see a tremendous amount of growth, productivity and innovative research. At the end of the Middle Ages, about 400 years after the first European university was founded, there were twenty-nine universities spread throughout Europe. In the 15th century, twenty-eight new ones were created, with another eighteen added between 1500 and 1625. This pace continued until by the end of the 18th century there were approximately 143 universities in Europe, with the highest concentrations in the German Empire (34), Italian countries (26), France (25), and Spain (23) - this was close to a 500% increase over the number of universities toward the end of the Middle Ages. This number does not include the numerous universities that disappeared, or institutions that merged with other universities during this time. The identification of a university was not necessarily obvious during the Early Modern period, as the term is applied to a burgeoning number of institutions. In fact, the term "university" was not always used to designate a higher education institution. In Mediterranean countries, the term studium generale was still often used, while "Academy" was common in Northern European countries.

The propagation of universities was not necessarily a steady progression, as the 17th century was rife with events that adversely affected university expansion. Many wars, and especially the Thirty Years' War, disrupted the university landscape throughout Europe at different times. War, plague, famine, regicide, and changes in religious power and structure often adversely affected the societies that provided support for universities. Internal strife within the universities themselves, such as student brawling and absentee professors, acted to destabilize these institutions as well. Universities were also reluctant to give up older curricula, and the continued reliance on the works of Aristotle defied contemporary advancements in science and the arts. This era was also affected by the rise of the nation-state. As universities increasingly came under state control, or formed under the auspices of the state, the faculty governance model (begun by the University of Paris) became more and more prominent. Although the older student-controlled universities still existed, they slowly started to move toward this structural organization. Control of universities still tended to be independent, although university leadership was increasingly appointed by the state.

Although the structural model provided by the University of Paris, where student members are controlled by faculty "masters", provided a standard for universities, the application of this model took at least three different forms. There were universities that had a system of faculties whose teaching addressed a very specific curriculum; this model tended to train specialists. There was a collegiate or tutorial model based on the system at University of Oxford where teaching and organization was decentralized and knowledge was more of a generalist nature. There were also universities that combined these models, using the collegiate model but having a centralized organization.

Early Modern universities initially continued the curriculum and research of the Middle Ages: natural philosophy, logic, medicine, theology, mathematics, astronomy, astrology, law, grammar and rhetoric. Aristotle was prevalent throughout the curriculum, while medicine also depended on Galen and Arabic scholarship. The importance of humanism for changing this state-of-affairs cannot be underestimated. Once humanist professors joined the university faculty, they began to transform the study of grammar and rhetoric through the studia humanitatis. Humanist professors focused on the ability of students to write and speak with distinction, to translate and interpret classical texts, and to live honorable lives. Other scholars within the university were affected by the humanist approaches to learning and their linguistic expertise in relation to ancient texts, as well as the ideology that advocated the ultimate importance of those texts. Professors of medicine such as Niccolò Leoniceno, Thomas Linacre and William Cop were often trained in and taught from a humanist perspective as well as translated important ancient medical texts. The critical mindset imparted by humanism was imperative for changes in universities and scholarship. For instance, Andreas Vesalius was educated in a humanist fashion before producing a translation of Galen, whose ideas he verified through his own dissections. In law, Andreas Alciatus infused the Corpus Juris with a humanist perspective, while Jacques Cujas humanist writings were paramount to his reputation as a jurist. Philipp Melanchthon cited the works of Erasmus as a highly influential guide for connecting theology back to original texts, which was important for the reform at Protestant universities. Galileo Galilei, who taught at the Universities of Pisa and Padua, and Martin Luther, who taught at the University of Wittenberg (as did Melanchthon), also had humanist training. The task of the humanists was to slowly permeate the university; to increase the humanist presence in professorships and chairs, syllabi and textbooks so that published works would demonstrate the humanistic ideal of science and scholarship.

Although the initial focus of the humanist scholars in the university was the discovery, exposition and insertion of ancient texts and languages into the university, and the ideas of those texts into society generally, their influence was ultimately quite progressive. The emergence of classical texts brought new ideas and led to a more creative university climate (as the notable list of scholars above attests to). A focus on knowledge coming from self, from the human, has a direct implication for new forms of scholarship and instruction, and was the foundation for what is commonly known as the humanities. This disposition toward knowledge manifested in not simply the translation and propagation of ancient texts, but also their adaptation and expansion. For instance, Vesalius was imperative for advocating the use of Galen, but he also invigorated this text with experimentation, disagreements and further research. The propagation of these texts, especially within the universities, was greatly aided by the emergence of the printing press and the beginning of the use of the vernacular, which allowed for the printing of relatively large texts at reasonable prices.

Examining the influence of humanism on scholars in medicine, mathematics, astronomy and physics may suggest that humanism and universities were a strong impetus for the scientific revolution. Although the connection between humanism and the scientific discovery may very well have begun within the confines of the university, the connection has been commonly perceived as having been severed by the changing nature of science during the Scientific Revolution. Historians such as Richard S. Westfall have argued that the overt traditionalism of universities inhibited attempts to re-conceptualize nature and knowledge and caused an indelible tension between universities and scientists. This resistance to changes in science may have been a significant factor in driving many scientists away from the university and toward private benefactors, usually in princely courts, and associations with newly forming scientific societies.

Other historians find incongruity in the proposition that the very place where the vast number of the scholars that influenced the scientific revolution received their education should also be the place that inhibits their research and the advancement of science. In fact, more than 80% of the European scientists between 1450-1650 included in the Dictionary of Scientific Biography were university trained, of which approximately 45% held university posts. It was the case that the academic foundations remaining from the Middle Ages were stable, and they did provide for an environment that fostered considerable growth and development. There was considerable reluctance on the part of universities to relinquish the symmetry and comprehensiveness provided by the Aristotelian system, which was effective as a coherent system for understanding and interpreting the world. However, university professors still utilized some autonomy, at least in the sciences, to choose epistemological foundations and methods. For instance, Melanchthon and his disciples at University of Wittenberg were instrumental for integrating Copernican mathematical constructs into astronomical debate and instruction. Another example was the short-lived but fairly rapid adoption of Cartesian epistemology and methodology in European universities, and the debates surrounding that adoption, which led to more mechanistic approaches to scientific problems as well as demonstrated an openness to change. There are many examples which belie the commonly perceived intransigence of universities. Although universities may have been slow to accept new sciences and methodologies as they emerged, when they did accept new ideas it helped to convey legitimacy and respectability, and supported the scientific changes through providing a stable environment for instruction and material resources.

