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 ( )

Night World : Witchlight Chapter 2

They'd gotten a dragon. Keller's heart was pounding. Somehow, somewhere, the people of the Night World had found one and awakened him. And they'd paid him-bribed him-to join their side. Keller didn't even want to imagine what the price might have been. Bile rose in her throat, and she swallowed hard. Dragons were the oldest and most powerful of the shapeshifters, and the most evil. They had all gone to sleep thirty thousand years ago-or, rather, they had been put to sleep by the witches. Keller didn't know exactly how it had been done, but all the old legends said the world had been better off since. And now one was back. But he might not be fully awake yet. From the glimpse she'd had, his body was still cold, not much heat radiating from it. He'd be sluggish, not mentally alert. It was the chance of a lifetime. Keller's decision was made in that instant. There was no time to think about it-and no need. The inhabitants of the Night World wanted to destroy the human world. And there were plenty of them to do it, vampires and dark witches and ghouls. But this was something in another league altogether. With a dragon on their side, the Night World would easily crush Circle Daybreak and all other forces that wanted to save the humans from the end of the world that was coming. It would be no contest. And as for that little girl in there, Iliana the Witch Child, the Wild Power meant to help save humankind-she would get swatted like a bug if she didn't obey the dragon. Keller couldn't let that happen. Even as Keller was thinking it, she was changing. It was strange to do it in a public place, in front of people. It went against all her most deeply ingrained training. But she didn't have time to dwell on that. It felt good. It always did. Painful in a nice way, like the feeling of having a tight bandage removed. A release. Her body was changing. For a moment, she didn't feel like anything-she almost had no body. She was fluid, a being of pure energy, with no more fixed form than a candle flame. She was utterly†¦ free. And then her shoulders were pulling in, and her arms were becoming more sinewy. Her fingers were retracting, but in their place long, curved claws were extending. Her legs were twisting, the joints changing. And from the sensitive place at the end of her spine, the place that always felt unfinished when she was in human form, something long and flexible was springing. It lashed behind her with fierce joy. Her jumpsuit was gone. The reason was simple: she wore only clothes made out of the hair of other shapeshifters. Even her boots were made of the hide of a dead shifter. Now both were being replaced by her own fur, thick black velvet with darker black rosettes. She felt complete and whole in it. Her arms-now her front legs-dropped to the ground, her paws hitting with a soft but heavy thump. Her face prickled with sensitivity; there were long, slender whiskers extending from her cheeks. Her tufted ears twitched alertly. A rasping growl rose in her chest, trying to escape from her throat. She held it back-that was easy and instinctive. A panther was by nature the best stalker in the world. The next thing she did was instinctive, too. She took a moment to gauge the distance from herself to the black-haired boy. She took a step or two forward, her shoulders low. And then she jumped. Swift. Supple. Silent. Her body was in motion. It was a high, bounding leap designed to take a victim without an instant of warning. She landed on the dark boy's back, clinging with razor claws. Her jaws clamped on the back of his neck. It was the way panthers killed, by biting through the spine. The boy yelled in rage and pain, grabbing at her as her weight knocked him to the ground. It didn't do any good. Her claws were too deep in his flesh to be shaken off, and her jaws were tightening with bone-crushing pressure. A little blood spilled into her mouth, and she licked it up automatically with a rough, pointed tongue. More yelling. She was dimly aware that the vampires were attacking her, trying to wrench her away, and that the security guards were yelling. She ignored it all. Nothing mattered but taking the life under her claws. She heard a sudden rumble from the body beneath her. It was lower in pitch than anything human ears could pick up, but to Keller it was both soft and frighteningly loud. Then the world exploded in agony. The dragon had caught hold of her fur just above the right shoulder. Dark energy was crackling into her, searing her. It was the same black power he'd used against Winnie, except that now he had direct contact. The pain was scalding, nauseating. Every nerve ending in Keller's body seemed to be on fire, and her shoulder was a solid red blaze. It made her muscles convulse involuntarily and spread a metallic taste through her mouth, but it didn't make her let go. She held on grimly, letting the waves of energy roll through her, trying to detach her mind from the pain. What was frightening was not just the power but the sense of the dragon's mind beneath it Keller could feel a terrible coldness. A core of mindless hatred and evil that seemed to reach back into the mists of time. This creature was old. And although Keller couldn't tell what he wanted with the present age, she knew what he was focused on right now. Killing her. That was all he cared about. And of course he was going to succeed. Keller had known that from the beginning. But not before I kill you, she thought. She had to hurry, though. There almost certainly were other Night People in the mall. These guys could call for reinforcements, and they would probably get them. You can't†¦ make me†¦ let go, she thought. She was fighting to close her jaws. He was much tougher than a normal human. Panther jaws could crush the skull of a young buffalo. And right now, she could hear muscle crunching, but still she couldn't finish him. Hang on†¦ hang on†¦ Black pain†¦ blinding†¦ She was losing consciousness. For Winnie, she thought. Sudden strength filled her. The pain didn't matter anymore. She tossed her head, trying to break his neck, wrenching it back and forth. The body underneath her convulsed violently. She could feel the little lapsing in it, the weakening that meant death was close. Keller felt a surge of fierce joy. And then she was aware of something else. Someone was pulling her off the dragon. Not in the fumbling way the thugs had. This person was doing it skillfully, touching pressure points to make her claws retract, even getting a finger into her mouth, under the short front teeth between the lethal canines. No! Keller thought. From her panther throat came a short, choking snarl. She lashed out with her back legs, trying to rip the person's guts out. Afo. The voice didn't come in through Keller's ears. It was in her mind. A boy's voice. And it wasn't afraid, despite the fact that she was now scrabbling weakly, still trying to turn his stomach to spaghetti. It was concerned and anxious but not afraid. Please-you have to let go. Even as he said it, he was pushing more pressure points. Keller was already weak. Now, all at once, she saw stars. She felt her hold on the dragon loosen. And then she was being jerked backward, and she was falling. A hundred and ten pounds of black panther was landing on whoever had yanked her free. Dizzy†¦ Her vision was blurred, and her body felt like rubber. She hardly had enough strength to twist her head toward the boy who had pulled her away. Who was he? Who? Her eyes met blazing green-gold ones. Almost the eyes of a leopard. It gave Keller a jolt. But the rest of the boy was different. Dark gold hair over a rather pale and strained face with perfectly sculpted features. Human, of course. And those eyes seemed to be blazing with worry and intensity rather than animal ferocity. Not many people could look at an angry panther like that. She heard his mental voice again. Are you all right? And then, for just an instant, something happened. It was as if some barrier had been punctured. Keller felt not just his voice but his worry inside her head. She could feel†¦ him. His name†¦ Galen. And he's someone born to command, she thought. He understands animals. Another shapeshifter? But I can't feel what animal he turns into. And there's no bloodtbirstiness at all†¦. She didn't understand it, and her panther brain wasn't in the mood to try. It was grounded in the here and now, and all it wanted was to finish what she had started. She wrenched her eyes away from Galen and looked at the dragon. Yes, he was still alive but badly wounded. A little snarl worked out of Keller's throat. The vampire thugs were still alive, too; one was picking up the injured dragon and hauling him away. â€Å"Come on!† he was shouting in a voice sharp with panic. â€Å"Before that cat recovers-â€Å" â€Å"But the girl!† the second vampire said. â€Å"We don't have the girl.† He looked around. Diana was standing by a display of porcelain figures, looking just as pale and graceful as any of them. She had both hands at her throat and seemed to be in shock. The second vampire started toward her. Afo, Keller thought. But she couldn't get her legs to move. She could only lie helplessly and stare with burning eyes. â€Å"No!† a voice beside her said, out loud this time. Galen was jumping up. He got between the vampire and Diana. The vampire grinned, a particularly nasty grin. â€Å"You don't look like a fighter to me, pretty boy.† It wasn't exactly true, Keller thought. Galen wasn't pretty; he was beautiful. With that gold hair and his coloring, he looked like a prince from a storybook. A rather young and inexperienced prince. He stood his ground, his expression grim and determined. â€Å"I won't let you get to her,† he said steadily. Who the hell is this guy? Keller thought Iliana, pale and wide-eyed, glanced up at him, too. And then Keller saw her†¦ melt. Her drawn features softened; her lips parted. Her eyes seemed to quiver with light. She had been cowering away from the vampire, but now her body relaxed just a little. He certainly looked more like a champion defender than Keller had. He was clean, for one thing. Keller's fur was matted with her own blood and the dragon's. More, she couldn't help the little raspy snarls of rage and despair she was making, showing dripping teeth in a red-stained muzzle. Too bad he was about to be slaughtered. He wasn't a fighter. Keller had seen the inside of his mind, and she knew he didn't have the tiger instinct. The vampire was going to massacre him. The vampire started forward. And a voice from the front of the store said, â€Å"Hold it right there.†

