The Man Who Finally Became a Man free essay sample

The man who finally became a Man It was 1990 and Chester Just moved to Oklahoma to start a new life and become a man. Before he decided to move he lived in a bad town called East SST. Louis. While living in East SST. Louis he bought a shot gun to be able to prove that he was a man to those around him. But little did he know that the shot gun would only get him into trouble. One day Chester went out into a field about five miles from his house. Chester had begun to shoot the shot gun. The gun went off about three times and on the third and final shot Chester heard a scream.The scream sounded like a little kid. Chester rushed to the area where he heard the screaming and found out that he had in fact shot a little girl In the back. We will write a custom essay sample on The Man Who Finally Became a Man or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Chester kneeled down by the little girl, turned her body over to see that she was still conscious and breathing. He began to speak to the little girl asking her what her name Is. The little girl responded slowly while choking on blood that her name was Chelsea. Chester closed his eyes and immediately began to cry and apologize over and over to the girl. By the time Chester opened his eyes again the girl closed her eyes and automatically stopped breathing. At that momentChester knew that Chelsea was indeed dead. He was devastated and had no clue what to do. Chester stopped and thought of what he could do and at that point and time the first thing to pop in his head was to throw her body in the river near-by. After Chester threw Cochleas body in the river he got rid of the gun. He ran home as fast as he could and acted as if nothing happened. That night after he ate supper he decided to leave and catch the first train to Oklahoma. A few days passed and Chester affably arrived In Oklahoma. When Chester arrived In Oklahoma he went to see his aunt Mary who lived In Tulsa, Oklahoma.Mary was Cheaters favorite aunt and she was someone he told everything to no matter what It was. When Chester arrived at Mars house unannounced he told her of the incident in East SST. Lois and asked if he could stay with her for a while until he could figure things out. Mary said she would allow him to stay there for no more than six months. While staying with her he was to get a full time job and help pay bills. By the end of the six months he was to have his own apartment. Chester agreed to all of his aunts conditions and demands. He even promised he would get his act together stay focused and stay on the right path.Six months passed and Chester had a full time job as a manager at a forgetting company and he also had his own apartment. His aunt was very proud of him and told him that now he could consider himself a man. Chester thought about what his Aunt Mary had said and began to think about all of his ups and downs In life and still didnt consider himself a man. He decided to go back to his home town In East SST. Louis and tell the police of the Incident that involved him shooting the little girl Chelsea in the back with the shot gun. The police Now Chester considered himself a man because he did what a real man would do and that is the right thing.

Emotions And Colour essays

Emotions And Colour essays It is generally thought that certain colours are associated with certain emotions, the obvious example being red for anger. If this is the case then the animations could incorporate the theories of colour and emotion, and therefore make it easier for the emotions to be conveyed. The Psychology of Colour - S. Wu http://psychology.about.com/library/weekly/aa031501a.htm Colours can affect our emotions and behavior. Our reactions to colors are led by a combination of biological, physiological, psychological, social and cultural factors (Wu). The concept of warm and cool colours is well known amongst researchers in this area. Warm colors generally include magenta, red, orange, yellow, and yellow-green. These colors are associated with excitement, happiness and comfort. Cool Colors generally include violet, blue, light blue, cyan and sea green. Emotions associated with these colors range from calm and peace to sadness, withdrawal and repression. Figure 6 shows some modern colour associations. This table shows that colours can mean several things to people. It is safe to say that one person will react differently to a colour than the next person. With this in mind, further investigation of colours and emotions was needed, to try and generalise a specific colour for each emotion. It was decided that auras would be looked at to try and achieve this (see next section). Colour General Appearance Mental Associations Objective Associations Subjective Impressions Red brilliant, intense, opaque, dry hot, fire, heat, blood jovial, lively, energetic, forceful cheerful, inspiring, vital, celestial ...

The significance of a designed product (Product Design) Essay

The significance of a designed product (Product Design) - Essay Example Normally, product designing is being carried out by engineers and highly-skilled designers and usually engages with the people in the marketing, business, or even in military in order to gather inputs that would help build the physical product. Product design is a component of a much comprehensive term called â€Å"product development†, which comprises the creation or organization of the product requisites, the basic idea of the product, and product evaluation. Product has long been resorted to as a means of systematically creating a physical product. As a matter of fact, it is being employed during the earlier eras to help plan the overall design and functions of artifacts. The significance of a designed product can be dated back as to the Mozambique period or even earlier. Thus, there is a rich historical importance the ties up product design and artifacts together. Today, the influence of product design has thrived even more. Product design is widely used in STEM fields, es pecially in the natural sciences and engineering. Today, many technology companies around the world are investing huge amounts in product design in order for them to increase their value in the market (Chitale and Gupta 2005). They are also using product design to influence or indirectly manipulate revenues. However, this revenue-focused design is largely applicable to computer products and not significantly on artifacts. This paper focuses on the significance of product design or designed product in the creation of artifacts. In particular, we will focus on a piece of furniture known as the â€Å"Throne of the Weapons† – an influential design made to order by Bishop Dinis Sengulane of the Christian Council of Mozambique, and was designed and created by Kester. Thus, the â€Å"Throne of the Weapons† is also called â€Å"The Kester’s Chair.† We will look at the nooks and crannies of the design of this amazing piece of artifact and draw inferences an d insights on how product design helped work out the entirety of the product. History of the â€Å"Throne of the Weapons† The â€Å"Throne of the Weapons† is a piece of artifact built by Kester from abandoned firearms. He created the sculpture by attaching different types of firearms together. Since 2002, the sculpture is under the care of the British Museum. Many considers it as the British Museum’s most expressive piece of art judging from the perspective that the object has been presented in a more extensive myriad of ways than any other piece of artifact (BBC 2013). The majority of the sculpture’s composition is composed of decommissioned weapons from the Mozambique Civil war that took place between 1977 and 1992 (BBC 2013 2013). Just for a historical background, the Mozambique War killed nearly a million lives and internally dislocated 5 million people. Thus, in essence, apart from its form is the significance of its historical background: the sculpt ure resembles both the unnatural catastrophe of the war and the victory of the people. The

Marketing Essay Example | Topics and Well Written Essays - 1500 words - 44

Marketing - Essay Example A research conducted by the City analysts has predicted that Sainsbury’s is likely to register a decline in its grocery sales by 2.5% for the preceding three months. This is with the exclusion of fuel. This is going to be a big setback for Salisbury’s given that it has, for the last decade, registered only an increase in the sale of its groceries. Salisbury’s used to record all these profits until the consumers in the U.K changed their shopping habits. This was also due to the emergence of Aldi and Lidl which are discount chains. It is also noted that the prices of food fall considerably. With these changes in the markets, the big four supermarket chains in the U.K, Salisbury’s Tesco, Asda and Morrisons, have lost their market share was almost a fifth in the previous two months. Despite the fall in the market share, Morrisons is however indicated by the latest Kantar sales figures to be growing. This is unlike the other three chains of supermarkets. James Anstead, who is an analyst at Barclays, has predicted that predicted that the sales in like-for-like products for Salisbury’s are likely to drop by 25%. This is due to the coming on board of the discount chains which have offered immense competition to the supermarkets. It is indicated also that the brand of Aldi is more worth than that of Tesco. Tesco having reported a similar decline as Salisbury’s, it therefore means that the brand of Aldi is also more worth than that of Salisbury. It is predicted that in the next five years, the sales for the supermarkets are going to drop as the discounters and online shopping double their sales. The increase in sales for online shopping and the discounters is estimated at 92.9% and 82.2% respectively. This is unlike the supermarkets whose sales are expected to drop by 2.9% until the end of the year 2020. The increase in the