Regardless of the way the tension between universities, individual scientists, and the scientific revolution itself is perceived, there was a discernible impact on the way that university education was constructed. Aristotelian epistemology provided a coherent framework not simply for knowledge and knowledge construction, but also for the training of scholars within the higher education setting. The creation of new scientific constructs during the scientific revolution, and the epistemological challenges that were inherent within this creation, initiated the idea of both the autonomy of science and the hierarchy of the disciplines. Instead of entering higher education to become a "general scholar" immersed in becoming proficient in the entire curriculum, there emerged a type of scholar that put science first and viewed it as a vocation in itself. The divergence between those focused on science and those still entrenched in the idea of a general scholar exacerbated the epistemological tensions that were already beginning to emerge.

The epistemological tensions between scientists and universities were also heightened by the economic realities of research during this time, as individual scientists, associations and universities were vying for limited resources. There was also competition from the formation of new colleges funded by private benefactors and designed to provide free education to the public, or established by local governments to provide a knowledge hungry populace with an alternative to traditional universities. Even when universities supported new scientific endeavors, and the university provided foundational training and authority for the research and conclusions, they could not compete with the resources available through private benefactors.

By the end of the early modern period, the structure and orientation of higher education had changed in ways that are eminently recognizable for the modern context. Aristotle was no longer a force providing the epistemological and methodological focus for universities and a more mechanistic orientation was emerging. The hierarchical place of theological knowledge had for the most part been displaced and the humanities had become a fixture, and a new openness was beginning to take hold in the construction and dissemination of knowledge that were to become imperative for the formation of the modern state.

By the 18th century, universities published their own research journals and by the 19th century, the German and the French university models had arisen. The German, or Humboldtian model, was conceived by Wilhelm von Humboldt and based on Friedrich Schleiermacher's liberal ideas pertaining to the importance of freedom, seminars, and laboratories in universities. The French university model involved strict discipline and control over every aspect of the university.

Until the 19th century, religion played a significant role in university curriculum; however, the role of religion in research universities decreased during that century. By the end of the 19th century, the German university model had spread around the world. Universities concentrated on science in the 19th and 20th centuries and became increasingly accessible to the masses. In the United States, the Johns Hopkins University was the first to adopt the (German) research university model and pioneered the adoption of that model by most American universities. When Johns Hopkins was founded in 1876, "nearly the entire faculty had studied in Germany." In Britain, the move from Industrial Revolution to modernity saw the arrival of new civic universities with an emphasis on science and engineering, a movement initiated in 1960 by Sir Keith Murray (chairman of the University Grants Committee) and Sir Samuel Curran, with the formation of the University of Strathclyde. The British also established universities worldwide, and higher education became available to the masses not only in Europe.

In 1963, the Robbins Report on universities in the United Kingdom concluded that such institutions should have four main "objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship."

In the early 21st century, concerns were raised over the increasing managerialisation and standardisation of universities worldwide. Neo-liberal management models have in this sense been critiqued for creating "corporate universities (where) power is transferred from faculty to managers, economic justifications dominate, and the familiar 'bottom line' eclipses pedagogical or intellectual concerns". Academics' understanding of time, pedagogical pleasure, vocation, and collegiality have been cited as possible ways of alleviating such problems.

A national university is generally a university created or run by a national state but at the same time represents a state autonomic institution which functions as a completely independent body inside of the same state. Some national universities are closely associated with national cultural, religious or political aspirations, for instance the National University of Ireland, which formed partly from the Catholic University of Ireland which was created almost immediately and specifically in answer to the non-denominational universities which had been set up in Ireland in 1850. In the years leading up to the Easter Rising, and in no small part a result of the Gaelic Romantic revivalists, the NUI collected a large amount of information on the Irish language and Irish culture. Reforms in Argentina were the result of the University Revolution of 1918 and its posterior reforms by incorporating values that sought for a more equal and laic higher education system.

Universities created by bilateral or multilateral treaties between states are intergovernmental. An example is the Academy of European Law, which offers training in European law to lawyers, judges, barristers, solicitors, in-house counsel and academics. EUCLID (Pôle Universitaire Euclide, Euclid University) is chartered as a university and umbrella organization dedicated to sustainable development in signatory countries, and the United Nations University engages in efforts to resolve the pressing global problems that are of concern to the United Nations, its peoples and member states. The European University Institute, a post-graduate university specialized in the social sciences, is officially an intergovernmental organization, set up by the member states of the European Union.

Although each institution is organized differently, nearly all universities have a board of trustees; a president, chancellor, or rector; at least one vice president, vice-chancellor, or vice-rector; and deans of various divisions. Universities are generally divided into a number of academic departments, schools or faculties. Public university systems are ruled over by government-run higher education boards. They review financial requests and budget proposals and then allocate funds for each university in the system. They also approve new programs of instruction and cancel or make changes in existing programs. In addition, they plan for the further coordinated growth and development of the various institutions of higher education in the state or country. However, many public universities in the world have a considerable degree of financial, research and pedagogical autonomy. Private universities are privately funded and generally have broader independence from state policies. However, they may have less independence from business corporations depending on the source of their finances.

The funding and organization of universities varies widely between different countries around the world. In some countries universities are predominantly funded by the state, while in others funding may come from donors or from fees which students attending the university must pay. In some countries the vast majority of students attend university in their local town, while in other countries universities attract students from all over the world, and may provide university accommodation for their students.

The definition of a university varies widely, even within some countries. Where there is clarification, it is usually set by a government agency. For example:

In Australia, the Tertiary Education Quality and Standards Agency (TEQSA) is Australia's independent national regulator of the higher education sector. Students rights within university are also protected by the Education Services for Overseas Students Act (ESOS).

In the United States there is no nationally standardized definition for the term university, although the term has traditionally been used to designate research institutions and was once reserved for doctorate-granting research institutions. Some states, such as Massachusetts, will only grant a school "university status" if it grants at least two doctoral degrees.

In the United Kingdom, the Privy Council is responsible for approving the use of the word university in the name of an institution, under the terms of the Further and Higher Education Act 1992.

In India, a new designation deemed universities has been created for institutions of higher education that are not universities, but work at a very high standard in a specific area of study ("An Institution of Higher Education, other than universities, working at a very high standard in specific area of study, can be declared by the Central Government on the advice of the University Grants Commission as an Institution 'Deemed-to-be-university'"). Institutions that are 'deemed-to-be-university' enjoy the academic status and the privileges of a university. Through this provision many schools that are commercial in nature and have been established just to exploit the demand for higher education have sprung up.

