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  • Registered Users Posts: 169 ✭✭xfabgalx


    Yeah, if you dont mind, that'd be great.

    Have you read my spoiler by the way? I'll put up Dulce right now :)

    Dulce et Decorum est - Wilfred Owen
    • "Bent double"
    -hyperbole
    -tired
    -opposite to posters shown of strong men back then
    • "Knock-kneed"
    -not scared as they should be
    -exhausted
    • "Like Old beggars under sacks"
    -simile
    -how poorly they are
    -old and tired
    -weak and impoverished
    • "Coughing like hags"
    -sickly, ill, old
    -like old women who smoke heavily
    -witches
    -not image we think of when we imagine soldiers
    • "Cursed through sludge"
    -not gentleman-like behaviour
    -sludge makes hard to work
    -extremely difficult
    • "Haunting flares"
    -suggests ghostly nightmarish
    • "Distant rest"
    -although literally going back to place they can rest, sense of them wanting to die
    -thought of eternal rest seeming a long way off
    • "Men marched asleep"
    -obviously tired
    -rhythm of line mimics movement of men
    • "Lost boots"
    -essential part of uniform
    • "Blood shod"
    -no boots
    -men in absolute agony
    • All:
    -Lame (can't walk)
    -'blind' (can't see)
    -'deaf'
    -Loss of all main senses
    • Why
    - ironic;
    • gentle way gas shells drop
    • cause utter devastation
    • kill within seconds
    • 'hoots' make sound gentle, like owls etc

    -stanza shows men to be exhausted, the walking dead, barely alive and fit for nothing.
    -contradicts governments view
    • "Gas! Gas! Quick boys"
    -very dramatic departure from last stanza
    -hesitation equals death
    • "Ecstasy of fumbling"
    -interesting word
    -ecstatic normally means joyful, emotionally powerful in good way
    -how it applies:
    • perhaps soldiers thought this was something they had to move for even though they were tired
    • they're now alive, minds concentrating on task of fitting they're gas mask
    • "Flound'ring like a man in fire or lime"
    -Owen had religious upbringing, taught about burning in hell
    -soldier is in hell, being burned
    • "As under a green sea, I saw him drowning"
    -drowning:
    • gas mask on, he appears underwater, like swimming goggles
    • green gas makes outside look like sea
    • man is drowning in his own blood
    -moved in time: present
    -can't stop thinking about him,
    • "in all my dreams"
    -'plunges' - extended metaphor of drowning
    • 'guttering, choking, drowning'
    - 3 violent verbs describe how disgusting this death is

    Third stanza lays down direct challenge to those who think they are brave.
    • "If ..... you too"
    -this part is about what you would see
    -dreams he has are described as 'smothering'
    • because of how he died: gas, smoke
    • "Flung him in"
    -like a piece of meat
    • "watch the white eyes writhing in his face"
    -lots of repetition of vowel sounds - assonance here
    • great emphasis
    • helps flow
    • "Like a Devil's sick of sin"
    -why would devil be sick of sin?
    -image so grotesque
    -intensely disgusting that even the devil feels ill
    -does it show soldier is in a living hell where God can't help him?
    "If you could hear"
    -aural section
    • challenge is for you to have no feelings when you hear the blood in the 'froth-corrupted lungs'
    • "Obscene as cancer"
    -vile image
    • "Bitter as cud"
    -cud is when stomach regurgitates what you have eaten and then you eat it again
    -comparison (simile), bitter
    • "Vile, incurable sores on innocent tongues"
    -closely links with next line and previous
    -as well as man drowning in vile way, in own blood
    • "Dulce et"
    saying comes from innocent mouths who haven't seen reality of war
    • "Noble jest"
    -seemingly an oxymoron
    -not funny nor noble
    • "Children"
    -soldiers are young
    -more ambitious for instant glory
    • End with powerful statement;
    -its a LIE.
    -impact
    • Poem:
    • Does it rhyme?
    -yes
    -see what words rhyme for effect
    • Does it have rhythm?
    -yes
    -in iambic pentameter


  • Registered Users Posts: 175 ✭✭iliketwixbars


    xfabgalx wrote: »
    Have you read my spoiler by the way? I'll put up Dulce right now :)

    Yup I did :P

    Thanks for the poem notes, they are brilliant. Did you make them??


