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Degree: Spanish and History (Bachelors) - Southampton University
I am a first year student at the University of Southampton, studying Spanish and History. Although I eventually chose to follow humanities, I was always split as to what I prefered - at A Level I was so unsure I ended up taking these two humanities and two sciences (Maths and Physics)!
My interest across a wide variety of subjects helps me use different methods of understandings by seeing things from different perspectives, something which I hope will help me to help you!
I am a keen musician and have played the trumpet since I was very young. I regularly attended bands in which I could help the younger players which has given me good experience of working with and aiding younger people. I was also involved in a couple of mentoring schemes during my time at school.
These sessions are to help you in the areas you need help with - you chose what we work on! Understanding what you are doing, rather than just following a set precedure, is key to being able to answer all questions on the topic, so I will make sure that you undertstand the key principals behind the methods and can apply them appropriately.
So, if you're looking for a patient and friendly tutor who can help you in a relaxed online environment, send me a "web-mail" or arrange a free meet-the-tutor session! Let me know your exam board and particular areas of struggle so that I can be as much use as possible!!
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The question gives you a hint on how to go about this question - Factorise!!
1) Factorise the left hand side. Find the two numbers which will add to give -8 and multiply to give 15. In this case, -3 and -5.
2) Each set of brackets can equal 0. If a multiplication is equal to 0, then at least one term must be 0 itself.
3) Solve the equations.
x=3 or 5
4) CHECK!! Plug your values of x into the original equation to make sure you are right - an easy way to stop making silly mistakes!
When x=3, 32-(8x3)+15 = 9-24+15=0 (correct)
When x=5, 52-(8x5)+15 = 25-40+15=0 (correct)
By exploring the following areas of the source, you can follow a general structure that can be applied to all source analysis. The depth of analysis depends on how much there is to say about a source, but in exams this is usually reflected by the marks allocated to the question.
Just remember COPS!
1) Content - What is the source and what information or argument does it give? If the source is a photo/painting/cartoon, what is it of? Describe the foreground, people, colours, speech etc. If the source is a newspaper, what is the story being told? This point is the descriptive opening and shouldn't take too long.
2) Origin - Authorship and dates. Who wrote the source: what relevance do they have to the source (who are they, do they have a major role in the movement/regime/event in history that you are studying)? When was it published: key dates/events before that might impact the source or that the source might influence in the future (primary sources)? Does the publication date effect its viewpoint - schools of thought etc (secondary sources)
3) Purpose - why was this source produced? What does it aim to do? Is it a method of propaganda that aims to persuade? Perhaps it is an educational tool to inform?
4) Significance - concluding part. Based on the above, how useful is this source? Is it reliable, given its origin and purpose? Does it contain all the viewpoints or has it skipped over vital pieces of information? Here you can use your own knowledge that is maybe left out of the source which might make you question the source's authenticity.
The subjunctive is a mood (not tense) used fairly commonly in Spanish. It can be formed in the present and past tenses (the present form of subjunctive is used when talking about the future also). At GCSE level, you are not usually expected to understand it fully, but using it in exams is a good way to add flair to your work. For this reason it would probably be easiest to learn a few set phrases that you know contain or are followed by the subjunctive.
It is used in various circumstances; those most likely to be relevant to your work include: phrases containing doubt ("no pienso/creo que..."- i dont think that, "es posible que..." - it is possible that) and when talking about your future ("cuando sea mayor" - When I am older).
If you are confident on using the present subjunctive, a phrase containing the imperfect (past) subjunctive could be used to make your work even more impressive. A phrase such as "si fuera el primer ministro..." (if i were prime minister...) includes the imperfect subjunctive and is also a useful way of introducing the conditional tense.see more