Notes etc. - Do not post copyright material

whistlin_boy · 13-06-2010 5:16pm

The Berlin Blockade

Under the Potsdam Agreement of 1945, the victorious Allied powers agreed to split Germany into four different zones. Berlin, being such an important city was also split into four, against Stalin's wishes as Berlin was miles within his territory. The relationship between the Western Allies and the USSR began to cool as the reason for their relationship (fear of Fascism and fear of Hitler) was gone. Also the western allies wished to rebuild the Economy of Germany, using Marshall Aid money. They thought that rebuilding Germany's economy would prevent a resurgence of Nazism. Russia, however feared a revived German economy. One of the Allies plan's to help kick-start Germany's economy was the introduction of a new currency; the Deutsche-mark. However, Stalin was vehemently against this and was in favor of instead leaving the hyper-inflated old currency in place, hoping to destabilize the German economy. The Western Allies went ahead with their plan without Stalin and introduced the new currency. In response to this, Stalin cut all power, communication and travel links to-and-from Berlin. Stalin hoped to stop the introduction of the new currency and possibly even to force the Western Allies out of Berlin. The western allies however had different ideas and instigated one of the largest airlift operations in history. The airlift known as "Operation Vittels" and so many airplanes landed on Berlin's airports at Gatow and Templehof that a new airport had to be build at Tegel with the help of 19'000 volunteers. After one year of Soviet siege, Stalin eventually called of the blockade of Berlin. The first major incident of the Cold War had been won the Western Allies. The three Western allies merged their zones into the Federal Republic of Deutshland (FDR), a democratic country and Stalin turned his zone into the Deutscher Democratic Republic (DDR), a communist country.

13-06-2010 9:50pm

Just throwing up some French notes for postcard writing since I made them for a friend

Where you are - Je suis ici en France/en Suisse/en Angleterre (England)/en Espagne/ aux Etas Unis/ au Pays Bas (Netherlands)/á Dublin/ á Paris/ á Barcelone

Who you are with - Je suis avec ma famille/ma soeur/mes amis/ma classe/mon ecole.

On a school tour - Je suis dans un excursion scolaire.

When did you arrive? - Je suis arrivé/ Nous sommes arrivés hier/ il y a ______ jours

You went somewhere yesterday - Je suis allé au/a la/a l' ________ hier.
- J'ai visité le/la/l' ____________ hier.

You will visit - Je vais aller/ J'irai __________ demain.

Where are you staying? - Je reste/ Nous restons dans un hotel/ une auberge de jeunesse (youth hostel)/ un terrain de camping/ un gite (holiday home)

Where situated? - Au bord de la mer/aux montagnes (mountains)/au centre ville.

What you do every day? - Je joue au golf/au foot/ au volley
- Je fais de la natation (swimming)/ du promenades (wallking)/ de la voile (sailing)
-Je me bronze (sunbathing)
Tous les jours = everyday.

When will you return? - Je retournerai la semaine prochaine/le weekend prochain

You are enjoying yourself - Je m'amuse bien

There's a lot to see and do here - Il y a beaucoup a faire et a voir ici.

Weather - It's too hot = Il est trop chaud
The sky is blue = Le ciel est bleu
Heatwave = C'est la canicule
It's cloudy = Il y a des nuages (It's not cloudy = il n'y a pas de nuages) NO 's' at de
It's raining = Il pleut
It's foggy = Il est broillard
It's snowing = Il neige
Strong winds = Des vents forts!

If you need any phrases I've left out, just ask

Luno · 15-06-2010 12:22pm

Q 4: People In History
A named religious reformer at the time of the Reformation.

John Calvin was born in France in the year 1509. His parents raised him as a Catholic. Calvin questioned the Catholic Church and studied the writings of Martin Luther and also he studied the bible.
Calvin went to Geneva in the hop to build a church but it was too severe a time and instead he returned a few years later to build his church. John Calvin believed Rome was the city of the devil.
Calvin's main beliefs were that God had selected a few who would go to heaven and to hell. Those who were saved and went to heaven were called the elect. The only source of teachings of Christ in Calvin's eyes was the bible. The only two sacraments Calvin believed in was Baptism and the Eucharist.
Calvin's followers grew as well as his church. The church was run by four different groups which included pastors who preached and conducted services, teachers who ran the schools and educated people to read the bible, Deacons who took care of the elderly and the sick and Elders who acted like a secret police. They encouraged people to spy on others and enforced Calvin's strict rules!
Calvin's rules included if found drunk a fine had to be paid, if caught singing or dancing which was immoral a jail sentence for three days and if someone was caught gambling they faced a very severe punishment such as being burned at the stake.
There are many reasons why Calvin's church had so many followers. People believed he would lead the to heaven. Others took inspiration for Calvin and set up churches in their own areas such as John Knox of Scotland who set up the Presbyterian Church.

Luno · 15-06-2010 12:44pm

Some people were worried about a formal letter coming out so here is some notes! :pac:

La Lettre Formelle

NOTE: The two addresses should be opposite eachother not on different lines like mine I couldn't get them to be opposite eachother!

John McCarthy
5 Cross Road
Mallow
Cork
Irlande

Cork le 30 mai 2010

Monsieur le directeur

Hôtel de Rivoli

Rue de Rivoli

1898 Paris

France

Monsieur,

[ phrases etc here]

Veuillez agréer, Monsieur, l'expression de mes sentiments distingués.

John McCarthy

PHRASES:

Je cous écris de la part de.. : I'm writing on behalf of...
Je voudrais des renseignements : I'd like some information
Sur la région / la ville / le camping : About the region / town / campsite
je coureais une liste d'hôtels / d'auberges de jeunesse : I'd likea list of hotels / outh hostels
Une liste de vos tarifs : A price list
Veuilles indiquer le tarif de ce séjour : Please let us know the price of this stay
Nouse voudrions réserver un emplacement à l'ombre : We would like to book a site in the shade
Voulez-vous nour m'envoter un dépliant sur les sites touristiques : Would you please send me a leaflet about the tourist attractions
Nouse comptons passer une semaine : We intend spending a week
nouse sommes quatre : There are four of us
Je voudrais / nous voudrions rester en demi-pension : I / We would like to stay half-board
Un ascenseur : A lift
La climatisation : Air conditioning
Qu'est-ce qu'il y a à voir et à faire? : What is there to see and do?
J'attends confirmation de votre part : I look forward to hearing from you

Tommyrawr · 15-06-2010 4:56pm

Tommyrawr wrote: »

Right hand corner put the 9h or whatever hour
Mme. Anselmet, -Feminine older Person (use vous for older people)
M. Jackque's, - Male older
Michel,
Aurelie, (use Te for same agegroup)

Juste un petit mot pour vous/te dire que- Just a quick note to say

Reasons
J'ai appelé à votre maison, mais vous n'y étiez pas. - I called to your house but you were not there
vous/Te dormiez- You were asleep
vous étiez au travail- You were at work
vous/te visite votre/Ton famille - you were visiting your family/relatives

je Sortir a (time)h - i have left at ___

je vais a la (grand) ville pour im going to the city for
/mon cheveux a coupé a la chez la coiffeur/ my hair cut at the barbers/ hairdressers
nage dans ce piscine publique/ to go swimming in the public pool
d'aller au cinéma pour voir Sex and the city 2 - to go the cinema to see ''sex and the city 2''

(je vais) a la plage im going to the beach
/a la discotheque/ to the disco
a la boite de nuit/ to the nightclub
au parc/ to the park
au centre commercial to the shopping center

Pour le Matin- for the morning
/Le soir/for the evening
le midi/ for midday
la nuit/ for the night

Je Serai de retour - i Will return
Pour - For
avant-Before
apres- After
15/3 heures - 3 o clock
la Diner the dinner
le déjeuner - the lunch
La petit déjeuner - the breckfast

á tout á l'heure, - See you later

(your Name)

heres some notes i made a week ago =P

WanderingSoul · 15-06-2010 6:08pm

Informal Letter (French)

Dublin, le 2 mai

Cher Paul,
Chère Paula,

Comment ça va? Moi je vais très bien. Quoi de neuf? Je te remercie de ta lettre.