Knowledge Management in Supply Chain Management Essay

Knowledge Management in Supply Chain Management - Essay Example The research provided efficient solutions to the problems and including the integrating system and providing effective IT solutions in the supply chain management. It also provided some recommendations to the major problems of KM in the company. The implementation plan revealed the type of knowledge and resource required in the KM project. The conclusion provided a summary in brief the main discussion on the topic under study. Knowledge Management in Supply Chain Management in Dell Company Introduction Knowledge management has become an emerging key issue in many organizations. Dell Company, which is an American conglomerate computer technology, is among the industries that incorporate knowledge management in the supply chain management process. The corporation has more than 103,300 workers worldwide, and it is among the leading technology industries. The company engages in design, development, manufacturing and marketing or distributing of diverse computer services globally. The emp loy corporate responsibility and business model of culture, compliance and credibility in order to achieve effective performance. Increased technology advancement has forced many organizations to employ effective methods; thus, use of knowledge management in many organizations has become the significant aspect. Knowledge management (KM) is a strategic tool or framework employed  to design, represent and distribute as well as enable adoption of experiences in business process. KM in supply management has become the leading area of concern and managerial challenges. For instance, the supply chain management has become one of the key areas that utilize knowledge management in order to achieve a competitive advantage. KM is increasing as a significant business asset in the supply chain management. However, Dell Company face varied challenges of incorporating knowledge management in the supply chain management process. Dell’s operates its business across the product line includi ng desktop computers, network services, computer notebooks and storage products. The company owner, Michael Dell established the business based on the sidestepping dealer concept. The company started selling  personal computer products straight to clients; thus evading the issue of delay and outlays of supply chain issues. Better financial performance contributed to its successful implementation of using direct sales model. However, despite the recent industrial growth, the company faces varied challenges. The foremost problem is increased technology changes; thus holding inventories an immense liability. Therefore, the organization employs knowledge management in supply management in order to design, manufacture, market and delivers computer products effectively across the globe. The company manages KM through aligning the organizational strategies and employs logistics as well as provides IT solutions effective for managing knowledge. Problem Identification and Analysis Increase d technology changes have become the main concerning the issue in the company’s supply chain management. Technology changes are significant because it enables the company to design or employ new business strategies that can enable them improve business performance (Dwivedi and Butcher (2009, p.123). Dell Company  is among

Components and functions of the complement system

Components and functions of the complement system The complement system found in the blood of mammals is composed of heat labile substances (proteins) that combine with antibodies or cell surfaces. This complex, multicomponent system is composed of about 26 proteins. The complement cascade is constitutive and non-specific but it must be activated in order to function. The functions of complement include: making bacteria more susceptible to phagocytosis directly lysing some bacteria and foreign cells producing chemotactic substances increasing vascular permeability causing smooth muscle contraction promoting mast cell degranulation The complement system can be activated via two distinct pathways; the classical pathway and the alternate pathway. Once initiated, a cascade of events (the complement cascade) ensues, providing the functions listed above. Most of the complement components are numbered (e.g. C1, C2, C3, etc.) but some are simply referred to as Factors. Some of the components must be enzymatically cleaved to activate their function; others simply combine to form complexes that are active. The following table lists these components and their functions. Components of the Classical Pathway Native component Active component(s) Function(s) C1(q,r,s) C1q Binds to antibody that has bound antigen, activates C1r. C1r Cleaves C1s to activate protease function. C1s Cleaves C2 and C4. C2 C2a Unknown. C2b Active enzyme of classical pathway; cleaves C3 and C5. C3 C3a Mediates inflammation; anaphylatoxin. C3b Binds C5 for cleavage by C2b. Binds cell surfaces for opsonization and activation of alternate pathway. C4 C4a Mediates inflammation. C4b Binds C2 for cleavage by C1s. Binds cell surfaces for opsonization. Components of the Alternate Pathway Native component Active component(s) Function(s) C3 C3a Mediates inflammation; anaphylatoxin. C3b Binds cell surfaces for opsonization and activation of alternate pathway. Factor B B Binds membrane bound C3b. Cleaved by Factor D. Ba Unknown. Bb Cleaved form stabilized by P produces C3 convertase. Factor D D Cleaves Factor B when bound to C3b. Properdin P Binds and stabilizes membrane bound C3bBb. Components of the Membrane-Attack Complex Native component Active component(s) Function(s) C5 C5a Mediates inflammation; anaphylatoxin, chemotaxin. C5b Initiates assembly of the membrane-attack complex (MAC). C6 C6 Binds C5b, forms acceptor for C7. C7 C7 Binds C5b6, inserts into membrane, forms acceptor for C8. C8 C8 Binds C5b67, initiates C9 polymerization. C9 C9n Polymerizes around C5b678 to form channel that causes cell lysis. ACTIVATION OF THE COMPLEMENT CASCADE Classical Pathway The classical pathway starts with C1; C1 binds to immunoglobulin Fc (primarily IgM and IgG); C1 is recognition complex composed of 22 polypeptide chains in 3 subunits; C1q, C1r, C1s. C1q is the actual recognition portion, a glycoprotein containing hydroxyproline and hydroxylysine that looks like a tulip flower. Upon binding via C1q, C1r is activated to become a protease that cleaves C1s to a form that activates (cleaves) both C2 and C4 to C2a/b and C4a/b. C2b and C4b combine to produce C3 convertase (C3 activating enzyme). C4a has anaphylactic activity (inflammatory response). C3 is central to both the classical and alternative pathways. In classical, C4b2b convertase cleaves C3 into C3a/b. C3a is a potent anaphylatoxin. C3b combines with C4b2b to form C4b2b3b complex that is a C5 convertase. C3b can also bind directly to cells making them susceptible to phagocytosis. C5 is converted by C5 convertase (i.e. C4b2b3b) to C5a/b. C5a has potent anaphylatoxic and chemotaxic activities. C5b functions as an anchor on the target cell surface to which the lytic membrane-attack complex (MAC) forms. MAC includes C5b, C6, C7, C8 and C9. Once C9 polymerizes to form a hole in the cell wall, lysis ensues. Classical Pathway Component cleavage Enzymatic activity Component assembly Alternate Pathway The alternate pathway may be initiated by immunologic (e.g. IgA or IgE) or non-immunologic (e.g. LPS) means. The cascade begins with C3. A small amount of C3b is always found in circulation as a result of spontaneous cleavage of C3 but the concentrations are generally kept very low (see below). However, when C3b binds covalently to sugars on a cell surface, it can become protected. Then Factor B binds to C3b. In the presence of Factor D, bound Factor B is cleaved to Ba and Bb; Bb contains the active site for a C3 convertase. Next. properdin binds to C3bBb to stabilize the C3bBb convertase on cell surface leading to cleavage of C3. Finally, a C3bBb3b complex forms and this is a C5 convertase, cleaving C5 to C5a/b. Once formed, C5b initiates formation of the membrane attack complex as described above. Generally, only Gram-negative cells can be directly lysed by antibody plus complement; Gram-positive cells are mostly resistant. However, phagocytosis is greatly enhanced by C3b binding (phagocytes have C3b receptors on their surface) and antibody is not always required. In addition, complement can neutralize virus particles either by direct lysis or by preventing viral penetration of host cells. Alternate Pathway Component cleavage Enzymatic activity Component assembly REGULATION OF THE COMPLEMENT CASCADE Because both the classical and alternate pathways depend upon C3b, regulation of the complement cascade is mediated via 3 proteins that affect the levels and activities of this component. C1 Inhibitor inhibits the production of C3b by combining with and inactivating C1r and C1s. This prevents formation of the C3 convertase, C4b2b. Protein H inhibits the production of C3b by inhibiting the binding of Factor B to membrane-bound C3b, thereby preventing cleavage of B to Bb and production of the C3 convertase, C3bBb. Factor I inhibits the production of C3b by cleaving C3b into C3c and C3d, which are inactive. Factor I only works on cell membrane bound C3b, mostly on red blood cells (i.e. non-activator surfaces).

