Sigmund Freud Theory free essay sample

This socialisation takes place through parents’ rewarding good behaviour and punishing bad behaviour. However, the parents are not always â€Å"in control† of their own feelings. Sometimes they allow their own feelings of frustration and disappointment show (based in their feelings of inadequacy formed because of perceived pressures from other parents). The parent rewards the child for behaviour that is â€Å"approved†. Displays of anger or even violence demonstrate the parent’s disappointment. The child enjoys the warm feeling of satisfaction. The child feels guilt and shame at â€Å"letting its parent down†.These feelings of shame and guilt become established in the psyche as the conscience. 2 Conscience Freud The Conscience at Work A person brought up in a strictly Christian family can experience powerful feelings of guilt if (or when! ) they begin to reject some of the values that they have been brought up to hold. Peter was brought up in a strongly Presbyterian family. We will write a custom essay sample on Sigmund Freud Theory or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When he was a child, he attended Church twice every Sunday.  § The minister’s sermons would be delivered in powerful tones – the theme would usually be the punishment in hell waiting for the unrighteous. He would be made to wear his uncomfortable â€Å"Sunday Best† – there would be no Television, or toys or games. The day was spent in silent contemplation, Bible study or discussion groups.  § Many topics were â€Å"taboo† – particularly sex. Alcohol was banned. The women in the Church dressed modestly, and expected their daughters to dress the same. When Peter leaves home, and begins to experience aspects of the World previously forbidden to him, he may feel a certain guilt. For example, Peter’s first experience of alcohol may not simply leave him with a powerful hangover.He may also feel guilt. This feeling of guilt may (or may not) affect his decision making in future encounters with the demon drink.  § These guilt feelings will be particularly powerful when linked to sexuality.  § In particular, homosexuality, masturbation and sex outside of the marriage bond would give rise to guilt feelings. The Christian Church appears to have behaved in such a way as to support Freud’s theory. St Augustine and St Paul are accused of establishing a climate of sexual repression through their teachings about sexuality:  §  §St Paul writes at length about the correct setting for a sexual relationship – in particular he argues that marriage can be used as a safety valve for the sex-drive. St Augustine provides a clearer example of the way that guilt can lead to a puritanical view of sex. St Augustine’s mother was a devout Christian. Augustine grew to resent her views, and as he grew he began to â€Å"experiment† with life. During his early years, he joined a sect (almost like joining a cult today). He travelled to Milan to study rhetoric, and took a lover (she later gave birth to a Son by him). However, he began to feel increasingly uncomfortable about his hedonistic lifestyle. He began to look for less physical answers to his feelings, and at a particularly low moment had a conversion experience. On his return to North Africa he was (forcibly) ordained Bishop of Hippo, and he began writing some of the most influential works in Christian literature. 3 Conscience Freud With reference to sexual intercourse, Augustine is quoted as saying â€Å"men should go to their task with reluctance†. Augustine also argued that the best relationship within a marriage was one of celibacy.His teachings affected Christian attitudes to sexuality.  § This has led to a repression of sexuality within Christianity – the Church appeared to consider sexuality to be innately sinful. Freud argues that this disapproval of sexuality has caused the repression of feelings of shame, leading to neurotic behaviour. The guilt felt by a person causes them to behave in a certain way. Does this mean that there is no place for God in Freud’s view of the Conscience? Freud’s argument is based on the idea that the Conscience is manufactured from experiences and conditioning.Aquinas and Butler argue for a more God-given conscience. There has not been a satisfactory attempt to explain how Freud’s version of the conscience can have God as its source – the best would appear to be that God provided the structure in which the conscience develops. Modern developments in Freud’s theory. Psychology now argues for a two-level conscience. The ego forms a more mature The super-ego