Guest artist demonstration. Guest artist blog. Guest artist movie trailer. Abs cbn artist guest on gma. Guest artists. Guest artist trailer youtube. Guest artist space foundation. Smooth talking and seductive, Victor was raised to do one thing only, which is to kill for money.
When he is sent to the home of a brutal drug lord to collect payment for his most recent hit, he encounters the beautiful Sarai Alicia Sanz , who has been forced to spend the last 9 years of her life with the drug lord.
After Victor leaves the compound, Sarai seizes her chance at freedom by hiding out in Victor's car. But things don't go as planned and instead of being transported back to her home, she finds herself free from one dangerous man only to be caught in the clutches of another. While on the run from the vengeful drug lord and his brutal henchmen, Victor's conscience catches up with him as he risks all that he stood for to protect his captive.
In the end, the power Sarai unknowingly holds over Victor and their undeniable attraction may be what places her right in the arms of a killer.
Amei os dois mas a vida passa segui. William talks about the journey from actor to co-writer of this film and how he wanted to take control of his career. Also, now, as a producer, he can create opportunities for other people.
The Latino market in America provides the number one audience going to the movies yet they only represent 3 percent of the roles. He wants to do something to change this! William comments on the clever choreography in the riveting fight scene between his character, Victor and his brother, Niklas, played by Adrian Lastra while Alicia reveals what action movie had the most impact on her growing up. Also, Alicia explains what drew her to the project and how reading the books by J.
A Redmerski helped her prepare for her role. Can we expect a sequel to this open-ended story? She hopes so! Smooth-talking and seductive, Victor was raised to do one thing only, which is to kill for money. En brazos de un asesino rotten. Espartaco No. Varias mujeres declararon sobre las violaciones masivas que sufrieron.
Los jueces y los fiscales involucrados en el caso recibieron amenazas de muerte. Peurifoy como el nuevo embajador de Estados Unidos. Los lugartenientes del imperialismo estadounidense en el movimiento obrero participaron activamente en las intrigas anticomunistas en Guatemala. En brazos de un asesino online. Excelente actor y bello. Tan hermoso que era. En brazos de un asesino full movie free. En brazos de un asesino music.
You simply must see this great Mexican gangster story with an attractive, compelling cast that kept me in my seat throughout this action movie on Friday Dec 6. Leading Lady Alicia "The Body" Sanz is so wonderfully at home in the altogether both in the shower and while being strip-searched for a tracking device that her scenes could exist separately and still be a box office hit.
Highly Recommended. Digan lo q digan. Levis siempre asido guapo. En brazos de un asesino movie trailer. Tou Mal posso esperar. En brazos de un asesino movie showtimes. En brazos de un asesino escenas. En brazos de un asesino pantaya. En brazos de un asesino movie english. En brazos de un asesino trailer En brazos de un asesino full movie. Quando estreia no Brasil. Ansiosa para assistir! William lindo. En brazos de un asesino cast. La acabo de ver, y es excelente!
Les sugiero que la vean antes de comentar algo negativo. En brazos de un asesino book. Gonzalo se casa enamorado pero Ignacia esconde misterios de un pasado. Gonzalo y Pilar encuentran muerto a Pedro el jardinero. Leonardo le confirma a Pilar y a Gonzalo que a Adolfo lo arrojaron por la ventana.
Ignacia revela un embarazo que cambia la vida de Gonzalo. Ignacia recibe una llamada diciendo que es Adolfo y que la ama mucho. Gonzalo hace la pregunta clave, trata de que Ignacia conteste. En la tumba de Adolfo, Gonzalo encuentra una bufanda, luego sabe que es de Ignacia. Javier le reclama a Gonzalo por el trato que tiene con Pilar. A la hora del brindis por el embarazo de Ignacia, la casa queda a oscuras y Leonardo es atacado. Un nuevo sospechoso empieza a rondar la Casa Conde.
Emilio le muestra a Gonzalo el video donde aparece un hombre entrando a la casa y convence a Gonzalo para destapar la tumba de Adolfo. Gonzalo le dice a Ignacia que alguien quiere matar a Eva. Ignacia le confirma a Javier que el hijo que espera es suyo. Javier manda a secuestrar a Ignacia. Gonzalo enfrenta al secuestrador y salva la vida de su esposa.
Los planes de Javier son vengarse de todos. Las dudas de Gonzalo sobre el embarazo no lo dejan en paz. Javier teme porque ella lo delate. Rebeca le cuenta a Gonzalo toda la verdad. Rebeca le confiesa a Gonzalo que Ignacia lo traiciona con Javier, indignado Gonzalo enfrenta a Javier.