[Body of Letter]

Donne-moi de tes nouvelles. Je te verrai ce week-end.

Écris-moi vite,
Bisous,
Marc.

1. Myself and my family

J’ai les yeux bleus et les cheveux noirs.
Je suis petit.
Je suis gentil.
Ma mère est infirmière/professeur.
Ma soeur est malade. Elle a de la grippe.

2. Interests, Hobbies and Friends

Mon meilleur ami s’appelle Paul.
Je le connais depuis 10 ans.
J’aime la musique.
Je joue du piano.
Mon group préférée s’appelle Westlife.
Je vais au concert et mes amis.

3. My area.

Mon quartier est grand.
Il est situé au bord de la mer.
Il y a 1000 habitants.
Il y a beaucoup de choses à faire et à voir.

4. My part-time job.

Le samedi, je travaille au supermarché.
Je vends les merchandises.
Je arrange les rayons.
Je travaille 6 heures par jour.
Je achete des vêtements le crédit pour mon portable.

5. My school, subjects and exams.

Je vais a une école mixte.
J’étudie pour le Brevet.
J’étuide les matières comme:
l’anglais
les maths
le gaelique
le science
l’histoire
la geo
Je fais mes devoirs.
J’adore les examens. C’est facile.

6a. Activities (Present Tense).

Je vais au club des jeunes.
Le soir, je fais mes devoirs.
Je regarde la télé.
Je vais en ville avec mes amis.
Je joue au sport.
Je vais au cinema.

6b. Activities (Future Tense).

J’irai au club des jeunes.
Le soir, je ferai mes devoirs.
Je regarderai la télé.
J’irai en ville avec mes amis.
Je jouerai au sport.
J’irai au cinema.

7. Thank-you’s.

Merci beaucoup pour le cadeau/mon sejour chez toi.
J’ai reçu ton cadeau et ta carte.
J’adore la musique de Westlife. C’est super!
Je suis allé au cinéma avec mes amis.
J’ai vu Avatar. C’était génial.

8. Inviting the penpal to stay.

J’écris pour te demander si tu peux venir passer une semaine chez moi à Noël.
Nous irons au cinéma/au concert.
Je te remercie de ton invitation.
J’aimerais beaucoup venir passer deux semaines chez toi.
Je peux venir en avion le 2 juin.

If anyone wants any translations for any particular phrases, just let me know.

Tommyrawr · 15-06-2010 7:10pm

Anyone have Notes on the Archaeolgist at work thats tipped to come up tommorow?

Tommyrawr · 15-06-2010 7:19pm

bluejaymraz wrote: »

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?

awesome ty

Closed ac · 15-06-2010 7:43pm

The Evangelists:

Mark - Mark is the author of the first gospel. His gospel was written in 70CE. Mark wrote his gospel for Christians living in Rome who were suffering from persecution. The theme of his gospel is that "Jesus had to suffer too", therefore relating to what the Roman Christians were going through. The symbol of Mark's gospel is a lion. Mark based his gospel on evidence from Peter, one of the apostles. Mark's gospel is a synoptic gospel.

Matthew - Matthew was a tax collector and he was one of Jesus' apostles. He wrote his gospel around the same time as Luke, in 85CE. Mark wrote his gospel for Christians living in Antioch, which was in modern-day Turkey. The theme of Matthew's gospel is that "Jesus is the human messiah". The symbol of Matthew's gospel is a man. This is to show that Jesus was the messiah and was fully human. Matthew based his gospel on Paul's gospel, his own life and a mysterious and anonymous document called Q, of which no copies exist today. Matthew's gospel is a synoptic gospel.

Luke - Luke was a doctor and was a gentile until he converted to Chrisitanity. He wrote his gospel around the same time as Matthew, in 85CE. Luke wrote his gospel for non-Christians living in Corinth, which is in Greece. He wrote his gospel for non-Christians in an attempt to convert them to Christianity, like he had himself done. The theme of Luke's gospel is that "Jesus is the saviour of all people." This was to show them that God loved all people, Christians and non-Christians. The symbol of Luke's gospel is the Ox. Luke based his gospel on the document Q, Mark's gospel and on his travels with Paul, the Christian missionary. Luke's gospel is a synoptic gospel.

John - John is said to be on of the lesser known apostles of Jesus, who outlived the others and was not killed because of his faith. He is known as Jesus' "beloved one". John was the final evangelist, he wrote his gospel in 95CE. John wrote his gospel for Jewish Christians living in Ephesus, which is in Turkey. The theme of John's gospel is that "Jesus is the Messiah and the Son of God". The symbol of John's gospel is the eagle, which symbolises with resurrection and acsension of Jesus. John based his gospel entirely on his own life as an apostle. John's gospel is not a synoptic gospel as it is not similar to the other gospels and also because he did not use Mark's gospel as a reference.

WanderingSoul · 15-06-2010 7:48pm

Informal Notes

10h30

Chère Marie,

Je laisse ce petit mot pour te dire que . . .

[Body of Note]

Je serai de retour à une heure.

À ce soir,
Marc.

1. Opening Phrases

Je t’envoie cet e-mail/ce fax pour te dire que . . .
Je suis allé au ville et j’ai attendu devant le café une demie heure.

2. What you are doing

Je vais faire des magasins avec mes amis.
Je vais prendre un café.
Je vais à la piscine/au cinéma.
Je joue au foot/au basket.
Je fais de la natation.

3. Say you’ll call later

Je te téléphonerai plus tard.
Je passerai chez toi cet après-midi.

4. Inviting the person along

Ça te dirait de venir avec moi/nous?

5. Say when you will be back

Je serai de retour à une heure.
Je serai de retour dans deux heures.

6. Ending

À ce soir,
À tout à l’heure,
À Demain,

Formal Notes

10h30

Chère Mme. Dumal,

Je laisse ce petit mot pour vous dire que . . .

[Body of Note]

Je serai de retour avant le dîner.

Cordialement,
Marc.

1. Opening Phrases

Je laisse ce petit mot pour vous dire que . . .
- Mathieu m’a téléphoné.
- Luc m’invité aller au cinéma.
- Je suis désolé.