International Trade Operations Essay Example | Topics and Well Written Essays - 1250 words

International Trade Operations - Essay Example Different countries enter into free trade agreements and there are different international trade organizations which support and promote free trade. Different school of thoughts have different perceptions and viewpoints about the free trade. According to one school of thought it is beneficial for overall growth and development of the different countries of the world. On the other hand, according to the second school of thought free trade is only beneficial for the developed and rich countries (Fridell, 2010). The supporters of the free trade are of the view point that it results in increasing competition and thus lower the prices. Apart from this, it results in increasing innovation and new products because of the competition. The domestic companies no more have monopoly in the market because of the government support like subsidies and quotas (Fridell, 2010). Fair trade means that the organizations indulge in trade by paying the legal and fair prices to the producers of the goods in different developing countries. The concept of fair trade is being promoted in order to make sure that all producers are paid the appropriate price for their hard work. Fair trade results in equity in international trade and works for the development of appropriate trading and working conditions in developing countries (Archer & Fritsch, 2010). The concept of fair trade generated from the fact that in some developing countries the working conditions are not appropriate and producers are ready to sell their products at low costs. This in turn results in damaging the working conditions more and benefits the organizations buying the products at low costs (Archer & Fritsch, 2010). For this purpose there are fair trade certifications. These certifications make sure that the products being traded are produced keep in consideration the standards and regulations regarding labor,

Nutrition in School-Aged Children Assignment Example | Topics and Well Written Essays - 250 words

Nutrition in School-Aged Children - Assignment Example Some of the children do not have enough to eat each day because they come from poor families. Childhood is a critical time of growth where proper nutrition is necessary. Children with poor diets are prone to illness. The children are at a higher risk for mental, obesity and emotional health problems. They might also fail to thrive academically. Research shows that children with poor nutrition are likely to miss days of school and hence repeat classes. When a school-aged child does not get enough vitamins and minerals, it could lead to lethargy. Research shows that there is an association between child nutrition and the level of IQ of the child. Poor nutrition leads to a lower IQ. Failure to thrive socially and academically due to improper diet can have impacts that last throughout the person’s lifetime (Kelleher, Ireland & National University of Ireland, 2003). In addition, school going children who do not access proper nutrition, are prone to psychological disorders such as l earning disabilities and anxiety. These children are likely to require mental health counseling. Some nutrition habits such as skipping of meals are linked to depression, In conclusion, issues such as nutrition in school-aged children should be addressed. In dealing with this issue illness, injury and death in the children will be prevented. Those in power should affect these questions to help the children. Kelleher, C., Ireland. & the National University of Ireland, Galway. (2003). The national health & lifestyle surveys: Survey of Lifestyle, Attitudes and Nutrition (SLAÃŒ N) & the Irish Health Behavior in School-Aged Children Survey (HBSC).  

Examine the causes of the increase in Somali-led piracy off the Horn Essay

Examine the causes of the increase in Somali-led piracy off the Horn of Africa during the past 5 years - Essay Example years, the threats from the pirates increasing day by day even though international community and UN Security Council have strengthened the counter measures in the Somali coastal areas. Patrolling in the Somali coastal areas have been strengthened by multinational naval force including warships from America, Britain, India and Australia. Anthony Bergin, Director of Research Programs for the Australian Strategic Policy, arguing that the protection of international shipping is of high strategic interest to Australia. The Gulf of Aden is of vital strategic importance, with more than 20,000 vessels travelling between Europe and the Middle East, Asia and Australia passing through the waterway every year (Liss, 2009). 2. According to the defense correspondent of Sydney Moring Herald, Jonathan Pearlman, â€Å"Australia is looking to deploy a warship to act against pirates off the coast of Somalia after winding down operations to protect Iraqs oil terminals† (Pearlman, 2009). According to Australian Air Chief Marshal Angus Houston â€Å"Australian ships and passengers regularly travelled through the waters off the coast of Somalia and benefited from the enhanced security provided by the multinational anti-piracy force† (Pearlman, 2009). 3. â€Å"The annual cost of piracy to the global economy ranges between $7 and $12 billion, by some estimates† (Ploch et al, 2011, p.ii). According to certain reports by international maritime organization, piracy is causing big threat to the lives of the people and immense damages to the shipment activities through Somali coast. Shipping cost has been increased drastically since insurance companies forced to increase the premium amount of the shipment goods insured and transported through this region. There are many reasons cited for the increasing piracy in the Somali coastal region. This paper analyses major causes of the increase in Somali-led piracy off the Horn of Africa during the past 5 years. According to the final

One of today's most significant social changes Essay

One of today's most significant social changes - Essay Example The effects of globalization are that it is reducing distances and minimizing times, and creating a feeling that we are now living in a ‘global village’. It is a very significant issue to discuss because it affects every person and nation. It is breaking down various barriers and making things possible that were not possible before such as knowing about what is happening in another part of the world and communicating with others across the globe. This is enabling greater interaction to take place on a global level whether it is for business, social or other purposes. However, it also means that certain political, economic and cultural entities are wielding their influence around the world to the detriment of the less powerful. This is posing problems such as various social inequalities and global divides. Globalization is being facilitated by the Internet and other information and communication networks, operations of international organizations and multinational corporations, international trade, migration etc. It is an inevitable process because technology especially has to advance for society to progress. What is needed therefore is a plan of action that could help to guide this process so that desirable conditions are created in which the world can positively benefit from globalization. One area of focus could be education in which we teach people to have a greater understanding of other nations, cultures, languages, societies, religions, etc. Our education systems need to help create â€Å"global citizens that have a keen awareness of the political, economic, social, and environmental concerns of out time† (globalization101.org, 2010). If it were possible to seek help from the Buddha, he could guide mankind towards a harmonious age in which people are considerate and understanding of each other. After all, his teachings are focused on eradicating suffering and promoting unity. Globalization allows us to transcend barriers to

