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Notes etc. - Do not post copyright material

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Comments

  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    RML wrote: »
    Thank you Aine. :)

    No problem. They're all the poetry notes I have typed so far. I have about 4 more poems but I keep forgetting to bring them home with me.


  • Registered Users, Registered Users 2 Posts: 3,111 ✭✭✭peanuthead


    Can I just say fair play to you all for swapping notes. This is great to see!!

    So many people hoard stuff to themselves these days - well done!! :)


  • Registered Users Posts: 439 ✭✭RML


    do you make these notes by yourself ?


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    peanuthead wrote: »
    Can I just say fair play to you all for swapping notes. This is great to see!!

    So many people hoard stuff to themselves these days - well done!! :)

    Well when we're done with them, may aswell let someone else get some use out of them.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    RML wrote: »
    do you make these notes by yourself ?

    No:o. They're all stuff that we've taken down from teachers or sheets that we've been given.


  • Registered Users Posts: 439 ✭✭RML


    No:o. They're all stuff that we've taken down from teachers or sheets that we've been given.


    Well, your teachers atleast does that...:eek:
    We never do that kind of notes:(...

    I've to say they are very good and well worth it.:D


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    RML wrote: »
    Well, your teachers atleast does that...:eek:
    We never do that kind of notes:(...

    I've to say they are very good and well worth it.:D

    Most of them are from our old English teacher. She's either coming back on Monday or in two weeks, so rumour has it.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    The last section fo my English poetry notes:

    A Christmas Childhood
    Patrick Kavanagh
    Section I
    · This poem deals with the magic, mystery and innocence of childhood. It describes how the most ordinary, everyday things can appear wonderful to children.
    · Kavanagh recalls sights and sounds from his own childhood that filled him with wonder. He remembers the following things:
    - white frost on one side of the potato pits
    - the musical sounds of the paling post
    - a ray of light beaming between bales of hay and straw
    - tracks made by cattle
    - “a green stone lying sideways in a ditch”
    • Kavanagh can remember what it felt like to be a child, a “gay garden”, a happy and innocent time filled with wonder. He believes that in the eyes of a child, “any common sight” can be “transfigured” or filled with mystery and beauty.
    Section II
    • The poet remembers a particular Christmas morning from his childhood. We know it is very early as the stars are still in the sky. It is so cold that ice has formed in the potholes.
    • The poet specifically remembers his father playing the, melodeon and his mother milking the cows.
    • The poet conveys something of the anticipation and excitement that he felt on that morning: “as I pulled on my trousers in a hurry, I knew something strange had happened”
    • As he looks out the door, his imagination takes over: to him, the stars seem to be dancing to his father’s music; the noise of the cows being milked also has a musical quality; to the poet, the stable is compared to where Jesus was born. The light that his mother uses is compared to the star of Bethlehem: “the light of her stable lamp was a star and the frost of Bethlehem made it twinkle”: three bushes on the horizon swaying in the wind remind the young child of the “Three Wise Kings”
    • The magical nature of this specific memory is interrupted by the screeching of “a water-hen” and by the sound of “mass-going feet” crunching “the wafer-ice on the potholes”.
    • We are reminded that even as a child, Kavanagh was already viewing the world through a poet’s eyes: “my child poet picked out the letters on the grey stone, in silver the wonder of a Christmas townland”
    • After his vision of the three wise kings on their way to worship the baby Jesus, the poet is again interrupted with reality, an old man passes by who comments on his father’s skill as a melodeon player.
    • The child is proud of the penknife he possibly got for Christmas. It makes him feel grown up: “I was six Christmases of age”.
    • As he looks over this winter townland, he says a prayer to the Virgin Mary. He sees the prayer as his gift like the gift of a “white rose pinned on the Virgin Mary’s blouse”

    Imagery
    • This poem is dominated with sentimental/powerful/biblical/striking/strong/effective/descriptive imagery.
      • Light (stanza 1) symbolising a ray of light from heaven
      • Fruit tree (stanza 1) symbolic of the tree of knowledge.
      • Eating fruit (stanza 1) symbolises temptation = loss of innocence
      • “The gay garden that was childhood’s” is symbolic of childhood innocence
      • Stars in the morning east symbolise the Star of Bethlehem, create a sense of happiness
      • Light of his mothers stable lamp becomes the star of Bethlehem
      • Three whin bushes become the Three Wise Kings
      • Six nicks are symbols of his age
      • His prayer is symbolic of a gift to the Virgin Mary.

    Childhood
    • The power of a child’s imagination is movingly illustrated when the young poet sees the story of Christmas come alive in the fields before him.
    • This poem captures the magical nature of Christmas in the eyes of a child. He describes waking excitedly on Christmas morning. He seems delighted with his penknife and proud to understand the meaning of Christmas.
    • This poem also laments the fact that childhood innocence cannot last forever. The poet suggests that as we grow older and acquire more knowledge of the world around us, we lose the ability to see the world as a wonderful, magical place.
    • The poet compares the loss of this childhood innocence to the banishment of Adam Garden of Eden. Childhood is seen as a lost garden of innocence to which the poet can never return. We can remember what it was like to be a child but we can never experience childhood innocence again.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Mid-Term Break
    Seamus Heaney
    • A personal first person account
    • His first personal experience of death, is relayed to us, the reader
    • Use if the word “I” throughout = personal

    Stanza 1-2
    A shocked sense of sadness surrounds these stages
    Stanza 3-4
    The young boy (the speaker) is sympathised with by neighbours
    - he is almost forced to grow up
    - he is almost treated as an adult and a support to his parents
    Stanza 5
    Highly emotional
    - mixed emotions described


    Stanza 6
    Peaceful, calm feeling
    - tender and intimate moment
    • Heaney wrote this poem as a reflection on the death of his infant brother.
    • The title has multiple meanings – literal meaning (school break) and metaphorical meaning (a break within the family).
    • Heaney brings the reader with him as he has to walk into his house, through the porch to meet his father, big Jim Evans, the baby in the pram, the old men and finally his mother.
    • There is a notable contrast between the way the mother and father react to their son’s death: the mother is angry, trying to restrain her emotions while the father is filled with tears, unable to control his emotions.
    • Heaney feels embarrassed; he was treated like an adult by old men standing to shake his hand.
    • In losing his four year old brother, Heaney also lost his own childhood innocence, as he discovered the brutal and harsh reality of life.
    • The effect of the isolated final line is to allow the reader to focus on the tragedy of the young boy’s death.
    • This poem has an overwhelming and powerful effect because the emotions are so understated and restrained.
    • Heaney describes only what he sees, not commenting, never letting any real feeling of his own reach the surface.
    • Heaney requests the reader to import the sorrow from themselves after reading this sorrowful, poignant poem.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Tich Miller
    Wendy Cope

    Theme:
    Exclusion and Alienation, Bullying, School Life

    Subject Matter
    This poem is about the misery of being left out or alienated at school. Two girls nicknamed “Tubby” and “Tich” are isolated individuals who are forced to suffer unduly.

    Point of View
    Tubby is the speaker in the poem, therefore we see her point of view.

    Stanza 1-2
    Tich is a handicapped girl who is described in a humorous manner, having exaggerated physical features. Tich and Tubby were “always” the last two girls left out when teams were being picked.
    Tubby remembers how neither girl looked at each other. They “avoided” eye contact. Why? Both felt embarrassed, humiliated and uncomfortable. As a means of distraction they may have re-tied a shoelace or taken an interest in a bird flying overhead. Our sympathy is arrowed for both girls when we feel the alienation they endured.
    Stanza 3-4
    The fact that Tubby herself was “usually” chosen indicates the recurring situation both girls found themselves in.
    Stanza 5
    When they grew older they went to different schools. Despite the physical separation, Tubby never forgot Tich. They had formed a subtle friendship as a direct result of what they had in common: being excluded and isolated. Tubby feels she gained a sense of revenge in later years when her academic ability shine through. She then felt more superior.
    Final Line
    There is a significant pause before the final line which remains isolated from the rest of the poem. We, the reader, are forced to think about the tragic death of Tich. This isolated line gives an added sense of importance.