Je vous écris pour . . .
- vous faire savoir que je suis sort.
- vous informer que je n’ai pas fait mes devoirs.
- vous présenter mes excuses.

2. Ending

Je serai de retour avant le dîner.
Je ne vais pas tarder, je vous assure.
J’attends votre réponse.
Je vous prie d’accepter mes excuses.

Formal Letter

Martin Doyle,
4 Summerfield Drive,
Patrickswell,
Co. Limerick

Limerick, le 2 avril

M. Sibut,
Hôtel de la Paix,
Rue du 14 Juillet,
75000 Paris,
France.

Monsieur/Madame,

[Body of Letter]

Je vous prie d’agréer, Monsieur/Madame, l’expression de mes sentiments distingués.

Martin Doyle

1. Requesting Information

Voulez-vous m’envoyer des informations sur . . .
- la ville de Lyon.
- les hôtels.
Je voudrais savoir . . .
- ce qu’il y à faire et à voir à Lyon.
- les horaires d’ouverture des magasins.
- où est le cinéma.

2. A Complaint

J’ai regret de vous informer que je ne suis pas satisfait de mon séjour à votre hôtel.
Je suis déçu.
Le service était terrible.
L’hôtel était sale.
Les garçons étaient impolis.
J’espère que vous ne tardez pas à me donner satisfaction.
Si non, je me verrai obligé de m’adresser au bureau de tourisme.

3. A Recommendation

J’ai le plaisir de vous informer que je suis très satisfait de mon repas à votre hôtel.
Je suis ravi.
La nourriture était excellente.
Le restaurant était propre.
Je reviendrai avec mes amis.

4. Applying for a job

Je suis que vous demandez un au pair.
Je suis interessé par ce poste.
J’aime les enfants.
Je me permets de vous offrir mes services.
Trouvez ci-joint mon CV.
Pour connaître mes aptitudes comme employé, je vous prie de vais adresser à.

5. Writing about lost property

J’ai perdu mon ipod.
J’ai laissé mon ipod dans votre hôtel.
On m’a volé mon ipod.
C’est un ipod de grand valeur.
J’espère que vous ne tarderez pas à faire les recherches nécessaires.

6. Booking Hotel

Je voudrais passer une semaine à votre hôtel/au camping/à l’auberge de jeunesse.
Avez-vous un emplacement pair une tente?
Je voudrais réserver une chambre.
Nous arriverons le 2 mai.
Nous partirons le 8 mai.
J’aimerais savoir vos tarifs.
J’attends confirmation de votre part.

7. Ending

Je vous prie d’agréer, Monsieur/Madame, l’expression de mes sentiments distingués.

Again, if you need translations, just ask.

kevin12345 · 15-06-2010 8:49pm

Summary of the Munster Plantation:
The Monarch: Queen Elizabeth 1 ordered the plantation.
The immediate cause: The Fitzgeralds of Munster rebelled against the Queen in 1579 and were finally defeated in 1583. The Queen then confiscated their lands.
The Plantation: Half - a - million acres of Fitzgerald land in Kerry, Cork, Limerick and Waterford were given to English Undertakers who were English/Scottish gentlemen who were each given estates of 4000,8000 or 12000 acres at a small annual rent. They could NOT rent Irish tenants. They had to build stone houses with bawns surrounding them as protection. They had to follow the Protestant religion.
The result: The plantation failed because not enough English undertakers came to Ireland. Most of those who did come broke their promise by taking in Irish tenants/slaves. But the planters did succeed in bringing English farming methods to Munster and set up new towns eg. Killarney :C

Closed ac · 16-06-2010 10:14am

Q4 (A) i.
The Archaeologist:

Archaeologists find out about about the past by studying the thinks people left behind them. These things are called artefacts. Artefacts give archaeologists evidence about what happened in the past. Artefacts are primary sources as they come directly from the time being studied, examples are houses, tools, pottery and weapons.
Archaeologists find artefacts by digging or excavating in places where people once lived. They usually decided to excavate: near old buildings such as castles, in the centre of cities when old houses are being replaced, where aerial photographs show signs of old fields or houses or at places connected to stories or legend like the Hill of Tara.
After deciding on the site for the excavation, the archaeologists: make a plan of the site, dig very carefully using trowels and brushes, photograph or draw each artefact they find, mark on the site plan where each artefact was found and send each find to a museum where it is dated and studied.
Archaeologists use the artefacts they find as evidence about the lives of people who lived on the site long ago. From bones, shells and seeds they learn what people ate. From pollen they learn what crops they grew. From post holes they learn the shape and size of their houses. From scraps of cloth or bits of leather, they learn about their dress. From burials they learn about their culture and religion.
Archaeologists have three ways of finding how old an artefact is. The deeper down in the soil an object is the older it is. This is called stratigraphy. Living matter (i.e. animals and plants) contain carbon. After death, the carbon slowly leaks away. By measuring how much is left, archaeologists can tell how old an object is. This is called carbon dating. Finally, trees which grow at the same time have a similar pattern of tree rings. By comparing the pattern of rings in old pieces of timber, archaeologists can work out when the tree grew. This is called dendrochronology.

Closed ac · 16-06-2010 10:43am

Q4 (A) ii.
A Medieval Craftsman/Townsperson

For centuries after the fall of the Roman empire, Europe was disturbed by wars. Merchants could not trade safely and towns declined. However, after 1000 AD life became more peaceful, trade increased and towns revived.
Because medieval roads were bad, most goods were carried on the sea or along rivers, o that is where most medieval towns developed. Towns brought wealth to an area, so kings and lords gave charters to townspeople. Charters allowed townspeople to elect their own rulers and decide their own taxes.
Because wars were still common, townspeople built walls for protection. Gates in the walls were protected with gatehouses and were shut at sunset. One paved street, often called High Street, crossed the town from one gate to another. Other streets were unpaved lanes that got muddy when it rained. Rich merchants lived on High Street. Their houses, built partly of wood and partly of stone, had two or three storeys. The upper storey often leaned out in the street. Poorer people lived in single-storey wooden houses on the back lanes. The front room in many houses was also a shop. The family lived at the back and made goods there which were sold in the shop. Townspeople built handsome stone churches where they could worship God. Because there was no way of disposing of waste, people threw it into the street or over the walls. As a result, disease was common. When a plague, the Black Death, came in 1345 up to a third of townspeople died.
Many townspeople worked at a craft. There were butchers, bakers, tailors, fishmongers, carpenters, masons, goldsmiths and so on. Each craft had its own guild. The guilds set exams to check that every craftsmen knew his trade, checked the quality of the goods the craftsmen made and set wages for workers and provided help for members in sickness and old age.
To be admitted to a guild, a boy had to go through three stages. At twelve he went to work for a master as an apprentice. He lived in the master's house and had to work without pay. It was illegal to leave his master. After seven years he became a journeyman. He could now travel to look for better wages from another master. To become a master,the journeyman had to make a "masterpiece" and show it to the guild. If it was good enough he could join the guild, open his own shop and employ apprentices and journeymen.
An elected corporation ruled medieval towns: in theory all men in a town could vote for the corporation, but in most places only masters in the guild were allowed to vote. To protect the town from its enemies, the corporation had to keep the walls in good repair and see that they were guarded. To avoid disease, it had to keep the town clean and supply clean water. To stop fire from destroying the wooden houses, it enforced a curfew. That meant that the townspeople had to put of their fires at night.
Towns were centres of trade: The corporation organised a weekly market. Peasants from the countryside came to sell their produce to the townspeople and buy things they needed from the craftsmen's shops. The corporation also organised annual fairs on the fair green outside the walls. Foreign merchants came to buy local produce and sell things the locals could produce themselves like wine, iron and furs. There were also singers, jugglers, fortune tellers and people with strange animals. The corporation charged people a toll if they wanted to sell at its markets or fairs.