forms an conscience. It seeks to achieve under-developed conscience. a form of self-identity based on This is based on the mass of value and worth. The ego tries experiences of shame and guilt. o develop a â€Å"world-view† for The super-ego causes the the person which informs his person to behave like a child – direction through life. seeking approval, or obeying rules without question. It is possible to reintroduce the role of God into the development of the conscience. The mature conscience seeks to establish self-identity based on ideas of value. Many philosophers have argued that the highest value is that of the greatest good (the Summum Bonum). Some even identify God with the highest good – it could therefore be argued that as the mature conscience is striving for the highest good. 4

The Ropes to Know the Ropes to Skip Essay Example

The Ropes to Know the Ropes to Skip Essay Example The Ropes to Know the Ropes to Skip Paper The Ropes to Know the Ropes to Skip Paper According to his dialogue with Stanley on page 53, It seems that Claude feels like he Is singled out for being black Instead of being viewed as an asset to the company sugarless of his race. The Company was breaking the psychological contract with Claude by treating him as a token. Ted has no faith in Clauses ability to increase their recruitment of professional minorities. While Claude was not interested in taking the recruitment position, he also felt he did not have the option to turn It down. Claude decided to put his best efforts In the recruitment of molesters. He assessed the situation and identified a more effective process to increase test scores among black recruits. 2. Motivation Management Achieving managerial goals involves strategy. Both interdepartmental teams and ion employees are led by managers who do not have direct authority over their employees. In this situation, managers need to sell their Idea rather than be direct. Using persuasive relationship behavior requires an understanding of the 6 tendencies of human behavior: 1 . Through the art of reciprocation employees will feel an obligation to return a favor if the manager uses this tool accurately. . The use of consistency to control and direct future actions will set expectations. 3. Social validation is important for a manager to understand because people look to what others are doing as a guide. 4. People prefer to say yes to those they like. 5. Expressing authority does not always support effective results. 6. A sense of scarcity produces an Increased desire. (Clinical pig. 562) Unions are effective at building allies through the process of exchange. Especially in an Analytic setting, ten manager needs to gal. adequate International auto ten ally before they can lead effectively. Unions often pay overtime if an employee works extra hours on the weekends. If there was no benefit to the employee, the process of reciprocity would not work. The virtuous spiral as described on page 588 explains the managers importance of insistently rewarding individuals for their performance. Proctor Gamble Has been marked b y many forward thinking efforts to establish a virtuous spiral relationship with its employees based on employee involvement and the development of leaders throughout the company. (Lealer Ill pig 589) 3. Is Frankly a Toxic Manager? Why or why not? According to Roy Lubing, toxic managers are a fact of life .. . (The Organizational Behavior Reader, 2007). Individuals with this style of management generally complicate work, drain precious energy and essentially derail progress. Learning to ell with such people can improve ones own health and capability in the workplace. In my opinion, Frankly exhibits traits of a toxic manager, specifically, he chooses favorites in the company the world is divided in two-his people and other people(Rite, pig 89). In my opinion, he does not fully understand the requirements of being an effective manager. Instead of using the strengths and weaknesses of his team, he pits employees against one another by playing favorites in turn creating an unhealthy work environment for anyone who is not on his list. Ben may have not been a toxic manager I the earlier years in The Company, but the organization has changed. Ben does not adjust well to change. Leadership values Bens ability to get the Job done, but his difficulty to work well with others forces managers to view him as a threat. Do you think Ben would like the corporate life here? Oh lord No (Rite pig 237). Interpersonal Communication 4. Provide an example of the effective use of communication from the