Rebeca se da cuenta de que Gonzalo realmente ama a Pilar. Comienzan los chantajes. Andrea le avisa a Javier que Pilar y Gonzalo se van a encontrar en el apartamento de Gonzalo.
Las pasiones se desatan entre Pilar y Gonzalo. Carola le cuenta a Ignacia que Gonzalo y Pilar son amantes. Javier echa del bufete a Rebeca. Emilio recibe la noticia del embarazo de Hilda. Gonzalo revela sus sospecha sobre Javier como el asesino. Pilar furiosa enfrenta a Javier y le pregunta si tiene que ver con la muerte de Adolfo. Javier decide irse de la casa. Pilar y Gonzalo encuentran a Javier.
Pilar encuentra a su marido infiel sin motivos de vivir, ella y Gonzalo lo llevan al hospital. Carola busca descubrir la verdad sobre Leonardo. Rebeca se da cuenta del juego de Javier. Ignacia va a despedirse de Gonzalo. Carola le incrusta un tenedor en la pierna a Leonardo para comprobar si es Adolfo. Ignacia le hace creer a la familia que se va para Europa pero se queda en la ciudad ayudada por Nibaldo. Javier llega al apartamento de Ignacia. Leonardo visita el cuarto de Igor Mora.
Javier intenta dejarle claro a Rebeca que es inocente del desfalco de los Conde. Eva habla de interrumpir el embarazo de Hilda, Emilio le pide que se sea su esposa.
Emilio e Hilda se casan a escondidas y le informan a la familia de su compromiso. Por su parte, Carola e Ignacia descubren que Leonardo no es lo que parece ser. Renato presiona a Rebeca para que demande a Javier por robo. La familia Conde se entera por un video que Adolfo tiene miedo de morir en manos de Javier Ruiz. Ignacia enfrenta a Danilo y le dice que conoce sus intenciones.
Leonardo vuelve a la casa Conde para que Danilo cumpla su cometido. Pilar sabe que ha sido Javier el culpable de los emails a su hijo, se lo dice en su cara. Gonzalo encuentra el DVD. Pilar llega a la casa de los Conde para pedirle a Renato que retire la demanda en contra de Javier y Renato le muestra el video de Adolfo. Carola es secuestrada por Danilo, pero al defenderse lo hiere. Leonardo intenta asesinar a Danilo, pero escapa cuando una enfermera lo intenta detener. Lidia es atropellada cuando sale del restaurante.
Javier manipula a Ignacia para que le consiga el DVD que lo denuncia. Danilo muere. La muerte de Danilo marca la vida de Carola en dos. Emilio e Ignacia descubren que los hermanos Acosta no existen. Javier busca regresar a la bufete.
Emilio e Ignacia confirman que los nombres de los hermanos Acosta son falsos. Ignacia descubre que Eva esconde un amante. Los planes de Leonardo en contra de la familia Conde son de venganza. Emilio encuentra a Carola en el estudio y la ve muy mal. Se va la luz en plena fiesta y se oye un disparo.
Gonzalo se debate entre la vida y la muerte. Pilar llega al hospital y logra hablar con Gonzalo. Javier se lleva a la fuerza a Pilar del hospital y le reclama. Una sombra misteriosa asesina a la adivina de Ignacia.
Pilar logra conseguir un lugar para montar el consultorio. Eva encuentra a su amante besando a Rebeca. Ignacia conoce a Rosa la hermana de Adolfo. Ignacia deja clara su rivalidad con Pilar por el amor de Gonzalo. Ignacia encuentra la caja donde Adolfo guardaba recuerdos de ellos dos. Pilar se asusta de ver a Javier en su consultorio. Pilar llega a su consultorio y lo encuentra destrozado.
Mabel llama a Eva y le recuerda una deuda del pasado. Rosa aconseja a Hilda vengarse de la familia Conde.
Pablo, uno de los hombres contratados por Leonardo, incendia uno de los hoteles de los Conde. Leonardo desaparece misteriosamente sin dejar huella.
Javier amenaza a Pilar con hacer lo que sea con tal de convertirla en una buena esposa. Ignacia sabe que Adolfo la quiere asesinar. Gonzalo y Pilar buscan dejar su pasado y vivir una vida juntos. Renato recibe una llamada del investigador quien le dice que el incendio fue intencional, luego sufre un infarto en su casa. Adolfo busca a Javier para cobrarle una deuda del pasado. Pilar decide abandonar el infierno que vive con su esposo. Emilio y Gonzalo encuentran a Carola desmayada en el departamento.