Closed ac · 16-06-2010 11:03am

Q4 (A) iii.
A named religious reformer

Jean Calvin - The main reformer in Switzerland was a Frenchman, Jean Calvin. He was born in 1509 into a Catholic family. As a student in Paris, Calvin became interested in Luther's ideas and converted to Protestantism. When the king of France began to persecute Protestants, Calvin fled to Switzerland. The people of Geneva asked him to help them set up a Protestant Church. He spent the rest of his life there.
Calvin shared many of Luther's ideas but he some that were different. He thought that God decided in advance who should go to heaven. Nothing a person did could change that. This idea is called "predestination". Neither popes nor princes should rule the Church. Instead the people in a parish should elect their own leaders, who would be called elders or presbyters.
Calvin tried to make Geneva into a "city of God". Gambling and dancing were forbidden. People had to wear dark, sober clothes. He believed that churches should be very plain with no statues, music or flowers. But he set up schools so that all children could learn to read and write. Reformers from around Europe admired Calvin and went to study in Geneva. When they returned home, they took his ideas with them. John Knox brought Calvin's ideas to Scotland and from there they spread to Ireland. Because of this, Calvin's version of the Reformation spread to more countries than Luther's. Jean Calvin died in 1564.

Tommyrawr · 16-06-2010 11:30am

DKZ wrote: »

Q4 (A) iii.
A named religious reformer

John Calvin - The main reformer in Switzerland was a Frenchman, Jiohn Calvin. He was born in 1509 into a Catholic family. As a student in Paris, Calvin became interested in Luther's ideas and converted to Protestantism. When the king of France began to persecute Protestants, Calvin fled to Switzerland. The people of Geneva asked him to help them set up a Protestant Church. He spent the rest of his life there.
Calvin shared many of Luther's ideas but he some that were different. He thought that God decided in advance who should go to heaven. Nothing a person did could change that. This idea is called "predestination". Neither popes nor princes should rule the Church. Instead the people in a parish should elect their own leaders, who would be called elders or presbyters.
Calvin tried to make Geneva into a "city of God". Gambling and dancing were forbidden. People had to wear dark, sober clothes. He believed that churches should be very plain with no statues, music or flowers. But he set up schools so that all children could learn to read and write. Reformers from around Europe admired Calvin and went to study in Geneva. When they returned home, they took his ideas with them. John Knox brought Calvin's ideas to Scotland and from there they spread to Ireland. Because of this, Calvin's version of the Reformation spread to more countries than Luther's. John Calvin died in 1564.

Thanks hopefully this comes up!
(its John Calvin btw

Closed ac · 16-06-2010 11:34am

Tommyrawr wrote: »

Thanks hopefully this comes up!
(its John Calvin btw

Jean Calvin actually. He was French. Jean is the French for John.

Closed ac · 16-06-2010 11:40am

Q4 (B) i.
A Named Revolutionary Leader:

Theobald Wolfetone was a Dublin-born Protestant. A person's religion was very important in the 18th century. There were three main religions: Catholics, Presbyterians and Anglicans. The Penal Laws discriminated Catholics, they left them poor and powerless. Presbyterians were also slightly discriminated by the Anglicans as they would not allow them to sit in government jobs. Anglicans were divided into two groups, The Protestant Ascendancy, who controlled almost all the land and jobs and then the rest who had little wealth or power. Wolfetone belonged to this group.

Wolfetone belonged to the Church of Ireland but his family were not rich enough to be part of the Protestant Ascendancy. He studied law in Trinity College, but was more interested in politics. When the French revolution broke out, he welcomed it, hoping for "liberty, equality and fraternity" in Ireland too. In 1791 Presbyterians in Belfast set up a club to work for these ideas. Tone suggested they campaign against the Penal Laws. To convince them, he wrote a short book called "An Argument on behalf of the Catholics of Ireland". In it, Tone said that religious divisions were bad for Ireland. Many people were impressed by what he wrote and he was invited by Belfast Presbyterians him to join them in setting up the Society of United Irishmen.

The aims of the United Irishmen were to unite Irish people of all religions, reform the Irish parliament and reduce the power of the British government in Ireland. At first they worked peacefully for these aims, but in 1793 Britain went to war with France. The British thought that anyone who sympathised with French ideas was dangerous and watched the United Irishmen closely. When they found Tone talking to a French spy they forced him to leave Ireland for America and outlawed the UI.

New leaders took over after Tone left. They turned the UI into a secret society and planned a rebellion to set up an Irish republic. Tone knew they would need outside help. He went to France to persuade the French to send an army to Ireland. They listened to him and sent an army of 15,000 headed for Ireland. In December 1796 the army set out but their ships rant into terrible storms and had to go back to France.

This frightened the Ascendancy and the British government. They decided to destroy the UI before another French army could arrive. They used spies to uncover their plans and introduced a reign of terror in Ulster & Leinster. This then led to rebellions in Leinster, Wexford and Ulster which were unsuccessful. In Paris, Wolfe Tone at last persuaded the French to send more troops but they came too late to help the rebels. 1,100 men landed in Killala in Co. Mayo. Thousands of local people joined them. They defeated a small British army at Castlebar but then lost to a much larger force at Ballinamuck. A little later a small French fleet arrived in Lough Swilly in Donegal. Wolfe Tone was on board. The British navy captured them. Tone was sent to Dublin where he was tried and sentenced to hang. The asked to be shot like a soldier and when that was refused he committed suicide.

Closed ac · 16-06-2010 11:46am

Q4 (B) ii.
A named political leader in Ireland:

Éamon De Valera was an American-born Irishman who fought for Irish independence throughout the early 20th century. When the Anglo-Irish Treaty was formed between Ireland and Britain, De Valera was unhappy with the terms and opposed it. This led to the Irish Civil War, 1922-1923 between the pro-treaty and anti-treaty sides. De Valera and his followers lost the war and stayed out of Irish parliament affairs until 1926. He broke his links with the IRA and set up a new party called Fianna Fáil. De Valera and the Fianna Fáil TD's took the oath to the King of England, as set out in the Anglo-Irish Treaty and entered the Dáil. Fianna Fáil came up with new economic policies and promised to dismantle the treaty with Britain. As a result of this, they won the 1932 general election and De Valera became the head of government. He and Fianna Fáil remained in office until 1948.