Rite Book. Use the Achieving Purpose list from the class notes to substantiate your example. To be an effective communicator, one must master the art of active listening. A large part of effective communication is achieved by focusing on the recei ver and truly existing. Equally important is making sure the receiver(s) understand what has been communicated and responding appropriately to questions and concerns. A good example of effective communication in the Rite book occurred in Chapter 18: Ted suggests open communication to deal with the issues of opening the new Expanders Plant in Poachable. Ted cuts to the point and looks for a simple and direct way to communicate his thoughts and feelings. While Ted may not always be the best listener, overall this character provides us with a good insight into effective communication. Many of the other characters in Rite lack the skill set according to en Canceling Purpose last to De class as detective communicators. . Which characters in Rite are assertive, aggressive, and non assertive in their communication styles? Provide examples. Aggressive: Ben Frankly is an aggressive manager. Aggressive Managers are highly receive to certain things and seek to intimidate others. An example of Bens aggressive behavior is shown in chapter 18 of the Rite book. In this section, Ben and Ted are debating about a meeting that needs to be held. Ben is aggressive in his delivery on when and how the meeting will be held. Never you mind says Ben, I now what I am doing(Rite pig 93). Assertive: Ted Shelby has characteristics of an assertive manager. Ted is one of the most effective managers in the book. Ted does not take advantage of others, and is expressive and self enhancing. The differences in management styles between Ted Shelby and Ben Frankly are shown in chapter 9 of Rite. Ben and Ted are arguing about Stanley promotion in The Company. Ben is aggressive in stating that Stanley needs to stay put. Ted is clear I his reasons why Stanley deserves to move up in the company. Ben has kept him there so long that most people think of Stanley and the Lana web system as an inseparable team. Only rarely will someone like Ted Shelby think of some other kind of Job for him(Rite pig 53) Ted is highly successful because he knows what is best for himself and for others like Stanley in the Company. Non Assertive: Lessee landed a big sale and she expected her Boss Kerry Drake to reward or acknowledge her accomplishments. Kerry Drake is not very personable. Instead of rewarding, he identifies all the ways that Lessee should improve. It shows in this section that Kerry does not understand motivational theory and he shows self- denying characteristics and timid behavior. Subordinates viewed him as completely fair minded, a workaholic. He lacked the human touch. (Rite pig: 80) 6. Place at least 3 Rite characters on the Management grid and explain why you place them where you did. Ted Shelby IV is the impoverished manager. I think of Ted as the empty suit in the office. He exert minimum effort to get certain tasks done. In chapter 40 of Rite Ted Shelby is rearranging furniture in his office. Ted has plenty of extra time to attend Dry Faustus classes on participative management. Occasionally Ted Shelby might have a lapse of memory, but Kerry or Ben will be quick to set them straight. (Rite pig 187) Ted Shelby Sir. Believes that you catch more flies with honey than vinegar. (Rite P 189) Ted creates a good environment to attend to the needs of people in the organization. He is The Country Club Manager. Ted is an effective manager of professionals. Ben Frankly although toxic at times creates a team of committed people. Ben develops a level AT trust Ana re spect to tense employees Tanat support Nils Otto Chapter 14 supports my notion that Ben is a team manager. In this section there is talk that upper management will do a review of Bens plant and his employees. Jimmy Kelley, one of Bens subordinates has been working the line for many years. The Company wants to evaluate the speed of Bens workers. That dumb bastard (Ted) is trying to come I her and hold a stop watch on our guys. (Rattier). Ben, although aggressive to upper management, is extremely loyal to those that keep his plant running the way that Ben likes it. Ben may not be a team manager to all in The Company, this section shows that his team comes first. 