Gonzalo trata de revivir a Carola quien se encuentra inconsciente por las drogas y el alcohol. La muerte de Renato marca un nuevo destino en la vida de la familia Conde. Javier recibe una carta de Renato en donde revela el testamento de su familia. Adolfo llega al cuarto de Ignacia. Adolfo regresa de la muerte para enfrentar a Ignacia. La herencia frustra los planes de Pilar de irse lejos junto a Gonzalo. Rebeca llega al departamento donde se esconde Renato.
Renato pide a Rebeca convocar a una rueda de prensa para presentar a Gonzalo como el heredero universal de la familia Conde. El destino le cobra a Emilio las deudas de juego. Rosa le hace creer a Pilar que ella y Gonzalo son amantes. Carola es detenida. Pilar duda de la personalidad de Gonzalo. Hilda trata de envenenar a Igor pero no puede.
Gonzalo encuentra a Javier y a Pilar durmiendo juntos. Pilar busca a Gonzalo para aclarar las cosas pero Gonzalo no le permite hablar. Javier llega con una orden judicial para sacar a Igor de la casa de los Conde. Gonzalo seduce a Carola para que caiga en su trampa, pasan la noche juntos. Se descubre la mentira de la muerte de Renato Conde. Carola le confiesa a Ignacia, que ella y Gonzalo pasaron la noche juntos.
Gonzalo se reconcilia con Pilar y a la vez decide volver con Ignacia. Pilar decide volver a la casa junto a Javier. Ignacia vuelve a recibir a Gonzalo en la casa. Pilar le pide ayuda a Ignacia para poder olvidar a Gonzalo.
Marisol quiere vengarse de Pilar por la muerte de su hermano Ricardo y le regala unos chocolates envenenados. Javier se desquita con Pilar al verse burlado por Renato Conde. Adolfo se deshace de Renato. Un borracho encuentra el cuerpo de Renato Conde. Renato se libra de la muerte y vuelve con su familia. Rebeca y Javier llegan buscando a Pilar en la casa de Ricardo Merino.
Gonzalo entra al cuarto de Emilio y destruye el computador. Marisol intenta asesinar a Pilar. Hilda se va de la casa Conde y abandona a Emilio. Javier busca nuevamente a Rebeca y ella vuelve a caer. Renato empieza a desconfiar de Gonzalo y le pide que se aleje de su familia y en especial de Carola. El asesino intenta matar a Omar pero falla con su plan, cuando misteriosamente Pilar encuentra a su hijo durmiendo en su casa.
Pilar se desespera porque Diego no despierta. Gonzalo escucha cuando Ignacia le propone a Pablo que la deje embarazada. Pilar rechaza a Gonzalo. El asesino intenta impedir que Ignacia quede embarazada de Pablo. Llegan mensajes para Pilar y para Ignacia. Adolfo amenaza a Gonzalo y a Pilar y los deja encerrados en el ascensor del bufete. Rebeca se desmaya cuando Gonzalo y Javier discuten. Carola le pide ayuda a Adolfo para vengarse de los Conde. Renato le dice a Javier que sus tres hijos son adoptados y que necesita que le ayude a localizar a los padres de Emilio.
Hilda se niega a darle de comer a su hija. Rebeca sigue leyendo el libro. Gonzalo asesina a su propio padre para evitar que los descubran.
Ricardo Merino regresa del pasado y confronta a Pilar. Igor Mora muere en brazos de Gonzalo. Aparece la libreta de Teresa Sandoval. Carola y Rebeca le siguen el rastro al asesino. Gonzalo descubre que su verdadero padre es Renato, siente que es culpa de su madre que se haya casado con su propia hermana. Carola se deja llevar por la soledad y termina en los brazos de Omar. Pilar se encuentra con un antiguo novio suyo y queda muy impresionada. Javier recibe una llamada donde le informan de un nuevo incendio a los hoteles de Renato Conde, el hotel de Nueva York.
Adolfo le hace llegar a Rebeca pruebas de lo que le dice de Gonzalo, ella no deja de pensar en las palabras de Adolfo y empieza creer que Gonzalo es el asesino de La Casa de al Lado. Renato le pide a Ignacia que se vaya de la casa antes de que se acabe la familia Conde. Adolfo llama a Rebeca y le deja una prueba en la caja de seguridad del banco. Rebeca le deja saber a Gonzalo que sabe la verdad y cae en sus garras. Javier enfrenta a Pilar y a Gonzalo porque pensaban irse. Javier encierra a Pilar y Diego se le enfrenta, pues ya no le tiene miedo.