In Canada, college generally refers to a two-year, non-degree-granting institution, while university connotes a four-year, degree-granting institution. Universities may be sub-classified (as in the Macleans rankings) into large research universities with many PhD-granting programs and medical schools (for example, McGill University); "comprehensive" universities that have some PhDs but are not geared toward research (such as Waterloo); and smaller, primarily undergraduate universities (such as St. Francis Xavier).

In Germany, universities are institutions of higher education which have the power to confer bachelor, master and PhD degrees. They are explicitly recognised as such by law and cannot be founded without government approval. The term Universität (i.e. the German term for university) is protected by law and any use without official approval is a criminal offense. Most of them are public institutions, though a few private universities exist. Such universities are always research universities. Apart from these universities, Germany has other institutions of higher education (Hochschule, Fachhochschule). Fachhochschule means a higher education institution which is similar to the former polytechnics in the British education system, the English term used for these German institutions is usually 'university of applied sciences'. They can confer master's degrees but no PhDs. They are similar to the model of teaching universities with less research and the research undertaken being highly practical. Hochschule can refer to various kinds of institutions, often specialised in a certain field (e.g. music, fine arts, business). They might or might not have the power to award PhD degrees, depending on the respective government legislation. If they award PhD degrees, their rank is considered equivalent to that of universities proper (Universität), if not, their rank is equivalent to universities of applied sciences.

Colloquially, the term university may be used to describe a phase in one's life: "When I was at university..." (in the United States and Ireland, college is often used instead: "When I was in college..."). In Ireland, Australia, New Zealand, Canada, the United Kingdom, Nigeria, the Netherlands, Italy, Spain and the German-speaking countries, university is often contracted to uni. In Ghana, New Zealand, Bangladesh and in South Africa it is sometimes called "varsity" (although this has become uncommon in New Zealand in recent years). "Varsity" was also common usage in the UK in the 19th century.

In many countries, students are required to pay tuition fees. Many students look to get 'student grants' to cover the cost of university. In 2016, the average outstanding student loan balance per borrower in the United States was US$30,000. In many U.S. states, costs are anticipated to rise for students as a result of decreased state funding given to public universities.

There are several major exceptions on tuition fees. In many European countries, it is possible to study without tuition fees. Public universities in Nordic countries were entirely without tuition fees until around 2005. Denmark, Sweden and Finland then moved to put in place tuition fees for foreign students. Citizens of EU and EEA member states and citizens from Switzerland remain exempted from tuition fees, and the amounts of public grants granted to promising foreign students were increased to offset some of the impact. The situation in Germany is similar; public universities usually do not charge tuition fees apart from a small administrative fee. For degrees of a postgraduate professional level sometimes tuition fees are levied. Private universities, however, almost always charge tuition fees.

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A university ( Latin: universitas, 'a whole') is an institution of higher (or tertiary) education and research which awards academic degrees in various academic disciplines. Universities typically offer both undergraduate and postgraduate programs. In the United States, universities must offer graduate degrees; institutions offering only undergraduate degrees are colleges.

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1.-  What do you study?
2.- Does Ronaldo is soccer player?

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1.-  Do you have brother?
2.-  Where do you live?

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1- Does Raúl Garcia play the guitar?
2-  What do you do in the morning?

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1.Does he have brothers and sisters?
2.How does he play tennis?

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1- Does Carlos work in the city?
2- What time does Carlos go to work?

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Si sufres un accidente yendo al trabajo se considera accidente in itinere y puedes reclamar una indemnización por los daños y perjuicios si no eres responsable exclusivo, para lo que debes conocer qué hacer y cómo reclamar.

¿ Utilizas el coche, la moto o la bici para desplazarte de tu casa al trabajo y has sufrido un percance de circulación? ¿Viajas normalmente en autobús o metro cuando vas a trabajar y has sido víctima de un siniestro?

Los accidentes in itinere están a la orden del día, y son muchas las personas que se desplazan diariamente a su puesto de trabajo en un medio de transporte y están expuestos a tener un percance de circulación.

En DEMANDA TU LESION sabemos por los años que llevamos tramitando este tipo de siniestros que surgen muchas dudas en las víctimas, sobre los pasos a dar, a quien deben acudir, cómo gestionar la reclamación, y qué indemnizaciones les corresponden.

¿Cuándo se considera un accidente de trabajo in itinere? ➞ Requisitos

El Tribunal Supremo viene exigiendo una serie de requisitos que deben cumplirse para considerar un accidente in itinere, relacionado con la obligación de desplazarse para acudir al puesto de trabajo.

La Ley indica que este tipo de siniestro es el que le sucede a un trabajador en el trayecto que va de su casa al trabajo o del trabajo a su casa.
Pues bien, este tipo de situaciones cada vez son más aceptadas nuestros Tribunales en el sentido de considerarlos como accidentes in itinere.

Teleológico: significa que la finalidad principal y directa del viaje o desplazamiento está directamente relacionada con acudir al lugar de trabajo.

Geográfico: significa que el siniestro debe producirse durante el trayecto habitual y normal que tiene que realizar el trabajador desde su domicilio a su lugar de trabajo o viceversa.

Cronológico: indica que el siniestro se tiene que producir dentro del tiempo prudencial que normalmente se invierte en realizar ese trayecto, sin que el recorrido se altere por desviaciones por otros intereses del trabajador que rompan el nexo causal con la ida o la vuelta al trabajo.

Idoneidad del medio: es decir, que el trayecto se realice con un medio adecuado o idóneo de transporte.

Los requisitos de este tipo de siniestros, recogidos en el artículo 156.2 de la Ley General de la Seguridad Social son:

¿Qué hacer si sufro un accidente in itinere?

Lo primero que debes tener en cuenta es que debes actuar exactamente igual que en caso de un accidente de trabajo.

Paso 1: acreditar que se cumplen los requisitos de un accidente in itinere

Debe quedar claro que se cumplen los requisitos mencionados para considerarse el accidente como in itinere.

Paso 2: informar a la empresa

Por otro lado, debes informar a la empresa de lo ocurrido, y acudir a tu Mutua laboral para que te presten la asistencia sanitaria que corresponda.

Si te trasladan tras el siniestro a Urgencias de manera inicial, tendrás que acudir igualmente a la Mutua posteriormente.

Paso 3: buscar ayuda legal para reclamar la indemnización por daños y perjuicios sufridos

La reclamación de indemnización por un accidente in itinere tienen una serie de particularidades que los hacen diferentes a la reclamación derivada de un siniestro normal.