Fianna Fáil quickly abolished the oath to the King and also imposed tariffs (taxes) on imports, most of which came from Britain. This angered the British who retaliated by putting taxes on Irish cattle going to Britain, this led to the "economic war" between the two countries until 1938. De Valera always opposed the treaty with Britain and once in power he began to dismantle it. First he removed the oath and downgraded the Governor General. In 1936 he removed the King as the head of state. De Valera wanted an Irish-made constitution, so in 1937 he brought in "Bunracht na hÉireann". In it the country was called "Ireland" or "Eire", Irish was it's official language, the head of state was the President and head of government was the Taoiseach. The constitution could only be changed by a vote of all people. In 1937 the people voted for the constitution in the first referendum in Irish history.

By 1938 - De Valera wanted peace with Britain. The Treaty was dead and Hitler threatened war. After talks, the Anglo-Irish Agreements were signed in 1938. This ended the economic war and trade returned as normal. When the Second World War began in September 1939, De Valera announced the country would be neutral. De Valera appointed Sean Lemass as Minister for Supplies to deal with rationing, this included gas and electricity. Due to this, many industries closed, unemployment was high and people went to Britain for work. De Valera passed the Offences Against the State Act when the IRA threatened Ireland's neutrality. This allowed him to imprison them without trial. During the war, De Valera followed a pro-British policy where he passed on information the the British and allowed the Irish to join the British forces.

World War II ended in 1945 but shortages of food and fuel continued. People blamed De Valera and Fianna Fáil who had been in power for 16 years. In the 1948 general election Fianna Fáil lost support and instead Ireland's first Inter-Party government was elected. The 1950's were unstable and the government changed several times. In Fianna Fáil, De Valera, who was 70 years old, retired as Taoiseach and Séan Lemass took over. De Valera was then elected as President of Ireland.

Closed ac · 16-06-2010 12:05pm

Possibly will come up - Ireland during the Industrial Revolution:

Before the industrial revolution, Irish people made cloth in their own homes: woolen cloth was mainly produced in the Southern half of the country while linen cloth was mainly produced in the Northern half of the country. When industrialisation began, factories making cotton were set up on rivers mainly in the Dublin area. But when steam power became common, Ireland had a problem as there was very little coal here. Using cheap coal, British firms could produce woolen and cotton cloth more cheaply than Irish firms which closed down. The linen industry survived because not much linen was produced in Britain. Wealthy men set up linen factories in the Belfast area. Soon all linen manufacturing was located there. By 1850, Belfast was becoming an industrial city like Manchester, while other Irish cities had very little industry.

The population of Ireland doubled between 1780 and 1840 from 4 million to 8 million. But without factories most of the extra people had to make a living from farming. Wealthy landlords owned all the land in Ireland: they lived in big
houses with many servants to work for them and they divided their land into farms which they rented to farmers. Farmers paid rent to landlords for their farms. Some farmers had big crops and were well off, they grew crops like wheat and barley and kept cattle. They lived in comfortable houses and sent their children to school. They employed labourers (called cottiers) to work for them. They paid the cottiers by giving them small plots of land where they built cottages and grew potatoes. Other farmers made jobs for their children by subdividing their farms among them. This produced many tiny farms.

By 1840 about 3 million Irish people were either cottiers or farmers with tiny farms of less than 5 acres. They were very poor. Families lived in one-roomed cabins with mud walls and a thatched roof. Often they shared the cabin with chickens and pigs which they sold to help them pay the rent. Sometimes the men in the family went to Britain to work for rich farmers there and earn money for the rent. Potatoes were their main food. On one acre of land they could grow enough potatoes to feed a family for a year. Sometimes they also had milk or a piece of bacon or fish.

In 1845 the blight destroyed some potatoes. In 1846 it wiped out the whole crop. Over 3 million people were left without their main food. Many went to the workhouses which were set up to give shelter to the poor in ordinary times but not in a famine. Workhouses were soon packed with desperate people. Disease spread rapidly in them and many died. Other starving people flooded into towns and villages to beg for help. Private charities run by landlords, priests and others set up "soup kitchens" where people were fed each day. People from around the world sent money to help them.

The British government refused to give out free food. They set up public works (building roads, etc.) where people could earn money to buy food. This policy failed, without potatoes the price of other food went up and people were too weak to earn enough to pay for it. In 1847, after many had died, the British let the workhouses set up soup kitchens and give out free food.

Ireland was greatly changed by the famine. The population fell from 8.1 million in 1841 to 6.5 million in 1851. About 1 million people died of starvation. Another million emigrated to Britain, Canada or the USA. Most of those who died or left were cottiers and small farmers. Their land went to bigger farmers. Farmers no longer subdivided their land. After the famine emigration continued and the population went on falling for the rest of the 19th century. Many emigrants went to Britain where they got work in the new factories. Many endured the long sea voyage to the US where they formed large Irish communities. They often sent money to help Irish people who were fighting against British rule. Parents wanted children to know English when they left the country, so they encouraged children to forget Irish. Irish people blamed the British government for the famine and the demand for Irish independence grew.

Colm! · 16-06-2010 12:08pm

DKZ: You. are. awesome.

Luno · 16-06-2010 10:03pm

Chemistry Equations

Production of oxygen O2
Hydrogen peroxide ---manganese dioxide (catalyst)---> water + oxygen.
2H2O2 ---MnO2---> 2H2O + O2
Proof of oxygen: relights a glowing splint.

Carbon (charcoal) burned in oxygen:
C + O2 ---> CO2 : This is an acidic oxide.

Magnesium burned in oxygen:
2Mg + O2 ---> 2MgO : This is a basic oxide.

Production of CO2, carbon dioxide (denser than air, can be poured)
Calcium Carbonate (marble chips) + Hydrochloric acid ---> Calcium chloride + water + carbon dioxide
CaCO3 + 2Hcl ---> CaCl2 + H2O + CO2
Proof: quenches a lighted splint.

Limewater + carbon dioxide ---> Chalk + Water
Ca(OH)2 + CO2 --->CaCO3 +H2O

Carbon dioxide + water ---> Carbonic acid (acid rain)
CO2 + H2O ---> H2CO3

Production of hydrogen, H2 (colourless, odourless, highly reactive gas)
Zinc + Hydrochloric acid = Zinc chloride + Hydrogen
Zn + 2HCl = ZnCl2 + H2
Proof of hydrogen: Popping noise with a lighted splint.

Acid Rain:
Carbon dioxide in air dissolves in rainwater
CO2 + H2O ---> H2CO3 (carbonic acid)

Sulfur dioxide (SO2) from factories and cars burning fossil fuels SO2 then dissolves into rainwater
SO2 + H2O ---> H2SO3 (sulfurous acid)

Fossil fuels are hydrocarbons containing hydrogen and carbon.

Rust:
Iron + oxygen + water = iron oxide

Luno · 16-06-2010 10:16pm

Physics Formulae

Speed : Distance(m) / Time(s)
Units: m/s (metres per second)
Memory Aid : Dads Silly Triangle (Distance / Speed X Time)
Velocity is speed in a given direction. The units for velocity is m/s.