  • Registered Users Posts: 169 ✭✭xfabgalx


    Yup I did :P

    Thanks for the poem notes, they are brilliant. Did you make them??

    I took into consideration some teacher's notes and other notes and made them easier to understand and with more detail. I went through each line and marked in loads of techniques but I outlined most important ones, in my opinion.
    Okay so I'll go ahead with the essays then with that in mind?


  • Registered Users Posts: 175 ✭✭iliketwixbars


    xfabgalx wrote: »
    Okay so I'll go ahead with the essays then with that in mind?

    That'd be great, thanks.


  • Registered Users Posts: 169 ✭✭xfabgalx


    That'd be great, thanks.

    People in History

    A named Renaissance artist from Italy.

    Michelangelo Buonarroti

    At the age of 13:
    • Michelangelo became an apprentice of Ghaliendo - a master-painter
    • Moved
    • Studied at the school for sculptors
    • Learned fresco and sculpting

    At 24:
    • Went to Rome
    • Sculpted one of the most famous statues, Pietà:
    • Statue of Mary holding Jesus' body after crucifixion
    • People amazed by:
    • detail
    • realism
    of his work.

    Back in Florence:
    • Carved statue of David
    • Nearly 5m tall
    • Carved for his city
    • Spread his fame across Italy

    In 1805:
    • Pope Julius II ordered Michelangelo to Rome
    • To build his huge tomb
    • Construction wasn't finished
    • Completed 1 of 40 statues planned

    Sistine Chapel:
    • Decorated it
    • Lay on his back to paint huge ceiling
    • fresco consists of over 300 individual figures
    • Took 4 years to finish

    St. Peter's Basilica:
    • Appointed to build
    • Based construction of dome on Brunellichi's dome in Florence
    • Never did finish it as he died

    Finishing paragraph:
    • Michelangelo is one of the most influential artists of his time
    • Called him 'the divine'
    • Marvelled at his:
    • realism
    • creativity
    • terriblia - frightening creativity.


    Exam guidelines:
    Page to page and a half
    10 well developed, relevant points


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  • Moderators, Category Moderators, Education Moderators Posts: 27,088 CMod ✭✭✭✭spurious


    As someone who has corrected JC History, I can tell there is no need for all that information to get full marks on a 'people in history' question.
    Some of the top-scoring students write WAY too much in their answers.


  • Registered Users Posts: 169 ✭✭xfabgalx


    spurious wrote: »
    As someone who has corrected JC History, I can tell there is no need for all that information to get full marks on a 'people in history' question.
    Some of the top-scoring students write WAY too much in their answers.

    I learn this information for the essay and for the course in general i.e. short questions and that.
    I also forget some of the information. The guideline is to write between a page and a page and a half. This is a page exactly.


  • Registered Users Posts: 169 ✭✭xfabgalx


    People in History

    A named religious reformer.

    Martin Luther.
    • Born in Saxony, Germany
    • Studied law at local university
    • Became interested in religion
    • after a near-death experience in terrible storm:
    • left law
    • studied theology
    • at monastery
    • became an Augustinian friar
    • Also became parish priest in Wittenberg and professor
    • Visited Rome
    • Appalled at luxurious lifestyle of clergy
    • believed impossible to avoid sin
    • Read in St. Paul something that was turned to:
    • 'Justification by faith alone'.
    • enormous amount of money need to rebuild St. Peter's Basilica
    • Pope Leo X asked followers to pay contributions:
    • indulgences
    • shocked people would buy way into heaven
    • Dominican friar, John Tetzel
    • appointed to sell indulgences in Wittenberg
    • outraged
    • wrote list of 95 theses against Catholic Church
    • translated and thousands of copies issued
    • Pope issued bull, Exurge Domine
    • Did not recant after 60 days given
    • outlawed
    • burned papal bull in front of crowds
    • Frederick of Saxony or "the wise, local prince
    • supported Luther's ideas:
    • Justification by faith alone
    • Study Bible closely
    • 2 sacraments; Baptism and Eucharist
    • Followers: Lutherans
    • became known as Protestants
    • Diet of Worms, 1521
    • Luther argued his ideas
    • excommunicated
    • Frederick took Luther to his castle
    • Developed his ideas and translated Bible there
    • Went to Wittenberg, finally
    • continued his work
    • During 1520s lots of meetings held
    • discussions of matter and ideas
    • Princes of towns joined together
    • formed alliance called the "Schmalkaldic League"
    • wanted to choose religions of their area
    • started a war
    • lasted from 1540-1555
    • Last Paragraph:
    • Set up own religion.
    • And At Peace of Augsbourg:
    • decided prince's could choose religion of people in their area.