Salem Witch Trial and the Crucible

The Salem Witch trials caused a lot of hysteria in history, during 1692. The town of Salem is located in Massachusetts. The hysteria was drawn from the beliefs of witches, witchcraft and black magic. The topics of witches, witchcraft and black magic have been questioned for many centuries. These questions have been dated all the way back to B. C. times. There have been writings in The Bible about people saying that others have been seen performing witchcraft and are in need of being saved by God. There has been suspicion of witchcraft with the Egyptians, Native Americans, the Elizabethan Age, and Medieval times. Witchcraft and black magic can be described and seen in two ways. First, it can be looked upon as a religion of the ancient and traditional worships of the feminine, earthly, and amazing aspects of God which is considered a heresy. Secondly, it goes against the beliefs of the Christian Church. Witches and witchcraft are considered evil and are seen as making pacts, deals or connections with the Devil. It is not a coincidence that the first official witch trial took place in Massachusetts. A witch trial is when a person is accused of being a witch; they will then have to go to court to be testified to be seen guilty or innocent by a judge. This first witch trial happened in 1648, to a woman named Margaret Jones. The man who accused her was John Winthrop. He was governor of the Massachusetts Bay Colony at the time. His reason for accusing Margaret of being a witch was because anyone who touched Margaret was taken with deafness, vomiting, sickness or pains. She was seen practicing physics, which women were not allowed to be learning about at the time. Also, anyone who she tried to help got worse and she foretold events that came true. The main reason why Winthrop accused her was because he was getting questioned about his authority by Margaret. Since she was a woman and was questioning him, he thought the best way to get rid of her was to send her to jail for being a â€Å"witch†. This became a common act used among many people in Salem to send the ones they hate to jail or even to death. The town of Salem is very small. Information and rumors can be spread around very quickly. This became a main factor of how hysteria started. There was a Native American who was a slave to the Parris family, her name was Tituba. She soon began to create a chain known as Tituba’s Circle. This circle was her way of spreading stories about the supernatural. She would perform and teach tricks, spells, voodoo and chants to young Puritan girls. In the Puritan religion it is forbidden to ever be practicing witchcraft. Two girls who were in this chain were Betty Parris, nine years old, and Abigail Williams, eleven years old. Abigail was Betty’s cousin and Tituba was Betty’s slave. The two girls all of a sudden started showing odd signs in their behaviors. 1) excruciating sensations of â€Å"pricking† or â€Å"pinching† (as by numberless pins and nails), also of â€Å"burning† (by invisible flames); (2)bizarre contortions of body parts: twisting, stretching, usual postures of extreme rigidity and limberness by turns; (3) frenzied motor activity: rolling on the ground, running about aimlessly, simulated â€Å"flying† and â€Å"diving†; occasional â€Å"barking† or other animal imitation; some impulse to injury or self or others; (4) periods of extreme immobility, amounting to paralysis; feelings of extraordinary pressure on the chest; (5) anorexia: more or less complete inhibitions of eating; (6) occasional forced consumption of invisible liquids when overpowered by the witch; (7) â€Å"frolicsome† intervals, mostly without pain; cavorting in a â€Å"ludicrous† way, babbling impertinent nonsense; insults and gestures of physical assault toward bystanders, friends, and family(Rice, 24) These conditions were rarely seen by doctors. There were no medicines to cure their behaviors, so they were diagnosed with witchcraft. They were thought to be under the hands of the devil. The girls received long periods of complete silence, lasting hours or days, to calm the girls down. Now a day with the knowledge of doctors, these behaviors can be diagnosed as anxiety and can possibly be caused by being sexually abused or beaten. Discrimination played a major part in the Salem Witch Trials. Most accusations were made upon old women. Betty and Abigail called upon two women, Sarah Good and Sarah Osborne to be witches. They said that they were seen to be in company with the devil and were sending their spirits to hurt them. The town believed them because Sarah Good was 39 but looked the age of 70. She had long gray hair, a raspy voice, winkled face and was seen smoking a pipe a lot. She was married two times, her first husband died and her second husband became poor after their marriage. The town’s people believed she caused both of her marriages to fail. Sarah Osborne was 69, widowed and had not been to the Puritan church for three years. The first execution in Salem was to a woman of 71, Rebecca Nurse. She was a well-respected woman in the town and was also a devoted member of the Puritan church. She had acquired land from the Putnam family, but a rival over its ownership started to occur. Ann Putnam accused Rebecca of being a witch out of spite to get her family’s land back. This led Rebecca to be put on trial. At first, she was proven innocent, but then Ann Putnam said that Rebecca tried again to send her spirit out. This time Rebecca was found guilty. On July 19th she was hung. The people in the town were getting over paranoid. People were accusing others left and right. If someone was seen either mumbling to themselves, having an eccentric behavior, having a dispute with the Parris family, not going to church, going to a different church, speaking a different language, having connections to the previous Indian war, or expressing support for a recently accused witch then they were now being accused of witchcraft. Nineteen people were accused of witchcraft and were hung. They were hung at Gallows Hill from the month of June to August. Some of the ways people would try to get out of death for being accused as a witch were to flee Salem, accuse someone else, try to get pregnant or fake a pregnancy, confess even if innocent, plead innocent at trial or refuse to stand for a trial. Getting pregnant or faking a pregnancy would give someone a year to live to have the baby and hope that the hysteria would be over. The confession of being a witch even if innocent actually didn’t lead to death, just being sentenced to life in jail. The plead for innocence would be to hope that the judge would see you innocent. Out of the nineteen people hung, five of them were males. George Burroughs, John Willard, George Jacobs, John Proctor and Giles Corey were all convicted. The court was also getting out of hand and having inappropriate behavior. The men didn’t have the suspicion of being witches, like the woman. They went against the court to try and prove innocence for the accused and because of that they were convicted. Finally on October 3rd, Governor Phipps in a sermon to other ministers, showed evidence that the witch trials should end. The court was dissolved and was not allowed to have any more witch trials. Property of the accused was given back. Those who were already found guilty were pardoned. The remaining accused were tried and then found innocent. In Arthur Miller’s play The Crucible, there are many similarities to the Salem Witch Trials. The play is based on the people and the events of the Salem Witch Trials. The play shows how the town’s people were getting consumed by the thought of witchcraft. It displays how people were going behind each other’s backs to get revenge. It also demonstrates how the people acted in the court. Since The Crucible is a drama there are some parts that are not true. There was no incidence where a whole bunch of young girls were dancing in the woods. Abigail was not seventeen and did not have an affair with John Proctor. In conclusion, the hysteria during the Salem Witch Trials led to nineteen deaths. The want for revenge went to an extreme. Many innocent people were convicted without being properly heard, and their deaths came too soon. The Salem Witch Trials will never be forgotten or go unnoticed. They will forever be a reminder that no one will ever die again convicted as a witch in the United States.