Por ello, y porque es necesario saber desde el principio los pasos que debes dar para que tu reclamación prospere con garantía, debes contactar cuanto antes con un abogado especialista en siniestros de tráfico.

Si tengo un accidente yendo al trabajo en coche, ¿debo solicitar indemnización laboral o de tráfico?

Debes solicitar ambas indemnizaciones, laboral y de tráfico, y esto es así porque has sufrido a la vez un accidente de circulación y uno laboral.

De esta manera y dependiendo de las circunstancias de cada caso, podrás reclamar una indemnización con cargo al Baremo de Tráfico (la derivada del siniestro de circulación en sí) y otra con cargo al Baremo de Lesiones Permanentes no invalidantes (la relacionada con el accidente de trabajo).

Indemnización por el accidente de circulación

El pago de los daños materiales (reparación del vehículo o pago del siniestro cuando el valor del arreglo supere su valor venal), así como cualquier objeto o elemento dañado (cascos de moto, indumentaria, maletines o mochilas, teléfonos o gafas, etc).

El pago de los daños personales o lesiones temporales, que incluye, en términos generales, el tiempo de curación desde el día del accidente hasta el alta médica (perjuicio personal básico y/o perjuicio personal particular), y la indemnización por las secuelas funcionales o estéticas que te queden tras la estabilización de lesiones, y que se valoran por separado.

El pago del perjuicio patrimonial, que se divide en lucro cesante (pérdidas económicas derivadas directamente del siniestro, que deben demostrarse documentalmente) y daño emergente (gastos que hayas tenido a consecuencia del mismo).

Se valora y cuantifica de conformidad con lo dispuesto en el Baremo de Tráfico, y dependiendo de los daños que hayas sufrido, la reclamación va a incluir:

Indemnización por el accidente laboral

En esta reclamación tomaremos como referencia el Baremo de Lesiones Permanentes no invalidantes, para la valoración de las posibles secuelas no incapacitantes que te queden a causa de las lesiones.

Si esas secuelas, por el contrario, sí que te incapacitan para hacer tu trabajo habitual, podrás pedir una incapacidad parcial, total, absoluta o una gran invalidez, dependiendo del tipo de daños que hayas tenido y las consecuencias físicas o psíquicas que hayan supuesto para tu persona tras recibir el alta por estabilización de las lesiones.

La cuantía de la prestación varía dependiendo de la base de contingencias que tengas y el tipo de incapacidad que te corresponda.

Y por último debes también comprobar si te corresponde indemnización por incapacidad permanente si tienes seguro de convenio en tu Convenio Colectivo.

En DEMANDA TU LESION conocemos todas las dudas que puedes tener cuando sufres un accidente yendo al trabajo, normalmente por desconocimiento, falta de información, y la propia situación derivada del trauma sufrido, que puede ser más leve, pero también grave o muy grave, con todo lo que ello implica.

Recuerda que desconoces qué puedes reclamar seguramente percibirás una indemnización inferior a la que deberían pagarte por los daños sufridos.

No olvides que el tiempo es un factor clave a la hora de gestionar este tipo de siniestros, por lo que si has sufrido un accidente yendo al trabajo con DEMANDA TU LESION para que nuestros abogados especialistas te den una primera valoración gratuita sobre tu reclamación.

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▷ ¿Qué Ocurre Cuando Tienes un Accidente Yendo al Trabajo?

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Si sufres un accidente yendo al trabajo se considera accidente in itinere y puedes reclamar una indemnización por los daños y perjuicios si no eres responsable exclusivo, para lo que debes conocer qué hacer y cómo reclamar. ¿ Utilizas el coche, la moto o la bici para desplazarte de tu casa al trabajo y has sufrido un percance de circulación?

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1. Does your father work in the afternoon?
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Colaboradores de los proyectos Wikimedia

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Bandera de España - Wikipedia, la enciclopedia libre

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1. Do you have a cat?
2. What do you do at the weekend?

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2. Where do you study English?

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1. Does he play basketball?
2. Do you drink wine?

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Típico balón de baloncesto

Un balón de baloncesto es una pelota esférica que se usa para jugar al baloncesto. Sus dimensiones y peso varían dependiendo de la categoría de los practicantes, estando entre los 56 cm de circunferencia para las categorías más pequeñas y los 74-76 en categorías absolutas masculinas. El estándar de un balón en la NBA es, por ejemplo, de 75 centímetros.​

Se usan diferentes cosas para diferentes grupos de edad y sexo.​ Los estándares comunes son:

Características

Los balones de baloncesto reglamentarios han de tener una capacidad de rebote de entre 120 y 140 centímetros cuando son soltados desde una altura de 180 centímetros.​

Balón histórico de baloncesto.

En los inicios del mes de diciembre de 1891, el director del departamento de educación física del School for Christian Workers (ahora Springfield College) en Springfield, Massachusetts, James Naismith, inventó un nuevo deporte que pudieran practicar a cubierto sus atletas en los meses de invierno. Naismith dividió su clase de 18 alumnos en dos equipos de nueve jugadores, y puso en marcha el primer partido de baloncesto de la historia, disputado con un balón de fútbol y dos cestos de melocotones a cada lado del gimnasio como canastas.

Los primeros balones de baloncesto se fabricaron de paneles de cuero cosidos juntos con una vejiga de goma dentro. Se les añadió un forro de tela al cuero para su soporte y uniformidad. En 1942 se inventó una versión moldeada del mismo. Desde 1967 hasta 1976, la American Basketball Association (ABA) usó un balón tricolor rojo, blanco y azul, que todavía suele verse en algunos diseños de balones de baloncesto. Durante muchos años, el cuero ha sido el material clave en su elaboración, sin embargo, a finales de los años 1990, se comenzaron a utilizar materiales sintéticos que han ido ganando aceptación en la mayoría de las ligas debido a su buen rendimiento en condiciones extremas.

Balón Spalding

Spalding fue la primera compañía en producir balones de baloncesto para uso oficial. El fundador de la empresa, A.G. Spalding realizó el primer balón específico para baloncesto en los últimos años del siglo XIX, a instancias del inventor del juego, James Naismith. Fue el balón oficial de la NBA entre 1983 y 2021. También produce los balones para la Women's National Basketball Association y la NBA Development League.

Molten GL7

Molten es una empresa japonesa dedicada al mundo del material deportivo, que actualmente provee de balones a las siguientes competiciones:

Todos los Campeonatos del Mundo de la FIBA así como sus fases de clasificación.

Todos los eventos de FIBA Asia.

La VTB United League.