    Exam guidelines:
    Page to page and a half
    10 well developed, relevant points


  • Registered Users Posts: 175 ✭✭iliketwixbars


    spurious wrote: »
    As someone who has corrected JC History, I can tell there is no need for all that information to get full marks on a 'people in history' question.
    Some of the top-scoring students write WAY too much in their answers.

    But going by the marking schemes, it looks like you only get marks for very specific things, i.e. no marks are awarded for things that don't have real historical significance.

    Could you give an example of say what does get marks and what doesn't?

    For example, say if I was writing an answer to "A Factory Worker in Industrial Britain" and I wrote about this workers living conditions at home, would I get marks for that?


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    heyas :)
    can i please have history study notes about

    -WW2 + cold war
    -Mussolini
    -monasteries
    -Plantations

    please? :)


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  • Registered Users Posts: 217 ✭✭IceCreamGirl


    okay nevermind i just remembered i bought Revise Wise and Less Stress More Success for history. my bad.


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    Church and monastery architecture
    1.Church architecture - Romanesque
    - The features of Romanesque churches included rounded arches, square towers, thick walls and thick pillars.
    -Example: Cormac's Chapel, Cashel, Co Tipperary

    2.Church architecture - Gothic
    -The features of Gothic churches included spires, buttresses, flying buttresses, rose windows and lancet windows.
    -Examples: Christ Church Cathedral, Dublin; St Patrick's Cathedral, Dublin; St Canice's Cathedral, Kilkenny

    3. Monastery architecture
    A medieval monastery typically included a church, a refectory, a dormitory, a chapter house, a scriptorium and a cloister.


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    People in History

    Leonardo da Vinci. handsome fella ;)

    1. born near Florence. He was apprenticed to Master Verrocchio.

    2. worked for the ruler of Milan, designing fortifications.

    3. painted The Virgin of the Rocks on canvas. He used sfumato style in his painting.

    4. Da Vinci painted The Last Supper on a dining room wall of a monastery in Milan. It was not a true fresco because da Vinci used oil painting.

    5. He kept notebooks containing his ideas and studies.

    6. He studied engineering, astronomy and geology. He also studied human anatomy by dissecting dead bodies.

    7. He designed machines such as a helicopter and a tank.

    8. He painted the Mona Lisa in Florence.

    9. He died in France.

    What is sfumato?
    Sfumato is a painting technique which Leonardo used to blur the outlines of figures and blend them into their surroundings.
    Example: Leonardo's painting the Mona Lisa.


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    May I please know which march did Mussolini not go on? :)


  • Moderators, Category Moderators, Education Moderators Posts: 27,088 CMod ✭✭✭✭spurious


    But going by the marking schemes, it looks like you only get marks for very specific things, i.e. no marks are awarded for things that don't have real historical significance.

    Could you give an example of say what does get marks and what doesn't?

    For example, say if I was writing an answer to "A Factory Worker in Industrial Britain" and I wrote about this workers living conditions at home, would I get marks for that?

    Yes you would, unless it specified in the question that you were to write about the worker's working conditions.