Derek Liu

DEREK LIU ENGLISH TEAM †¢ ? Sir , blue-blooded ,? Sir , †¢ , , , 04? Sir ,! †¢ 2011-12 DSE †¢ DSE ( Level 5 7. 6%),Derek Liu English Team 324? Level 5/5*/5** , 5 ! †¢ 2010 Derek Liu English Team 405? Level 5/5* ,Level 4 410? ,!! 2010 3 10A Sir †¢ , , †¢ Sir Beat 334 Paper 3 Listening? HKDSE Beat Paper 1 Reading? Super Word Power , ,? 5! †¢ 04-09 , (05-06 ) (06-07 ) , Sir †¢ 05? 06 3 10A Sir ,? 07 ?1? 5A Sir , Sir †¢ 2002 Sir , , 03-05 (SWA) 02 WHY DEREK ? 1 2 DSE ( Level 5 7. 6%),Derek Liu English Team 324? Level 5/5*/5** ( Paper ), 5! DSE ( P. 4),08 CE Paper 1B Q. 2 (? ),09 UE Section B Q. 3 ( ),10 CE Paper 1B Q. 2 (YouTube/Facebook),11UE Section B Q. 2 (Social Responsibility), ,! 3 W H Y D E R E K ’s C a p t u r e 1 ! 2 3 ! ! Plan A (Paper 1 + 2 = 4? ) Plan B (Paper 3 + 4 = 4? ) Derek Liu English Team , , , , ! ( ) ? 8 600 , , ?600 , , Sir? , , ,! , 100% Sir ,Capture ? , ,! Regular Course , Capt ure DSE Capture ,! 2008 2009 2010 2012 ! 03 DEREK LIU ENGLISH TEAMVivien Chan @ St. Rose of Lima’s College I am glad that I’ve chosen Derek as my English tutor, who helped me to get 5* in HKDSE English subject. Not only did he spend a lot of time and effort in preparing the teaching materials, he also taught very well, in which he gave us a lot of extra information and exercises. Thank you Derek, for improving my English signi? cantly with the wide range of vocabularies and language pattern! Sonia Tam @ Marymount Secondary School Thank you for the skills! They are very practical and useful! Thank you! Leung Ling Sum @ Belilios Public SchoolWith Derek’s professional teaching and logical analysis of various examination question types, I got a more in-depth understanding of different answering tactics. Thanks Derek. P Oh, and I really did appreciate the colorful notes. .S. Ng Wai Ka @ Ho Yu College and Primary School Derek is a great teacher who teaches us whole heartedly with well-designed notes. In fact, he not only teachers, but also inspires – through Facebook. Although there is no live teaching, his every lesson never disappointed me. @ Liu Sir Eng Vocab Oral Writing Liu Sir Sentence Structur Thanks! @Monthly Feature Listening Practice – Karen Wong @ Good Hope School I have been Mr. Liu’s student for half a year. In the beginning, I thought that taking an English tutorial is not as useful and effective as what the school has done, because language cannot be improved within merely a year, it’s something about whether you got a strong foundation or not. But after attending Mr. Liu’s class, I found that there are more to learn in his lesson. Wording structure, dif? cult word phrases, vocabularies, all of which help to strengthen my language base. I feel more con? dent to write, and to speak, as well.His notes are comprehensive, in a sense that they cover all areas in English Language. Thank you, Mr. Liu, and your team, for all your hard work and preparation. I appreciate all your efforts to us. Thanks. @ Capture A (Plan A + Plan B) Paper 2 Law writing logic Law Essay Wish you forever success in tutorial industry and produce countless students with brilliant exam results! Writing Wong Lik Chi @ Munsang College Your notes are always found useful, clear and inspiring! Before I joined your listening intensive courses, I had failed in listening exam in school; after I had joined your courses, I got a 5* in listening.Thanks a lot! Derek! Lau Hon Yiu @ Queen’s College 5* Derek Sir Thank you very much Facebook Fu Ho Cheung @ Cheung Sha Wan Catholic Secondary School Derek Liu 5** Derek Liu Derek Liu 04 DSE Capture by Derek Plan A Paper 1 + 2 Plan B Paper 3 + 4 ,? Regular Course ,? Paper 1 ,Paper 2? , ?,! DSE 324 ? 5/5*/5**, ! 1. Paper 1 Mock Paper Set X + 2. 5** Sample Scripts for 8 Elective Modules ,? Regular Course ,? ,Paper 3 (2-3 ? ), + Paper 4 (5 ?), Conversational Strate gies! DSE 24 ? 5/5*/5**,! 1. Golden Ideas for Group Discussion 2. Group Discussion Samples (6 sets) 3. Individual Response Samples (10 sets) 2013 , ,! 3 DSE , ! 05 Plan A Paper1 Paper 1 + Paper 2 ?4? Reading (1. 5 lessons)  « 100% 2012 Past Paper! ?(Paper 1+2)!  « DSE!  « Poem Reading, , ,? ,!  « 1. 5 : (1) Guess meaning? (2) Pronoun Reference? (3) Information completion? (4) Blank-filling? (5) M. C. Cloze? (6) Sequencing? (7) Matching? (8) Summary Cloze? (9) Evidence quoting? 10) Openended questions? (11) Tone & Style? (12) Poem reading? (13) Underlying message? (14) Others  « , , 1. Mock Paper Set X,100% , Paper2 Writing (2. 5 lessons)  « Derek Liu English Team , 2. 5? !!  « 4 ? Short Tasks ( ), ?8 Short Task , examinable topics!  « 8 ? Long Tasks ( writing formats & writing types), Regular Course ?Writing Formulae, ,KO ! Sample Essays (50 pages! ) 06 2013 Plan A Paper2 ( ) Paper 1 + Paper 2 ?4? Writing (2. 5 lessons) / , 30? , ! This kind of obsc ene materials convey nothing but pornography addiction and casual sex. The big thing about Steve Jobs is not his genius or his charisma but his extraordinary risk-taking and innovation. Lady Gaga In Lady Gaga’s new MV ‘Telephone’, she just pranced around almost completely naked. The video was disgusting and full of raunchiness. Steve Jobs redefined the music business through the iPod, the cellphone business through the iPhone and the entertainment and media world through the iPad. Steve Jobs 5 ! ,ElectiveModules,Regular Course ! †¢ Learning English through Debating †¢ Learning English through Social Issues English through Sports Communication †¢ Learning English through Workplace Communication †¢ Learning English through Popular Culture Learning †¢ Learning English through Short Stories †¢ †¢ Learning English through Drama & Songs †¢ Learning English through Poems , , 07 Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar A6ENGLDLA : Paper 1 + 2 ?4? (V. L. P. ) (HKDSE) (4 Sessions) Plan A By Derek Liu English Team by Derek Liu KB01 KB02 KB03 KB04 KB05 KB06 KB07 KB08 KB09 KB10 KB11 KB12 KB13 KB14 KB15 KB16 KB17 KB18 KB19 KB20 KB21 KB22 KB23 TK01 TK02 TK03 TK04 TK05 Sat 2:05-3:20 pm Sat 2:05-3:20 pm Sun 12:45-2:00 pm Fri 6:00-7:15 pm Fri 6:00-7:15 pm Sat 4:45-6:00 pm Sun 3:25-4:40 pm Fri 7:15-8:30; 8:30-9:45 pm ( ) Sun 10:05-11:20 am Sat 10:05-11:20 am Sat 7:15-8:30 pm Sun 2:05-3:20 pm Fri 3:25-4:40 pm Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Wed 6:00-7:15; 7:15-8:30 pm Wed 6:00-7:15; 7:15-8:30 pm Thu 6:00-7:15 pm Sat 7:15-8:30 pm Tue 3:25-4:40 pm Fri 12:45-2:00; 2:05-3:20 pm ( Mon 12:45-2:00 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) Fri 7:15-8:30; 8:30-9:45 pm ( ) Sun 3:25-4:40 pm Sat 6:00-7:15 pm Mon 6:00-7:15 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) 2/3-23/3 4V 2/3-23/3 4V 3/3-24/3 4V 1/3-22/3 4V 1/3-22/3 4V 2/3-23/3 4V 3/3-24/3 4V 8/3-15/3 4V 3/3-24/3 4V 2/ 3-23/3 4V 2/3-23/3 4V 3/3-24/3 4V 1/3-22/3 4V 5/3-12/3 4V ( ) 19/3-26/3 4V 6/3-13/3 4V 20/3-27/3 4V 7/3-28/3 4V 2/3-23/3 4V 5/3-26/3 4V 1/3-8/3 4V 4/3-25/3 4V 13/3-20/3 4V 8/3-15/3 4V 3/3-24/3 4V 2/3-23/3 4V 4/3-25/3 4V 6/3-13/3 4V $540 08 ## @ Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar MK01 MK02 MK03 MK04 MK05 MK06 MK07 MK08 MK09 MK10 MK11 MK12 MK13 MK14 TW01 TW02 TW03 TW04 TW05 TW06 TW07 TW08 TW09 TW10 TW11 TW12 YL01 YL02 YL03 YL04 YL05 YL06 ## ?4? (V. L. P. ) (HKDSE) (4 Sessions) Sun 2:05-3:20; 3:25-4:40 pm ( ) Sun 2:05-3:20; 3:25-4:40 pm ( ) Sat 4:45-6:00; 6:00-7:15 pm ( ) Sun 12:45-2:00 pm Sun 12:45-2:00 pm Sat 2:05-3:20 pm Sun 10:05-11:20; 11:25-12:40 pm ( ) Sat 7:15-8:30 pm Fri 8:30-9:45 pm Mon 7:15-8:30; 8:30-9:45 pm ( Sat 3:25-4:40 pm Mon 12:45-2:00; 2:05-3:20 pm ( ) Mon 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 3:25-4:40 pm Fri 7:15-8:30; 8:30-9:45 pm ( ) Fri 7:15-8:30; 8:30-9:45 pm ( ) S at 11:25-12:40 pm Wed 7:15-8:30; 8:30-9:45 pm ( ) Thu 8:30-9:45 pm Wed 4:45-6:00 pm Wed 7:15-8:30; 8:30-9:45 pm ( ) Thu 12:45-2:00; 2:05-3:20 pm ( ) Thu 12:45-2:00; 2:05-3:20 pm ( ) Wed 12:45-2:00; 2:05-3:20 pm ( ) Fri 6:00-7:15; 7:15-8:30 pm ( ) Fri 6:00-7:15; 7:15-8:30 pm ( Sat 12:45-2:00; 2:05-3:20 pm ( ) Sat 12:45-2:00; 2:05-3:20 pm ( ) Mon 2:05-3:20; 3:25-4:40 pm ( ) Sun 11:25-12:40; 12:45-2:00 pm ( ) 3/3-10/3 4V 17/3-24/3 4V 9/3-16/3 4V 3/3-24/3 4V 3/3-24/3 4V 2/3-23/3 4V 10/3-17/3 4V 2/3-23/3 4V 1/3-22/3 4V 11/3-18/3 4V 2/3-23/3 4V 4/3-11/3 4V 18/3-25/3 4V 19/3-26/3 4V 9/3-16/3 4V 3/3-24/3 4V 1/3-8/3 4V ( ) 15/3-22/3 4V 2/3-23/3 4V 6/3-13/3 4V 7/3-28/3 4V 6/3-27/3 4V 20/3-27/3 4V 7/3-14/3 4V 21/3-28/3 4V 13/3-20/3 4V 1/3-8/3 4V 15/3-22/3 4V 2/3-9/3 4V 16/3-23/3 4V 4/3-11/3 4V 3/3-10/3 4V $540 @ , 09 Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar TM01 TM02 TM03 TM04 TM05 TM06 TM07 TM08 TM09 TM10 S101 S102 S201 S202 S203 S204 S205 S206 S207 FT01 FT02 F T03 FT04 TY01 TY02 TY03 FL01 FL02 FL03 Sat 4:45-6:00; 6:00-7:15 pm ( ) Sat 4:45-6:00; 6:00-7:15 pm ( ) Sun 10:05-11:20 am Sun 12:45-2:00 pm Thu 7:15-8:30 pm Sat 3:25-4:40 pm Wed 12:45-2:00; 2:05-3:20 pm ( ) Wed 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) Tue 4:45-6:00; 6:00-7:15 pm ( Tue 4:45-6:00; 6:00-7:15 pm ( ) Fri 7:15-8:30 pm Fri 7:15-8:30 pm Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 10:05-11:20 am Fri 12:45-2:00; 2:05-3:20 pm ( ) Mon 12:45-2:00; 2:05-3:20 pm ( ) Sat 11:25-12:40; 12:45-2:00 pm ( ) Sat 12:45-2:00; 2:05-3:20 pm ( ) Thu 6:00-7:15 pm Thu 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 2:05-3:20; 3:25-4:40 pm ( ) Sun 3:25-4:40 pm Sun 11:25-12:40; 12:45-2:00 pm ( ) Sat 7:15-8:30 pm Mon 7:15-8:30 pm ?4? (V. L. P. ) (HKDSE) (4 Sessions) 2/3-9/3 4V 16/3-23/3 4V 3/3-24/3 4V 3/3-24/3 4V 7/3-28/3 4V 2/3-23/3 4V 6/3-13/3 4V 20/3-27/3 4V 12/3-19/3 4V 26/3-2/4 4V 5/3-12/3 4V 19/3-26/3 4V 1/3-22/3 4V 1/3-22/3 4V 2/3-9/3 4V ( ) 16/3-23/3 4V 3/3-24/3 4V 15/3-22/3 4V 11/3-18/3 4V 2/3-9/3 4V 16/3-23/3 4V 7/3-28/3 4V 7/3-14/3 4V 2/3-9/3 4V 16/3-23/3 4V 3/3-24/3 4V 10/3-17/3 4V 2/3-23/3 4V 4/3-25/3 4V $540 10 ## @ , Plan Intensive Videoa pLearning+Platformr 2 A P er 1 Pape CapStar Sat 10:05-11:20 am CB01 Sat 2:05-3:20 pm CB02 Fri 8:30-9:45 pm CB03 Sat 4:45-6:00 pm CB04 Sat 3:25-4:40 pm CB05 Sat 12:45-2:00 pm NP01 Sat 3:25-4:40 pm NP02 Sun 3:25-4:40 pm NP03 Mon 7:15-8:30 pm NP04 Fri 2:05-3:20; 3:25-4:40 pm ( ) NP05 AB01 Tue 2:05-3:20; 3:25-4:40 pm ( ) AB02 Tue 2:05-3:20; 3:25-4:40 pm ( ) ?4? (V. L. P. ) (HKDSE) (4 Sessions) 2/3-23/3 4V 2/3-23/3 4V 1/3-22/3 4V 9/3-6/4 4V 2/3-23/3 4V 2/3-23/3 4V ( ) 2/3-23/3 4V 3/3-24/3 4V 4/3-25/3 4V 8/3-15/3 4V 5/3-12/3 4V 19/3-26/3 4V $540 ## @ , 11 Plan B Paper3 Paper 3 + Paper 4 ?4? Listening (2 lessons)  « 100% 2012Past Paper ! !  « 3? Long Tasks Format! Marking Scheme, Long Tasks!  « 4? Short Tasks, Ta pescript , !  « DSE? CE & AL ,!  « 2 : Short Tasks Long Tasks †¢ Form-filling / Checklist / Table-filling / Others †¢ Opening ( ) & Closing ( ) / Layout ( ) Non-reply Letter Reply Letter Article Speech Personal Profile Simple Report Press Release Email Content ( ) & Relevance ( ) ?/? Data File ?Answers Data File 12 Plan B Paper4 Paper 3 + Paper 4 ?4? Speaking (2 lessons)  « 5 , Paper 4!!  « Conversational Strategies, Sentence Patterns? Useful Diction? Golden Ideas,!  « Sample Discussion? Sample Responses,? 14!  « 2 : Group Discussion 1. 2. 3. 4. Elaborate by Examples Elaborate by borrowing Elaborate by Dos/Don’ts Elaborate by providing alternatives 5. Give concrete names 6. Elaborate by listing the pros and cons Individual Response dead air ! 