7. Level 5 leaders have the ability to set their individual needs aside I order to support the company. They want to build and stand behind a great company. Most executives over the last few years I the financial industries were not thinking like level 5 leaders. Greed and self interests plagues many companies which led to one of the largest recessions that our nation has ever experienced. If the organizations had more level 5 leaders, perhaps more attention would be placed on the financial statements and what is best for the company rather than excessive bonuses and lavish lifestyles. The lack of level 5 organizations has led to a collapse of many large companies. The businesses that were not built to last have created a trickle- down effect that has spread over a variety of industries and social classes. 8. The Company appears to want only managers and not leaders. Agree or disagree with this statement and provide examples from Rite to support your conclusion. Look carefully at Professor Faustus comments. The company is searching for both leaders and managers. A manager can maintain control of the organization while being able to administer a shot term view. A leader is innovative and has a more long term view. Leaders challenge the status quo and look to inspire. Dry Faust is a leader who knows how to be an effective manager. His role in the company as a university chairman and coach has many leadership characteristics. In chapter 29, Dry Faust provides a great distinction between a leader and a manager. Managements greatest folly is to believe that organizational members, when called upon to supply information that can affect their own organizational well-being can be neutral with regard to that information. Mangers pore over pages of stats that are tributes to little else than human creativity'(Rite pig. 135) this is a great example of how Dry Faust distinguishes his thought process from that of a manager in The Company. . 5 Bases of Power: Referent Power: Ben Frankly defends his subordinates interests. This is best shown in chapter 14 when Ben protects Jimmy Kelsey from the other managers. Ben although aggressive, is also sensitive to his subordinates feelings. In chapter Ted sensed Is In Tabor AT tens rating game ( pig dens flew AT ten world Is Tanat you take care of your people. Upper management finds it to be a challenge to work with Ben because he possesses such strong Referent Power as this section in the book indicates. Expert Power: Ted Shelby is knowledgeable in the framework of the organization. Ted coziness the concerns of his employees and promotes and image of an expert in his field. As far as he is concerned, the key to successful business is to apply the most modern management techniques. He cannot believe that anyone without an MBA could possibly know anything about running a company. Legitimate Power: Although Dry. Faust is not a manager per SE, he fits the characteristics of polite, confident, cordial, and provides the reasoning behind some of the other managers behavior. Throughout the book, Dry. Faust is looking to verify understanding from Stanley and others in The Company. Chapter 47 provides opportune details to why I believe Dry Faust would have legitimate Power. In Truth, Faustus reputation is more important than Stanley current 219) Reward Power: Ted Shelby IV is reasonable with his perception of how his subordinates should be rewarded. Coercive Power: Ted Shelby shows traits of coercive power. Ted administers punishment to his subordinates consistently throughout the book. In particular, chapter 23 shows how Ted warns Stanley before punishing him after he laid out the rules of working for The Company in New York. Keep your eyes open and your mouth shut (Rite 114) yelled Ted to Stanley. As a result of Stanley disagreeing with Tees presentation, Stanley is punished and needs to go all around The Company and get to know his colleagues. 10. 8 Political Tactics 1 . Attacking/ Blaming others: In chapter 52, most of the characters in the book fell victim to the blame game. Ted Shelby passed a mess of papers to Stanley that said please exercise this at your earliest convenience(Rite pig 253)The chain of messages traveled through many channels of the company. No one ever stopped and asked for clarity. This was a great example of how each person saw plausible tenability in eyeing able to blame someone else out of their fears of being wrong about the interpretation of the message. 