    If, on the other hand, you veered off into a tale of how the factory owner made his fortune, then you wouldn't.

    e.g.
    My name is Tom, last year I moved from the country to the town as we were not needed to work the harvest becasue of the new machines.

    (1 SRS - underlined) - This would get marks.

    My name is Tom, my wife is Mary, I work in a factory. We have four kids and life is very hard.

    This would not get any marks as it is.
    It is too waffly.


  • Moderators, Category Moderators, Education Moderators Posts: 27,088 CMod ✭✭✭✭spurious


    xfabgalx wrote: »
    The guideline is to write between a page and a page and a half. This is a page exactly.

    Guideline or not, it is marked according to the SRSs in it.
    Only 8 SRSs are needed for a full mark answer.

    I have seen answers 12 lines long that got full marks.


  • Registered Users Posts: 169 ✭✭xfabgalx


    People in History

    Leonardo da Vinci. handsome fella ;)
    Hey IceCreamGirl 




    It was called the March on Rome.

    Indeed! ;)
    Plus, does anyone need notes for English? - such as poems i.e. William Wordsworth or drama - I also have a good collection of sample answers in Irish.


  • Registered Users Posts: 169 ✭✭xfabgalx


    Jamez735 wrote: »
    Thanks for the religion, any more? ;)

    Religious Morality

    • Morality: The basis on which a person makes moral choices, i.e. between right and wrong, good and bad
    • Moral person: A person who knows the difference between right and wrong and chooses right
    • Immoral person: Someone who knows the difference between right and wrong and does wrong

    Choice=Action=Consequences -> negative and positive -> affects relationships
    • Influence: something that affects a person's behaviour/decisions
    • Society: connection that exists between people when they share an outlook and way of life
    • (Lots about influences in other post i.e. family, friends/peers, religion, state, school).
    Moral Vision
    • A moral vision is based on the common good
    • A religious moral vision (RMV) is based on religious beliefs
    • Religious faith underlies the laws and moral code of faith community
    • Having a RMV is about knowing and doing what God wants
    Religious Moral Vision: this is awareness of what is right and wrong, as revealed by the sacred texts or founder of a community of faith

    Moral Vision of Christianity
    • God made us with the freedom to choose between good and bad
    • At the heart of Christian morality is love: Jesus said -> 'Love one another as I have loved you'.
    • Christian moral vision involves forgiveness
    • RMV should be guided by sacred scripture (10 Commandments)
    A moral code is based on a moral vision

    The 10 Commandments
    • The basis of the moral code that Jesus grew up with
    • They gave guidance in how people should live in a right relationship with each other and with God
    Examples:
    • You shall not steal
    • You shall not kill
    • You shall not take the name of the lord your God in vain
    • I am the Lord your God: You shall not have strange gods before me
    • etc.

    Stages of Moral Growth

    1.Moral Immaturity
    • We are very young and only do the right thing if we benefit from it
    • Self-centred and selfish
    • Decisions are not based on what is right or wrong

    2.Moral Steps
    • Decisions are made to avoid punishment or out of fear of punishment

    3.Moral Sheep :cool:
    • We need peer approval and decisions are based on wanting to be liked by others
    • We become aware of the positive and negative consequences of our actions
    • Most Teenagers

    4.Moral Society
    • Influenced by society and promoting behaviour for the common good of all
    5.Moral Maturity
    • When a person upholds the values of justice, peace, respect, truth, love and forgiveness
    • People at this stage have an informed moral vision which guides their decisions
    • Conscience: the ability to judge the best thing to do when free to choose

    Decision-Making
    • Morally mature people use the D.E.C.I.D.E. process;
    • D-> Define the facts and info
    • E-> Listen to the voice of experience
    • C-> List all possible consequences
    • I-> Listen to your inner self (conscience, faith, etc)
    • D-> Decide the best possible outcome and go through with action
    • E-> Evaluate and reflect on your decision and learn from experience!