Rebeca se logra desatar y cuando trata de escapar, Gonzalo le dispara por la espalda. Gonzalo le propone a Renato que busquen un testaferro para comprar la casa Conde. Pilar asesina a Ricardo Merino para salvar la vida de su hijo Diego. Cuando Mabel y Gonzalo llegan a la subasta se enteran que la casa Conde ya fue vendida. Javier disfruta de su nueva casa. Adolfo amenaza a Ignacia y a Javier. Ignacia llega a donde Javier con el acta de su divorcio. Omar encuentra a Rebeca y la ayuda a escapar pero llega Gonzalo.
Gonzalo se vuelve a llevar a Rebeca. Rebeca intenta salvar su vida de las garras del asesino. Emilio se prostituye para pagar el tratamiento de su hija.
Gonzalo no le perdona la vida a Omar. Rebeca trata de comunicarse con el celular de Gonzalo. Gonzalo le quiere confesar la verdad a Pilar. Al parecer Javier es culpable de la mentira del libro de La Casa de al Lado. Adolfo ataca a Nibaldo y a Karen y luego desaparece. Javier saca del hospital a Rebeca, solo para vengarse de Pilar. Empieza una historia alrededor del libro. Javier recibe un ejemplar del libro Condenados.
Ignacia piensa salir fuera de la ciudad para evitar que la maten. Gonzalo no puede evitar escapar de sus culpas, cuando Pilar le pide que sea su esposo. Javier busca seducir y aprovecharse de Hilda a como de lugar. Adolfo le piensa mandar la foto donde aparecen los tres hermanos Mora a Pilar. Javier y Gonzalo se enfrentan en una pelea a muerte en la fiesta de Andrea.
Pilar le pregunta a Gonzalo para que fue a ver a Rebeca. Javier le pide a Ignacia que no se vaya, que no lo abandone. Mabel le niega su afecto a Adolfo. Pilar cuestiona a Gonzalo sobre la foto que esconde. Pilar decide vivir con su enemigo, para vigilarlo y proteger a Rebeca. Ignacia se enfrenta con Pilar al regresar con Javier. Rebeca pronuncia el nombre de Pilar. Adolfo observa los preparativos de Hilda y Karen para una fiesta.
Adolfo se lleva a Ignacia y a cambio de su vida, la obliga a que lo ayude a matar a Gonzalo. Ella acepta. Emilio revisa el auto de su padre, y se encuentra con una sorpresa alarmante. Adolfo hace que Gonzalo dude de Pilar. Hilda siente ternura por su hija aunque se resiste a reconocerlo. Mientras, Pilar asume su defensa frente a Javier en el juicio, con el apoyo de Diego y consigue una sentencia ejemplar contra el.
Javier busca a Diego y le reprocha, por haber declarado en su contra. Adolfo presiona a Ignacia, para que lleve a Gonzalo, al lugar en que quedaron. Javier pide la mano de la moribunda, Ignacia, a Renato y Eva.
Pilar enfrenta a Javier cuando no encuentra a Rebeca. Javier sospecha de Pilar. Leonardo identifica al asesino de Ignacia y la placa del auto de los supuestos turistas. Gonzalo usa a Pilar de coartada. El asesino contacta a Renato. Carola y Emilio descubren que Ignacia pudo haber tenido un hijo. Renato exige justicia por la muerte de su hija.
Leonardo descarga su ira asesinando a la pareja de turistas, pero no obtiene pistas. Pilar sostiene su inocencia y en secreto, amenaza a Renato. Carola da con el paradero de Luis y su padre. Javier desea internar a Pilar por demencia. Gonzalo finge ayudar a Carola. La madre de Pilar es atacada.
Carola escribe un diario. Rebeca intenta denunciar a Gonzalo. Pilar se acerca a Renato para acabar con su vida. Leonardo amenaza a Javier por Carola. Cecilia enfrenta a Pilar.
Pilar lo lamenta. Emilio informa que mataron a Carmen. Greta interrumpe la boda de Hilda y Emilio. Greta le dice toda la verdad a Hilda de Emilio y le entrega las fotos de su trabajo. Emilio ataca a Greta por haber arruinado su boda. Virgil gives the myth of the Italian countryside, while Horace speaks of Great civic subjects. However, the life of love is not officially favored by Augustus and Maecenas. After Virgil,poetry splits and is either celebratory or apolitical.