Malham Field Lab Report Example | Topics and Well Written Essays - 9500 words

Malham Field - Lab Report Example Common helminth parasites present included cestodes and trematodes. The rodents served as either intermediate or definitive host of the parasites. Examination of human faecal for the parasites yielded related parasites in terms of their biology and pathogenesis. Parasites prevalence correlated with rodent sex in addition to the rodent weight or length. Females harboured more parasites than males and a single host could have multiple infections of different endoparasites. In our results common parasites population we found include; Graphidium strigosum, Cittotaenia lobata, Passalurus spp. and Taenia pisiformis in rabbit (O. cuniculis and in wood mouse, Heligsomoides spp., Plagiorchis spp, Syphacea and Capillaria spp. Rainfall data for the period coinciding with the collection of the parasite data was also gathered to assess the influence of seasonal changes in weather against the parasites population. A comparison of the biology of endoparasites fauna present in the rodents in Malham Tarn and gastrointestinal parasites of humans was also undertaken. DNA extraction from Cittotaenia lobata (tapeworm) using affinity methods where DNA was allowed to bind to a membrane and then eluted using appropriate buffer was done. The purity of the recovered DNA was determined by taking absorbance at 260 nm and at 280 nm and comparing the ratio to the known ratio of pure DNA which is 1.8 Table of Contents Summary 2 List of figures 4 List of tables 7 Acknowledgement 8 1.INTRODUCTION: 9 1.1.Brief background to site: Malham Tarn 9 1.2.Aims/objectives of field course 9 1.3.Summary of host and parasite fauna from Malham via available literature/references; common parasites in woodmice, rabbits 9 1.4.Gastrointestinal parasites of humans; common parasites in underdeveloped regions; possible comparative biology for Malham parasites species 11 1.5.Importance of diagnostic tests in humans and veterinary parasitology, relative importance/usefulness of different approaches e.g. microscopy c oprotests, serology, PCR 13 2.MATERIALS AND METHODS: 14 2.1.Microscopy 14 2.2.Preparation/staining blood films, thin smear faeces 14 2.3.Trapping rodents 14 2.4.Dissections; 14 2.4.1.Examination and dissection of rabbit (Oryctolagus cuniculus) 14 2.4.2.Examination and dissection of wood mouse (Apodemus sylvaticus) 16 2.5.Parasites Data Collection 16 2.6.Data Analysis 17 2.7.DNA extraction and concentration, protein evaluation 17 3.RESULTS: 18 3.1.Apodemus (wood mouse) parasites levels found in after dissection rabbit 23 3.2.Parasites levels found in wood mouse after dissection 30 3.3.DNA extraction and purity on OD280/260 convert to ug/ml 48 4.DISCUSSION: 49 REFERENCE 51 List of figures Figure 1: histogram showing the distribution of Graphidium parasites in rabbit host sampled between 1992 and 2011 in Malham Tarn area 24 Figure 2: Prevalence of Graphidium infections from 1992-2011 25 Figure 3: Histogram showing T. pisiformis parasites population from 1992-2011. Parasites populations was highest in 1999 as can been seen above. 26 Figure 4: Prevalence of Taenia pisiformis population from 1992-2011 at Malham Tarn 27 Figure 5: histogram showing mean Passalurus infections from 1992-2011 27 Figure 6: Line graph showing the prevalence level of Passalurus parasites among rabbit hosts from 1992 to 2011 28 Figure 7: Histogram of the mean Cittotaenia intensity from 1992 to 2011 28 Figure 8: Prevalence of Cittotaenia infections from 1992 to 2011 29 Figure 9: Histogram showing the changes in Trichostrongylus population from 1992 to 2011 29 Figure 10: Graph of the prevalence of Trichostrongylus parasites from 1992 to 2011 30 Figure 11: The graph shows the mean Heligmosomoides parasites found in wood

Discussion Topic Essay Example | Topics and Well Written Essays - 500 words - 2

Discussion Topic - Essay Example Homobatrachotoxinin is a member of the family of steroidal alkaloids called Batrachotoxinins (Fig 1). These compounds have a molecular formula of C31H42N2O6, with a molar mass of 538.67g/mol and a density of 1.304g/ml. It is highly toxic and the median lethal dose (LD50) is 0.002 to 0.007 mg/kg depending upon species to species (Daly, 1965). The mechanism of its toxicity is related to its action is on the voltage gated sodium channels present in the cell membrane. Since it is a steroidal alkaloid it can easily access the cell membrane of the predators, and binds to the voltage gated sodium channels and keeps them in a state of depolarization. These compounds bind irreversibly to the sodium channels creating a conformational change in them, that keeps the channels always in a open state. Further they also reduces conductance of these channels leading them to be in a state of less excitability. This impacts the nervous system because the membrane cannot become stabilized to its resting level (generation of resting membrane potential is hampered) which leads to impairment of neuromuscular transmission in the predator leading them into a state of paralysis. Apart from neurotoxicity they are also cardiotoxic as these compounds reduces cardiac conduction, cause arrhythmias and ventricular fibrillation. These compounds are tem perature dependant and are effective at an optimum temperature of 37 degree centigrade and also work best in the alkaline pH range to exert its neurotoxic and cardiotoxic effects (Wang, 2007). Conclusion: My hypothesis was supported by the research that Batrachotoxinins are effective avian chemicals tat are potent against predators however when the environmental temperature or core body temperature of predators increases beyond 37 degree centigrade, this molecule might not impact them and may not act as a chemical defense mechanism of the genus

Classroom Management Observation Essay Example for Free

Classroom Management Observation Essay Did you view the elementary or secondary video? * Elementary 1. Observation and Description A. Describe the observed classroom routines.The class starts with the children removing materials from their desk to get organized. Having the children remove all materials from their desk to organize them according to size teaches the children to have respect for their property and others. Next, the children go on a classroom tour. She also discusses the procedure for signing books in and out of the classroom library. Next, she describes the procedures for if students want to borrow materials off the teacher’s desk. The students must always ask. Then, the children go over the schedule, so they know, what to expect throughout the school day. After that, the children learn the importance of attending school on a daily basis. Next, the teacher has the students’ line up. The first time students are required to line up; the teacher explains the procedure and the reason. Then the teacher discusses signing in and out procedures for going to the office, the restroom, and the nurse station. The students must sign out, print their name on the appropriate line, and circle the place they are going, then put the time, and take a pass. The students learn that they have more freedom in the third grade than second, because they no longer have to ask to get water at the water fountain and sharpen pencils, as long as there is no one else at the water fountain, or the pencil sharpener. Finally, the students learn the procedures for getting crayons and other materials. The same rules apply as long as no one is at the crayon or material station the students can go ahead and get crayons. The students must grab a basket, grab a handful of crayons for the basket, and go quietly back to their seats. This will decrease classroom interruptions and will gain a sense of trust between the students and the teacher. B. Describe the implementation methods of routines in the ob served classroom. The teacher implements the methods of routines as she would any other subject. For example, if the teacher were teaching math, she would describe it, explain it, and then have the children practice it. In the video, the teacher described to the students how they would line up, then she explained why they would line up that way, and then she let the children practice. 