    Euthanasia as a conflict between the State and Religion
    • Euthanasia means good death. It refers to the practice of ending a life in a painless manner.
    • Can be accomplished in an Oral, intravenous (known as IV), or intramuscular administration of drugs.
    • assisted-suicide is the process by which an individual who is incapable is provided with the means to die from suicide.
    • Euthanasia includes acts which are performed by people other than the patient

    Arguments for:
    • autonomy: every person has the right to make personal and private decisions about their own lives
    • Euthanasia: allows patients to die with dignity
    • Utility: allows greatest good for the greatest number of people because:
    • the patients suffering is removed
    • family can grieve properly
    • medical staff can avoid grief and stress
    • very high costs of terminal care for patient are removed
    • quality over quantity: human life is sacred and it should not be degraded by reducing the quality of life for extending quantity of life.

    Arguments against:
    • Euthanasia wouldn't be only for people who are terminally ill
    • it will become a means of health care cost containment
    • it will become non-voluntary
    • it is a rejection of the importance and value of human life
    • -The Church says...
    • the Christian teaching condemns euthanasia as a "crime against life". The teaching of the Christian Church on euthanasia rests on several core principles including the sanctity of human life, the dignity of the human person.
    • -The State says...
    • euthanasia is illegal in Ireland: this shows the Church's power over law

    Social Justice
    • Justice: fairness and respect which leads to good relationships
    -right relationships with other people no matter who they are
    -to be denied one's human rights is to be denied justice
    • We live in an unjust world
    • Our world is divided by enormous wealth on the one hand and great poverty on the other

    Why would a Christian work for justice?
    • Christians believe that it is their religious duty to work for social justice. They would work for social justice to live as Jesus wanted
    • This means helping to eradicate poverty and the unfair distribution of global wealth
    • Justice is at the heart of Jesus' message, "Love God with all your heart ... and love your neighbours as yourself."
    • When faced with the moral issue of social justice, Christians should ask themselves, "if I do this will I be showing that I love God/my neighbour?"
    Exam question:
    Describe the work for justice being done by members of a world religion.
    • Who works for justice?
    Trocaire in Christianity
    • It is a church organisation part of the Catholic Church
    • Works for justice and peace in the world and it wants to make everyone aware of poverty
    • It was set up in 1973
    • Trocaire = Compassion
    • Their Inspiring Vision: It is inspired by Scripture and Gospel values
    • Its vision for the future is for:
    • a just world - equality
    • people's dignity to be protected
    • human rights to be respected

    Sin and forgiveness
    • sin: an offence against God. Turning away from a relationship with God and others
    • judgement: a decision about someone or something, usually arrived after careful consideration
    • forgiveness: the act of pardoning, excusing or making allowances for an offence

    The Sacrament of Reconciliation
    • offers the possibility of restoring broken relationships

    4 elements
    • Contrition - must be very sorry for sinning
    • Confession - must confess their sins
    • Absolution - receives forgiveness
    • Satisfaction - priest gives person an act of penance

    Parable of the Lost Sheep
    What does this parable reveal about sin and forgiveness?
    The meaning of this parable is that if one person loses their faith in God (sins), He will always watch over you and when you regain your faith (confess sins), He will welcome you back.
    • God = shepherd
    • 99 sheep = non-sinners
    • Lost sheep = sinner
    Glencree Centre for Reconciliation
    • The Ecumenical Movement - purely Christian movement to promote unity between all Christian Churches.

    Stewardship and morality
    • State Law and Morality
    • Pluralism: a state of society where the views of people of all traditions are tolerated
    • Religious fundamentalism: literal take on scriptures and teachings. Rejects attempts to update or modernise the way in which Community belief is expressed


    That's all I've got :P


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    xfabgalx wrote: »
    Hey IceCreamGirl 




    It was called the March on Rome.

    Indeed! ;)
    Plus, does anyone need notes for English? - such as poems i.e. William Wordsworth or drama - I also have a good collection of sample answers in Irish.

    thanks fabgirl ;)


  • Registered Users Posts: 169 ✭✭xfabgalx


    Who was Wolfe Tone?