After the deaths of Horace and Maecenas there is no longer a direct connection between literary circiles and Augustus. The cultural richness of the period is not confined to Augustus and Maecenas. Asinius Pollio testifies to the culture that flourished outside the new regime. He was praised by both Virgil and Horace for his tragedies, but his main work was a history from 60 to 42 which does not survive, but which was written from the point of view of the losers. Virgil P. Vergilius Maro was bron in 70 near Mantua.
The urban Romans preferred other forms. Virgil read in Theocritus the rural world in which he had grown up. Theocritus had a wide variety of themes. The eclogue dates to All in all, the Bucolics show poetry as a refuage. The Georgics Virgil starts out from Greek didactic poets like Aratus, Eratosthenes, and Nicander,who wrote very limited didactic treatises in verse based on prose treatises.
In Rome, Lucretius had revived the didactic genre by going back to Hesiod,Parmenides, and Empedocles. Lucretius used poetry as honey for severe philosophy.
While Lucretius looked to natural causes,Virgil looks to all that civilizes and humanizes nature. The themes of the four books are tilling the fields, aboriculture, livestock, and beekeeping. This are four of the fundamental jobs of the farmer, but not the only four. The ordering marks human toil becoming less, and nature becoming more active. The laboring plowman in book 1 and the laboring bees in book 4 go together.
The books themselves are fairly symmetrical and each conclude with a digression of roughly equal length. The work is also full of contrasts and uncertainties. The concluding digression of 4 is a narrative on nature. This is in the best Alexandrian and Neoteric tradition Catullus But both also work within the didactic genre.
Something in the tradition of Ennius was expected, a Caesarid. But Virgil produced something completely different. The Aeneid The Aeneid is conceived as a response to the Homeric poems.
This complex transformation of Homer was something new. The poem is also meant to praise Augustus. Ancient Italy had a series of foundation legends tied to the Trojan War. Even the Greeks have a role to play in Evanduer and Pallas.
The neoterics had established tight rules about this, in reaction to the anarchy of archaic poetry. The Alexandrians had influence here too. Grecisms and weird literary formations are avoided. The Aeneid is much more formulaic, in the tradition of Homer than the other works. The Aeneid is a mission ordered by fate. Virgil fully assumes the role of a national epic. For instance, Dido. It is tragic and willed by demonic powers.
The salying of Turnus appears necessary, but when he appears he is begging for mercy. There once dwelt in Olympus some notable oddities, For their wild singularities called Gods and Goddesses. The crack of his whip, like the breaking of day, Warmed the wax in the ears of the leaders, and they With a snort, like the fog of the morning, cleared out. For the west, as young Phaey meant to get there about Two hours before sunset.
One wheel struck near Scorpio, who gave it a roll, And set it to buzz, like a top, round the pole ; While the other whizzed back with its linchpin and hub, Or, more learnedly speaking, its nucleus or hub ; And, whether in earnest, or whether in fun, He carried away a few locks of the sun. Brainard, formerly a judge of the Connecticut Superior Court. His legacy includes Gardiners Island, which remains in the family and is the largest privately owned island in the United States.
Brainard was tutored at home by an elder brother, and entered Yale College at the age of 15 in Biographies agree that he was not an attentive student, and it is uncertain whether he graduated.
Nevertheless, on leaving college he was taken on as a student at law in his brother William F. By he had been called to the bar and moved to Middletown, apparently to set up his own practice.
In fact, he seems to have been apathetic about a legal career, feeling that his nature was too sensitive for such a profession. Some of his earliest poems are from this period of his life, published in a New Haven literary paper, The Microscope published by one Cornelius Tuthill. In February , he was engaged as editor of the Connecticut Mirror in a bid to further a literary career. In this role he published a number of his own works within the newspaper, which were well received and led to a literary reputation for Brainard.
He appears to have been well known and well thought of in his community. Brainard , being reprints of works first published in the Mirror , together with a miscellany of unpublished poems. By the spring of , he was in failing health, suffering from tuberculosis. He returned to New London, giving up his Mirror role, but continuing to have poems published in it. He died on September 26, A number of poets, including John Greenleaf Whittier, wrote poems in his memory.
A posthumous The literary remains of J. Brainard: with a sketch of his life was published in , and revised and republished as The poems of John G. A new and authentic collection.