2. Analysis, Exploration and Reasoning A. Predict students’ level of engagement with the observed classroom routines.The students level of engagement is high the children are enthusiastic about learning what the teacher expects of them. Later in the school year, I predict that the student will have the same level of engagement as from the first day of school. The children will know what the teacher expect of them, regarding routines and procedures. The routines and procedures will become more of a habit. B. Analyze a possible purpose for the observed classroom routine. The purpose for the children removing all items from their desk and organizing them according to size is so that the children will know where all books and materials are at all times. This will decrease the amount of classroom disruptions, because the children will not have to go back and forth to their book bags and other areas of the classroom to get materials. The materials are in an organized area in the desk. 3. Connections to other teaching practices A. Explain the purpose of the observed classroom routines as they relate to the learning environment.The purpose of having the children take a classroom tour is to familiarize themselves with centers and materials so the children will know exactly where to go when they need certain things, which will cause less classroom disruptions. The observed routines relates to an improved learning environment for the classroomThe purpose for removing materials from their desk to get organized is to teach students to have respect for their pro perty, themselves, and others. Having respect for their property and others improves the learning environment because each student will strive to act in a respectable manner by having respect for themselves and their surroundings, which in turn, will decrease the amount of classroom disruptions. Next, the children go on a classroom tour. She also discusses the procedure for signing books in and out of the classroom library. Having the students sign books in and out of the classroom library teaches students the importance of returning items back to their correct placement, which relates to improving the learning environment because keeping items neat, organized in their correct placement is essential for a learning environment to thrive. Next, she describes the procedures for if students want to borrow materials off the teacher’s desk. The students must always ask. This teaches the student to never take anything without asking and again to have respect for their property and others, which in turn improves th e learning environment, if everyone ask before taking something of someone else. Next, the teacher has the students’ line up. The first time students are required to line up; the teacher explains the procedure and the reason. The teacher has the student to quie line up quietly, by size to see and account for all students as the students walk through the hall. This improves the learning environment because the teacher is responsible for the whereabouts of all students so seeing each child is important to have a successful learning environment. The students must remain quiet as they walk through the hall so they will not disturb other students. Then the teacher discusses signing in and out procedures for going to the office, the restroom, and the nurse station. Having the students sign in and out teaches how important it is to let the teacher know their whereabouts. This also teaches responsibility. It is crucial for the teacher to know the whereabouts of all students in their class at all times, having the students sign in and out keeps track of all whereabouts and the time, which improves the learning environment. The students learn that they have more freedom in the third grade than second, because they no longer have to ask to get water at the water fountain and sharpen pencils, as long as there is no one else at the water fountain, or the pencil sharpener. This creates a sense of trust between the students and the teacher, which improves behavior because the students will not want to abuse the trust. Gaining trust improves behaviors, and good behaviors improve the learning environment and give students an abundance of opportunities to learn. Finally, the students learn the procedures for getting crayons and other materials. The same rules apply as long as no one is at the crayon or material station the students can go ahead and get crayons. The students must grab a basket, grab a handful of crayons for the basket, and go quietly back to their seats. This will decrease classroom interruptions and will gain a sense of trust between the students and the teacher, which improves the learning environment. Students’ transitions many times throughout out the day, from entering school, to going to breakfast, to leaving the lunchroom, to entering class. Transitions between activities can be challenging and stressful for students, but with organization and key expectations, teachers will eliminate a lot of chaos during these transitions. K–8 Situations 1. Beginning of the day: Class is starting A. enter classroom, the children will find seat B. empty book bag, organize desk C. hangs up book bag, sit quietly wait for instructions to begin tasks 2. End of the day: Going home A. get book bag off hanger place books needed for homework in book bag B. clean up desk and area around desk C. Sit and remain quietly until the teacher calls your way of transportation 3. Transition between activities: Moving to centers A. At the signal (dims the lights) the students to end activity; students begin putting materials away for the current assignment. B. Students clean up and take out materials from next assignment C. when the teacher turns back on the light, students must be in their seat quietly ready to begin next activity. 4. Distribution of materials: Getting crayons off shelf A. makes sure no one is at crayon station B. WALK over to the crayon station, grab a basket, and take a handful of crayons C. return quietly to your desk 5. Field trip: unloading the bus A. get off the bus on the field trip, make sure you are with your partner B. listens to ALL directions C. stay in designated groups 6. Recess: Going to the gym A. Line up quietly for recess B. Walk quietly down the hall to gym or designated area for the day C. Listen for directions for activities for the day 7. Fire or disaster drills: exiting the building in the event of fire A. When the alarm sounds, the students will quickly line up in front of the door B. Listen for the teacher to call your row C. Walk quickly and quietly a line, listen for directions from your teacher What teachers do at the beginning of the school year to organize their rooms and establish a management system influences what happens throughout the rest of the year. Routines are the stamina of daily classroom life. The routines above are vital in order for your class to run smoothly. In the beginning of the day, when class is starting it is important for the children to enter class find their seat, empty book bags and organize their desk quietly so that the teacher can take attendance and notate how many children attended the class that day. At the end of the day, when the children are going home, it is important for the students to get book bag off hanger place books needed for homework in book bag, clean up desk and area around desk, sit, and remain quietly until the teacher calls your way of transportation. This is important so that all students to get home safely on the appropriate way of transportation. When transitioning between activities such as moving to centers, it is appropriate for student to end the current activity quickly to get started with the next. Time management is important throughout the school day since all activities are time-sensitive. When a student needs, materials such as crayons it is appropriate for the students to wait until the teacher call their row before proceeding to the material station. If a student needs crayons individually, then it’s important that the student make sure there is no one else at the station before he or she proceeds to get crayons. By waiting for the teacher to call your row or by making sure no one else is at the crayon station this will ensure the ease of all students getting material because this routine controls traffic flow in the classroom and will decrease classroom disruption. When the children go on a field trip and have to unload the bus it is appropriate for the students to follow all the routines so that the teacher and parent helpers can make sure all students are accounted for and no one is lost. When the children have recess and go to the gym it is appropriate that all students remain quietly and walk in a straight line so hallway traffic is controlled. The children should also remain quiet so they do not disturb other classrooms. Finally, in the event of a fire, it is appropriate that when the alarm sounds, the students will quickly line up in front of the door, listen for the teacher to call your row, walk quickly and quietly a line, listen for directions from your teacher. This will ensure the safety of all teachers and students.