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  • Registered Users, Registered Users 2 Posts: 6,840 ✭✭✭Luno


    Your english notes are soo good Áine!
    I wish I was doing some of them poems, might even take one of them just because I'm not too keen on the ones we done in class..


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Leaving Messages
    A. Gone Out

    - I’ve gone… Suis allé(e)
    Je suis allé(e)
    - Where? En ville
    Chez Mary
    au cinéma
    à la plage
    à la poste
    à la piscine
    - To do what?(pour) acheter des cadeaux/ des timbres
    Poster des letters
    Voir le dernier film de Harry Potter
    Diner au restaurant/ chez Mary
    Render visite à Mary
    Fêter l’anniversaire de Mary
    - With whom? (avec) mon ami(e)
    Mon copain
    Ma copine
    Hélène
    Mes amis/copains
    - Will be back… Je rentre (I’m coming home)
    Je reviens (I’m coming back)
    Je rentrerai (I will come home)
    Je reviendrai (I will come back)
    De retour (Be back)
    Je serai de retour (I will be back)
    - When? Avant minuit
    à 10h
    vers 4h
    dans trois heures
    une demi-heure
    trois quart d’heure
    une quart d’heure
    avant l’heure du déjeuner
    du repas
    du diner
    dans une heure environ/ à peu
    près (approximately)
    quelques heures (a few)
    - Don’t worry Ne vous inquiétez pas
    Ne t’inquiète pas
    - Don’t wait for me Ne m’attendez pas
    Ne m’attends pas
    - Don’t forget that.. N’oubliez pas que…
    N’oublie pas que…
    - Don’t forget to… N’oubliez pas de… (+ infinitive)
    N’oublie pas de…(+ infinitive)
    - Mary rang. She will ring back this evening
    Mary a téléphone. Elle rappellera ce soir.
    B. Called by, you’re not there
    - Called by suis passé(e)
    Je suis passé(e)
    - When? Ce matin
    Aujourd’hui
    Vers 4h
    à midi
    cet après-midi
    ce soir
    plus tard
    - Why? (pour) te dire bonjour
    Te voir
    Te render tes cassettes
    T’inviter à déjeuner en ville
    Voir si tu voulais venir au ciné
    Ça fait longtemps que je ne t’ai pas
    Vu(e) (I haven’t seen you for ages)
    - But there’s no one home mais il n’y a personne
    Il n’y avait personne
    Tu n’es pas là
    Tu n’étaiz pas là
    - What a pity! Quel dommage!
    - What a disappointment! Quelle deception!
    - Too bad! Tant pis!
    - We’ll do it another time ce sera pour une autre fois
    - You can still come if you’re free tu peux toujours
    Venir si tu es libre
    - Ring me Appelle-moi
    Téléphone-moi
    - Give me a buzz Donne-moi un coup de fil
    C. Changing Plans
    - Unfortunately Malheureusement
    - I won’t be able to Je ne pourrai pas (venir +infinitive)
    - It won’t be possible. Ce ne sera pas possible.
    - It won’t be possible to.. Il ne sera pas possible de
    (venir + infinitive)

    - As arranged Comme prevu
    - I’m sorry, but.. Je suis désolé(e), mais…
    Je regrette, mais…
    - Because… Parce que ( + verb)
    - Because of… à cause de ( +noun, pronoun)
    - I hope you understand J’espère que vous comprenez
    Jespère que tu comprends
    D. Suggesting
    - Let’s go../ Would you like Ça te dit d’aller(+ infinitive)
    To go../ We could go… Si on allait…
    - Do you want to go? Tu veux aller
    - Would you like to go? Tu aimerais aller
    - We could go On pourrait aller
    - Why not go? Pourquoi pas aller?
    - Do you want to come with us? Veux-tu nous
    Accompagner
    - Do you want to come with me? Veux-tu
    M’accompagner
    E. Arranging to Meet
    - We could meet… On pourrait se retrouver…
    - Meet me… Retrouve-moi
    - Meet us… Retrouve-moi
    - Where? Devant la gare
    Devant la Maison du Tourisme
    Chez Marc
    Au cinema
    Au theatre
    Au café
    Au restaurant
    Au centre commercial
    Au lac
    Au camping
    À la piscine
    À la plage
    À la gare
    à la Maison du Jeunes
    - O.K.? D’accord?



  • Closed Accounts Posts: 2,640 ✭✭✭DylanS09


    Leaving Messages
    A. Gone Out

    - I’ve gone… Suis allé(e)
    Je suis allé(e)
    -Where? En ville
    Chez Mary
    au cinéma
    à la plage
    à la poste
    à la piscine
    -To do what?(pour) acheter des cadeaux/ des timbres
    Poster des letters
    Voir le dernier film de Harry Potter
    Diner au restaurant/ chez Mary
    Render visite à Mary
    Fêter l’anniversaire de Mary
    -With whom? (avec) mon ami(e)
    Mon copain
    Ma copine
    Hélène
    Mes amis/copains
    -Will be back… Je rentre (I’m coming home)
    Je reviens (I’m coming back)
    Je rentrerai (I will come home)
    Je reviendrai (I will come back)
    De retour (Be back)
    Je serai de retour (I will be back)
    -When? Avant minuit
    à 10h
    vers 4h
    dans trois heures
    une demi-heure
    trois quart d’heure
    une quart d’heure
    avant l’heure du déjeuner
    du repas
    du diner
    dans une heure environ/ à peu
    près (approximately)
    quelques heures (a few)
    -Don’t worry Ne vous inquiétez pas
    Ne t’inquiète pas
    -Don’t wait for me Ne m’attendez pas
    Ne m’attends pas
    -Don’t forget that.. N’oubliez pas que…
    N’oublie pas que…
    -Don’t forget to… N’oubliez pas de… (+ infinitive)
    N’oublie pas de…(+ infinitive)
    -Mary rang. She will ring back this evening
    Mary a téléphone. Elle rappellera ce soir.
    B. Called by, you’re not there
    -Called by suis passé(e)
    Je suis passé(e)
    -When? Ce matin
    Aujourd’hui
    Vers 4h
    à midi
    cet après-midi
    ce soir
    plus tard
    -Why? (pour) te dire bonjour
    Te voir
    Te render tes cassettes
    T’inviter à déjeuner en ville
    Voir si tu voulais venir au ciné
    Ça fait longtemps que je ne t’ai pas
    Vu(e) (I haven’t seen you for ages)
    -But there’s no one home mais il n’y a personne
    Il n’y avait personne
    Tu n’es pas là
    Tu n’étaiz pas là
    -What a pity! Quel dommage!
    -What a disappointment! Quelle deception!
    -Too bad! Tant pis!
    -We’ll do it another time ce sera pour une autre fois
    -You can still come if you’re free tu peux toujours
    Venir si tu es libre
    -Ring me Appelle-moi
    Téléphone-moi
    -Give me a buzz Donne-moi un coup de fil
    C. Changing Plans
    -Unfortunately Malheureusement
    -I won’t be able to Je ne pourrai pas (venir +infinitive)
    -It won’t be possible. Ce ne sera pas possible.
    -It won’t be possible to.. Il ne sera pas possible de
    (venir + infinitive)

    -As arranged Comme prevu
    -I’m sorry, but.. Je suis désolé(e), mais…
    Je regrette, mais…
    -Because… Parce que ( + verb)
    -Because of… à cause de ( +noun, pronoun)
    -I hope you understand J’espère que vous comprenez
    Jespère que tu comprends
    D. Suggesting
    - Let’s go../ Would you like Ça te dit d’aller(+ infinitive)
    To go../ We could go… Si on allait…
    - Do you want to go? Tu veux aller
    - Would you like to go? Tu aimerais aller
    - We could go On pourrait aller
    - Why not go? Pourquoi pas aller?
    - Do you want to come with us? Veux-tu nous
    Accompagner
    -Do you want to come with me? Veux-tu
    M’accompagner
    E. Arranging to Meet
    -We could meet… On pourrait se retrouver…
    -Meet me… Retrouve-moi
    -Meet us… Retrouve-moi
    -Where? Devant la gare
    Devant la Maison du Tourisme
    Chez Marc
    Au cinema
    Au theatre
    Au café
    Au restaurant
    Au centre commercial
    Au lac
    Au camping
    À la piscine
    À la plage
    À la gare
    à la Maison du Jeunes
    -O.K.? D’accord?