Muchas ligas domésticas, como las de Australia, Argentina, Uruguay, British Basketball League, Francia (femenino), Grecia, Indonesia, Italia, Lituania, Filipinas, Polonia (femenino) y Portugal.

Hasta la temporada 2006-07, fue el proveedor de las competiciones organizadas por Euroleague Basketball, la Euroleague y la ULEB Cup (ahora Eurocup).

Balón Wilson Solution

Wilson Sporting Goods es la marca oficial de todos los torneos de postemporada de la NCAA, los más importantes los torneos de la División I de la NCAA masculino y femenino, además de ser usado por muchas de las universidades en sus partidos de temporada regular y por muchos institutos. Desde la temporada 2021-22 es el balón oficial de la NBA.​

Balón Nike 4005

Nike tuvo el contrato para proveer de balones a la Euroleague Basketball Company (incluyendo Euroleague y la Eurocup) desde 2007​ hasta 2012, cuando dicha organización regresó a Spalding. En Filipinas la NCAA y la UAAP usan el balón Nike 4005 Official Tournament.

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Balón de baloncesto - Wikipedia, la enciclopedia libre

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Un balón de baloncesto es una pelota esférica que se usa para jugar al baloncesto. Sus dimensiones y peso varían dependiendo de la categoría de los practicantes, estando entre los 56 cm de circunferencia para las categorías más pequeñas y los 74-76 en categorías absolutas masculinas.

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1- Does Vizacarra live in Chile?
2- Where does she work?

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Martín Alberto Vizcarra Cornejo OSP CYC [maɾˈtin alˈβeɾto βisˈkara koɾˈnexo] ( listen ); GColIH ( American Spanish: [a] born 22 March 1963)[2] is a Peruvian engineer and politician who served as President of Peru from 2018 to 2020. Vizcarra previously served as Governor of the Department of Moquegua (2011-2014), First Vice President of Peru (2016-2018), Minister of Transport and Communications of Peru (2016-2017), and Ambassador of Peru to Canada (2017-2018), with the latter three during the presidency of Pedro Pablo Kuczynski. The Peruvian Congress voted to impeach Martin Vizcarra in November 2020, removing him from the presidency.

In the 2016 general election, Vizcarra ran with the Peruvians for Change presidential ticket as candidate for first vice president and as Pedro Pablo Kuczynski's running mate. The ticket narrowly defeated Keiko Fujimori's Popular Force nomination. Vizcarra was sworn into office as president on 23 March 2018 following the resignation of President Kuczynski. Throughout his tenure, Vizcarra remained independent from political parties, promoted reforms against corruption in the legislative and judicial branches and vowed to not run for president when his term ends in 2021. Following what he described as a "factual denial of confidence" against his government, Vizcarra dissolved the Peruvian Congress on 30 September 2019 and, on the same day, issued a decree for legislative elections. The snap election for a new congress was held on 26 January 2020, with the legislature elected becoming opposition-led once again.

During the COVID-19 pandemic in Peru, Vizcarra instituted stay-at-home orders and issued relief funds, but existing inequality, overcrowding and a largely informal economy saw Peru being heavily affected by the pandemic. As a result, Peru's gross domestic product declined thirty percent, increasing political pressure on Vizcarra's government. In September 2020, Congress opened impeachment proceedings against Vizcarra on grounds of "moral incapacity", accusing him of influence peddling after audio recordings were released by an opposition legislator, but the process did not receive enough votes to remove him from office.

On 9 November 2020, the Peruvian Congress impeached Vizcarra a second time, after declaring him "morally incompetent"; he was removed from office. The President of Congress and opposition leader, Manuel Merino, succeeded him as President of Peru the following day. Vizcarra's impeachment incited the 2020 Peruvian protests, as many Peruvians and political analysts believed the impeachment was unsubstantiated, with several Peruvian media outlets labeling the impeachment a " coup".

Vizcarra was born in Lima, the son of César Vizcarra Vargas, who was an American Popular Revolutionary Alliance (APRA) member, and Doris Cornejo, an elementary school teacher. His father was mayor of Moquegua and a member of the Constituent Assembly of 1978. His family was based in Moquegua, but moved to Lima due to a pulmonary complication that put him on the verge of death at his birth. Vizcarra has stated that his father had a lasting impact on his life.

Vizcarra studied at the IEP Juan XXIII and the GUE Simón Bolívar, in Moquegua. For university education, Vizcarra graduated from the National University of Engineering in Lima in 1984 while also earning a degree in Management Administration from the School of Business Administration (ESAN).

His political ambitions began in his home region of Moquegua, where he ran as an independent affiliated with the APRA party for the governorship in 2006, narrowly missing election. In 2008, Vizcarra led protests, known as "Moqueguazo", surrounding unequal mining payments to the community. He travelled to Lima to mediate the crisis, explaining the payment issue to the Peruvian Council of Ministers who agreed to make necessary changes to laws surrounding the issue. This event inspired Vizcarra's further political ambitions.

In the 2010 regional elections, Vizcarra was elected to be Governor of Moquegua and served on that position from January 1, 2011 to December 31, 2014. During his tenure, social indexes improved and he avoided corruption issues, an achievement The Washington Post described as "one of the rare examples" in Peru. He also conciliated another mining conflict between mining company Anglo American and residents concerned about potential drinking water contamination by a proposed copper mine, playing a major role in settling the dispute. Vizcarra served as governor until the end of 2014.

Vice-presidency (2016-2018)

Vizcarra was elected into the office of First Vice President of Peru in 2016 general election, running beside Pedro Pablo Kuczynski of the Peruanos Por el Kambio party. Shortly after being elected, he was also tasked with serving as Minister of Transportation and Communications.

Minister of Transportation and Communications (2016-2017)

As Minister of Transportation and Communications, Vizcarra served for about one year. During a series of floods in late 2016 and early 2017 which devastated much of Peru, he was tasked with managing the crisis.

With allegations of bribery and bureaucracy plaguing the construction of the Chinchero International Airport in Cusco, Vizcarra cancelled many contracts until an investigation by the Comptroller's Office was completed. After facing complaints by political opponents and being summoned to provide hours of testimony surrounding the project, all while being tasked with providing reconstruction following the flooding that affected Peru, Vizcarra resigned his position as minister. Shortly after his resignation, the Comptroller General Edgar Alarcón recommended legal action against ten officials involved with the airport's construction.

Analysts stated that overall, Vizcarra's performance as minister was positive, but it was plagued by complications from the Fujimori family's political forces, known as Fujimoristas.