Community Theatre Essay Example for Free

Community Theatre Essay Theatre is often regarded as a very effective medium in which to portray the challenges and triumphs of a community. Through stories, such as Marmalade Gumdrops, the importance of certain areas of life can be addressed, and by using both physical and visual representations, a community can both create and visualise how challenges can be triumphed. Throughout history, communities have banded together to create what is now known as community theatre. By using people from the community to create a play for the community, messages and contexts are clear to see. In the case of Marmalade Gumdrops, the play was not created by our community, but it was created for it. Having the importance of keeping your imagination laid out in a simplistic form such as in a child’s bedroom, people of all ages are able to bond and connect with it. Marmalade Gumdrops, is a play that carries a simple message, in a simple way. Using an open space with minimal props of bright primary colours, and having characters such as desks or a lamps, creates a known atmosphere; a comfortable place that the viewers all relate to. Using simple and sparse props, audiences can see the message that has been created for them. Showing the relationships that children create between themselves and the sanctuaries they live in, a bedroom, creates a vulnerable, malleable feel to the atmosphere as an audience watches this play. In the community that Mount Isa has, keeping imagination alive is a key issue, because of the way things work. With parents working long hours at the mines, and with not much to do, both kids and adults have to learn to use what we have. Marmalade Gumdrops uses realistic settings mixed with very unrealistic, extraordinary circumstances and events to broaden and awaken the minds of those who watch it. The relationship between a child and his books, is a rather important one to include within this play. The days of children getting lost in a good book are gone, but by having this connection to his bookcase (envisioning knowledge), this child has now created a world of his own. By having a chair that takes this child’s anger away, and a lamp that isn’t as bright as you would think, the audience can see that the child in the play is learning to teach with stories, and learning to control feelings, all by learning to imagine and let go. In community theatre, language is a key point when considering a story. Every word and every context given to the audience in Marmalade Gumdrops is easily understood by a child, and yet the subtext of some actions, such as the lamp blowing bubbles every time a new idea was formed, would be something that the adults would notice more than the children. The idea that â€Å"Imagination is like a marmalade gumdrop; once youve tasted it, youll never settle for just plain. â€Å"is such a simple and imaginative thing, and yet it is something that communities, particularly adults, forget. Whether it be because it’s just how things work, or because of influences, people forget what it is to be a kid, or just what it is to have an imagination. As the play progresses, audiences are subconsciously prompted to use their own imagination. As each new prop emerges or as a new scenario starts, the viewers start seeing things that could happen, or things that they themselves would do with what is shown on the stage. They start to want to bring everything to life the way that the characters do in the play. When the child, Walter, picks up an object out of the box, the entire cast on stage (the desk, the bed, the lamp etc) all lean in, and are excited to see what happens next. This in turn gets the viewers excited, and creates a longing to be imaginative. This in itself proves the fact that community theatre is an effective way to not only view, but create, triumphs. Every time Clair (the lamp) blows â€Å"thought† bubbles, and Winthrop (the chair) takes of his hat, audiences are awaiting a new adventure, and a new taste of something long forgotten. For the children in the audience, a sense of fun and excitement bubbles up. This play is a way of showing the children that having an imagination is ok. Having fun is not only ok, but that to have fun, you don’t even need much. With today’s society full of â€Å"I need† and â€Å"I want† when it comes to new fashions and toys, the natural response to imagination has become â€Å"that’s stupid†. Marmalade Gumdrops not only shows, but proves, that simple things in life count, and that things are never the same once you know how to imagine. By creating this play, Marmalade Gumdrops, Carol Lauck has shown the true meaning of imagination. The telling of so many stories all within one big story is such an effective way of grasping an audience’s attention. This is exactly what community theatre is all about. Using characterisation and relatable scenes, Carol has created an ideal way to show this community a message. It has shown us a challenge, and it has taught us how to beat it.