    Such......pretty colours!:pac:


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    DylanS09 wrote: »
    Such......pretty colours!:pac:
    It's amazing what Word can do. It's way more interesting of you use pretty colours (except I usually get distracted by the colours.)


  • Closed Accounts Posts: 2,640 ✭✭✭DylanS09


    It's amazing what Word can do. It's way more interesting of you use pretty colours (except I usually get distracted by the colours.)

    Same!!
    Everything is better in colour!!


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Thank-You Letter
    Merci beaucoup pour le(la)(l’)(les) = Thank you very much for the…
    Je te remercie beaucoup du(de la)(le l’)(des) = Thank you very much for the…
    Cadeau = present
    Disque = disc
    Lettre = letter
    photo = photo
    CD. = cd
    Que je viens de recevoir = that I have just received
    J’aime beaucoup le(la)(l’)(les) = I am very fond of
    Et celui-ci (celle-ci) est particulièrement = and this one is particularly…
    Intéressant(e) = interesting
    Amusant(e) = amusing
    Beau/ belle = beautiful
    Utile = useful
    Tu es très gentil(le) = It is very nice of you
    Penser à moi = to think of me
    l’ avoir envoyé(e) = have sent it
    la semaine prochaine, je vais t’envoyer = Next week, I’ll send you
    une photo = a photo
    un disque = a disc
    un CD de = a CD of
    un livre = a book
    une revue = a magazine
    quelles sortes de = what sort of
    photos = photos
    disques = discs
    livres = books
    revues = magazines
    CD = CDs
    Aimes-tu? = do you like
    Je te remercie encore = Thank you again.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Seeing as we don't have that long left I'm just going to throw up whatever I have left.
    The Moral Challenge (Section F)
    • Actions & consequences = the things we do or say which cause something to happen
    • Civil law = the rules of a country to protect all citizens of that country
    • Conscience = the ability to judge what is right and wrong not a little voice or a “feeling” but a deep part of our being, can be blunted or sharpened by use
    • Forgiveness = the ability to stop feeling angry towards someone & move towards reconciliation
    • Fundamentalism = the view that the beliefs, teachings and especially the sacred text of a particular religion should be taken word foe word or literally
    • Influence = something that affects our decision
    • Integrity = being totally honest and upright, able to stand up for what you believe
    • Judgement = the ability to make a sound decision
    • Justice = fairness, refers to righting the inequalities in our world
    • Libertarianism = the view that everyone should be free to do as they choose as long as they don’t interfere with the rights of others
    • Moral growth = a gradual process moving from childhood-like decision making to adolescence to adulthood
    • Moral maturity = the ability to make a moral decision taking into account the consequences and effects on others
    • Moral vision = how we see the world especially issues of right and wrong, very often influenced by religion
    • Pluralism = the view that groups belonging to different religions can live together and that they can have the freedom to practice without interference
    • Respect = having a high regard for something and so treating it with consideration and fairness
    • Sin = the Christian term for doing wrong deliberately & breaking our relationship with others and God
    • Stewardship = being responsible for caring for all of God’s creation


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    The Celebration of Faith (Section E)
    · Actions of significance = actions/gestures that have special meaning for people
    · Communal prayer = praying with others in a community setting
    · Contemplation = a form of very deep prayer that does not use words or thought
    · Encountering mystery = connecting with something that is mysterious and beyond human understanding
    · Icon = a sacred picture, usually on wood, using symbolic colours, used in Orthodox church
    · Identity = the unique or distinct characteristics by which a group is recognised
    · Participation = being actively involved in worship
    · Penitence = prayer admitting wrong doing and asking for God’s forgiveness
    · Personal prayer = praying to God by oneself
    · Petition = asking God for help with one’s needs or the needs of others
    · Places of significance = places or buildings that have a special meaning
    · Reflection = thinking deeply about some aspect of life
    · Ritual = repeating actions, words, gestures in a set of patters
    · Sacrament = a sacred ritual that is a visible sign of God’s presence at the moments of their lives, birth, adulthood, marriage
    · Sacredness = a thing or place that is holy with the presence of God and is set apart from ordinary life
    · Sign = something – word, image – that carries a message, appeals to intellect, universal
    · Symbol = something visible that represents something invisible, appeals to the heart, is personal & not universally understood
    · Times of significance = times of year that have special meaning
    · Wonder & awe = a feeling inspired by some mystery
    · Worship = time set aside to honour and praise God
    · Pilgrimage = a journey to a sacred place
    · Religious place of worship = gathering place
    · Meditation = needs quiet place, proper posture, focal point or focal words


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    The Question of Faith (Section D)
    Agnosticism = the view that human beings cannot know for certain whether or not God exists
    Atheism = the view that God does not exist
    Awe & Wonder = a feeling that comes from the mysterious aspects of life
    Childhood Faith = a simple trust in God and an acceptance of one’s parents faith
    Faith = a strong inner belief and trust in God
    Fundamentalism = the view that a sacred text is a factual account of something and has to be taken literally
    Humanism = a view that rejects faith and religion and believes that humanity is the supreme reality, nothing higher, know everything through human reason
    Materialism = the view that nothing is real except physical matter
    Mature Faith = a very close personal relationship with God, absolute trust, very dedicated
    Meaning = having a sense of purpose in life
    Monotheism = belief in one God
    Polytheism = belief in more than 1 God
    Reflection = the ability to think deeply about things
    Religious Belief = a set of ideas about God
    Religious Practice = the way people express their faith
    Secularism = the view that organised religion should have no influence in society
    Main Parts of Section D
    · Religious belief in Ireland V Europe. Still strong in Ireland but practice is falling – 50% or less attend Church on a week but Africa is up
    · Must know how religion was practiced in the past – rosary, Angelus, never miss Mass, Lent. Big change in 1962 – Second Vatican Council 1962-1965. Called by John XXIII. Brought many changes esp. in Mass &building style of church
    · What influences young people – parents, peers, media, music.
    · Search for meaning & where people find meaning –work, social life, family, material things, religion. Human beings have an inbuilt need to find meaning/purpose/happiness
    · Images of God = mental picture. Christians get it from O.T. (eagle, potter etc.) N.T. (forgiving father, shepherd etc.). We also get images from own experience
    · Challenges to faith e.g. science, especially on the origins of the world. Galileo/ Darwin. – Universe began 18 billion years ago and earth formed 4.5 billion yrs ago, compare this to 6 days. – Christians now accept that the bible is a poetic account intended to convey important messages
    · Other challenges to faith – secularism/humanism
    · Must know story of a person of faith e.g. Mother Teresa
    Mother Teresa
    · Born in Yugoslavia in 1910
    · Decided to become a Catholic nun
    · Trained by Mercy Sisters in Rathfarnham, Dublin
    · Became a secondary school principal in Calcutta
    · Referred to 10 September 1946 as her “day of decision”. Asked permission of her superiors to work with the poor in the slums of Calcutta
    · Was given permission to do so. Trained as a nurse and returned to Calcutta in 1948
    · Established a new religious order, the Missionaries of Charity, with the Pope’s approval in 1950. All sisters wear white saris edged with blue stripes. In addition to vows of poverty, chastity and obedience, they take an extra vow pledging service to the poor
    · Opened first home for the dying in 1952. Expended services as the order increased in size. Set up hospitals to care for lepers, and schools for slum children
    · Was awarded Padmashri (Lord of the Lotus) by the Indian government for her work with the poor
    · Was awarded the Nobel Peace Prize on 1979
    · Died in 1997. Was mourned by countless millions. Her religious order now cares for the poor in over 200 centres worldwide.