6. Giving & Supporting Opinions 7. Agreeing & Disagreeing 8. Advantages & Disadvantages 9. Proposing Solutions to Problems 7. Ask ‘Wh-’ questions and provide answers 8. Elaborate by ‘Ifâ₠¬â„¢ 9. Lead the members 10.Refute the others 11. Offer assistance 1. Do you prefer X to Y? 2. What do you dislike about X? 3. What do you like most about X? 4. Why do some people like X? 5. How would you improve X? 1 5% ! 1. Golden Ideas for Group Discussion 2. Group Discussion Samples (6 sets) 3. Individual Response Samples (10 sets) Derek Liu English Team! 13 Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar A6ENGLDLB KB01 KB02 KB03 KB04 KB05 KB06 KB07 KB08 KB09 KB10 KB11 KB12 KB13 KB14 KB15 1. : Paper 3 + 4 2. ?3? 4 Paper 4 -Oral , 4 5 ?4? (V. L. P. ) (HKDSE) (4 Sessions)Plan B By Derek Liu English Team by Derek Liu Fri 7:15-8:30; 8:30-9:45 pm ( ) 1/3,26/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 22/3,3/5 4V Sat 7:15-8:30 pm 2/3-9/3, 27/4-4/5 4V Sat 7:15-8:30 pm 16/3-23/3 4V Sat 4:45-6:00 pm 27/4-4/5 Sun 2:05-3:20 pm 3/3-10/3 4V Sat 10:05-11:20 am 27/4-4/5 Sun 2:05-3:20 pm 17/3-24/3, 27/4-4/5 4V Fri 7:15-8:30 pm 1/3-8/3, 26/4-3/5 4V Fri 7:15-8:30 pm 15/3-22/3 4V Fri 6:00-7:15 pm 26/4-3/5 Thu 8:30-9:45 pm 7/3-14/3 4V Sat 2:05-3:20 pm 27/4-4/5 ( ) Thu 8:30-9:45 pm 21/3-28/3 4V Fri 6:00-7:15 pm 26/4-3/5 Mon 2:05-3:20; 3:25-4:40 pm ( 4/3 4V Tue 6:00-7:15; 7:15-8:30 pm ( ) 30/4 Mon 2:05-3:20; 3:25-4:40 pm ( ) 25/3 4V Tue 6:00-7:15; 7:15-8:30 pm ( ) 7/5 Wed 12:45-2:00; 2:05-3:20 pm ( ) 27/3 4V Sun 10:05-11:20 am 28/4-5/5 Tue 12:45-2:00; 2:05-3:20 pm ( ) 2/4 4V Sun 2:05-3:20 pm 28/4-5/5 Fri 7:15-8:30; 8:30-9:45 pm ( ) 5/4 4V Sun 12:45-2:00 pm 28/4-5/5 $540 14 ## @ , Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar TK01 TK02 TK03 TK04 MK01 MK02 MK03 MK04 MK05 MK06 MK07 MK08 MK09 MK10 TW01 TW02 TW03 TW04 TW05 TW06 TW07 ?4? (V. L. P. (HKDSE) (4 Sessions) 1/3,26/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 22/3,3/5 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 16/3-23/3 Sat 7:15-8:30 pm 4V 4/5 Sat 6:00-7:15; 7:15-8:30 pm ( ) 19/3 Wed 12:45-2:00; 2:05-3:20 pm ( ) 4V 27/4 Sat 6:00-7:15; 7:15-8:30 pm ( ) Sat 12:45-2:00 pm 2/3-9/3, 27/4-4/5 4V Sat 12:45-2:00 pm 16/3-23/3 4V Sat 2:05-3:20 pm 27/4-4/5 Sat 4:45-6:00; 6:00-7:15 pm ( ) 2/3,27/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 23/3,4/5 4V Sun 10:05-11:20; 11:25-12:40 pm ( ) 3/3,5/5 4V Sun 10:05-11:20; 11:25-12:40 pm ( ) 24/3 4V Sun 2:05-3:20; 3:25-4:40 pm ( 5/5 Mon 7:15-8:30; 8:30-9:45 pm ( ) 4/3,6/5 4V Mon 7:15-8:30; 8:30-9:45 pm ( ) 25/3 4V Fri 8:30-9:45 pm 26/4-3/5 ( ) Tue 12:45-2:00; 2:05-3:20 pm ( ) 5/3 4V Sat 7:15-8:30 pm 27/4-4/5 Tue 12:45-2:00; 2:05-3:20 pm ( ) 12/3 4V Sun 2:05-3:20; 3:25-4:40 pm ( ) 28/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) 2/3,27/4 4V Sat 2:05-3:20; 3:25-4:40 pm ( ) 23/3,4/5 4V Fri 4:45-6:00 pm 1/3-8/3 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 26/4 Fri 4:45-6:00 pm 15/3-22/3 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 3/5 Wed 7:15-8:30; 8:30-9:45 pm ( ) 3/4,8/5 4V Fri 7:15-8:30; 8:30-9:45 pm ( 5/4 4V Fri 4:45-6:00 pm 26/4-3/5 Wed 12:45-2:00; 2:05-3:20 pm ( ) 6/3 4V Sat 11:25-12:40 pm 27/4-4/5 @ , $540 ## 15 Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape Cap Star TW08 YL01 YL02 YL03 YL04 TM01 TM02 TM03 TM04 TM05 TM06 S101 S201 S202 S203 S204 ?4? (V. L. P. ) (HKDSE) (4 Sessions) 27/3 Wed 12:45-2:00; 2:05-3:20 pm ( ) 4V 25/4-2/5 Thu 8:30-9:45 pm 2/3-9/3 Sat 10:05-11:20 am 4V 26/4 Fri 6:00-7:15; 7:15-8:30 pm ( ) 16/3-23/3 Sat 10:05-11:20 am 4V 3/5 Fri 6:00-7:15; 7:15-8:30 pm ( 17/3 Sun 11:25-12:40; 12:45-2:00 pm ( ) 4V 27/4 Sat 12:45-2:00; 2:05-3:20 pm ( ) 24/3 Sun 12:45-2:00; 2:05-3:20 pm ( ) 4V 4/5 Sat 12:45-2:00; 2:05-3:20 pm ( ) 10/3,5/5 4V Sun 2:05-3:20; 3:25-4:40 pm ( ) 17/3 Sun 2:05-3:20; 3:25-4:40 pm ( ) 4V 27/4 Sat 4:45-6:00; 6:00-7:15 pm ( ) 9/3-16/3 Sat 7:15-8:30 pm 4V 2/5 Thu 7:15-8:30; 8:30-9:45 pm ( ) 24/3 Sun 2:05-3:20; 3:25-4:40 pm ( ) 4V 4/5 Sat 4:45-6:00; 6:00-7:15 pm ( ) ( ) 23/3-6/4 Sat 7:15-8:30 pm 4V 25/4 Thu 7:15-8:30; 8:30-9:45 pm ( ) 5/3 Tue 12:45-2:00; 2:05-3:20 pm ( 4V 28/4-5/5 Sun 10:05-11:20 am 2/4,30/4 4V Tue 7:15-8:30; 8:30-9:45 pm ( ) 2/3-9/3 Sat 7:15-8:30 pm 4V 27/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) Sat 7:15-8:30 pm 16/3-23/3, 27/4-4/5 4V Fri 8:30-9:45 pm 22/3-5/4 4V Fri 7:15-8:30; 8:30-9:45 pm ( ) 3/5 Mon 12:45-2:00; 2:05-3:20 pm ( ) 4/3 4V Sat 2:05-3:20; 3:25-4:40 pm ( ) 4/5 $540 16 ## @ , Plan Intensive Videoa pLearning+Platformr 4 B P er 3 Pape CapStar FT01 FT02 FT03 TY01 TY02 FL01 FL02 CB01 ?4? (V. L. P. ) (HKDSE) (4 Sessions) CB02 CB03 NP01 NP02 NP03 NP04 AB01 AB02 /3-9/3 Sat 2:05-3:20 pm 4V 27/4 Sat 12:45-2:00; 2:05-3:20 pm ( ) 16/3-23/3 Sat 11:25-12:40 pm 4V 4/5 Sat 12:45-2:00; 2:05-3:20 pm ( ) 21/3-28/3 Thu 4:45-6:00 pm 4V 2/5 Thu 4:45-6:00; 6:00-7:15 pm ( ) 14/3 Thu 2:05-3:20; 3:25-4:40 pm (DL) 4V 27/4 Sat 2:05-3:20; 3:25-4:40 pm ( ) 21/3 Thu 2:05-3:20; 3:25-4:40 pm (DL) 4V 4/5 Sat 2:05-3:20; 3:25-4:40 pm ( ) 3/3,5/5 Sun 11:25-12:40; 12:45-2:00 pm ( ) 4V Sun 11:25-12:40; 12:45-2:00 pm ( ) 24/3,12/5 4V 2/3,27/4 4V Sat 3:25-4:40; 4:45-6:00 pm ( ) 27/3-3/4 Wed 8:30-9:45 pm 4V 26/4-3/5 Fri 8:30-9:45 pm 2/4 Tue 12:45-2:00; 2:05-3:20 pm ( 4V 27/4-4/5 Sat 2:05 -3:20 pm ( ) 1/3 Fri 2:05-3:20; 3:25-4:40 pm ( ) 4V 27/4-4/5 Sat 12:45-2:00 pm Thu 8:30-9:45 pm 7/3-14/3, 2/5-9/5 4V Fri 2:05-3:20; 3:25-4:40 pm ( ) 22/3 4V Sat 3:25-4:40 pm 27/4-4/5 Thu 8:30-9:45 pm 21/3-28/3 Sun 3:25-4:40 pm 5/5 4V Mon 7:15-8:30 pm 6/5 Tue 2:05-3:20; 3:25-4:40 pm ( ) 2/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 27/4 Mon 8:30-9:45 pm 25/3 Tue 6:00-7:15 pm 2/4 4V Sat 4:45-6:00; 6:00-7:15 pm ( ) 4/5 $540 ## @ , 17 Capture (Plan A/B) ? DSE www. derekliu. com. hk ? Derek’s Blog ( )