    Picture-of-Theobald-Wolfe-Tone.jpg

    • Theobald Wolfe Tone became one of the main organisers of the 1798 rebellion
    • Protestant - not a member of Protestant Ascendancy
    • Became a barrister
    • saw how unfair political system was in Ireland
    • Heavily influenced by French revolution:
    • French people removed their king from power
    • Replaced king with a democratically elected assembly
    • Wrote to a group of Belfast Presbyterians who were looking to change political system also
    • Asked for help in getting rid of Penal laws, refused
    • Wrote pamphlet saying why Presbyterians and non-ascendancy Protestants should help Catholics
    • He was to become a member of the Catholic Committee

    Who were the United Irishmen?
    • Belfast Presbyterians impressed with Tone's pamphlet
    • Formed Society of United Irishmen to:
    1) Encourage all Irish people to ask for political change
    2) Reduce British power in Ireland
    3) Achieve its aims peacefully.
    • The British outlawed the United Irishmen when heard reports if Tone speaking with French spy.
    • Forced to leave Ireland for America
    • United Irishmen became secret society, determined to gain independence by any means necessary
    Why did Tone go to France?
    • Tone knew they would need outside help to fight against British
    • Went to France to ask for an army
    • Given 43 ships and 15000 soldiers under command of General Lazare Hoche
    • Arrived at Bantry Bay, Co Cork in December 1796
    • Unable to land bad weather
    • Expedition called off and returned

    How did the British react?
    • Shocked at almost-invasion
    • Treated Irish cruelly:
    • Pitch-capping
    • Half-hanging
    • Anyone suspected of being a rebel was arrested and tortured
    • Spies gained intelligence of United Irishmen - reported activities
    • One was Thomas Reynolds, Tone's brother-in-law


    What took place during the rebellion in Leinster?

    Many of the leaders of the United Irishmen were arrested because of spies
    Rebellion in Leinster continued despite this
    However, they were defeated easily - many executed

    How did the rebellion in Wexford progress?
    • Rebels in Wexford enjoyed initial victories at Oulart Hill and Wexford Town
    • Outnumbered British
    • Divided forces in two
    • One to New Ross
    • One to Dublin
    • Defeated
    • Over 100 Protestants, including women and children. burned to death at barn at Scullabogue by rebels
    • British burned rebels field hospital at Vinegar Hill in revenge
    • Rebel leaders such as Fr John Murphy and Bagenal Harvey were executed
    1805.jpg


    What happened in the rebellion in Ulster?
    • Many Presbyterian United Irishmen refused to take part in the rebellion after hearing about Scullabogue
    • Henry Joy McCracken had rebels with victories of Randalstown and Ballymena.
    • Defeated at Antrim town
    • McCracken was executed

    Henry Joy McCracken:
    heri%20joy242.jpg
    • Henry Munro led rebels in Down to victory at Saintfield
    • defeated at Ballinahinch
    • Munro executed but men allowed to go free

    What help did the French give in 1798?
    • Tone secured French help in August, just over 1000 soldiers
    • landed at Killala co. Mayo
    • Gained initial victory at Ballinamuck
    • Irish rebels executed while French returned safely

    What happened to Wolfe Tone?
    • Captured off coast of Lough Swilly co Donegal with army of 3000 French soldiers
    • French allowed to go free, Tone imprisoned in Dublin
    • Sentenced to hanging but wanted to be shot like a soldier
    • Denied this, Tone cut his throat and died a week later
    Who was Robert Emmett?
    • Led a rebellion in Dublin in 1803, executed

    Results if 1798 Rebellion
    1. Over 50000 rebels died in fighting
    2. In 1800 the Act of Union abolished Irish Parliament. All laws and taxes on Ireland were made at Westminster
    3. Future Irish rebels would be influenced by the ideas of Wolfe Tone (1848, 1916, 1918-20)
    4. Other Irishmen used Parliament to try to improve the Irish situation (Daniel O'Connell, Charles Stewart Parnell)
    5. The 1798 rebellion ended any hope of Protestants and Catholics for Irish independence. Protestants wished to remain united with Britain (Unionists)


    None of the images used are mine. :P


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  • Registered Users Posts: 3,232 ✭✭✭Bazinga_N


    xfabgalx wrote: »
    Hey IceCreamGirl 
    Plus, does anyone need notes for English? - such as poems i.e. William Wordsworth or drama - I also have a good collection of sample answers in Irish.