Acceleration : Change in velocity(m/s) / time takenn(s)
Or V2 - V1 / t
V1 = initial velocity
V2 = final velocity
t - time taken
Units : m/s/s or m/s2

Density : mass(g) / volume(cm3)
Unit : g/cm3
Memory aid: My Dear Vera ( Mass / Density X Volume)

Work : Force(N) X Distance(cm)
Units : Joules

Power : Work done(j) / time taken(s)
Units W (Watts)

Weight : Weight is a forced measured in N
Mass(kg) X 10N/kg (earths gravity) (1.67 N/kg on moon) (O gravity in space)

Moment of a force : Force X Perpendicular distance from force to fulcrum
Units : Moments

Pressure : Force(N) / Area(m2)
Units : Pa / Pascals

Speed of Sound (340m/s) : Distance(cm) / Time (s)

Current, voltage, resistance:
V = Voltage (Volts)
I = Current (Amps)
R = Resistance (Ohms)
Memory aid : Very Important Rule (Voltage/ Current X Resistance)
Ohms law at constant temperature voltage is proportional to current in a circuit

kevin12345 · 16-06-2010 10:18pm

M&S* wrote: »

Physics Formulae

Speed : Distance(m) / Time(s)
Units: m/s (metres per second)
Memory Aid : Dads Silly Triangle (Distance / Speed X Time)
Velocity is speed in a given direction. The units for velocity is m/s.

Acceleration : Change in velocity(m/s) / time takenn(s)
Or V2 - V1 / t
V1 = initial velocity
V2 = final velocity
t - time taken
Units : m/s/s or m/s2

Density : mass(g) / volume(cm3)
Unit : g/cm3
Memory aid: My Dear Vera ( Mass / Density X Volume)

Work : Force(N) X Distance(cm)
Units : Joules

Power : Work done(j) / time taken(s)
Units W (Watts)

Weight : Weight is a forced measured in N
Mass(kg) X 10N/kg (earths gravity) (1.67 N/kg on moon) (O gravity in space)

Moment of a force : Force X Perpendicular distance from force to fulcrum
Units : Moments

Pressure : Force(N) / Area(m2)
Units : Pa / Pascals

Speed of Sound (340m/s) : Distance(cm) / Time (s)

Current, voltage, resistance:
V = Voltage (Volts)
I = Current (Amps)
R = Resistance (Ohms)
Memory aid : Very Important Rule (Voltage/ Current X Resistance)
Ohms law at constant temperature voltage is proportional to current in a circuit

Thanks so much for those Mary

Luno · 16-06-2010 10:20pm

kevin12345 wrote: »

Thanks so much for those Mary

I was thinking it was a bit late but it kind of helped me!

Your welcome anyways!

Luno · 22-06-2010 8:59pm

MUSIC:
Set songs B:
Amhrán na Cuiginne: Love, working song.
Flattened 7th, compoound time
6/8, c major
Repeated last note
Metre - 2
Steady tempo, mf.
Verse + chorus
Unknown composer

Wanderer's Night Song - Franz Schubert
It's a lied - German Art song sung in 19th century
Common time - 4/4
B flat major
Metre - 4
Phrasing - ABCC
Repetition of final phrase
Dotted rhythms
The mood is tranquil.

Evening Prayer - Engelbert Humperdinck
From the opera - Hansel and Gretel.
Composed in the 19th century
Homo-phonic then polyphonic
Sequences
4/4 time
D major
Duet

Can't Help Lovin' Dat Man - Jerome Kern
From the musical Showboat.
Triadic melody
Split common time
Jazz elements: Syncopation and flattened 3rd and 6th
E flat major (3 flats)
Played softly (piano)

DylanS09 · 22-06-2010 9:01pm

Thank you!
If I could thank it more than once I would! Realized about an hour ago that I didn't have any notes on these!

WanderingSoul · 22-06-2010 9:04pm

M&S* wrote: »

MUSIC:
Set songs B:

DylanS09 wrote: »

Thank you!
If I could thank it more than once I would! Realized about an hour ago that I didn't have any notes on these!

Thanked on Dylan's behalf.

Luno · 22-06-2010 9:04pm

DylanS09 wrote: »

Thank you!
If I could thank it more than once I would! Realized about an hour ago that I didn't have any notes on these!

Ah Dylan do you have a book? Is there anything else you're missing? I'm just doing stuff I think will come up I'm probably way off but I feel more proud thinking that this might actually come up on the exam rather than pointless stuff...

Luno · 22-06-2010 9:06pm

WanderingSoul wrote: »

Thanked on Dylan's behalf.

You're not doing music! :pac: Thank you Dylans PA!

DylanS09 · 22-06-2010 9:07pm

M&S* wrote: »

Ah Dylan do you have a book? Is there anything else you're missing? I'm just doing stuff I think will come up I'm probably way off but I feel more proud thinking that this might actually come up on the exam rather than pointless stuff...

I've a book....well kind of!:P
I should be able to find the rest of the stuff in the book though!:)

WanderingSoul · 22-06-2010 9:09pm

M&S* wrote: »

You're not doing music! :pac: Thank you Dylans PA!

I know! :pac: No problem.

Jackobyte · 22-06-2010 10:48pm

Wow, just looking into this thread for the first time. There are some fantastic notes here, there are all so long.

I didn't use any of them but still, well done to anyone who added anything to this thread. It's some achievement.

katiemce · 22-06-2010 11:06pm

Jackobyte wrote: »

Wow, just looking into this thread for the first time. There are some fantastic notes here, there are all so long.

I didn't use any of them but still, well done to anyone who added anything to this thread. It's some achievement.

I agree! I should've contributed my notes but it's a bit late now :pac:

Piste · 09-10-2010 9:12pm

I'm resurrecting this thread just to let people know it exists. If you have any helpful notes just ad 'em here.

Cakes. · 09-10-2010 10:55pm

Thanks

SportsGreatest · 10-10-2010 7:00pm

Piste wrote: »

I'm resurrecting this thread just to let people know it exists. If you have any helpful notes just ad 'em here.

I was just about to make a new thread for this stuff. I'm a bit OCD, but this one will do.

I'll try and post up some of my revision notes sometime. They're not really detailed though - just a review of the topic.

Cakes. · 10-10-2010 7:20pm

Yeh, going to start studying for the exams we have the week after next. I will post some up here too.

TehFionnster · 10-10-2010 8:55pm

Freagra Samplach don "Anseo i lar an gleanna"
I thought of this off the top of my head the other day

TEAMA : Stair na hEireann

Rinne mé staidear ar an dán "Anseo i lar an gleanna". Scriobh Sean Mac Fheorais ag an dán seo.Roghnaigh mé an teama Stair na hEireann mar, I mo thuairim, Tá a lán rudaí sa dán seo madir leis an stair na hEireann, Ar dtús, Insítear sinn go bhfuil "Bhí an taifreann léite is gach rud deanta" agus gur chuala na daoine an glao ag teacht i a dtreo, ceapann na daoine go bhfuil na capaill ach tá siad mícheart, Is é na saighduirí sasanaigh ag teach chun an sagart a mharú.
Agus Tá an seanfhear ag dul go dtí an sagart agus míníonn sé cónas atá sé sean agus go bhfuil an sagart óg, iarrann an seanfear ag an tsagart má tá cead ag an seanfear go bhfuil eadaí a mhalartú leis an seanfhear, insíonn an seanfear an sagart go bhfuill gá agat chun dul i bhfolach roinnt áit slán saibhailté agus ansin, Cuardaíonn na saighduirí an seanfhear sna eadaí sagairt agus crochann na saighduirí an seanfhear an crann caol ard.
Usáideann an filé friotal shimplí agus iomanna beo chun teama a chur ós ár gcomhair. Tugann an filé cuntas mhaith dúinn madir leis an stair na Éireann, Míníonn sé cónas a bhí an saol in Éireann an dáinsearach don sagairt agus nach raibh cead ag na sagairt chun aifreann a rá.