Ambassador to Canada (2017-2018)

After resigning from the previous ministry, he was appointed to be the Peruvian Ambassador to Canada, avoiding public attention. He only returned to Peru during the first impeachment proceedings against President Kuczynski, returning to Canada shortly thereafter.

President of Peru (2018-2020)

Following the resignation of President Kuczynski, Vizcarra returned to Peru to assume the presidency on 23 March 2018. Upon being sworn in, Vizcarra stated in regards to corruption, "we've had enough", promising to lead against such practices in the Andean nation.

Peruvian author and Nobel laureate in Literature Mario Vargas Llosa stated that Vizcarra's "credentials are pretty good" and that although other Peruvian politicians have faced political controversy, Vizcarra "has acted within the law". Vargas Llosa also noted that if Vizcarra's popularity were to increase enough, "then immediately in Congress, the Fujimoristas will forget their internal struggles and will probably make life difficult for him".

We must be responsible to leave a legacy to our children and the future generations of Peru.

-  Martín Vizcarra, 17 April 2018

On 17 April 2018, President Vizcarra signed the Law for Climate Change, allowing for more funding toward the Ministry of the Environment (MINAM) to monitor and combat climate change by analyzing greenhouse gas emissions while also creating a framework of inter-ministerial cooperation regarding the climate.

The signing made Peru the first country in South America to have a climate law, with Vizcarra stating that climate change could no longer be ignored and that the Government of Peru had an obligation to work together to provide a better environment for future Peruvians.

2018 Peruvian constitutional referendum

Following multiple corruption scandals facing the Peruvian government, on 28 July 2018, President Vizcarra called for a nationwide referendum to prohibit private funding for political campaigns, ban the reelection of lawmakers and to create a second legislative chamber.

The Washington Post stated that "Vizcarra's decisive response to a graft scandal engulfing the highest tiers of the judiciary ... has some Peruvians talking of a once-in-a-lifetime opportunity to restore integrity to public life and revive citizens' waning faith in democracy". Leftist lawmaker Marisa Glave, who was once a critic of Vizcarra, praised the move saying he had "connected with the people in a society that is both fed up with corruption but also deeply apolitical. It has put the Fujimoristas in check". Transparency International also praised the move, stating that "This is a very important opportunity, one that is unlike previous opportunities because, in part, the president appears genuinely committed".

Following the temporary detention of Keiko Fujimori, legislators belonging to American Popular Revolutionary Alliance and the Fujimorista-led Popular Force introduced a bill the following day on 11 October 2018 to remove Vizcarra's referendum proposals and to modify the referendum with their own suggestions to the public.

On 9 December 2018, Peruvians ultimately accepted three of four of the proposals in the referendum, only rejecting the final proposal of creating a bicameral congress when Vizcarra withdrew his support when the Fujimorista-led congress manipulated the proposals contents which would have removed power from the presidency.

In the Constitution of Peru, the executive branch can dissolve congress after a second vote of no-confidence. Under former president of Peru Pedro Pablo Kuczynski, the Congress of Peru made a no-confidence vote on 15 September 2017, resulting in the collapse of the Cabinet of Peru, the first vote of no-confidence during that current congressional body. Vizcarra enacted a constitutional process on 29 May 2019 that would create a motion of no confidence towards congress if they refused to cooperate with his proposed actions against corruption. For the next four months, congress delayed bills targeting corruption and postponed general elections proposed by Vizcarra.

Demanding reforms against corruption, Vizcarra called for a vote of no confidence on 27 September 2019, stating it was "clear the democracy of our nation is at risk". Vizcarra and the Inter-American Commission on Human Rights criticized congress for blocking a proposal for general elections while it quickly approved nominations to the Constitutional Court of Peru without investigating the backgrounds on nominees. Vizcarra sought to reform the Constitutional Court nomination process and congress' approval or disapproval of his proposal was seen "as a sign of confidence in his administration".

On 30 September 2019, congress named a new member to the Constitutional Court of Peru, who would most likely decide disputes between congress and the presidency, ignoring his proposal for reform. Vizcarra argued that the appointment by congress was the second act of no-confidence in his government, granting him the authority to dissolve congress. This act, as well as the months of slow progress towards anti-corruption reforms, pushed Vizcarra to dissolve congress later that day, with Vizcarra stating "Peruvian people, we have done all we could". Shortly after Vizcarra announced the dissolution of congress, the legislative body refused to recognize the president's actions, declared Vizcarra as suspended from the presidency and named vice president Mercedes Aráoz as the new president of Peru. Despite this, Peruvian government officials stated that the actions by congress were void as the body was officially closed at the time of their declarations.

By nightfall, Peruvians gathered outside of the Legislative Palace of Peru to protest against congress and demand the removal of legislators while the heads of the Peruvian Armed Forces met with Vizcarra, announcing that they still recognized him as president of Peru and head of the armed forces.

In January 2020, the Constitutional Court of Peru defended Vizcarra's actions, with four judges approving and three judges disapproving of the action. On 26 January 2020, a legislative election was held to replace the dissolved congress, with the previous Fujimorist majority being replaced with many centrist parties. Analysts Diego Pereira and Lucila Barbeito of JPMorgan Chase & Co described the new congress as being "even more antagonistic to the [Vizcarra] government than the previous one". According to Americas Quarterly, the four main right-wing parties of congress - Alliance for Progress, Podemos Perú, Popular Action and Union for Peru - feared Vizcarra's anti-corruption measures on campaign financing, political transparency and the participation of convicted persons in government.

During Vizcarra's tenure, Peru experienced the second-highest number of COVID-19 cases in Latin America, with 292,004 cases and 10,045 deaths as of 2 July 2020. Medical experts commented that the severity of the outbreak in Peru can be explained at least in part due to existing socioeconomic circumstances. Nearly one-third of Peruvians live in overcrowded homes and 72% have informal jobs, requiring them to work daily. Many Peruvians needed to travel daily to markets to purchase food since only 49% of households own refrigerators or freezers; even in urban areas it is only 61%. Banks also experienced crowding as relief recipients without bank accounts had to go in person to obtain their stimulus payments. Vizcarra's government has responded to the pandemic by maintaining a nationwide lockdown since 15 March 2020, with all businesses except pharmacies, food vendors, financial institutions, and health facilities being closed.

Peru's gross domestic product fell 30.2 percent in the second quarter of 2020 as a result of economic lockdown measures, the largest decline of all major economies, with many small service businesses that represent the majority of businesses of Peru's economy going bankrupt during the crisis. Employment also dropped 40 percent compared to the previous rate while the Peruvian government approved 128 billion PEN ($35.8 billion USD) of tax relief and low-rate business loans to deter further economic decline.