A number of his poems are reprinted in collections of poems. Sa famille fait partie de la bourgeoisie montante. Dear friends, it has been granted to me to write in a language that is spoken only by a few million people. But a language spoken without interruption, with very few differences, throughout more than two thousand five hundred years. This apparently surprising spatial — temporal distance is found in the cultural dimensions of my country.
Its spatial area is one of the smallest; but its temporal extension is infinite. Odysseas Elytis, Nobel Prize Speech. Greece has the most rich literature history, around years Alphabetic script adapted from Phoenician — BC? Mainly theological or technical writings were produced. A large part of Greece in the period — was occupied by Turks. A few years before the war of independence we have the first real works of modern Greek literature in the Ionian islands from Greeks Solomos, Kalvos who lived outside the occupied region.
A Problem for modern Greek literature is that only less than 20 millions worldwide speak Greek. Films like Zorba the Greek made Kazantzakis known worldwide including also the music of Theodorakis. Important for the international success is the translation in English, French, German, Spanish and other languages and in the last years the number of books translated has increased. He tried to rouse the enthusiasm of the Greeks for the idea that they were the true descendants of the ancient Hellenes by teaching them to regard as their own inheritance the great works of antiquity.
Letters written from Paris Library of Korais in Chios with many rare collections of books and documents. He was very critical in his letters and publications with the orthodox church who dominated the life of the Greeks under the Ottoman regime.
The Orthodox church with some exceptions was not very enthusiastic with an idea of a revolution and an independent Greece. National Historical Museum, Athens. Denise Harvey Publications, Mai ,. April Zakynthos — 3. Spyridon Trikoupis to Solomos during a meeting in Zakynthos. I recognize you by the dredged edge of your sword, I know you by your countenance which instantly measures the world.
You were created from the sacred bones of Greeks, Valiant heros as of old. Hail, Hail to Liberty! Its stylistically complicated images have previously been analyzed as indications of the cultural diversity of medieval Anatolia.
Less obvious is the 4 kind of image a text constitutes through its layout, i. Sometimes blank spaces within the line would fulfill the same purpose.
How did this lexicon deal with images? I will highlight the distinction between imagery in the flesh or stone etc. Bissera V. Iltifat serves as a locutionary switch. Very often, the history of ideas and ways of thought in the countries of Western Europe is treated in splendid isolation from that of the rest of the world. Histories of philosophy, for instance, are still routinely written as though serious philosophical inquiry anywhere east of Venice stopped sometime around the fall of Rome.
Given this context, the appearance of a collection of papers on magic in the Byzantine Empire ranks as a significant gain.
During the thousand-year span that separated the collapse of the Western Roman Empire from the fall of Constantinople to the Turks, Byzantium drew on its own classical roots and the contributions of neighboring peoples to create a rich culture little known in the West, but ancestral to many of the modern cultures of Eastern Europe and Russia.
Papers included in this volume cover topics such as the relation of magical practices and beliefs to Orthodox Christianity, the occurrence of magical artifacts in archeological sites, the reactions of Byzantine scholars and jurists to issues surrounding magical practices, and the use of Christian imagery in Byzantine magic. One fascinating essay explores the often nebulous boundaries between holy miracle and diabolical magic in Byzantine thought, while another traces the spread of Byzantine magic into the Slavic cultures of eastern Europe.
Like most scholarly anthologies, Byzantine Magic has a somewhat scattershot flavor; most of its essays focus on specific topics or details within a very broad field, while the field itself is left largely without illumination.
So they yielded to her oath and turned to hasten back to the ship. Aforetime I went astray in my folly by declaring the mind of Zeus in order to the end. Through these, I trow, none can win a passage. First I bid you let loose from the ship a dove,and send her forth before you to try the way.
For then could ye not escape an evil doom at the rocks, no, not if Argo were made of iron. Near them dwell the Tibareni, rich in sheep, beyond the G-enetaean headland,where is a temple of Zeus, lord of hospitality. Yea, friends, bethink you of the crafty aid of the Cyprian goddess. For by her is prepared a glorious end to your toils. But question me no further of these matters. Up sprang the heroes from their seats, when they saw them corning near. Glad then were all their comrades in the house,and Phineus himself, at the news.
E COLL. Each candidate card contains instructions in English and the task is in Greek. The context of the role play is provided in both sections. Candidates must read both sections fully to support understanding of each bullet point. At Foundation tier, the candidate cards contain five bullet points, eliciting five utterances. Students need to ask one question and respond to one unpredictable question. Students are required to speak only in the present tense for four of the prompts or they may also use a conditional tense if it is more natural to do so.