Please excuse any grammatical errors as we haven't done declensions or anything of the sort yet

Also this isn't as such a sample answer but one I got an A for on the Scéim Marcála

TehFionnster · 10-10-2010 9:19pm

Sample Answer for English[/B]

Question : From a play you have studied choose a scene that highlights the qualities of the principal character, Explain how these qualities are revealed in this scene.(30)
Once again, Not exactly a Sample answer just one I got an A for

The play I have studied is Julius Caesar by the English playwright William Shakespeare, Brutus is the principal character whos qualities are highlighted in Act II Scene I. In this scene we are shown Brutus with a troubled mind, much similar to a battlefield, this is shown when Brutus explains how he is unable to sleep,"I would it were my fault to sleep so soundly". This conveys how Brutus would desire to be the one always sleeping instead of Lucius.

Brutus also has a great love for Rome as is shown when he expresses his desire to kill the spirit of Caesar and leave the man untouched,"O, that we then could come by Caesars spirit and not dismember Caesar" This highlights the fact that he has no desire to spill Caesars blood but if it stops him from essentially destroying Rome, Brutus is willing to do it, In a way, that speech highlights Brutus' willingness to do whatever is needed to keep Rome glorious and free of corruption and tyrancy.

Brutus is an Idealist,where everything is perfect and he has a belief that there are certain ways of doing things et cetera. Cassius however, is a realist, he sees the world the way it is,not in the idealistic view of Brutus, this difference is most evident when they talk about killing Mark Antony, Brutus is clearly disgusted by the idea of more bloodshed because Brutus thinks that he isn't killing the man Caesar but only his ambition, so as far as Brutus is concerned he isn't killing anyone, whereas Cassius insists on killing Mark Antony as he thinks he will betray them later on, but Brutus thinks differently and this conveys his one flaw, he is a bad judge of character, much like Mark Antony himself,Brutus thinks he will be not trouble at all ass "he is given to sports, to wildness and much company". Brutus dismisses him as nothing more than a playboy.

We are shown Brutus is also very Honourable and honest, much unlike Cassius who could be described as a "Shrewd Contriver", much like his description of Mark Antony, but it is very ironic when Cassius suggests swearing an oath, "Let us swear our resolution" and Brutus totally disagrees saying "Swear Cowards, priests and men cautelous" but Cassius is actually quite cautelous and sneaky in himself, this could imply that Brutus is calling Cassius cautelous and knows he only has his personal interests at heart but generally we are given the view that Brutus is too blinded by Idealism to see Cassius' and the other conspirators ideals.

Brutus is also very naive not to see the rest of the conspirators ideals. Brutus comes across, finally as a well respected man by the conspirators,"but what of Cicero shall we sound him?", and Brutus replies "O, Name him not" and then all the conspirators instantly comply with all and any of Brutus' demands.
Any tips/constructive criticism is appreciated :P

SportsGreatest · 10-10-2010 11:15pm

The Periodic Table arranges the elements in order of increasing atomic number.

Atomic Number: The number of protons in the nucleus of an atom of an element.

Groups/Families - Vertical column.

All elements in a group are chemically similar.
All elements in a group have the same number of electrons in their outermost shell.

Group 1 - The Alkali Metals.
Group 2 - The Alkaline Earth Metals.
Group 7 - The Halogens.
Group 8 - The Noble Gases.

Period - Horizontal Row. (n=1, n=2, etc.)

All the elements in a period have the same number of electron shells.

Non-Metals are on the right.
Metals are on the left and center.

TehFionnster · 11-10-2010 6:51pm

An Modh Cíonniollach

An Chead Réimniú

Briathra Caol :

-finn(mé)
-feá(tú)
-feadh(sé/sí)
-fimís(sinn)
-feadh(sibh)
-fidís(siad)
-fí(saor briathar)

Rialacha don chéad réimniú:

Cuir H tar éis an céad litir i gconaí seachas an guta ag an tús
Cuir D' roimh an guta
Cuir D' roimh an litir F agus cuir H tar éis an litir F
Níl aon "mé", "tú", "sinn" nó "siad" sa modh cíonniollach

Briathra Leathain :

-fainn(mé)
-fá(tú)
-fadh(sé/sí)
-faimís(sinn)
-fadh(sibh)
-faidís(siad)
-faí(saor briathar)

Sampach Amhain:

Cuir

Chuirfinn
Chuirfeá
Chuirfeadh sé/sí
Chuirfimís
Chuirfeadh sibh
Chuirfidís
Cuirfí(Ná cuir an seimhú ná urú ar an saor briathar)

Dara Réimniú ag teacht go luath :P

Cakes. · 11-10-2010 7:14pm

Gabh Raibh Míle maith agat

TehFionnster · 11-10-2010 8:49pm

An Modh Cíonniollach, Píosa a Dó

An Dara Réimniú

Briathra Caola :

-eoinn
-eofá
-eodh
-eoimís
-eodh
-eodís
-eofaí

Tá rialacha cheana i bhfeidhm don Dara Réimniú mar céad réimniú

Briathra Leathain :

-óinn
-ófa
-ódh
-óimis
-ódh
-óidís
-ófaí

Easca nach bhfuil? Sin é an Modh Cíonniollach, Bain taitneamh as :P

De Ghnáth, Samplach Amhain

Cheannaigh

Cheannóinn
Cheannófá
Cheannódh sé/sí
Cheannóimis
Cheannódh sibh
Cheannóidis
Cheannófaí

Tá an Modh Cíonniollach an aimsir is deacairé i mo thuairm!
Foghlaim é :P

Indiego · 13-10-2010 5:04pm

the notes thread is getting very big, but i was thinking, we should make specialised threads for evry subject and post notes on each one instead of having on hugeeee one, because i dont know if it was just me but the notes thread is amazingly helpful, but quite confusing if you are looking for something in particular,
so,
happy noting!

TehFionnster · 13-10-2010 9:24pm

Níos mó notaí gaeilge

Réamhfhocail Shímplí

Le/With

Liom
Leat
Leis
Leí
Linn
Libh
Leo

Do/To(Giving)

Dom
Duit
Dó
Dí
Dúinn
Daoibh
Dóibh

Ar/On

Orm
Ort
Air
Uirthi
Orainn
Oraibh
Orthu

Faoi/About

Fúm
Fút
Faoi
Fuithi
Fúinn
Fúibh
Futhu

Chuig/To(movement)

Chugam
Chugat
Chuige
Chuici
Chugainn
Chugaibh
Chucu

As/Out of

Asam
Asat
As
Aisti
Asainn
Asaibh
Astu

Ag/At/Possesion

Agam
Agat
Aige
Aici
Againn
Agaibh
Acu

De/Of

Díom
Díot
De
Di
Dínn
Díbh
Díobh

Ó/From

Uaim
Uait
Uaidh
Uaithi
Uainn
Uaibh
Uathu

Roimh/Before

Romham
Romhat
Roimhe
Roimpi
Romhainn
Romhaibh
Rompu

Tá siul agam go n-úsaideann sibh mo notaí agus tá siul agam go gcabhróidh siad libh i bhúr scrudaithé!!