Difference Between Atomic Weight and Atomic Mass

Difference Between Atomic Weight and Atomic Mass Atomic weight and atomic mass are two important concepts in chemistry and physics. Many people use the terms interchangeably, but they dont actually mean the same thing. Take a look at the difference between atomic weight and atomic mass and understand why most people are confused or dont care about the distinction. (If youre taking a chemistry class, it could show up on a test, so pay attention!) Atomic Mass Versus Atomic Weight Uranium has two primordial isotopes (uranium-238 and uranium-235). Uranium-238 has 92 protons plus 146 neutrons and uranium-235 92 protons and 143 neutrons. Â  Pallava Bagla/Getty Images Atomic mass (ma) is the mass of an atom. A single atom has a set number of protons and neutrons, so the mass is unequivocal (wont change) and is the sum of the number of protons and neutrons in the atom. Electrons contribute so little mass that they arent counted. Atomic weight is a weighted average of the mass of all the atoms of an element, based on the abundance of isotopes. The atomic weight can change because it depends on our understanding of how much of each isotope of an element exists. Both atomic mass and atomic weight rely on the atomic mass unit (amu), which is 1/12th the mass of an atom of carbon-12 in its ​ground state. Can Atomic Mass and Atomic Weight Ever Be the Same? If you find an element that exists as only one isotope, then the atomic mass and the atomic weight will be the same. Atomic mass and atomic weight may equal each other whenever you are working with a single isotope of an element, too. In this case, you use the atomic mass in calculations rather than the atomic weight of the element from the periodic table. Weight Versus Mass: Atoms and More Mass is a measure of the quantity of a substance, while weight is a measure of how a mass acts in a gravitational field. On Earth, where we are exposed to a fairly constant acceleration due to gravity, we dont pay much attention to the difference between the terms. After all, our definitions of mass were pretty much made with Earth gravity in mind, so if you say a weight has a mass of 1 kilogram and a 1 weight of 1 kilogram, youre right. Now, if you take that 1 kg mass to the Moon, its weight will be less. So, when the term atomic weight was coined back in 1808, isotopes were unknown and Earth gravity was the norm. The difference between atomic weight and atomic mass became known when F.W. Aston, the inventor of the mass spectrometer (1927) used his new device to study neon. At that time, the atomic weight of neon was believed to be 20.2 amu, yet Aston observed two peaks in the mass spectrum of neon, at relative masses 20.0 amu and 22.0 amu. Aston suggested there two actually two types of neon atoms in his sample: 90% of the atoms having a mass of 20 amu and 10% with a mass of 22 amu. This ratio gave a weighted average mass of 20.2 amu. He called the different forms of the neon atoms isotopes. Frederick Soddy had proposed the term isotopes in 1911 to describe atoms that occupy the same position in the periodic table, yet are different. Even though atomic weight is not a good description, the phrase has stuck around for historical reasons. The correct term today is relative atomic mass - the only weight part of the atomic weight is that it is based on a weighted average of isotope abundance.