2. Using Information as a political tool: When Ted Shelby rolled out the Subordinate Readiness program in chapter 51, Kerry Drake was not completely in favor of the project. Kerry did however want to keep a high effectiveness rating with Ted. Kerry used the information he had about Stanley to his benefit. He knew Stanley was trying to get In good Walt upper management, so en passed ten outlet on to ml. Stanley was the messenger back and forth between Kerry and Ted. Stanley was being used as Seekers political tool. 3. Creating a Favorable Image: Ted Shelby IV was rearranging furniture in his office to accommodate a more welcoming feeling. He replaced a traditional executive table with a round table in an attempt to promote feedback. Kerry Drake was quick to educate Ted on the importance of creating a favorable image that upper management is elite and needs to be feared in a sense and also respected. 4. Developing a base of support: Stanley throughout the book uses this tactic as has way to improve his position in The Company. Stanley makes continuous efforts to support others while also earning the respect and support that he needs to move round within The Company. 5. Praising Others-ingratiation: Ted Shelby praises Erne Ernie Ron, the chief accountant in chapter 23. Despite Ermines monotone, routine presentation that lacked energy, Ted is praising Erne for a Job well done. This political tactic was used in this context because the presentation was part of the required process, and Ted intelligently knows to protect the integrity of the organization and its people. Stanley disagreed with Ted and was punished as a result. 6. Forming power coalitions with strong allies: In many chapters within the book, Ben Frankly uses his team to create strong allies from other departments and management within the company. Ben uses this political tactic as a way to try and avoid change in his plant and The Company. 7. Associating with Influential People: Stanley does this thought the book. As a result of his efforts, he moves swiftly through The Company and learns many valuable lessons on the Journey. 8. Creating obligations- reciprocity: Ted uses reciprocity o chapter 50. This chapter exposes the fundamental differences between Ted and Ben. Tees perception focuses on creating a corporate mentality that each subordinate will be rewarded if they play the game and and put forth a solid effort. Ben however has no interest in increasing his position in the company, and is therefore not motivated by the obligations that Ted is trying to create. 1 1 . Wright and Cropland believe that happiness should produce better Job performance and a better environment for their co-workers. I agree with the article. When employees are happy, they tend to be more optimistic and find positive outcomes in more undesirable situations. The articles both agree that psychological well being is the driving force for effective employee behavior.

Samsung Product Portfolio Assignment Example | Topics and Well Written Essays - 2000 words

Samsung Product Portfolio - Assignment Example In the home appliances category, it produces cookers, ovens air conditioners, refrigerators, vacuum cleaners, and dishwashers. It also manufactures TVs, Speakers, Home theaters, TV/ audio/ video accessories, air track a, d Blu-ray. In the vast and growing area of information technology Samsung provides it consumers with mobile phones and, tablets, PC/ peripherals and printers, as well as, memory and storage devices. These items are produced in various and distinct models to meet the consumers requirements. For instance, Samsung India produces products for the middle and lower classes and provides them at a cheaper price (Krishnamacharyulu & Ramakrishnan, 2012). It achieves this by substituting different parts of a product with cheaper but durable material. Consequently, the company sells more electronic units at a cheaper price in India which is profitable for the company based on the low investment involved. Similarly, Samsung makes different models of phones to suit the needs and costs of its consumers. In Africa, there is a large demand for mobile phones for the purpose of communication. The large population of lower class consumers does not require phones that have sophisticated applications. Consequently, Samsung makes simple models for mobile phones to provide for this market. Nonetheless, it also provides smart phones with innovative technology for the same locations but for a different class of consumers. Samsung electronics is the most conglomerate among consumers. Any product development or investment should be made in the department. Samsung Electronics’ vision is becoming a globally recognized business leader by developing innovative technologies and enriching people’s lives. Its internal environment is designed to achieve this purpose. The company has a management structure that supports diversity.