The impeachment processes were led by the imprisoned Antauro Humala and his Union for Peru (UPP) party, according to reports in Peru. Humala was sentenced to 19 years in prison following his Andahuaylazo uprising against President Alejandro Toledo that resulted in the deaths of police. From his cell, Humala reportedly orchestrated the impeachment process with members of congress and his UPP supporters. Edgar Alarcón, a UPP congressman and a close supporter of Humala, took charge with the impeachment processes against Vizcarra, making the charges that began both trials. Alarcón himself, according to Vice News, was protected from criminal charges of embezzlement and illicit monetary gains due to parliamentary immunity, charges that could have resulted with seventeen years in prison.

First impeachment trial (September 2020)

As Peru's economy declined due to the pandemic, Vizcarra faced increased political pressure from the newly inaugurated congress presided by Manuel Merino, with the majority of the legislative body being controlled by those opposing Vizcarra. Since early 2020, investigations began surrounding a contract for a little-known singer Richard Cisneros to perform speeches for the Ministry of Culture. It was alleged that an inexperienced Cisneros was able to receive payments totaling US$50,000 due to contacts in the Government Palace.

Investigators searched offices in the Government Palace on 1 June 2020 regarding the alleged irregularities. On 10 September 2020, opposition lawmaker Edgar Alarcon, who faced possible parliamentary immunity revocation related to alleged acts of corruption, released audio recordings purporting that Vizcarra acted with "moral incapacity". The recordings allegedly contain audio of Vizcarra instructing his staff to say that he met with Cisneros only on a limited number of occasions and audio of Cisneros saying that he influenced Vizcarra's rise to office and decision to dissolve congress.

Merino quickly initiated a movement to remove Vizcarra from office. As President of Congress, Merino would assume the presidential office if Vizcarra was vacated. Vizcarra responded to the release of the recordings, stating, "I am not going to resign. I am not running away" and that the "audios have been edited and maliciously manipulated; as you can see, they purposely seek to turn a job-related claim into a criminal or political act, wanting to take words out of context and intend to accuse me of non-existent situations. Nothing is further from reality".

On 11 September 2020, the Peruvian Congress voted 65-36 with 24 abstentions to open impeachment proceedings against Vizcarra for "moral incapacity". At least 52 votes in favor were needed to approve the opening of the impeachment proceedings. After reports emerged that Merino reportedly reached out to the Peruvian armed forces to support the process and was forming his own cabinet, support among lawmakers for impeaching Vizcarra decreased.

As scheduled, Vizcarra appeared in Congress on 18 September to defend himself and delivered a 20-minute speech after its session began. After a 10-hour debate, Congress voted 32-78 with 15 abstentions against removing Vizcarra from office, far from the 87 votes (out of 130) that were needed by the opposition to impeach him. Had Vizcarra already been impeached by that time, Merino would have already acted as interim leader until the current presidential term ends in July 2021.

Second impeachment trial (November 2020)

In a separate impeachment trial, lawmakers from nine opposition parties accused Vizcarra of corruption and mishandling of the COVID-19 pandemic in the country. He was also accused of accepting bribes from companies that won at least two public works contracts-one for a hospital and another for an irrigation project-during his term as governor of Moquegua Department. On 9 November 2020, a total of 105 members of Congress voted to remove Vizcarra from office, exceeding the 87 votes (out of 130) that were needed to impeach him. Vizcarra called the accusations baseless and false, but still accepted the vote by Congress and promised not to take any other legal action.

Thousands of citizens then gathered in protests against Vizcarra's impeachment. Manuel Merino, who succeeded him as president the following day, resigned on 15 November. Francisco Sagasti was made President of Congress on the 16th and thus succeeded Merino as President of Peru on 17 November per Peru's presidential line of succession, since both Vice Presidential positions were vacated by Vizcarra in 2018 and Mercedes Aráoz in May 2020.

Vizcarra announced on 27 November 2020 that he would campaign for a seat in congress for the 2021 Peruvian congressional election, joining the We Are Peru party, a party that voted for his removal just weeks before. The We Are Peru party's presidential candidate Daniel Salaverry welcomed Vizcarra to the party. If elected into congress, Vizcarra would obtain parliamentary immunity from the investigations that resulted with his removal from the presidency. When asked if attempting to avoid prosecution for corruption was his motivation to run for congress, Vizcarra stated "One of the flags that I am going to carry in this electoral process, to be fulfilled in Congress if elected, is precisely to completely reform the concept of parliamentary immunity, ... It cannot be that the Congress of the Republic has used parliamentary immunity".

During Vizcarra's inauguration ceremony, some Peruvians took to the streets to protest against the government, calling for the removal of all politicians. Weeks later, an Ipsos survey in April 2018 found that out of those asked Vizcarra had an approval rate of 57%, a disapproval rate of 13% while about 30% of respondents were undecided. A month later, Vizcarra's approval rating dipped to 52% according to a May 2018 Ipsos survey. By September 2018 after he had called for a referendum, thousands of Peruvians marched in support of his proposal and to protest against Congress, with Ipsos reporting that Vizcarra's approval rating reached a peak of 66% in December 2018.

Into 2019, Ipsos polls showed that support for Vizcarra began to decline early in the year, that his approval rating in April 2019 was at 44% compared to 45% disapproval and that approval ratings were higher among upper-income respondents compared to lower-income respondents. By the time Vizcarra dissolved congress, The Washington Post described him as "an unexpectedly popular president" as he dealt with "the monumental task of rooting out the South American nation's widespread corruption". After the dissolution of congress, Vizcarra's approval rating jumped from about 40% to 75% according to the Institute of Peruvian Studies (IEP), while 76% of respondents recognized him as the constitutional president of Peru. Another poll by Peruvian pollster CPI found 85.1% of respondents approved of Vizcarra and 89.1% recognized him as president.

Following Peru's 2020 legislative elections that replaced an unpopular congress, The Economist wrote "By championing the fight against corruption, Mr Vizcarra has achieved the rare feat for a Peruvian president of remaining popular". Americas Quarterly penned that Vizcarra had "overwhelming public support", but without a political party or allies in congress, his anti-corruption initiatives faced resistance.

Vizcarra is described as a centrist and he has attributed his political beliefs as stemming from his father, with Vizcarra saying that his guidance made him concerned about social issues. He values his ability to "know how to listen" and to "go step by step", with his supporters often describing him as a bridge builder who is able to mediate complicated situations. Left-wing parties applauded Vizcarra's anti-corruption efforts, his dissolution of congress and his attempts to move forward with general elections.