The Power Of Love

The Power Of Love Patricia Becker-â€Å"Interaction on the basis of a parent-child relationship must be observable attention for one another†. All parent and child relationships have experienced times of hardship and adversity that when overcome make the bond stronger. Unexpected changes in the parent-child relationships cause disturbances and can escalate the existing problems in their lives by means of psychological pain and societal dilemmas. However, it can also further help to improve the parent-child relationship. The grieving parents that lack hope must depend on their love for their children in order to overcome these times of hardship and unhappiness. Parents, like Ma in Emma Donoghues Room and the Man in Cormac McCarthys The Road, rely on their childs love to overcome the psychological effects from feeling lost and hopeless in a society with no order; they commit their lives to the sole protection of their child from danger, and strive to find happiness through their children. Within society there are laws, social norms that allocate order. However when society goes through a sudden change, there may be psychological effects that occur to the people who have trouble adapting to new environments. As the parent and child are forced to adjust and adapt to a new world that is unfamiliar to their standards, their relationship will have to face conflict and experience misunderstandings along the way. However, their bond between each other will assist them in adapting better to the new social norms of society. In the Room by Emma Donoghue the character of Ma becomes subject to a significant life change when Old Sritharan 2 Nick kidnaps her. Old Nick takes away Mas freedom and removes her from society. She is then left to face the physical and mental pains from the world that Old Nick creates for her. Mas new world was â€Å"just basic [twelve-by-twelve], vinyl coated steel. But he added a sound proofed skylight, and lots of insulating foam inside the walls, plus a layer of sheet lead, because lead kills all sound (Donoghue, 84). Ma is forced to live in this isolated room and it begins to compromise her mental stability as she is taken away from society and what she calls â€Å"the real world† (Donoghue, 85). As a result of this imprisonment, Ma experiences many psychological effects as things â€Å"seemed to get smaller or bigger†¦. sometimes [she] heard voices from the TV telling [her] things† (Donoghue, 94). Although Ma is forcefully held in confinement for several years in this room, she becomes a new person once her son Jack is born. Jack gives her the ability to overcome these times of suffering and misery because she now has a new purpose in life. She shows her love for Jack, when she cries out, â€Å"Yeah, but for me, seeing Jack was everything. I was alive again† (Donoghue, 233). To Ma, Jack symbolizes purity, innocence and happiness, the same qualities, which she once possessed in her previous life. With Jack present she begins to regain what she has lost and is able to slowly overcome the psychological effects of feeling hopeless in an unfamiliar society. When Ma eventually escapes the room, she is confronted with adversity and struggle when trying to deal with the outside world, as she no longer is accustomed with the social norms of society. In the outside world, photographers, media and unknown civilians, hound Ma and Jack. As a result Ma is mentally and emotionally overwhelmed, as she feels psychologically weak. Tim Grice in his paper, Changes in Social Identities argues that any new person joining a new social environment equals a sudden change and the person will have to accommodate to the new social standards and this may cause a new Sritharan 3 psychological state of adjustment. Even though Ma is unable to put up with all the problems that she has faced in her life, she begins to overcome these obstacles and strives for happiness because of Jack. Like Ma in the Room, the Man in The Road also feels hopeless and doomed for failure, as the world he once lived in has collapsed due to an apocalyptic epidemic that has wiped out the majority of civilization. The Man is confused about his current life; he is angry with God; he shouts, â€Å"On this road there are no godspoke. They are gone and I am left alone and they have taken with them the world† (McCarthy, 32). He has developed this hatred for God because he feels God has taken away everything from him. The Man experiences suffering and misery because he is unable to cope with the lack of order and the social norms of the new world. This causes him to feel hopeless and uncertain about life. In spite of these changes the Man must overcome and fight to achieve a new found happiness, he perseveres because his belief is that the Boy is â€Å"carrying the fire† (McCarthy, 283). The Man believes that the carrying of the fire symbolizes good and purity; it signifies that his only purpose left in life is his son. This will force him to overcome the shambles of society and continue to search for happiness in this world of chaos. The new world is â€Å"barren, silent, godless†, but yet the Man is still willing to fight and survive the fight through love for his son. In a society with no rules or order, there is bound to be unforeseen problems and conflicts that terrify and frighten people. It is much easier to cope with these dilemmas when you have someone special to fight for. When parents must face an obstacle, the deep feelings for their child are exposed as they strive to keep him or her safe. Despite all the psychological pain Ma has experienced in the room, she was able to acquire new motivation in her life; this being the birth of Jack. Before his birth Ma felt dead, hopeless and defeated. Jack makes her feel alive Sritharan 4 again as she now has the duty to protect her son from Old Nick. Ma tells Jack that â€Å"[she] just [doesnt] want [Old Nick to] look at [him]. Even when [he was] a baby, [she] always wrapped [him] in a blanket before [Old Nick] came in† (Donoghue 26). Jack is Mas only purpose left in life; he symbolizes her happiness and joy. Ma does not want Jack to go through what she has experienced and does not want Old Nick to blemish the innocence and purity of Jack. Ma has taken great care and gone through some rough times with Old Nick in order to protect Jack. As a result of these overcome hardships, the bond between Ma and Jack becomes more and more strong. Once Jack and Ma escape from the room, they are troubled with the social norms of society and begin to panic, as they are unfamiliar with this new environment. The media is constantly following the two and in one instance a reporter calls Jackâ€Å"a freak. Ma is able to avoid further confrontations with the media and protect Jac k from these obscenities. Jack is able to overcome any sense of emotional pain because of his mothers love. She repeatedly tells him, â€Å"Youre the one who matters, though. Just you (Donoghue, 256). Ma spends most of her life dedicated to Jack because as there love for one another continuously grows. As a result, they are more effective in their fight for survival and able to overcome their miseries. Ma and Jacks relationship are similar to that of the Man and the Boy as they also share the same protective love in such a cruel and brutal world. The Man will do anything in his power to keep the Boy out of harms way because he is the most important aspect of the Mans life. The Boy was born into a world filled with pain and suffering, where this epidemic revealed the true â€Å"frailty of everything† (McCarthy, 28). The only objective for the Man was to protect the Boy from the â€Å"bad guys† (McCarthy, 79). Through all the times of despair and suffering, the Mans lov e for the Boy grows to become stronger than ever which is evident when the Man states, â€Å"My job is to take Sritharan 5 care of you. I was appointed to do that by God. I will kill anyone who touches you† (McCarthy, 77). The Boy represents purity, innocence and happiness to the Man he will do anything to protect the Boy. Both the Man and Ma hoped that their children would not have to be born under the current circumstances that consist of misery, but because of their children they are motivated to overcome these obstacles. Trying to adjust and adapt to a new society can result in many difficulties for an individual. It can bring pain to ones life and even make him or her confused and uncertain of his or hers own existence. It is much easier to overcome these fears and struggles when one has someone important in their life. Like Ma in the Room, the only thing that allows her to persevere and fight for survival is her son Jack. Without Jack she would have given up on herself in her state of hopelessness and confusion. Michael Myers argues in Subjective and Objective measures of Parent-Child Relationship that maintaining a joint attention relationship between a parent and child will further develop the relationship, as they are able to connect their thoughts and feelings. Without Jack, Ma would have already taken her own life because of the negative impacts the past has placed on her. To her, â€Å"Jack was everything† (Donoghue, 233), and because of Jack, she felt alive again. Jack was a symbol of hope and faith for Ma. Similarly, the Man in The Road also depends on the love for his son to keep him on the path of happiness and freedom. The world the Man now lives in is a world that is cruel and barbaric, yet he is still able to find a sense of hope and purpose through the connection to his son. The Man always expresses his love for his son as he says to him, â€Å"The one thing I can tell you is that you wont survive for yourself. I know because I would have never come this far† (McCarthy, 57). He would have never gotten this far in such a world if it was not for his son; his son represented the fulfillment and joy in the Sritharan 6 Mans previous life. The Man continues to live and persevere for survival because his son is everything to him. This is shown when he tells his son, â€Å"You have my whole heart. You always did. Youre the best guy. You always were† (McCarthy, 279). Without the Boy, the Man would have given up, but since they had a reason to live they â€Å"never gave up† (McCarthy, 137). Both Ma and the Man express sadness and confusion in their chaotic surroundings, but they are able to cope with such difficulties because their children give them a sense that someday they will find true happiness. This is why it is easier to overcome times of hardships and obstacles when there is someone special keeping one from giving up. In the novels Room by Emma Donoghue and The Road by Cormac McCarthy, it is evident that a grieving and hopeless parent like Ma or the Man must depend on their love for their child in order to overcome times of suffering and pain. Both parents rely on their childs love to overcome the adversities of living in a new environment, commit their lives to protect their children and find ways to stay happy with their child.