In your mind, what are the consequences for the party system of the Essay

In your mind, what are the consequences for the party system of the increasing numbers of young Americans who do not identify wi - Essay Example In this survey, the independents constitute 39% of the 18-24 year old voters and 45% of the 25-29 year old voters.1 The significance of this development for the two parties is very important. Particularly, it affects their ability to win during elections. Independents are important for both the Republicans and the Democrats because they have been considered as swing votes, crucial in determining the success of candidates from both parties. This is true given the fact that traditionally both have roughly the same number of membership. To demonstrate this point, one need not look further than the results of the previous U.S. presidential elections wherein no President had so far claimed an overwhelming support from the majority. Lewis-Beck, for instance, explained that the presidential election in the past had been especially close, with the national popular votes split nearly evenly even when landslides occur such as the 1984 victory of Ronald Reagan, when the popular vote was split ( 59-41).2 This phenomenon demonstrates the importance of voters who are not identified with the Republican and Democratic parties. They are free to change their minds and vote outside of party lines. It also explains the variable that has perplexed many political scientists. With the dominance of the Republican or the Democratic Party in an election, there is no guarantee that it stays in office long. In the American experience, there is frequent alternation in power and when A Democrat is elected in the White House, it does not necessarily mean that his party will control the Congress. The young voters, with their aversion to being identified with a particular political ideology, significantly erode the party identification phenomenon, which, for so long, has formed the fundamental support bases of the Republican and Democratic Parties. Jennings and Mann argued that such identification is the psychological force located near the middle of the funnel of causality at a distance from t he ultimate dependent variable, which is the voting choice and characterizes a voter’s orientation to an important group during the elections. 3 Johnston (2006) referred to the successes of party identification during the 1960s and the immediate years afterwards when the political landscape was fixed according to its dynamics and how perceptions and preferences for candidates are largely dictated by party ideology.4 The case today, however, is increasingly different. During the 2008 presidential elections and the recently concluded electoral exercise, the tone of political campaign provided excellent insights. Political candidates focus their messages in such a way that they appeal to independent young voters by taking up the causes and issues that interest them and appeal to their preferences. Candidates were not shy about admitting this and it goes without any sound reasoning. Young voters are fertile grounds by which candidates could mold, guide and change opinions and per spectives. Several other issues underpin the dynamics and voting behavior of young independent voters. The first of these is that a losing political party is often not considered as decisively defeated and chances of bouncing back in the next elections are extremely high. The vote swing that has ensured narrow victory for the incumbent party could turn to their side just as easily in the next elect

Macbeths path to evil Essay Example for Free

Macbeths path to evil Essay In Macbeth, it is clear that Macbeth at the start of the play is a different person to Macbeth at the end of the play. During the course of the play, he changes a great deal, most obviously from a good and faithful thane of Scotland to a cruel and ruthless king. At the beginning of the play, he is at his noblest. He has shown great courage and loyalty: brave Macbeth well he deserves that name, and is considered a hero by Duncan, the king, for ending the rebellion in Scotland, and is thought trustworthy: O valiant cousin! worthy gentleman! He is a great warrior and one of the leaders of the Scottish army: like valours minion carvd out his passage. Yet he is ambitious, and this leads him to become a terrible king, moving from one act of violence to another, seeing one threat after another, so killing conscience and pity. As he is king of Scotland, his evil floods Scotland, making it horribly unnatural and filled with fear: A falcon/Was by a mousing owl hawkd at and killd. However, at the end of the play he still shows that he has not lost his courage as he dies fighting: Exeunt, fighting, but it is somewhat diminished and his fear has grown as earlier in the play he is scared of the apparitions: But no more sights! Yet at the beginning of the play he fought a bloody and gruesome battle in which a single, detached, armoured head (the appearance of the first apparition) would not have been an uncommon sight. It could be said that at the end of the play Macbeth is a villain, as Malcolm does: this dead butcher, or that he is a tragic hero, as he fought, knowing that Macduff would kill him: And thou opposd, being of no woman born, /Yet I will try the last. In order to be a tragic hero however, he needs a tragic flaw. This could either be his ambition, which causes him to be willingly swayed by the witches and risk everything, or it could be his courage, as he does not realise that courage is sometimes the ability to say no. But Shakespeares audience would more than likely consider him bound for Hell, as he at no point in the play asks for forgiveness. One of the beliefs on which Christianity