    What notes do you have from English? :)


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    Can i please have notes on
    -packaging and convenience foods
    - coeliac disease
    -classification of protein and pastry
    -design a base ball out fit
    -heart, conory, heart disease, etc
    -heat transfer
    -buying in goods
    -ovens
    -guidelines for looking after electricity in the home
    -credit
    -convenience food
    -addictive foods
    -use of colours in the home

    please? <3


  • Registered Users Posts: 169 ✭✭xfabgalx


    Can i please have notes on
    -packaging and convenience foods
    - coeliac disease
    -classification of protein and pastry
    -design a base ball out fit
    -heart, conory, heart disease, etc
    -heat transfer
    -buying in goods
    -ovens
    -guidelines for looking after electricity in the home
    -credit
    -convenience food
    -addictive foods
    -use of colours in the home

    please? <3

    I have loads of them notes :)
    Im guessing you don't have your book?

    Will put up those notes soon as well.

    English: Notes on Daffodils by Wordsworth, I already put up Dulce.
    Romeo and Juliet: relationship, fight scenes
    media studies
    functional writing
    all that kind of thing


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    xfabgalx wrote: »
    I have loads of them notes :)
    Im guessing you don't have your book?

    Will put up those notes soon as well.

    English: Notes on Daffodils by Wordsworth, I already put up Dulce.
    Romeo and Juliet: relationship, fight scenes
    media studies
    functional writing
    all that kind of thing

    oh my god. you're a LIFE SAVER. :D
    sorry but can you put the Home Ec. notes up as soon as possible please cause it's the first paper on this coming monday


  • Registered Users Posts: 169 ✭✭xfabgalx


    oh my god. you're a LIFE SAVER. :D
    sorry but can you put the Home Ec. notes up as soon as possible please cause it's the first paper on this coming monday



    Yep will do soon :) will edit this post


  • Registered Users Posts: 217 ✭✭IceCreamGirl


    Business
    does anyone have study notes on..
    -The Accounts
    -Business Documents
    -how to process a receipt and credit note
    -business finance and banks
    -CV's and employment
    -delivery systems
    -finance
    -banking
    - (writing a report) difference between private limited company and sole trader under these topics ''liabilities'' ''profit'' and one other


  • Registered Users Posts: 169 ✭✭xfabgalx


    People in history - A person living in Southern Ireland during the emergency (2009)
    anyone have this? Not in my (really bad) history book.


  • Registered Users Posts: 293 ✭✭0000879k


    Important Romeo and Juliet quotes?


  • Registered Users Posts: 169 ✭✭xfabgalx


    0000879k wrote: »
    Important Romeo and Juliet quotes?

    Learn about 10 quotes per character if you want to be prepared - and from dramatic scenes. For example;

    "O happy dagger! this is thy sheath; there rust, and let me die." - Juliet says this when she sees Romeo dead. She is quick to act when she sees the dagger. Admired because of courage. Willing to endure the pain.


    Mostly learn the quotes that seem to stick out to you. Another example:

    "I'll look to like, if looking liking move" - Juliet is obedient to her mother. She does not promise to marry Paris but agrees to try to get to know him for love.


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  • Closed Accounts Posts: 30 fannyadams


    0000879k wrote: »
    Important Romeo and Juliet quotes?

    My English teacher has corrected the Junior Cert English exams every year since 2004. She said there is actually no need to be able to quote from Romeo and Juliet just to be able to refer. For example "We see this when Romeo is challenged by Tybalt to a brawl on the streets of Verona" instead of a quote. She said it is much easier and no marks go for quotes anyway :) Also I am terrible at English I got 57% in the mocks and at that I learned off an essay that was written in a previous Junior Cert English exam. I got 60 out of 70 marks for it. Do ye think if I learned that essay off I would get away with it in the real exam in June? :confused:


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