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  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    To Kill a Mockingbird
    Setting (World of
    Text = Time and Place)
    • In the 1950s, when Harper Lee was writing this novel, the state of Alabama was at the centre of racial tension. During this time, Martin Luther King began his civil rights work, giving a voice to African Americans living amongst white people.
    • The novel is set in 1930s American, where the Great Depression hit the poorest hardest.
    • Throughout the south, blacks and whites were segregated. African Americans used different drinking fountains, entrances to public places and rest room facilities. They also were expected to sit on the back of public buses and were expected to move if a white person needed a seat. In 1955, an African American woman refused to give up her seat on a Montgomery Alabama bus. Her brave and momentous decision sparked a new lease of life to the civil rights movement.
    • Harper Lee had many reasons to set her story in the 1930s. Scout, the narrator and protagonist of the story, is a semi-autobiographical character as Harper Lee was about the same age as Scout in the 1930s.
    • Harper Lee’s father, like Atticus was a lawyer who became a legal representative in cases against African Americans.
    • Maycomb, as created by Lee, is a “tired old town” where little happens, though dangerous prejudices and tensions are always there. Most of the characters are morally good according to their own standards, but these standards are narrow and rigid.
    • Maycomb’s population is static and newcomers, even from north Alabama are not accepted easily. People in Maycomb are quite suspicious of outsiders and can feel threatened by unfamiliarity.
    • Gossip is rife and so is prejudice. Not only are blacks subjected to racial prejudice, but those who in any way don’t conform are treated as odd, for example Dolphus Raymond and Boo Radley.
    • In her novel, Lee’s central character moves from a state of innocence to one of maturity as the result of suffering, questioning and surviving various incidents. One of Scout’s biggest concerns throughout the novel is trying to understand the expectations her society has for women and those who are African Americans.
    • In the 1930s women in the south were treated as delicate, fragile creatures and they were expected to act in accordance with that treatment. Scout is anything but delicate and fragile and much of the story focuses on how she tries to fit into a world that expects girls to wear frilly dresses and maintain a fragile and dainty disposition.

    Role of Women
    • Expected to stay at home
    • Miss Maudie is seen as a non-conformist as she works outside in her garden. Very intelligent, not afraid to speak her mind.
    • Scout does not wish to be lady, she prefers to be a tomboy
    • Aunt Alexandra believes that Atticus is not raising Scout to be a proper lady, she wants her to wear frilly dresses and conform to the traditional view of women
    • Not allowed to sit on jury
    • Southern Womanhood = very ladylike, not allowed to show much emotion
    • Aunt Alexandra likes to fit in with the other ladies so she does not like to voice her opinion in front of them but rather privately
    • Missionary tea ladies conform. They are hypocritical = feel sorry for African Tribe but ignore what is happening in their own town
    • Look down on people who are inferior to them
    • Aunt Alexandra fits into the world of Maycomb like a hand in a glove (something that is meant to be there and fits perfectly)
    • Scout has to learn about the code of femininity
    • She shows ladylike behaviour by allowing Boo Radley to lead her across the road + down the street
    • Scout realised the code of femininity when Aunt Alexandra shows emotion at Tom Robinson’s death and then composing herself and carrying on with the tea party.

    Religion
    • Christian society
    • Do not show Christian morals e.g. love forgiveness, equality
    • Atticus is one of the few who do
    • Some of the black people are shocked that Calpurnia would bring Scout and Jem to their church
    • People in the black community were forced to give money in a church collection for Helen Robinson and her family
    • Lynch mob show no compassion as they are willing to kill Tom Robinson – inhumane towards a fellow human being – Walter Cunningham = decent hardworking man
    • Foot washing Baptists expect Miss Maudie to stay inside and read the bible
    • Missionary tea ladies are hypocritical in the way they feel sorry for African tribe but are not sorry of African Americans in their own community
    • Mr Merriweather speaks inhumanely to Sophie (her servant)
    • Harper Lee criticises the religion of the people
    • Stereotyping( Tom Robinson, Boo Radley, Dolphus Raymond) = label people (race, skin colour, age, gender, social status, family name) – stick through generations of the same family ( “streak” ) = opinions are narrow


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    To Kill a Mockingbird



    Closing of Novel
    • Resolution of plots
    · We finally meet Boo Radley
    · W learn that he should not be prejudiced and that the gossip and rumours that we have heard about him are untrue
    · The novel comes full circle as we learn how Jem broke his arm
    · Scout realises that Boo Radley and Tom Robinson are both innocent men and compares them to mockingbirds who do no harm “but sing their hearts out for us”
    · Scout sees that she herself, Jem and Dill were prejudiced towards Boo Radley in the same way that Maycomb were prejudiced towards Tom Robinson – she sees that they were both unfairly treated
    • Tension
    · conversation between Scout, Atticus and Heck Tate
    · Heck Tate feels that it would be unfair to put Boo Radley in the spotlight by saying that he killed Bob Ewell
    · Heck Tate says that Bob Ewell fell on his knife and killed himself
    · Scout agrees with the sheriff as she too feels that “it’d be sort of like shootin’ a mockingbird” and that “it’s a sin to kill a mockingbird”
    · Thus is a lesson that Scout has learned from her father and now it is finally being repaid to him
    · Scout teaches her father the lesson he once taught her
    3. Scout’s Development
    · Shows great maturity as she teaches Atticus his own lesson that accusing Boo Radley would “be sort of like shootin’ a mockingbird”
    · She shows great maturity when she allows Boo Radley to lead her to his house instead of her leading him = she protects his pride and standing in the community
    · She understands that she has to act within society’s expectations of her
    · We see that she is still a little girl, even after all that she has been through = we see her climbing onto Atticus’ lap and being read to sleep by him
    · She is able to put herself in Boo Radley’s shoes in order to understand the sheriff
    · She realises that she can act in her own way and remain true to herself while inside her house but she can project a ladylike appearance on the outside – just as Alexandra did when told about Tom Robinson’s death
    · She sees that white lies are acceptable in order to protect a certain person – at start Atticus tells her that they will keep reading if she stays in school, so she won’t embarrass Miss Caroline – white lie about Bob Ewell falling on his knife in order to protect Boo Radley.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    An Tigh Nua - Seán Mac Fheorais
    Tá Séan Mac Fheorais sean anois agus tá sé ag feachaint siar ar a shaol. Nuair a phós sé i dtosach, bhí saol crua go leor aige féin agus ag a bhean chéile. Bhí a lán páistí acu agus bhí said an-sona mar chlann. Ach bhí a detach róbheag don méid sin daoine.
    Théastaigh ó Shéan saol níos fearr a thabhairt dá chlann agus chuir sé airgead i dtaisce ar feadh i bhfad. Nuair a bhí go leor airgid aige, thóg sé teach mór a raibh a lán seomraí ann.
    Ach obair in aisce a bhí ann, mar d’fhás a chlann suas agus tá said imithe. Anois tá sé féin agus a bhean ina n-aonar sa teah mór folamh agus tá said uaigneach.