Lucan Bohs · 14-10-2010 6:30pm

looking through this thread for the first time, there are some brilliant notes up here already so thanks to everybody who contributed.

Hopefully more notes will be added!!!!!!

SportsGreatest · 14-10-2010 9:21pm

While it would be a good idea to have a separate thread for each subject, it would just clog up the forum.

SportsGreatest · 14-10-2010 9:44pm

TehFionnster wrote: »

Réamhfhocail Shímplí

To add to these:

Ionadh [I think?] - Inside of me.
Ionam.
Ionat.
Ann.
Inti.
Ionainn.
Ionaibh.
Iontu.

TehFionnster · 16-10-2010 8:35am

SportsGreatest wrote: »

To add to these:

Ionadh [I think?] - Inside of me.
Ionam.
Ionat.
Ann.
Inti.
Ionainn.
Ionaibh.
Iontu.

Ah Yeah, Forgot about that one xD

Its actually just " i " is the name of it :P

bubblemonkey · 05-11-2010 9:55pm

Healthy eating

Functions of food
Growth and repair
Heat and energy
Regulate and protect the body

Factors that affect choice of food
Senses
-Sight
-touch
-smell
-taste
Food value- is it nourishing
Lifestyle- eating habits begin in the home
Culture- each country has a staple food
Cost- what foods can I afford to buy
Availability- what foods are available in the shops

Malnutrition- bad nutrition, incorrect amount of nutrients in the body, caused by too much food or to little food

Staple food- a food that is plentiful and is a main part of the diet in a country

Healthy eating guidelines-
Eat a variety of foods
Eat less fat
Eat less sugar
Eat less salt
Eat more fibre
Eat more fruit and veg
Increase calcium intake
Drink more water
Use alcohol in moderation

Nutrition
Protein vitamins
Macronutrients- Carbohydrates Micronutrients- minerals
Fats water

Nutrients

Nutrients- chemicals which make up food. They are broken down during digestion into simpler substances which are used all over the body
Composition of nutrients- the structure of each nutrient
Composition of food- the amount of each nutrient in a food
Function- the job the nutrient does in the body

Macronutrients

protein carbohydrate fats
compsition -Contains carbon, hydrogen, oxygen and nitrogen
-Arranged in amino acids which are linked together in chains called polypeptide chains -Basic unit =
glucose
-Chains=
starch
-made of oxygen, carbon, and hydrogen -made of carbon hydrogen and oxygen to form glycerol and fatty acids
-these link to form an e shaped structure
classification -high biological value (HBV)
-low biological value (LBV) -sugars
-starch
-dietary fibre -saturated
-unsaturated
sources HBV- meat, fish eggs ect.
LBV- pulses, cereals, nuts ect. Sugar- honey cakes
Starch-bread, pasta
Dietary fibre- whole cereals Sat.- cream, cheese butter, meat fat,
Unsat.- vegetable oils, spreads ect.
functions -Growth and repair
-Heat and energy
-production of hormones and enzymes -Heat and energy
-Dietary fibre prevents bowel disease and constapation -heat and energy
-Protection of delicate organs
-insulation
-source of vitamins A D E K (fat soluble)
-Feeling of fullness

Micronutrients
Vitamins- fat soluble

Vitaminn Sources Functions Deficiencies
A Fish, offal, margarine,
Eggs, carrots, peppers, dark green vegetables 1. Growth
2. Healthy eyes
3. Healthy skin and lining membranes 1. Retarded growth
2. Night blindness
3. Dry lining tissues
D Sunshine, fish margarine, liver eggs cheese Healthy bones and teeth Rickets (children)
Osteoporosis (adults)
E Margarine, egg yolk, sunflower oil Healthy blood cells, acts as an antioxidant Anaemia in newborn
K Made in bowel by bacteria, green vegetables, cereals

bbacteria bacteria Helps blood to clot Clotting problems

Vitamins- water soluble

vitamin sources functions Deficiencies
B Meat, fish, eggs, cheese, nuts, pulses, cereals, wholemeal bread, yeast 1. Energy release
2. Healthy nerves
3. Growth 1. Tiredness
2. Beriberi
3. Pellagra
C Fruit and vegetables 1. General health
2. Skin, gums
3. Blood vessels
4. Iron absorption 1. Feeling run down
2. Scurvy
3. Slow healing
4. Anaemia

Minerals

mineral sources functions Deficiencies
calcium Milk, cheese, yoghurt
Tinned fish, hard water Healthy bones and teeth 1. Rickets
2. Osteoporosis
iron Liver, kidney, red meat, dark green veg. cereals, whole bread Necessary to form haemoglobin in the blood Anaemia

Balancing the diet
Food pyramid

Balanced eating
People differ a lot, allowances should be made for
Age and size
Growth
Activity
Health

Diseases associated with bad food choices
Coronary heart disease
High blood pressure/strokes
Cancer
Obesity

Dietary needs
Babies
Protein- babies don’t need food for the first 4-6 months except of milk which is a good source of HBV protein which is needed for growth and repair, heat and energy and production of hormones enzymes and antibodies
Fat- skimmed milk is unsuitable for babies as it lacks fat, therefore wont insulate the body, protect delicate organs, produce heat and energy, give a feeling of fullness . Skimmed milk also lacks fat soluble vitamins A, D, E, K, used to prevent dry lining tissues, retarded growth, night blindness, osteoporosis/rickets, anaemia and clotting problems
Carbohydrates- a baby doesn’t need carbohydrates for the first 4-6 months,they are slowly introduced during weening in the form of pureed vegetables these are a source of dietary fibre. Potatoes and rusks are also introduced as a source of starch
Vitamins- after 6 months vitamin c drinks are introduced for general health and absorption of iron
Minerals- babies need lots of calcium for healthy bones, after 6 months they need iron rich foods to prevent anaemia

Children
Carbohydrates - lots of fibre is needed and can be maintained from vegetables, lots of fibre prevents constapation.
Protein- children need plenty of protein for growth and production of hormones and enzymes, these are obtained from meats eggs pulses of tvp.
Fats- fats should be restricted as too much leads to obesity and heart problems, however some fat is needed for insulation, protection of delicate organs for heat and energy and to provide fat soluble vitamins A,D,E,K.
Vitamins- vitamins A and D are needed for calcium and iron absorption and are found in carrots and fish, citrus fruits will provide vitamin c for prevention of scurvy.
Minerals- calcium is vital for healthy bones and teeth whole milk should remain as their main drink for calcium. Iron is also needed for prevention of anaemia, it is found in red meat and dark green vegetables

Notes etc. - Do not post copyright material

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