At Higher tier, the candidate cards contain five bullet points, eliciting five utterances. Students need to ask two questions and respond to one unpredictable question. Students are required to speak in the present tense for four of the prompts or they may also use a conditional tense if it is more natural to do so and respond to one question set in a past tense.
Each task consists of two cards — one for the teacher and one for the student. Teacher cards The teacher cards contain instructions on how to conduct this task and the five questions to ask the student. Teachers are allowed to repeat questions and use set prompts to enable students to give a developed response. They are not allowed to deviate from the set prompts.
Each task opens with the teacher asking the first question, which is based on the picture. The first question is directly based on the picture; the remaining questions extend beyond the picture, but are based on the overall topic from which the picture is drawn, inviting an exchange of views or opinions. Candidate cards At Foundation tier, students are provided with a picture and five bullets in Greek to help in preparing for the five questions that will be asked during the assessment.
Students are allowed to ask for questions to be repeated. Students have access to this during their preparation time. At Higher tier, students are provided with a picture and five bullets in Greek to help in preparing for the five questions that will be asked during the assessment.
Task 3 — Conversation The first part of the conversation opens with the topic chosen by the student. The student may choose to focus on any aspect s of the topic as each has a number of different features. The teacher continues the conversation on the chosen topic and then may move on to other topics within the same theme, if necessary, to ensure that students use the recommended time for this task most effectively. The second part of the conversation is based on a different theme allocated by Pearson and covers any of the topics across that single theme.
Teachers must ensure that an equal amount of time is allocated to both parts of the conversation. It can take place either in the examination room with the teacher or outside of the room with an invigilator. Marking guidance and assessment criteria are also provided in this document. The guidance has been included for teacher reference to aid understanding of how the assessment criteria will be applied. The mark grid is applied once to each individual response to the prompts.
There is a maximum of 2 marks for each of the five prompts on the role-play cards. Additional guidance Appropriate: relevant response related to the prompt, uses appropriate register for the scenario. Informal register includes language that students would use with friends and people of a similar age such as endearments and informal greetings and forms of address where appropriate.
Informal register also requires the use of the informal structures when using, for example, verbs and possessive adjectives. Formal register includes language that students would use with adults in a formal context, for example teachers, employers, customers, officials. Formal register includes avoidance of slang, over-familiar language, exaggeration and endearments.
It also includes formal greetings and forms of address where appropriate. Formal register requires formal structures when using, for example, verbs, personal pronouns and possessive adjectives. Additional guidance Errors: the mark grid describes the frequency of errors and the impact that errors have on clarity.
NB: these are examples only and do not constitute a finite list. Rehearsed language: language learned by heart, which may not give a relevant, impromptu response based on what has been heard not spontaneous. Errors: the mark grid describes the frequency of errors and the impact that errors have on clarity. Additional guidance Adaptation of language to describe, narrate and inform: adapts language to achieve different purposes in the language; students may adapt language more effectively for one purpose than another, for example they may use language effectively to inform but less effectively to narrate.
Additional guidance Respond s spontaneously: gives a relevant, impromptu response based on what they have heard. Content Students are assessed on their understanding of written Greek across a range of different types of texts. Texts for individual questions within the assessment use high-frequency language and vary in length, including both short- and longer written passages. Texts include authentic sources that introduce more complex language and unfamiliar materials.
Literary texts consist of short extracts from texts that may have been adapted and abridged from authentic sources to be appropriate to this level — from letters, short stories, novels or plays to contemporary and historical sources.
Students are also expected to translate a short passage of written Greek into English to demonstrate an ability to transfer meaning accurately into English. Scenarios in the texts are set either at home or, more frequently, in a Greek-speaking country, allowing students to develop appropriate cultural awareness and understanding.
To prepare students adequately for this assessment, teachers should present and exploit a range of vocabulary relevant to each theme listed, building on the Key Stage 3 Programme of Study, where appropriate.
Students should be presented with Greek language in a range of styles or registers and in a variety of different contexts, as appropriate to their age and level of understanding. Students should also be presented with different fonts and formats, for example short, printed messages, articles and email messages. Each question is set in a context drawn from the themes. Question types comprise both multiple-response and short-answer open response questions. The instructions to students are in Greek: o for the Foundation tier there are three multiple-response questions o for the Higher tier, there are two multiple-response questions and one short-answer open-response question.