    Cuireann sé pictiúr truamhéalach os ár gconhair de sheanfhear uaigneach agus é ag féachaint siar ar na seanlaethanta nuair a bhí sé sona.
    Tá codarsnacht mhór sa dán idir an chéad véarsa agus an dara véarsa: Sa chéad vearsa feicimid lánúin óg agus a gclann mheidhreach ina gcónaí i detach beag plódaithe.Sa dara véarsa feicimid lánúin aosta uaigneach ina gcónaí i detach mór folamh.
    Tá pictiúr an-mhaith sa chéad véarsa den saol crua a bhí ag Séan agus a bhean nuair a bhí said ina lánúin óg. Conas a chuireann sé é seo in iúl? Bhuel, úsáideann sé caint fhileata chun pictiúir éifeachtach a tharraingt dúinn de shaol na lánúine.
    Ní úsáideann sé an focal saol sa dán ar chor ar bith! Tugann sé “an bóthar sléibhe” air. Meafar is ea é seo agus oibríonn sé go han-mhaith. Cén fáth, meas tú? Bhuel, rud casta crua is ea bóthar sléibhe, agus rud casta crua is ea an saol!
    Chomh maith leis seo ní úsáideann Séan an focal “siúl”. “Ag tuirsiú” a deir sé. (Déanann sé briathar as an bhfocal “tuirse”) Caint fhileata is ea í seo arís agus tá sé an-éifeachtach mar tugann sé blas dúinn den chineál saol a bhí ag Séan ina óige.
    Músclaíonn an dán seo brón agus trua sa léitheoir mar insíonn sé scéal an-truamhéalach. Ach cuireann an dán ag smaoineamh muid faoi shaol an duine freisin.
    Céard atá le foghlaim ón dán seo? Bheul, léiríonn sé dúinn gurb iad an ghrá agus an comhluadar na rud is tábhachtaí sa saol. Is cuma cé chomh mór agus do theach, agus is cuma cé chomh saibhir is atá tú, mura bhfuil grá agus comhluadar agat, ní bheidh tú sona.
    Is léir gur duine grámhar é an file. Is duine díograiseach é freisin mar nuair a bhí sé óg, d’oibrigh sé go dian dícheallach chun saol maith a fháil dá chlann.


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Duilleoga ar an Life - Seamus Ó Néill
    Is dán álainn gleoite é seo. Chuir duilleoga ildaite an Fomhair gliondar chroí ar an bhfile nuair a chonaic sé iad ag imeachet le sruth ar abhainn na Life i gceartlár Bhaile Átha Cliath.

    Ar lá mar seo d’fhéadfá a rá go mbeadh na sráideanna dubh dorcha duairc ach thug ildaiteachas na duilleoga beocht is beatha is bua arís don chathair is don nádúr. Cuireann sé gliondar chroí is áthas ar an bhfile bheith ag féachaint orthu.
    Sa dara véarsa feictear pictiúir soiléir gléineach anseo de sna duilleoga seo ar na crainn sa samhradh. Arís mothaítear seasamhacht an nadúr ag cothú na beatha anseo. Tá rím deas idir an focal deirneach i líne 2 agus an focal deirneach i líne 4. Tá uaim ann “cuibhreann is coillte”. Chuir na duilleoga seo an file ag smaoineamh. Spreag said é chun dán a chumadh.
    Ar lá le solas íseal mar atá ann inniu tugann na duilleoga seo ardú meanman dó agus iad cosúil le dóchas agus solas an tsamhraidh ag gluaiseacht trí shráideanna dorcha duairc Bhaile Átha Cliath. Is cumhachtach na seoda iad seo ag “iompar na h-áilleachta” trí shráideanna na cathrach. Is féidir beag beann a dhéanamh díobh agus cintíonn an file nach dtarlódh a léithéid anseo leis an dán tíosach speagúil seo.


  • Registered Users Posts: 2,419 ✭✭✭WanderingSoul


    Wow Áine, you've been busy! :eek:


  • Registered Users, Registered Users 2 Posts: 3,849 ✭✭✭bluejay14


    Wow Áine, you've been busy! :eek:

    I've had them there for ages but for somereason never put them up but now it's time to get them up with only 3/4 weeks left (:() to get them learned.

    All that's left to do is start to study them.


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  • Closed Accounts Posts: 73 ✭✭Kyromancer


    bluejaymraz, thanks for the notes on To Kill A Mockingbird. Do you have any sample answers for a thematic question? It would be much appreciated.

    I'll see if I can post up a few sample People In History answers soon...


  • Closed Accounts Posts: 73 ✭✭Kyromancer


    This is my own answer - I'd appreciate if someone could tell me what grade I'd get for this, and how it could be improved.

    People In History - Christoper Columbus.
    Christopher Columbus was an explorer during the Age of Exploration. He was born in Genoa, Italy, and he had a passion for sailing.

    Columbus believed the world was flat, and he wanted to sail west to Asia. He was sponsored by King Ferdinand and Queen Isabella of Spain, after he was turned away by Portugal. He was given three ships - the Nina, the Pinta, and the Santa Maria. They were caravels, which were clinker-built making them strong enough to sail across the world, and they had square and lateen sails for sailing with and against the wind, respectively. In August 1492, Columbus departed Palos, Spain, before stopping in the Canary Islands to stock up on food and supplies.

    Life on board the ships was tough. The sailors got only one hot meal a day, cooked in a firebox. They usually eat ship's biscuit, meat, cheese, dried peas, and fish. The sailors often suffered from scurvy - a gum disease which caused the gums to bleed and rot, resulting from a lack of vitamin C. They used a compass for direction, a quadrant to figure out their latitude, and a log and line to measure their speed.

    Columbus kept two logbooks on the voyage - one true logbook for himself, and another "fake" logbook for his crew. His crew were getting worried that they had gone too far and would not find any land, and would not be able to find their way home. Columbus said the birds they saw were a sign that land was close, but he had to promise to return home if they did not find land within a few days.

    In October 1492, Columbus landed at San Salvador, in the Bahama Islands. He later went on to explore Hispanolia and Cube. Columbus thought he had discovered Japan, but was surprised not to find any of the great cities that Marco Polo had described.

    The Santa Maria ran aground, and the crew used the wood to build a fort - El Navidad. Columbus left forty men at the fort, and returned home to Spain.

    He returned to Palos, and later to the court of King Ferdinand and Queen Isabella in Barcelona. Columbus had found a new continent, and as a result Spain had become very wealthy, and Columbus was rewarded richly. The voyage also led to the spread of Spanish culture, and Christianity.


  • Closed Accounts Posts: 1 KarZx


    If anyone has any notes of romeo and juliet and Of mice and men would really help :)


  • Closed Accounts Posts: 2,347 ✭✭✭Closed ac


    Kyromancer, you'd probably get 16-18/20 for that. You should include a little detail about his reaction when he returned, other voyages, relations with the natives, search for wealth and dying a dissapointed man.

    Otherwise, excellent! :D


  • Registered Users Posts: 583 ✭✭✭patakadarragh


    one thing kyro.......columbus knew the earth was round he wanted to sail west around the world to asia....if he reckoned the world was flat he wouldnt have sailed west for the fear he would go over the edge.


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  • Closed Accounts Posts: 47 Moi!


    Does anyone have any notes on summer of my german soldier??


  • Closed Accounts Posts: 329 ✭✭mista_2k10


    Anyone have any good geography notes or know of a good wesite that does??


  • Registered Users Posts: 1,171 ✭✭✭kevin12345


    mista_2k10 wrote: »
    Anyone have any good geography notes or know of a good wesite that does??

    not great but ok :D

    http://www.skoool.ie/homeworkzone_jc.asp?id=2677


  • Registered Users Posts: 43 Anro


    mista_2k10 wrote: »
    Anyone have any good geography notes or know of a good wesite that does??
    our teacher gave us some good geography notes is there any perticular section your looking for?


  • Closed Accounts Posts: 329 ✭✭mista_2k10


    kevin12345 wrote: »
    Thanks but ive looked through those before but there a bit too long and complicated :o...


  • Closed Accounts Posts: 329 ✭✭mista_2k10


    Anro wrote: »
    our teacher gave us some good geography notes is there any perticular section your looking for?
    Well.... pretty much everything but particularly the population section...


  • Registered Users Posts: 56 ✭✭Lukeyy


    Funeral Blues
    By W.H Auden
    Background:
    This poem was written by W.H Auden in the reaction to the death of a very close friend. The poem is extremely popular and famous. It is often used at funerals and was most famously used in the movie “Four Weddings and a Funeral”.
    One of the characters recited the poem at the funeral of his friend.