Archaeological Hearths - Features With Benefits

Archaeological Hearths - Features With Benefits A hearth is an archaeological feature that represents the remnants of a purposeful fire. Hearths can be extremely valuable elements of an archaeological site, as they are indicators of a whole range of human behaviors and provide an opportunity for obtaining radiocarbon dates for the period that people used them. Hearths are typically used to cook food, but may also have been used to heat-treat lithics, burn pottery and/or a variety of social reasons such a beacon to let others know where you are, a way to keep predators away, or simply provide a warm and inviting gathering place. The purposes of a hearth are often discernible within the remnants: and those purposes are key to understanding the human behaviors of the people who used it. Types of Hearths Over the millennia of human history, there have been a wide variety of intentionally-built fires: some were simply piles of wood stacked on the ground, some were excavated into the ground and covered to provide steam heat, some were built up with adobe brick for use as earth ovens, and some were stacked upwards with a mix of fired brick and potsherds to act as ad hoc pottery kilns. A typical archaeological hearth falls in the middle range of this continuum, a bowl-shaped soil discoloration, within which is evidence that the contents have been exposed to temperatures between 300-800 degrees centigrade. How do archaeologists identify a hearth with this range of shapes and sizes? There are three crucial elements to a hearth: inorganic material used to shape the feature; organic material burned in the feature; and evidence of that combustion. Shaping the Feature: Fire-Cracked Rock In places in the world where rock is readily available, the defining characteristic of a hearth is often plenty of fire-cracked rock, or FCR, the technical term for rock thats been cracked by exposure to high temperatures. FCR is differentiated from other broken rock because it has been discolored and thermally altered, and although often the pieces can be refit together, there is no evidence of impact damage or deliberate stone working. However, not all FCR is discolored and cracked. Experiments recreating the processes that make fire-cracked rock have revealed that the presence of discoloration (reddening and/or blackening) and spalling of larger specimens depends both on the kind of rock being used (quartzite, sandstone, granite, etc.) and the kind of fuel (wood, peat, animal dung) used in the fire. Both of those drive the temperatures of a fire, as does the length of time the fire is lit. Well-fed campfires can easily create temperatures up to 400-500 degrees centigrade; long-sustained fires can get to 800 degrees or more. When hearths have been exposed to the weather or agricultural processes, disturbed by animals or humans, they can still be identified as scatters of fire-cracked rock. Burned Bone and Plant Parts If a hearth was used to cook dinner, the leftovers of what was processed in the hearth may include animal bone and plant matter, which can be preserved if turned to charcoal. Bone which was buried under fire becomes carbonized and black, but bones on the surface of a fire are often calcined and white. Both types of carbonized bone can be radiocarbon-dated; if the bone is large enough, it can be identified to species, and if it is well-preserved, often cut-marks resulting from butchery practices can be found. Cut-marks themselves can be very useful keys to understanding human behaviors. Plant parts can also be found in hearth contexts. Burned seeds are often preserved in hearth conditions, and microscopic plant residues such as starch grains, opal phytoliths and pollen may also be preserved if conditions are right. Some fires are too hot and will damage the shapes of plant parts; but on occasion, these will survive and in an identifiable form. Combustion The presence of burned sediments, burnt patches of earth identified by discoloration and exposure to heat, is not always macroscopically apparent, but can be identified by micromorphological analysis, when microscopically thin slices of earth are examined to identify tiny fragments of ashed plant material and burnt bone fragments. Finally, non-structured hearthshearths that either were placed on the surface and were weathered by long-term wind exposure and rain/frost weathering, made without large stones or the stones were deliberately removed later and are not marked by burned soilshave still been identified at sites, based on the presence of concentrations of large quantities of burnt stone (or heat-treated) artifacts. Sources This article is a part of the About.com guide to the Archaeology Features, and the Dictionary of Archaeology. Backhouse PN, and Johnson E. 2007. Where were the hearths: an experimental investigation of the archaeological signature of prehistoric fire technology in the alluvial gravels of the Southern Plains. Journal of Archaeological Science 34(9):1367-1378. doi: 10.1016/j.jas.2006.10.027Bentsen SE. 2014. Using Pyrotechnology: Fire-related features and activities with a focus on the African Middle Stone Age. Journal of Archaeological Research 22(2):141-175.Fernndez Peris J, Gonzlez VB, Blasco R, Cuartero F, Fluck H, Saà ±udo P, and Verdasco C. 2012. The earliest evidence of hearths in Southern Europe: The case of Bolomor Cave (Valencia, Spain). Quaternary International 247(0):267-277. Goldberg P, Miller C, Schiegl S, Ligouis B, Berna F, Conard N, and Wadley L. 2009.Bedding, hearths, and site maintenance in the Middle Stone Age of Sibudu Cave, KwaZulu-Natal, South Africa. Archaeological and Anthropological Sciences 1(2):95-122. Gowlett JAJ, and Wrangham RW. 2013. Earliest fire in Africa: tow ards the convergence of archaeological evidence and the cooking hypothesis. Azania: Archaeological Research in Africa 48(1):5-30. Karkanas P, Koumouzelis M, Kozlowski JK, Sitlivy V, Sobczyk K, Berna F, and Weiner S. 2004. The earliest evidence for clay hearths: Aurignacian features in Klisoura Cave 1, southern Greece. Antiquity 78(301):513–525.Marquer L, Otto T, Nespoulet R, and Chiotti L. 2010. A new approach to study the fuel used in hearths by hunter-gatherers at the Upper Palaeolithic site of Abri Pataud (Dordogne, France). Journal of Archaeological Science 37(11):2735-2746. doi: 10.1016/j.jas.2010.06.009Sergant J, Crombe P, and Perdaen Y. 2006. The ‘invisible’ hearths: a contribution to the discernment of Mesolithic non-structured surface hearths. Journal of Archaeological Science 33:999-1007.

It's not the size of the dog in the fight, it's the size of the fight Essay

It's not the size of the dog in the fight, it's the size of the fight in the dog - Essay Example Her father was a radio announcer for years and of course his name was used on air. McClusky did not have trouble with her McFest name until she applied for patent for the continuing concerts. That is, of course, when McDonalds got involved. Knowing you have been served from a company like McDonalds (the big dog) would make most regular people give up (the little dog) but not McClusky, This paper will introduce the fight this little dog plans on winning. McDonlads, it would seem has a McFamily of names that cannot be used by others. Those include McWatchy, McDouble, McJobs, McShirt, McPool, McShades, McFree, McRuler, McLight and even just Mc. So McClusky has the wrong last name. There were no objections from the big dog when McClusky raised $30,000 in charity for the Special Olympics last year. Could it be because McDonlads also supports Special Olympics and it was seemingly free advertising for them. Now, $5,000 of that money has gone to pay lawyers to support the little dogs point of view (fight). McClusky says she cant understand when one company can infringe on the rights ones sir name gives them and will continue this fight in the courts, however, she wants this money to go to charity and not to lawyers. McDonalds says they have the legal mandate to protect their trademark and that trademark means anything that starts with Mc. Well, how can that be, McClusky says does that mean because her name is a Mc name that she does not ne ed a separate trademark as she is already part of the Mc names? Surely they cannot force her to change her sir name and this is her chartable business. McDonalds contends that they will continue this fight and that there will be no use of the Mc trademark and McClusky responds with the fact that she cannot change the name of a concert series that has already been functioning for two years. People expect to see that name and that it is a charitable concert raising money for one of several charities. In fact,

Correct Common Student Errors Essay Example | Topics and Well Written Essays - 750 words

Correct Common Student Errors - Essay Example Firstly, Student A appears to have a sound grasp of the concept of long division. The student has meticulously conducted every step in the process correctly except the initial multiplication calculation. The basic multiplication step of 9x8 =72 and 8x9 =72 eludes the student. Both problems in the worksheet involving 9x8 and 8x9 the student responded with an answer of 71. Every other dimension of the division problem was accurate. It is relatively simply to verify that the student is unaware of the fact that 9x8 =72 and 8x9 is 72 and not 71 because it was performed for both problems in the worksheet. A further strategy for verification besides that of observation would be to have a one on one session with the student and ask the student to repeat the 8 or the 9 times tables for you. At the point where the student states an inaccurate response is the best verification. This problem can be corrected by ensuring that the student knows the 8 times and 9 times tables. The teacher may ask the student to observe the 8 times or the 9 times tables on the wall chart. In the 8 times table when the student reaches 8x9, the teacher may ask the student to stop. The teacher may ask, ‘do you observe any differences between the answer on the wall chart and the answer on your worksheet?’ This student seems to be very assiduous, thus an exclamation of joy or disappointment may occur at the same time that the student observes the mistake that was made in multiplying 8x9. This procedure may not have to be repeated for the second problem as the student may immediately realize the mistake if the concept of the associative property of multiplication was previously taught. Student B also has a fairly good grasp of the procedure but this student does not realize that a 0 should be placed in the tens column of the quotient to signify that the answer is 3097 for 12388 Ã · 4 and 1043 r 3 for 5217 Ã · 5. An interesting gap in the procedure is that on the initial