Content Students are assessed on their ability to communicate effectively through writing in Greek. The assessment tasks feature general content that is familiar and accessible to all students. Recommended word counts are specified for each question. Students will not be penalised for writing more or fewer words than recommended in the word count or for going beyond the mandatory bullets. Students must use the formal register, please see the definition in Marking guidance for Paper 4: Writing in Greek.
This question assesses students on their ability to convey information, narrate, express opinions, interest, and convince the reader about a certain point. Students must use the informal register, please see the definition in Marking guidance for Paper 4: Writing in Greek. This question is common to the Higher tier. Students are required to translate five sentences from English to Greek. The sentences are ordered by increasing level of difficulty.
This question is common to the Foundation tier. This question assesses students on their ability to convey information, narrate, express and justify ideas and opinions, and interest or convince the reader. Students are required to translate a short paragraph from English into Greek. The individual sentences are ordered by increasing level of difficulty. The student is expected to produce 20—30 words for this task. The number of words is approximate and students will not be penalised for writing more or fewer words than recommended in the word count.
All work produced by the student must be marked. Errors: the mark grid describes the frequency of errors and the impact that errors have on coherence. The student is expected to produce 40—50 words for this task. Formal register and style require the use of the formal structure when using, for example, verbs, personal pronouns and possessive adjectives.
This question contains four bullet points that form part of the task. Failure to cover all four bullet points will impact on the marks that can be awarded against the requirements of the two mark grids for this question. There is no requirement for even coverage of the bullet points in any band. However, in order to access marks in the top band, students must refer to all bullet points and meet the other assessment criteria in the top band.
This question requires students to write in an informal style see Additional guidance. The student is expected to produce 80—90 words for this task. It also requires use of the informal structure when using, for example, verbs, personal pronouns and possessive adjectives. Adaptation of language to narrate, inform, interest and give convincing opinions: adapts language to achieve different purposes in the language; students may adapt language more effectively for one purpose than another, for example they may use language effectively to narrate but less effectively to interest or give a convincing opinion.
Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are also made by native speakers. The mark grid describes the frequency of errors and the impact that errors have on coherence. Mark grid for sentences a , b and c , which are worth 2 marks each. The mark grid will be applied to each individual sentence. Mark grid for sentences d and e , which are worth 3 marks each.
Additional guidance Errors: students are not expected to produce perfect, error-free writing in order to access the top band as errors are also made by native speakers. Failure to cover all four bullet points will impact on the marks that can be awarded against the requirements of the two mark grids for this question see below.
The student is expected to produce — words for this task. Translation mark grid and example response Translation mark grid assesses both communication and content and linguistic knowledge and accuracy. AO1 Listening — understand and respond to different types of spoken 25 language. AO2 Speaking — communicate and interact effectively in speech AO3 Reading — understand and respond to different types of written 25 language.
AO4 Writing — communicate in writing A copy is made available to all examinations officers and is available on our website: qualifications. Centres should be aware that students who enter for more than one GCSE, or other Level 2 qualifications with the same discount code, will have only the grade for their 'first entry' counted for the purpose of the school and college performance tables please see Appendix 6: Codes.
For further information about what constitutes 'first entry' and full details of how this policy is applied, please refer to the DfE website: www. The same view may be taken if students take two GCSEs or other Level 2 qualifications that have different discount codes but have significant overlap of content. Students or their advisers who have any doubts about their subject combinations should check with the institution they wish to progress to before embarking on their programmes.
Access arrangements, reasonable adjustments, special consideration and malpractice Equality and fairness are central to our work. Our equality policy requires all students to have equal opportunity to access our qualifications and assessments, and our qualifications to be awarded in a way that is fair to every student. Language of assessment Assessment of this qualification will be available in English, with the exception of specific questions in the listening, reading and writing assessments.
For speaking and writing assessments, all student work must be in Greek. For listening and reading, all student work must follow the instruction provided for the individual question.
They allow students with special educational needs, disabilities or temporary injuries to: access the assessment show what they know and can do without changing the demands of the assessment. The intention behind an access arrangement is to meet the particular needs of an individual student with a disability, without affecting the integrity of the assessment.
Access arrangements should always be processed at the start of the course. Students will then know what is available and have the access arrangement s in place for assessment.Δεύτερο συνεχόμενο εντός έδρας παιχνίδι, καλείται να δώσει σήμερα ο Ηρακλής Μαριτσών, όπου στο πλαίσιο της 19ης αγωνιστικής του πρωταθλήματος της Α’ Κατηγορίας, στον 1ο όμιλο, θα φιλοξενήσει τον πρωτοπόρο Φοίβο. Η.