    Theme:
    Theme of death, the poet describes his reaction to the death of his very close friend. The poet feels that his life is not worth living anymore because of his friends death.
    The stars are not wanted now, put out everyone. For nothing now can come to any good
    The poet wants everything in the world to stop. He orders in the opening stanza that;
    Stop all the clocks, cut off the telephone”, “Prevent the dog from barking
    The poet is stunned and deeply shocked by his death. It’s clear that he was very close to his friend.
    He was my North, my South, my East and West
    He is very emotional when he says:
    I thought love would last forever, I was wrong
    Death is viewed very negatively in this poem and the poem suggests that there is no life for those who remain, after the person has died.
    Pack up the moon, and dismantle the sun
    I find the image of death very depressing in this poem, because the poet suggests that there is no hope.

    Tone/Mood:
    In the first two stanzas, the poet orders that life should stop. He demands that the clocks, telephone, piano be stopped, so that the coffin and the mourners can come. The poet is very upset and angry in those stanzas.
    Let aeroplanes circle moaning overhead scribbling on the sky, the message He Is Dead
    The third stanza of the poem conveys a different tone. The poet is emotionally upset and reveals how deeply he loved his friend.
    He was my North, my South, my East and West
    The tone also reveals the poets bitterness. He thought love would last forever but
    I was wrong
    The poet is in a hopeless and depressed mood in the final stanza. He paints a picture of the world where there are no stars, moon, sun, sea, or land - where there is NOTHING. His despair and deep depression is seen in the final line.
    for nothing now can come to any good
    Structure:
    The poet comprises 4 stanzas with four lines in each one. This combined with the regular end of line rhyme gives the poem a steady rhythm and even structure.

    End of Line Rhyme:
    The end of line 1 & 2, line 3 & 4 rhyme in every stanza.
    Telephone/bone, Drum/come, Overheard/dead, Doves/gloves, West/rest, Song/wrong, One/sun, Wood/good.
    I like the rhyme scheme in this poem, and it makes the poem easy to read aloud.

    Visual Imagery:
    The poet uses some very striking visual images.
    pack up the moon”, “dismantle the sun”, “policemen wear black cotton gloves

    Aural Imagery:
    The imagery in this poem not only appeals to the eye but also to the ear. In stanza one there are many wonderful aural images.
    clocks”, “telephone”, “dog barking”, “ silence the piano”, “muffled drum

    Metaphors:
    The poem is also remarkable for its use of striking metaphors. Stanza 3 is most notable, the poet uses series of metaphors to describe the depth of his love for his dead friend.
    He describes his friend as “my working week and my Sunday rest”. I think he is suggesting here that he spent all his time with his friend.
    He also describes him as “my North, my South, my East and West”. This is a very unusual metaphor, again highlighting how much his friend meant to him.
    My noon, my midnight, my talk, my song


    Hope they help :)


  • Registered Users Posts: 56 ✭✭Lukeyy


    1918 - 1933
    Adolf Hitler was born in Austria but moved to Germany to fight for them in WWI . When Germany signed the surrender in 1918, Hitler was in hospital and it angered him greatly. He, like many other Germans disagreed and called the politicians who signed it the November Criminals.
    Germany then was run by a new government called the Weimer Republic. It was very unpopular with the people. Meanwhile, Hitler became leader of the Nazi party. He disagreed with the way the governmentt were running the country so he planned a revolution. This was known as the Munich Putsch. He failed though and he was jailed for 5 months. While in jail, he wrote a book with all his beliefs called Mein Kampf. Some of his beliefs were:
    He hated Jews, and blamed them for all Germany’s problems
    He dispised communism also
    Germany needed lebensraum (living space)
    He believed a group of humans were superior, known as the Aryan race
    In 1929, the Wall St. Crash caused huge problems all over the world. In Germany, unemployment rose from 1,000,000 in 1929 to 6,000,000 in 1932. This put huge pressure on the government and led to lots of people hating them.
    All the time, Hitler’s Nazi party were growing and by 1933 were the biggest party in Germany. Eventually, in 1933, Hitler became Chancellor of Germany. This was the equvilant of being Prime Minister.
    He could now go about implementing his policies in Germany:
    Break up the Treaty of Versailles
    Cleanse the nation of inferior people like the Jewish
    Improve the economy
    Hitler also began to use propaganda to make people believe his ideas.


    Not too much his early life really


  • Registered Users Posts: 56 ✭✭Lukeyy


    When You Are Old
    By W.B Yeats
    Themes:
    1. Unrequited Love - Yeats was passionately in love with Maud Gonne, for her beauty and her inner qualities.
    one man loved the pilgrim soul in you
    But she rejected him many times. In this poem, Yeats imagines Maud as an old woman, reflecting back on her life and loves. He hopes that she will realise how much he loved her, he loved her the most - “Sorrow” of her “changing face
    Yeats points out that many men only loved her for her beauty - “false love”.

    2. Old Age -Yeats highlights the theme of old age by imagining what Maud will look like
    old”, “grey”, “nodding by the fire
    He imagines that she will be a lonely old woman if she doesn’t accept his love NOW.
    Murmur, a little sadly, how love fled and paced upon the mountains overhead
    Tone/Mood:
    There is a very personal intimate tone in this poem. Yeats adresses Maud as ‘you’ - he is speaking directly to her.
    Loving tone in the poem where Yeats expresses his love for her - “loved the pilgrim soul
    Tone of sadness and loneliness as the old woman reflects on her beauty and youth that has passed.
    Soft look your eyes had once
    Final stanza, the tone is very sad, lonely as the woman realises that love has gone forever, it is now hidden in the mountains & stars. She can see it but never touch it.

    Alliteration:
    The use of alliteration, adds to the pace and mood of the poem, making it memorable.
    sleep, soft (Stanza 1)
    glad, grace (Stanza 2)
    bending, beside, bars (Stanza 3)

    End of Line Rhyme:
    1st & 4th line and 2nd and 3rd line rhyme in every stanza.

    Imagery:
    Images of - Old Age - Old Maud
    - Beauty - Young Maud
    - Fire - Passion

    Personification:
    Love is seen as a living person, a man who “hid his face


  • Registered Users Posts: 56 ✭✭Lukeyy


    Across The Barricades
    The novel has an interesting opening. Sadie meets up with Kevin after 3 years. They go for coffee and catch up on the latest news. However, it is not simply a case of 2 old friends meeting up for a chat. Sadie and Kevin live in war torn Belfast and are from opposite ends of the religious divide. Prtestant and Catholic.
    Hints of the conflict are given in the first chapter, description of “burnt cars, buses and armoured vehicles”. Tension on the streets. Our curiosity is arisen because we the readers want to see, if it will get any worse, or if it will affect the lives of Sadie and Kevin.
    Also, in the opening chapter, Kevin and Sadie decide to renew their friendship, there is even a hint of romance. The reader is in SUSPENCE, it is a dangerous relationship, because of their different backgrounds.
    “They were embarking on something dangerous” The reader wants to go on, and find out what happens next, and how the relationship will work out.

    Novel Ending:
    After all the trouble, conflicts, Kevin decides to leave Belfast.
    I’ve got to go away, I can’t stay here any longer, I’m sick of bombs
    The reader welcomes his decision, because we feel sorry for him, after all that has happened.
    The ending of the novel is emotional/upsetting in one way, as we see him ‘say farewell’ to all of his family. We wonder will we see them again.
    Brede meets him, and again it is sad to see her saying goodbye to him.
    Well, Kevin, I’ll miss you

    The ending works well also, because the final strands of the plot are tied up. Kate Kelly turns up and tells Kevin that “she was sorry”. She admits that she “made a mistake about the box” (of ammunition). Kate reveals that it was Brian Rafferty; who forced her to lie about the box.
    I wouldn’t have told the lie otherwise
    Once more, we the readers, see how horrible Rafferty was and we are happy that Kevin is getting away from him at last.
    It was all of it behind him now, Kate and Brian Rafferty and the beatings up and the bombs

    The reader is happily surprised again, on the final page of the novel, when Sadie turns up at the docks. It’s very exciting when she reveals that she is going with Kevin. He isa pleasantly surprised aswell.
    That’s the best news I had in months
    Although the novel contained much suffering, pain and conflict, it has a happy ending. Kevin and Sadie walk hand in hand, to the “while waiting ship”. We feel that they have the chance of a new, trouble-free life, in England.