Morphology :: MOO Teaching Technology Education Essays

Morphology "Everything we experience today in the mode of a limit, or as foreign, or as intolerable will have returned to the serenity of the positive. And whatever currently designates this exteriority to us may well one day designate us. Only the enigma of this exteriority will remain" --- Michel Foucault If the architecture of MOOs replicates real-life places like classrooms, we can be assured that real-life problems exist there, too. Educators need to be aware of how and in what forms these problems take shape online, in addition to knowing how to handle them. It is not easy to find answers in the mountains of popular culture hype and mass media reports on the Internet. Depending on what magazines and newspapers you read, Internet technology is either the salvation or the demise of civilization. Certainly the rapid growth of access to the Internet has parents and educators wringing their hands over how to protect children and students online from some of the same dangers they face in the physical world. Yet one of the most encouraging aspects of the growth and scope of the Internet is the opportunity for all of us to contribute to the social construction of ethical guidelines in the development and use of Internet-based technologies in educational settings. There is a fine line between giving students the latitude to be creative online and setting them loose with no ethical boundaries whatsoever. Just as in traditional classroom settings, common sense and proper preparation go a long way toward anticipating problems and resolving them. It is not necessary to blame the whole of cyberspace and thereby throw the virtual baby out with the virtual bathwater. There are ways to manage the "fluidity" associated with identity, speed, and open access on the Internet. We need to avoid the rhetoric of negative cyber-hyper and engage instead in productive discussion about the Internet in terms of its positive impact on individual and collective lives. Especially with respect to the use of Internet technology in education, we should do so rhetorically, going slowly, doing our homework, so to speak, before we make claims about the dangers of the Internet. Secondly, and perhaps less metaphorically, real-time teaching also creates real-time homework for teachers. The MOO will change the way you relate to your students, and teachers may find that they must give up their 'principle orientation' toward the individual student (Porter). Teletechnology mixes new modes of intelligibility (and new codes of behavior) with new pedagogical contracts between teacher and student, and it also effectively 'outs' the faculty in ways that they may find unnerving.

The Ethics for Internal Auditors in Communicating Inappropriate Financi

Ethical dilemmas occur every day in the accounting industry. We have witnessed scandals such as Adelphia, Enron, and WorldCom. They demonstrate the extent of unethical practices. The introduction of Sarbanes Oxley Act and stricter accounting standards have definitely helped mitigate unethical acts. Unfortunately, the incorporation of these systems is not sufficient to accomplish ethical business practices. Businesses use internal auditors to help protect their financial reputation. An internal auditor’s role is to assure the organization’s operations are conducted systematically, properly controlled, and with discipline (The Institute of Internal Auditors Research Foundation 3). The Internal Auditor position was created, as a result of a rapidly growing American economy, in the mid twenty century. The developing American economy, also known as the golden years, included inappropriate business practice. These practices included, but not limited to, stock manipulations and false business statements. Maintaining an ethical position will avoid the breakdown of organizational progress and the opportunity to correct inappropriate accounting procedures. As the need for proper accounting increased, the demand for internal auditors took place. An internal auditor will review and assure the quality of cash disbursements, cash receipts, corporate governance, ethics, financial reporting controls, fixed assets, project management, sales, and stock controls within an organization (J.L. Vergaert). It is important for the auditors to abide by and ensure the company follows the accounting policies and standards via proper communication and suggestion for correction of any in adequate process found while performing their functions. In addition t... ...hip Styles and the Moral Choice of Internal auditors. Volume 15, No 1, 2010 Jean-Louis Vergaert, Sarbanes-Oxley and Internal Audit. 2002 Jubb, P. B. International Journal of Auditing. â€Å"Auditors as Whistleblowers† Volume 4: 153-167| DOI: 10.1111/1099-1123.00310. Date: 2000. Print "Reporting and Relationships Case Study: Internal A". Anti Essays. 30 May. 2012 Rittenberg, Larry; Wayne Moore,; Mark Covaleski. "The Outsourcing Phenomenon." Institute of Internal Auditors, Inc. High Beam, 1999. Statement on Auditing Standards (SAS 112) The Institute of Internal Auditors Research Foundation. â€Å"Internal Audit Reporting Relationships: Serving Two Masters†. ISBN: 978-0-89413-669-6 Publisher: The IIA Research Foundation. Publish Date: 2003. Print

Disagreements Between Experts in Natural Sciences

What are disagreements? Often an image of an argument between friends or spouses is associated with this word. However, this is very stereotypical because the word can have many interpretations. Disagreements occur in forms other than between individuals. For example, the argument between religion and atheism is a disagreement between two schools of thoughts, and the conflict between the scientist and the public on global warming is a disagreement between two communities of people. These disagreements sometimes narrow our perspective on the issue at hand.It prevents us to see the world with an open-mind to try and work through the conflict. Although this is true, can disagreements aid the pursuit of knowledge? To what extend does disagreements in natural and human sciences aid the pursuit of knowledge? In what ways are the pursuits of knowledge different in human and natural sciences? Human sciences study and interpret experiences, activities, constructs, and artifacts associated wit h humans. While natural science gives us insight into the world with the lack of the â€Å"human factor†.Although the human science is generally known to be less â€Å"scientific†, due to the fact that not all variables can be controlled, it is by no means the lesser of the two areas of knowledge. But because of this added â€Å"human factor†, the results from human science experiments normally have a larger deviation from the mean. This means more trials and larger sample sizes are required to overcome this disadvantage. Is there a difference between the disagreements in human and natural sciences? Some theories in human sciences are asserted without a way to disprove it.An example of a theory that is not able to be falsified is Freud’s theory on the ego-superego-id structure of human behavior. Any story could be made up about a patient to explain their psychological problems through the basis of ego, superego, and id, but it does not prove the cause of the disorder. Human science theories in general posit some facts about the internal behavior of an individual based on their outward behavior, and then predict future actions on the basis of the internal facts. We have now disproved Freudian psychology, because it is highly unlikely.But have we really disproved it? The fact that ego, superego, and id do not relate to anything definite prevents scientists to study each individually, thus there is no way to prove or disprove the theory. These unfalsifiable theories lead to a list of theories that could be true, but could not be proven true or false. This prevents the elimination of wrong theories; instead we mark them as â€Å"unlikely†. How do we know which theory to accept as the truth? Thus, a disagreement between two theories in the human sciences can never be resolved with hard evidence.It is rather resolved by weighing the likeliness of the prospect, a very unscientific way to gain support. This is the reason it is harder to reach the truth through the process used by the human sciences. However, this does not mean knowledge cannot be gained from disagreements in human sciences. In fact, it is easy to gain knowledge of trends in observed data, but it is extremely hard to reach the right conclusion based off the data. Theories in natural sciences are known for their falsifiability.They are created to encompass the evidences already present, instead of inferring evidences based on the theories as mentioned in some cases in the human sciences. When there is a disagreement between two theories in the natural science, although there is not always a definite â€Å"winner†, there are always definite â€Å"losers†. If the theory can give an explanation for all of the evidence then it wins a temporary victory. I say temporary because new evidences can emerge that the old theory does not encompass. This is the way to falsify a theory.For example, Newton’s law of gravitation was supplanted by Einstein’s Theory of General Relativity when it failed explain the motion of extremely small and extremely large objects. It is when none of the theories provide an explanation for the evidences that we can continue the pursuit of knowledge. Science makes progress precisely because there are disagreements. Without these internal conflicts, science does not renew its basis, and is cold and dead. Just because during the disagreement a theory came out as the â€Å"loser†, does not mean the theory is discarded forever.A â€Å"loser† can undergo small modifications to provide an improved fit to the evidence. Theories might be defeated now but later come out as the new winner. As a scientifically minded individual, I understand that I should not always trust the current paradigms in science. I learned that just a century ago we did not believe that we could land on the moon. Looking back at it now, this belief was absurd. We landed on the moon only sixty-six years after the Wright Brothers. This is the reason as a student I enjoy intentionally creating disagreements when it comes to scientific concepts.These healthy competitions between scientific ideas are what weeds out the weak hypotheses from the strong ones. In the long run, this ability to falsify is what leads humans to discover knowledge and uncover the truth. So in the case of natural science, disagreement leads to a truth to the best of the knowledge at the time. Disagreements in science do not only occur in the form of conflicts between theories. Scientists often produce controversial discoveries that the general public do not want to accept. Why is it in our human nature to resist change?Most of the time change leads to knowledge, but it is almost like we are trying to protect ourselves from the facts. For example, there are many people out there that deny global warming. This is due to the fact that the media puts the spotlight on the controversial scientists that are mostly con fined to non-participants in global climate science. Since their theories are often not published in the scientific journals, they resort to the media to gain support for their ideas. Their poorly evidential theories gain support from the public because most of them trust these â€Å"experts†.I know I stated before that we should never regard anything as impossible, but this is absurd because the theories are asserted without evidence. People are against putting funds to resolve this â€Å"fake† problem, thus prohibits the pursuit of knowledge. Can we ever assert anything without evidence in science? According to the scientific method, an inductive method, any statements must start with observations and evidences in nature. Based on the scientific method, nothing can be asserted without evidence. But the scientific method is only exclusively used in a perfect world, or when you are in elementary school through high school.In the real world of science many researchers d o not follow the scientific method to a tee. They are able to assert a falsifiable statement instead of a hypothesis before their research, and during their research will try to disprove their statement. Although I believe this opens the results to a lot of conformational bias, it is widely used in the scientific community. Disagreements in science do not only occur in the professional field. Many students seek the pursuit of knowledge through classroom discussions. In biology class this year, we were talking about telomeres. I asked Mr.Creighton â€Å"If we age because our cells chop off the ends of our DNA after each replication, how can we produce sperm and eggs which create a baby with young DNA? † This question led to a whole class discussion on the theories of aging. Although there were many disagreements, at the end of the class period, I found myself to have a better understand of the process of aging and cellular division. If the whole class decided that the cutting of telomere was the only theory to the process of aging, then there would not have been arguments, and I would not have gained any new knowledge.Disagreements come in many forms. From verbal arguments to all-out war, disagreements permeate our society. Most of the time they are known to reverse the pursuit of knowledge because it closes the participant’s mind to further ideas, but disagreements in science are different. Scientists understand that their ideas improve with the criticism of their peers, and that is the only way science can advance. However, this does not mean that all disagreements in science promote the pursuits of knowledge, because there are certainly different forms of disagreements in science.Disagreements in humans sciences tend to create a deadlock because none of the ideas can be disproved. The deadlock can be only solved through â€Å"popularity† contests. This can be easily demonstrated in politics. Politicians claim that their policies are the best for the United States. Since there are no ways to disprove them, they are selected mostly depending how they are viewed by the public. Disagreements can occur between two scientists and their theories or ideas, this is constructive because it allows mutual aid to improve their hypotheses. But some disagreements in science can be unconstructive.This is especially true when the public is misinformed and actively prevent the pursuit of knowledge. The public has a need to know the truth. I believe people have to be able to think for themselves and be able to identify pseudo-science from real science. They have to able to identify demagogues from people who are trying to create a better future. Does science have an absolute truth? I do not think so. Science is not a religion, but an instrument for people who want to discover the world through an organized fashion. I appreciate its willingness to entertain disagreements to pursue knowledge.