is built is that no matter what people do on Earth, if they ask for forgiveness they will be forgiven by God, and Shakespeares audience would mostly have been made up of faithful Christians. No matter what people do to redeem themselves, God does not forgive them unless they ask to be. But this change from good to evil does not happen overnight. It is triggered at the beginning by the witches, who open the play in the most unnatural of ways for a Shakespearian tragedy. The scene is very short, only 12 lines long, and it is unnatural in every way possible. The three witches are supernatural beings: you should be women, /And yet your beards forbid me to interpret/That you are so, the weather is unnatural and violent, even the incantatory poetry that Shakespeare gives them is unnatural, as no one else in the play ever speaks in the same way as they do. It is a prologue to the evil events that will occur throughout the play. They have planned out everything and know exactly what will happen when they tell Macbeth that he will be king one day: There to meet with Macbeth, All hail, Macbeth! that shalt be King hereafter. Throughout the play, Macbeth tries to control the witches, yet he never can: Speak, I charge you. Witches vanish, and he tries the same with the apparitions, and is scolded by the witches: He knows thy thought: /Hear his speech, but say thou nought. He does not realize that he cannot control either Fate or such unearthly creatures as the witches. Also throughout the play, the witches treat Macbeth as one of their own, and he does not realise that he finds them only because they want him to: Something wicked this way comes. /Open locks, /Whoever knocks. Shakespeare makes this comparison between them in Macbeths very first line, by giving him almost the exact same words as he gave the witches: So foul and fair a day I have not seen. The witches are also significant to Shakespeares audience because there are three of them. There has always been an ancient superstition that the number three is a magical number, yet most of the Shakespearian audience would immediately associate it with the Holy Trinity Father, Son, and Holy Ghost. In Macbeth this has been inverted, as so many other things are. Instead, there is an Infernal Trinity; the three witches or a more elaborate one, made up of the witches, Macbeth, and Lady Macbeth. Still, there could also be an incarnation of the Holy Trinity in Macbeth, represented by Macduff, Malcolm, and Banquo. Macbeths progression to evil is chiefly marked out by his soliloquies and the murders that he performs, or orders. He starts as a mighty and noble warrior, killing rebels for his King and country. Then, once his ambition has started to take over, he goes on to kill Duncan, an innocent, defenceless, old man: Most sacrilegious murder hath broke ope/the Lords anointed temple. He puts much thought into this before performing the deed, debating with himself whether to do it or not: Hes here in double trust/his host, /Who should against his murderer shut the door/Not bear the knife myself. And once he has performed the horrific deed, he regrets it bitterly: Wake Duncan with thy knocking! I would thou couldst! His hesitation however, is not the hesitation of fear, as he has a terrible courage, but of an intimate, buried knowledge between right and wrong. Then he goes on to kill Banquo, though not personally. He gives less thought to this deed: There is none but he/Whose being I do fear; and he does not regret the deed at all, yet is petrified of Banquos ghost at the coronation banquet. Banquo, when he is killed, knows what has transpired: I fear, /Thou playdst most foully for t. He knows how Macbeth became king and that he killed Duncan, and also knows that he is behind his own murder: O treachery! Macbeth finally orders the murders of Lady Macduff and her children: give to the edge of the sword/His wife, his babes. While killing men was considered a great crime, killing a woman and her children was considered a much worse crime. This is done without second thought and never regrets it at all; he never mentions it to himself after it has occurred: The very firstlings of my heart shall be/The firstlings of my hand. As he becomes increasingly evil, so Scotland becomes increasingly unnatural. This is most obviously shown when Banquo dies to save Fleance, a parent sacrificing himself for his childs life, which is natural: Fly, good Fleance, fly, fly, fly! Later in the play however, it is clear that Scotland has become more unnatural as the Son dies in an attempt to save Lady Macduff, a child sacrificing himself for his parents life: He has killd me, mother: /Run away; I pray you! This is unnatural and fails, as both Lady Macduff and her Son die. Finally, another sign of Macbeths descent to evil is that he becomes more and more secluded. This is mainly shown by the increasing amount of soliloquies that Shakespeare gives him, but is also shown by his relationship with Lady Macbeth. At the beginning of the play they are a happy couple, who love each other intensely: my dearest partner of greatness, yet as the play progresses, especially after Duncans murder, Macbeth separates himself from his wife, and once he is king, she must ask to see him: Say to the king, I would attend his leisure. All Macbeths deeds are consequently thought out by himself, unlike the murder of Duncan, in which Lady Macbeth did most of the thinking and planning: Leave all the rest to me, and Macbeth keeps Lady Macbeth out of the murder of Banquo even when she asks him what he is planning: Be innocent of the knowledge/Till thou applaud the deed. All of these points show how Macbeth becomes increasingly evil throughout the play, eventually becoming a much feared villain, or a tragic hero.