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  • Registered Users Posts: 56 ✭✭Lukeyy


    Base Details
    By Siegfreid Sassoon
    Theme:
    Anti-war poem. The poet is angry at the officers, (majors, generals, colonels) the higher reanks in the army who had privileged lives,
    guzzling and gulping in the best hotels
    While the young soldiers fought at the front line and lost their lives, in World War 1.
    Reading the roll of honour; poor young chap
    Thousands of young men lost their lives, while the officers,
    Toddle safely home and die - in bed
    Tone/Mood:
    Sassoon is bitter and angry at the officers. He mocks them, their appearance.
    fat”, “bald”, “short of breath”, “puffy petulant faces
    The tone is extremely ironic. He speaks in the tone of an army major, or pretending he wants to be one. This allows him to show us what the army majors are like.
    speed glum heroes up the line to death

    Pun:
    ‘Base’ Details. There is a pun on the word, ‘Base’. Base can mean ‘army base’, ‘headquarters’ or base also refers to something that is inferior, unworthy, low standard. Sassoon is suggesting that the army majors are base, base in character, unworthy people.

    Rhyme:
    Regular end of line rhyme pattern. Every second line rhymes - breath/death, base/face, dead/bed, chap/scrap.
    Rhyme adds to the meaning of the poem.

    Alliteration:
    R
    eading/Roll/ - rolling sound - indicates all who died in the war.

    Onomatopoeia:
    guzzling”, “gulping” indicates that the officers are only interested in drinking, only having a good time.

    Imagery:
    Unattractive visual images
    of the majors.
    scarlet majors”, “puffy petulant face


  • Registered Users Posts: 56 ✭✭Lukeyy


    This is info on cloths of heaven by w.b yeats followed by a compare and contrast between cloths of heaven and when u are old both by w.b yeats



    The Cloths Of Heaven
    By W.B Yeats
     
    Theme:
    In this short sweet lyric poem, the poet W.B Yeats expresses his deep love for Maud Gonne. Yeats fell madly in love with Maud Gonne, and he was in love with her, all his life. However, it was not a happy love story for Yeats.
    In this beautiful poem, Yeats points out that if he had all the riches (money) in the world
    Had I the heaven’s embroidered cloths
    He would give them to her, because he loves her so much.
    I would spread the cloths under your feet
    However, Yeats points out to his beloved that he is just a poor poet, who does not have any material wealth.
    But I being poor
    Because he is not rich, he offers to give her, his dreams instead.
    Have only my dreams
    In many ways, giving her his dreams,
    I have spread my dreams under your feet
    Is far more significant, more important than giving her material wealth, or gifts. In giving her his dreams, he is giving her a very IMPORTANT PART OF HIMSELF. Therefore, he is showing how much in love she is.
    I have spread my dreams under your feet
    I think it is more important that Yeats is prepared to give his most important wishes, hopes(dreams) to Maud Gonne.
    It is worth noting that W.B Yeats is also afraid that Maud Gonne may hurt him, or reject his offer.
    Tread softly because you tread on my dreams
    He warns her to treat him, and his dreams with care, because he realises she has the power to hurt him.
    This is interesting because we know that Maud Gonne did not return Yeats’ love. She did not feel the same way about him.
    This is called UNREQUITED LOVE (one person doesn’t return the love). Perhaps Yeats was aware of this, when he wrote this love poem.
    In the last line of the poem, he is not very confident about this love.
    Tone/Mood:
    The poem is very emotional and Yeats expresses his love.
    At the opening of this short lyric, Yeats is in a wishful mood. He wishes (hopes) that he had the ‘heaven’s embroidered’ cloth.
    His tone changes to one of acceptance, when he realises that he is “only poor” and could never afford to give her anything expensive.
    But I being poor
    The poet is in a very loving/romantic mood when he offers to
    Spread my dreams under your feet
    His tone dramatically changes again in the final line, when he becomes afraid, insecure, and warns her, not to treat him badly.
    Tread softly because you tread on my dreams
    He accepts that he is very much in love but that she can hurt him.
    Metaphor:
    The title of this poem, and indeed the image of “heaven’s embroidered cloths” is a metaphor for the wealth, material riches of this world, money, gifts.
    Extended Metaphor:
    The metaphor of the cloths is spread throughout the poem.
    Line 1 - “cloths
    Line 3 - “dark cloths
    Line 5 - “spread the cloths
    Line 7 - “spread my dreams
    Visual Imagery:
    The poem is rich in vibrant visual imagery. The poet creates a beautiful vivid picture of the “embroidered cloths
    He uses colour, light and shade to suggest its brilliance. He refers to;
    golden and silver light
    blue, dim, dark cloths
    night, light, half-light
    End Of Line Rhyme:
    The poet creates a very effective and striking end of line rhyme with repetition of the SAME WORDS at the end of the lines
    Line 1 & 3 - “cloths
    Line 2 & 4 - “lights
    Line 5 & 7 - “feet
    Line 6 & 8 - “dreams

    Internal Rhyme:
    The poet uses internal rhyme and assonance (vowel rhyme) very strikingly in the line,
    Of night, light, and the half light

    Run On Lines:
    Line 3 runs very effectively into line 4.

    Alliteration:
    dim” “dark” (D sound)
    softly” “dreams” (S sound)

    Assonance:
    There is a dominant use of a broad ‘o’ sound throughout the poem.
    cloths” “of” “poor” “only” “softly
    This slows down the rhythm of the poem.
    Also ‘I’ sounds - “night” “light” “I

    He Wishes For The Cloths Of Heaven
    Compare and Contrast
    When You Are Old
    The Cloths Of Heaven:
    In this poem W.B Yeats is expressing his love for Maud Gonne.
    He wishes he had all the riches in the world.
    Had I the heavens embroidered cloths
    To share with her, so that he could show her how much he loved her. He basically wishes for a piece of heaven, something that no one else could ever give her, to make her realise he would do anything to make her love him He wanted to give her something unique and impossible.
    Had I the heavens embroidered cloths
    I would spread the cloths under your feet
    However, Yeats is only poor and doesn’t have much to offer.
    But I being poor
    What he is offering is his dreams, which may not be all the riches or “heaven’s embroidered cloths” but they are special to him and it is a very personal and hard thing to do, offering someone your dreams.
    I have only my dreams. I have spread my dreams under your feet, Tread softly, because you tread on my dreams

    When You Are Old:
    In ‘The Cloths Of Heaven’ the theme is offering her all he has, and showing his love for her.
    In ‘When You Are Old’ the theme is different. Yeats seems a lot more bitter towards Maud. In my opinion, ‘The Cloths Of Heaven’ shows Yeats offering himself to Maud, in a hope that she will accept him. He warns her not to hurt him “Tread softly” in ‘When You Are Old’ Yeats has no more hope of Maud accepting him, he is not offering himself anymore now. He is now trying to make her realise that what she has done is a big mistake and he warns that she will regret rejecting him.
    Murmur, a little sadly, how love fled
    And paced upon the mountains overhead
    And hid his face, amid a crowd of stars
    He is saying because she has rejected him, when she is old, by the time she regrets it, Love will have already passed and it will be unreachable.
    “And hid his face amid a crowd of stars”
    The stars are unreachable.

    In ‘Cloths Of Heaven’ the main theme is Love, but in ‘When You Are Old’ the main theme is Unrequited Love.