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Martín Alberto Vizcarra Cornejo OSP CYC [maɾˈtin alˈβeɾto βisˈkara koɾˈnexo] ( listen ); GColIH ( American Spanish: [a] born 22 March 1963)[2] is a Peruvian engineer and politician who served as President of Peru from 2018 to 2020.

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1) What does she do in the morning?
2) Where does she sleep?

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Best Sellers Amazon Basics New Releases Today's Deals Customer Service Books Registry Gift Cards Toys & Games Fashion Kindle Books Amazon Home Shopper Toolkit Pharmacy Sell Automotive Video Games Computers Home Improvement Coupons Beauty & Personal Care Smart Home Health & Household TV & Video Pet Supplies Handmade Baby Home Audio & Theater Disability Customer Support

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1- Does Paulo work in Sunarp?
2- Where does your brother live ?

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1- Does Messi live in Argentina?
2- WHAT TIME does your mother go to bed?

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Leo Messi, nacido en Rosario (Argentina) el 24 de junio de 1987, comienza su carrera deportiva en 1995 con el Newell 's Old Boys, donde juega hasta el 2000. Con 13 años cruza el Atlántico para venir a probar suerte en Barcelona y se incorpora al Club como infantil.

Desde entonces Messi tiene una progresión espectacular por las diferentes categorías (Infantil A, Cadete B, Cadete A, Juvenil A, Barça C, Barça B y primer equipo) en un tiempo récord. Durante el ejercicio 2003/04, Messi logra, con sólo 16 años, el gran sueño de debutar con el primer equipo en un partido amistoso ante el Oporto, que sirve para inaugurar el estadio Do Dragao.

Ya la temporada siguiente, el argentino se estrena oficialmente con el primer equipo, el 16 de octubre de 2004, en el derbi en Montjuïc que acaba con triunfo azulgrana (0-1). Su gran papel con el filial, junto con las graves lesiones de varios jugadores del primer equipo, permiten que Messi sea un jugador habitual en las convocatorias.

La temporada 2005/06 tiene lugar la explosión del argentino como jugador del primer equipo. Se exhibe en campos como el Santiago Bernabéu, en un memorable partido que termina 0-3, o Stamford Bridge, en los octavos de final de la Liga de Campeones contra el Chelsea, aunque una lesión muscular lo deja fuera en el tramo final de la competición.

Con la marcha de Ronaldinho en el verano de 2008, Messi se convierte aquella temporada en el crack indiscutible del Barça. Es la principal referencia ofensiva del Barça del Triplete y marca en las finales de Copa y de Champions. El argentino se va superando cada año y es decisivo para la consecución de los títulos que ha ganado el Club en los últimos años. Marca en las finales de Copa y de la Liga de Campeones de la temporada 2008/09, hace un gol con el escudo contra el Estudiantes de La Plata que da al Barça el primer Mundial de Clubes y marca también un golazo desde fuera del área en la final de la Champions en Wembley en 2011. En la temporada 2011/12, Messi anota en todas las competiciones que disputa el FC Barcelona y es clave para ganar, ese año, la Supercopa de España, la Supercopa de Europa, el Mundial de Clubes y la Copa del Rey, así como también la Liga de los 100 puntos de la temporada siguiente. La campaña 2014/15 es una de las más brillantes del astro argentino, que se convierte en uno de los grandes artífices del segundo triplete de la historia del Barça, gracias a sus 56 goles en las tres competiciones. El verano de 2018, Messi toma el relevo de Andrés Iniesta y se convierte en el primer capitán azulgrana y en el jugador con más títulos de la historia del Club con un total de 34. Messi se ha convertido en el segundo jugador de la historia del FC Barcelona en superar los 700 partidos y el primero en superar la barrera de los 600 goles con el FC Barcelona.

A título individual, Messi no ha parado de romper récords desde joven. En 2005 se convierte en el jugador más joven de la historia del Barça que marca en un partido de Liga, récord que rompe Bojan Krkic posteriormente. La temporada 2011/12 supera los 232 goles de César Rodríguez y se convierte en el máximo goleador en partidos oficiales de la historia del Club, y cierra el año con el récord de goles en un año natural (91 tantos) superando la cifra histórica de Gerd Müller (85 con el Bayern y Alemania 1972).

La temporada 2013/14 Messi se convierte en el máximo goleador de la historia del Club - incluyendo amistosos - con 371 goles sobrepasando así a Paulino Alcántara (369). El curso 2014/15 supera Telmo Zarra en convertirse en el máximo realizador de la Liga (la marca del delantero vasco era de 251 goles) y Raúl como máximo goleador de la Champions (el ex madridista había marcado 71 goles). Por otra parte, también rompe el récord de asistencias en la Liga que poseía Luis Figo (105) para convertirse en el jugador que más pases de gol ha hecho en toda la historia de la competición.

El palmarés individual del argentino es también extenso: Seis Balón de Oro, cinco veces máximo goleador de la Champions, dos temporadas Mejor Jugador de Europa de la UEFA, seis cursos Bota de Oro, seis campañas Pichichi de la Liga española, dos veces segundo en el FIFA Balón de Oro, FIFA Balón de Oro del Mundial 2014, FIFA World Player en 2009 y segundo en el FIFA World Player los años 2007 y 2008.

Messi es también el capitán de la selección argentina. En 2005 se proclama campeón del Mundial sub-20 en Holanda y es máximo goleador y mejor jugador del torneo. Esta es, sin duda, su consagración definitiva en el fútbol internacional con sólo 18 años. Con la absoluta ya ha disputado cuatro Mundiales (2006, 2010, 2014 y 2018). En el de Brasil de 2014, el argentino llega a la final del torneo, pero la derrota ante la Alemania de Joachim Löw le impide proclamarse campeón. Sin embargo, es elegido mejor jugador del Mundial. Messi también ha participado en tres Copas América (2007, 2011 y 2015). En esta última queda subcampeón tras perder en la tanda de penaltis contra la selección chilena, la anfitriona. En verano de 2008 participa en los Juegos Olímpicos de Pekín, de donde regresa con la medalla de oro bajo el brazo.

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Messi | Ficha completa del Delantero | Canal Oficial FC Barcelona

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Leo Messi, nacido en Rosario (Argentina) el 24 de junio de 1987, comienza su carrera deportiva en 1995 con el Newell 's Old Boys, donde juega hasta el 2000. Con 13 años cruza el Atlántico para venir a probar suerte en Barcelona y se incorpora al Club como infantil.