Problems on the Supermarket Area

1. INTRODUCTION One of the main reasons research into customer complaints is important is because of competition (Van Horne & Wachowicz, 2000). All Hypermarkets become highly competitive in terms of winning the customers. Hypermarkets which do not get feedback from their customers about their service run the risk of losing them. In addition, if the Hypermarket does not look into this area seriously, the Hypermarket will not have the knowledge to make the necessary changes to their service.To maintain the good reputation for the Hypermarket and the deals between the supplier and the Hypermarket, there is a need to investigate and solve the issue of peculiar taste in frozen lambs sold in the Hypermarket in order to prevent such situation from happening again. Hence, this report will firstly describe the issue that occurs in the Hypermarket, which is the frozen lamb produce peculiar taste after cooking.Then, the report will discuss four possible problems that lead to the situation which are failure to follow the criteria given for every product delivered, low quality product, improper checking when receiving the product and poor management of the stock storage. Besides discussing about the possible problems this report also will provide three solutions and recommendations to prevent this situation from occuring again which are discussion, send staffs for training and courses in handling the stock and service the stock storage. 2. 0 STATEMENT OF PROBLEMIn the third week of September, 2011, the Hypermarket has received more than five customers’ complaints regarding the frozen lamb sold in the Hypermarket. Most of the frozen lamb produced peculiar taste after being cooked. As a result, the customers who bought the frozen lamb and ate them complained that they suffered stomach ache and diarrhea. Looking at these complaints, the Hypermarket feels that this issue should be looked at seriously; as it might cause negative consequences to the Hypermarket such as loo sing more customers and decreasing in sales.As such, the Hypermarket believes that in depth investigation and thorough report should be given to the Branch Manager so that this situation would be prevented. 3. FACTORS THAT LEAD TO THE PROBLEM 1. Failure to Follow the Criteria Given for Every Product Based on the customers’ complaints and discussion among the staffs, one of the possible factors that lead to the peculiar taste of the frozen lamb is failure to follow the criterias given by the Hypermarket. For every order made by the Hypermarket, there will be a list of criterias that should be followed by the supplier.These criterias are significantly important and ought to be followed because it has considered every aspect when choosing a product (Rao, 1989). For instance, when the Hypermarket requests for frozen meat particularly frozen lamb, the supplier has been given several criterias that should be obeyed to. Some of the criterias are the frozen lamb should be safe to be cooked and kept in the freezer, for example. This is to ensure that the frozen lamb are safe to be used, produce good taste while cooking, and will not lead to unhealthy diseases such as diarrhea and stomach ache.Since the complaints are focusing on the peculiar taste, this shows that the supplier has failed to meet the requirements needed. The frozen lamb has produced peculiar taste and resulted negative consequences to the customers. Basically, the Hypermarket believes that the problem aroused is due to the suppliers’ failure to ensure that the frozen lamb has meet the requirements. Moreover, following these requirements are one of the major issues that has been focused when choosing the supplier.Thus, strict actions and improvements should be made on this area, so that this issue would not happen in future. 2. Low Quality Product Apart from failure to follow the criterias given, another factor that might contribute to the problem is the low level of quality product. Accord ing to Deloof and Jeggers (1996), quality can be defined a state of being free from defects, deficiencies and significant variations, brought about by the strict and consistent adherence to measurable and verifiable standards to achieve uniformity of output that satisfies specific customer or user requirements.This means that having a good quality product provides a confirmation to customers that the product they buy are well measured, built and produced. It is important to have a good quality product; this will retain customers on buying that particular product because they trust the product. In relation with the problem faced byt the Hypermarket, the frozen lamb supplied by the branch might be considered as low quality product as it produces peculiar taste. This might due to the condition of the lamb itself, and how it is being run by the staffs.Furthermore, the lamb might be received in unfresh condition, or it has been taken from unreliable sources. Therefore, this report is to ensure that the branch will reevaluate the supplier of the lamb, so that this situation could be prevented in future. Besides, having low quality product will increase company expenses, as customers will keep on returning the product that they bought (Long, Malitz & Abraham, 1993). Consequently, there will be another process of reevaluating the product which demand cost and time.This will somehow decrease the sales of the product and increase the budget for that particular product which in this case, the frozen lamb. Hence, a thorough evaluation on where the lamb is taken from should be done to ensure the good quality of the frozen lamb that being sent to the Hypermarket. 3. Improper Product Checking when Receiving and Delivering The third possible factor that leads to the peculiar taste of the frozen lamb is improper product checking during receiving and delivering. It is off paramount importance for the sender and receiver to check on every product when they arrive at the storage place.This stage is known as internal control where before we deliver the product to our branch or sell it in front of the customers, there is a need to check on every single product receive (Deloof & Jeggers, 1996). This is to ensure that every product is in their best condition. Sometimes the product might be over- looked from the outside. However, due to the delivery service the product might be damaged or having defects. Hence, it is very important to check on the product entirely so that these possible situation would not happen.In conjunction with the problem of hampering the frozen lamb, some of the issues regarding improper product checking are; the branch and the hypermarket might not do proper checking when sending and receiving the frozen lamb. The branch should do thorough checking of the frozen lamb when receiving from the supplier before the frozen lamb are sent to the Hypermarket. Many external factors should be looked at while delivering the frozen lamb to the Hyperm arket because through out this period there are numerous possibilities for the lamb to be defected.For example, some of the frozen lambs might probably fall out of the storage in the lorry, and this has affecting the lamb as well as the taste of the lamb when cooking. Thus, whenever a product is received, there is a need to check each of the product condition, so that we could avoid any negative experiences with the customer. 4. Poor Management of the Stock Storage The fourth possible factors that contribute to the problem occured in the Hypermarket would be poor management of the stock storage.Basically, There are five principles of stock storage that should be followed which are labelling, position, rotation, humidity and temperature (Doyle, Beauchat & Montville, 1997). For each product that being kept in the storage, it must follow closely this principles based on what type are they (Pitt & Hocking, 1997). For instance, the raw materials and ingredients stored in establishment sh all be kept in appropriate conditions, as to prevent harmful deterioration and to protect them from contamination. In addition, items such as cleaning chemicals, other chemicals, and insect and rodent poisons in separate areas to food and food packaging.There are two types of storage which are dry goods and chilled storage that could cater to frozen and dried products (Palmer, 1983). Knowing these principles of stock storage and the appropriate way of handling the storage, it shows that there could be some mishandling cases that lead to the peculiar taste of the frozen lamb. The staffs might not securely and completely wrapped all the frozen lamb in refrigerators and freezers. In addition, the workers might not use accurate trays or containers while keeping the frozen lamb.Regenstein & Regenstein (1979) revealed that it is important to wrap all the frozen lambs in order to prevent cross-contamination and to maintain quality. Besides, the trays or containers should have enough space for liquid from defrosting items, or blood, from the lamb. Instead of the stock storage, the stock rotation of in the stock storage should be looked at as well. A suitable system of stock rotation should be applied to make sure older foods are used first to avoid spoilage. This applies to chilled and frozen foods as well as other products (Regenstein & Regenstein, 2000).For example, foods with an expired ‘use by’ date, which you are returning to the supplier for credit, should be clearly marked to show they are not intended for sale or place them in a clearly marked container. In relation to the frozen lamb case in the Hypermarket, these principles might be overlooked and caused peculiar taste. The frozen lamb might be expired or not being kept securely in the chilled storage. As stock management is the utmost possible reason that leads to the peculiar teaste of the frozen lamb, strict actions should be given in this area so that this problem would not be happening agai n. . SOLUTIONS AND RECOMMENDATIONS TO SOLVE THE PROBLEM 1. Discussion Apart from seeking for the possible factors that lead to the peculiar taste of the frozen lamb, the purpose of this report is also to suggest ways to improve and overcome this situation. The first strategy that should be taken to address the issue is by having a discussion between the supplier, the branch manager and the store manager. The discussion is effective to be conducted, as it involves a process of exchanging the ideas and opinions.The involved parties could brainstorm and become more aware of the problem (Richard & Laughlin, 1980). Furthermore, it shows that through discussion allows every side to solve the problem and able to implement the strategies to overcome the problem. Besides, the discussion would be a form of verbal warning to the supplier and other branches that this situation should not happen again in future. In case it happens, everybody would be aware of the other consequences such as the c ancellation of the deal where the Hypermarket could request to change to a new supplier. . Training and Courses for Staffs Secondly, after having in depth discussion in investigating the issue of the peculiar taste of the frozen lamb, there must be other follow up solutions that need to be done in order to prevent this situation from happening again. It is important to ensure that every staff in this area are well informed about the job scope (Maher & Graves, 2007). Every staff ought to attend a training and courses before being employed. The training and courses are designed to enhance the quality of every staff’s service.For example, every staff needs to understand analytically on how to run dry goods and frozen products. The staffs should be aware that the stocks that will be expired in a short time should be marked clearly. This is to avoid the products from being arranged and displayed in the shelves. Furthermore, the staffs should aware that expired or nearly expired pr oduct will cause negative consequences to the customer if they happen to buy them. In the case of frozen lamb in the Hypermarket, one of the possible reasons that lead to the problem is perhaps the lamb has reached the expiry date.The selected staffs must know how to manage and arrange frozen foods such as lamb in order to retain the quality of frozen lamb in the Hypermarket. This proves that through training and courses the management of the every product sold in the Hypermarket could be enhanced tremendously. These types of training and courses are also valuable in maintaning the quality of every staff’s service. Apart from merely learning how to handle the product in practical, there is a strong need to provide sufficient theoretical input of it to every staff. Hence, it would be beneficial to conduct a test at the end of the training and courses.The purpose of the test is to set a standard (Hind, Moss & McKellan, 2007) before the Hypermarket employ somebody into the field . Therefore, every staff have to pass the test and this will somehow maintain the quality service offered by the Hypermarket. Consequently, such situation like having frozen lamb with peculiar taste could be prevented from happening again. 3. Service the Stock Storage Regularly Finally, one of the utmost important ways to solve the problem regarding the peculiar taste of frozen lamb in the Hypermarket is servicing the stock storage regularly.It is known that stock storage is a place where all the products are being kept (Palmer, 1983). The importance of having storage is to ensure the availability of the products. In the storage, all products are being storaged according to the type of food whether they are dry goods or chilled foods. In addition, the shelf life and date codes of items can be determined based on the correct storage conditions, including temperatures and labels (Doyle, Beauchat & Montville, 1997).For instance, food with a short shelf life in which food poisoning orga nisms can grow such as frozen foods are labelled with a USE BY date (Pitt & Hocking, 1997). It is an offence to have on display, or sell, food after the use by date has expired, even if it appears to still be fit to eat. These are some of the rules that should be followed in the stock storage. To ensure that the storage is safe for every product to be kept; therefore, regular servicing should be done.Regular servicing is to prevent defects and deficiencis of the products such as cockroach bites at the edge of the packaging or for chilled food, there will be bacteria in the food due to inappropriate temperature (Regeinstein & Regenstein, 2000). Doyle, Beauchat and Montville (1997) also suggested that the storage should be serviced at least once a month in order to maintain the cleanliness of the storage and safety of the products. Instead of servicing the storage as a whole, the place where we keep frozen foods is most important to be serviced monthly.This is due to the condition of the food like frozen foods tend to produce excessive water and smell due to their type of food. For example, frozen lamb will definitely produce blood and water but in frozen condition. These excessive waste will stay in the storage even we have taken out the food from the place. So, to clean up the storage twice a month is appropriate in order to avoid contamination from happening to the frozen food. Besides, packaging and wrapping materials and catering disposables to be used for food should also be kept in clean, dry, pest and contamination free stores (Pitt & Hocking, 1997).Thus, in relation to the frozen lamb in the Hypermarket, regardless of the supplier, the branch manager and the hypermarket, the stock storage in every place should be serviced regularly to prevent contamination. As a result, any incident like peculiar taste from the frozen lamb could be avoided from happening again in future. 5. CONCLUSION In summary, this report has elaborated three main areas that should b e looked at in order to solve the issue of peculiar taste for the frozen lamb in the Hypermarket which are problem, factors and solutions.The report has identified that the peculiar taste produced by the frozen lamb result several consequences to the Hypermarket. Some of them are; the customers suffer diarrhea and stomach ache after eating the lamb and several complaints about similar issue have received. The Hypermarket believes that this issue should be investigated in order to retain customers. There are four factors that have been identified which are failure to follow the criteria given for every product delivered, low quality product, improper checking when receiving the product and poor management of the stock storage.Thus, to solve this situation as well as address these factors, this report has come out with three solutions which are discussion, send staffs for training and courses in handling the stock and service the stock storage. It is hoped that this report will be ben eficial to all parties especially the Hypermarket in addressing the issue of peculiar taste produced by the frozen lamb. To ensure the success of a business, everybody should play a big role in making that happen. (2780 words)