  • Registered Users Posts: 223 ✭✭leemurta


    Any chance of some spanish notes about the different tenses? it seems to be only french here.:D


  • Registered Users Posts: 17 AtomicDictator


    Here are some helpful German notes which seem to be missing from the thread (:


    Useful Verbs
    german10.jpg


  • Registered Users Posts: 17 AtomicDictator


    Meine Schule
    Meine schule heist _____ ==>My school is called ______
    Es ist eine Gesamtschule ==>It is a comprehensive school
    Es ist eine gemischte Schule mit ungefahr (X) Schülern und (Y) Lehrerin ==> It is a mixed school with about (X number of) pupils and (Y number of) teachers.
    Die Schule beginnt um funf vor neun täglich ==> The school begins at around 5 to 9 daily
    Die erste Stunde beginnt um neun Uhr ==>The first period begins at 9 o’clock
    Eine Stunde dauert vierzig minuten ==> A class lasts 40 minutes
    Ich become immer schlecht/gute Noten ==> I get terrible/good grades (test scores)
    Mein Lieblingsfach ist ____ ==> My favourite subject is _____
    Ich finde die Uniform furchtbar ==> I find the uniform horrible
    Es ist unbequem und altmodisch ==> It is uncomfortable and old-fashioned
    Wir tragen ein Uniform ==> We wear a uniform
    Wir haben zwei Pauzen täglich ==> We have two breaks every day
    Die erste Pauze dauert 15 Minuten und die zweite Pauze dauert 30 Minuten ==> The first break lasts 15 minutes and the second break lasts 30 minutes.


    Fächer (Subjects)
    Irisch ==> Irish
    Englisch ==> English
    Geschichte ==> History
    Erdkunde ==> Geography
    Mathematik ==> Maths
    Naturnwischenschaften ==> Science (All three sciences)
    Deutsch ==> German
    Technikal Graphik ==> Technical Graphics


  • Registered Users Posts: 43 Anro


    Okay here is some geography notes on population

    Demography is the sudy of population.


    1 Population density
    this is the number of people per square kilometer. It is an average figure.

    2 Population distribution
    This is the way that population is spread out accross the land. It can be evenly or unevenly spread. e.g the population in Ireland is uneven, the west have few people and dublin has a very high population.

    3 Population Patterns
    The are the order or shape the population makes. There are three basic patterns.
    (a) nucleated or clustered.
    This is where people live in one area e.g towns are a nucleated settlement.
    nucleated.jpg
    (b) Linear or ribboned
    This is where people live in a line along the side of a road or a river e.g. the river Rhine has lead a linear pattern of cities along its banks.
    linear.jpg

    (c) Dispersed
    This is tipical of rural farming areas where people are spread over a wide area e.g. Rural Leitrim
    dispersed.jpg

    How does the population grow?
    More babies born than people dieing causes the population to grow it is called natural change.

    what effects the total population in an area?
    Migration
    This changes the distribution of world population. Mirgration causes an increase of population in countries where people go to. e.g Ireland. However Migration does not effect world population

    What is birth rate?

    This is when we count live births per thousand per year. So if there were 20 births per thousand people it would be 2% (20/1000 = 2/100 = 2%)

    What is death rate?
    It is counting the number of deaths per thousand per year. e.g 10 deaths per thousand (10/1000 = 1/100 = 1%)

    How do I get natural change?
    I subtract the deaths from the births. If there are more births we have a natural increase but if there are more deaths we have a natural decrease.

    Population growth

    Population Growth is not the same throughout the world. First world countries like Germany and France have negative growth were as third world countries like India and Brazil have a Population explosion.

    Why are there large pupulation in the worlds poorest counties?
    Modern Medicine like vaccinations have helped lower the death rate
    Clean Water By sinking a well in a village which provides clean water can have a dramatic effect on the death rate. The biggest killer of babies in the third world today is dehydration from diarrhoea.

    What are the stages of Population growth?
    This is the predictable changes that the population of a country will go through:
    1 High stationary stage
    Birth and death rates are high little change in population. Third world.
    2 Early expanding stage
    Birth rate remains high and the death rate falls rapidly. Developing world.Population explosion occurs here.
    3 Late expanding stage
    The death rate remains low. Birth rate falls rapidly, population growth begins to slow down.
    4 Low stationary stage
    The birth rate remains low, death rate is still very low, low population growth.
    5 Senile stage
    Birth rate falls below death rate. Population decrease. e.g. Germany
    g427.gif
    (sorry couldn't find graph with senile stage)

    I have some more notes to do with why some areas have high or low population that i can get for you but that is most of my population growth.


  • Registered Users Posts: 223 ✭✭leemurta


    Any chance of notes on industrial revolution, for Q5 on history paper?


  • Closed Accounts Posts: 329 ✭✭mista_2k10


    Those are great geography notes...... thanks :)


  • Registered Users Posts: 1,171 ✭✭✭kevin12345


    Just a few notes our teacher gave us for unseen poetry and prose. She said we can have answers actually prepared before we go in, even if we can't understand the poem. For example, if a question says "Do you like this poem? Why/why not?" You can have an answer prepared saying you like the poets style/use of personification/metaphors etc. :D

    Irish Prose and Poetry notes:


    IRISH
    ENGLISH
    Is é mo thuairim
    In my opinion
    Feictear dom
    It seems to me
    I dtús báire
    Firstly
    Tagaim
    I agree with
    Ceapaim
    I think
    Is cosúil go bhfuil an dán seo
    It seems that the poem is
    Ar an taobh eile
    On the other hand
    Ar chuma ar bith
    Anyway
    Ar ndóigh
    Of course
    Go háirthe
    Especially
    Go bhfios dom
    As far as I know
    Is bocht an scéal é
    It’s a sad story
    Is beag é mo mheas air
    I don’t think much of it
    Tá a fhios ag an saol
    Everybody knows
    Ar deireadh thiar
    Finally
    Dar leis an ___
    According to the ___
    Ní bhíonn in aon rud ach seal
    Nothing lasts forever
    Sa chéad/dara/triú alt
    In the first/second/third paragraph
    Léiríonn an t-údar dúinn
    The author shows us
    Creideann sé/sí
    He/she believes that
    Luann an scríbhneoir
    The writer mentions
    Déanann an t-údar cur síos ar
    The author describes
    Tá go leor fianaise sa sliocht
    There is plenty of evidence in the passage
    Mar gheall ar
    About
    Is féidir leat ionannú leis an pearsa
    You can identify with the character
    Tréithe na phearsanna
    Traits of the characters
    Amadán
    Fool
    Cancrán
    Cranky
    Slíbhín
    Sly person
    Meatachán
    Coward
    Teideal an dáin
    Title of the poem
    Téama an dáin
    Theme of the poem
    Sa chéad/dara/tríú véarsa
    In the 1st/2nd/3rd verse
    Stíl an fhile
    Style of the poet
    Casta
    Complicated
    Corraitheach
    Exciting
    Cumhactach
    Powerful
    Dearfach
    Positive
    Diúltach
    Negative
    Dramatúil
    Dramatic
    Éifeachtach
    Effective
    Dea-scríofa
    Well-written
    Gruama
    Gloomy
    Maoithneach
    Sentimental
    Nua-aimseartha
    Modern
    Readúil
    Realistic
    Seanfhaiseanta
    Old fashioned
    Lúcháir
    Joy
    Teannas
    Tension
    Naire
    Embarrassment
    Trua
    Pity
    Is breá liom an cur síos ar …
    I love the description of...
    Tá an file ag caint faoi
    The poet is talking about
    Luann an file
    The poet mentions
    Thaitin an dán seo go mór liom
    I really liked the poem
    Áibhéil
    Exaggeration
    meafar
    metaphor
    Pearsantú
    personification
    Blas an dáin
    tone of the poem
    :D


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  • Closed Accounts Posts: 73 ✭✭Kyromancer


    DKZ wrote: »
    Kyromancer, you'd probably get 16-18/20 for that. You should include a little detail about his reaction when he returned, other voyages, relations with the natives, search for wealth and dying a dissapointed man.

    Otherwise, excellent! :D

    Cheers! That's good enough for me for my Summer Tests, but I'll see if I can improve it for next year.
    one thing kyro.......columbus knew the earth was round he wanted to sail west around the world to asia....if he reckoned the world was flat he wouldnt have sailed west for the fear he would go over the edge.

    Yeah, thanks for pointing that out. It was just a typo, thanks.


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