A Literary Analysis of John Hersey Essay example -- Humanist Novelist

A Literary Analysis of John Hersey John Hersey was born in China. His parents were missionaries and raised him in a religious fashion.# His humanistic views were a product of this upbringing. After graduating from Yale, class of 1936#, he dabbled in the art of poetry.# Soon after, he advanced into writing novels. Thought to be one of the last civil writers,# Hersey wrote for Time magazine during World War II, in which he documented many historical accounts.# Hersey also worked under famous muckraker Sinclair Lewis#, whom from he probably obtained his "tell it how it is" writing style. Over the years he has been classified as an American novelist, non-fiction writer, short story writer, editor, and journalist.# John Hersey uses humanistic ideas, explicit detail, and governmental power to convey his story’s moral. After reviewing article after article, one can surmise that John Hersey is a pure humanist. A humanist in that, he is a person who cares about what we do to ourselves and a person who believes that all people are good. Some critics proclaim that Hersey only sees people in time of crisis and not how they really are, which contributes to a sort of bias on Hersey’s part.# In any case, his views are genuine and well rounded. Hersey uses his belief in the goodness of man to exhibit his humanistic ideas. John Hersey uses his belief in the goodness of man to show his humanistic ideas. Hersey feels all humans are good, which in many cases is not always true. Hersey demonstrates his humanistic idea of the goodness of man in Hiroshima. After the bomb is dropped on Hiroshima, there is almost complete devastation. However, Hersey portrays the few "healthy" survivors as all perfect humans. These "perfect humans" stop to help EVERYONE. This seems almost to good to be true. Many people would stop to help, but first priority to most people is themselves. Another example, where Hersey shows his belief in the goodness of man, is that all the people in Hiroshima are nice and almost care free. This could be because a nuclear bomb just exploded and the people are still in disbelief, or it could be another one of Hersey’s humanstic ideas. His views reflect these humanistic ideas because Hersey feels responsible towards society, and thinks everyone else should to.# This is why all the peo ple want to help dig others out and rebuild. They do it... ...elf of brilliant work, and we are all his beneficiaries." Footnotes are order on paper. Wiseman, Carter. A Life in Writing: John Hersey, 1914-1993. (http://www.yale.edu/yam/YAMarchives/Archiveswebsite/Arts/Hersey.html) October 1993. Date viewed: April 22, 2001, p.1 # Wiseman, p.1 # Ibid, p.2 # Ibid, p.5 # Anonymous, John Hersey. (http://jhhs.dis214.k12.il.us/aboutjhhhs/biography/biography.html) October 12, 1999. Date viewed: April 22, 2001, p.1 # Hart, James D. The Oxford Companion to American Literature. (New York: Oxford University Press, 1995) p.331 # Marowski, Daniel G. Contemporary Literary Criticism. vol 40. (Detroit: Gale Research Company, 1986) p.225 # Curly, Dorothy. Modern American Literature. vol 2. (New York: Frederick Ungar Publishing, 1969) p.84 # Wiseman, p.3 # Saucer, Mark. John Hersey. p. 2 # Commire, Anne. Something About the Author. vol 25. (Detroit: Gale Research Company, 1981) p.141 # Saucer, Mark. John Hersey. p. 3 # Curly, p.84 # Ibid, p.84 # Wiseman, p.1 # Bryfonski, Dedria. Contemporary Literary Criticism. vol 7. (Detroit: Gale Research Company, 1977) p.153 # Wiseman, p.4

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) ? 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