Advantage and Disadvantages of Japanese Nationals Working in the Philippines Essay

â€Å"Teaching is learning. Teaching is enriching. Teaching is challenging, it’s trying in unimaginable ways. Teaching is motivating, it’s inspiring. Teaching is frustrating, it’s frightening. Teaching is growing. Teaching is loving. Teaching is a blessing. And being a teacher means that I have a lot to learn.† (anjaligill, 2011) A quote I have read on one article on the internet that actually touched my heart. I am not a teacher but appreciate the hardships of teachers throughout their journey to imparting to us student all they can for us to have a better future. Yes we have a lot of teachers here in our country but learning is not limited to only our country. Because of media and many other sources or information we have been exposed to other cultures and languages from many different countries. Thus which lead to us wanting to learn other culture and languages. Some of these languages are Korean, Japanese, Spanish, and French. And who else are more capable in teaching us these languages than the natives of theses languages themselves. That is why this study aims to shed a light on the existence of Japanese Language teachers that are working in the country. The first part of this paper is going to touch upon the rules that’s the immigration imposes on these aliens that wish to enter the country. What kind of permits and visas that must be secured in order to be able to work. Also it talks about the role of the Department Of Labor and Employment (DOLE) in allowing these aliens to have a fair and legal job here. The second part of my report talks about the different issues that these aliens have encountered over their years of working in the Philippines. For years now we have been hearing about the melodramatic life of an OFW, we’ve had a lot of articles on the different experience they have out there. But have we ever given a thought about these foreigners that come to our country not as tourist, but to look for jobs? Probably as teachers? What more these Japanese nationals working in Davao as Japanese language teachers? We’ve been so focused on Filipinos that we forget to check on these other people who are also making a living here in our country. This paper will try to shed a light on what are the most common difficulties and what are the measures they took in order to be able to overcome these obstacles. And I am hoping to gather these datas through interviewing some Japanese nationals residing in the country specially Davao. A. What are the necessary visa and permits these Japanese nationals must secure in order to be able to work in the country? B. Are they given enough compensation and benefits in their jobs? C. Why of all other country would they choose Philippines? D. What are the different experiences they have here? For the last part this paper will try to compile the gathered data and express what are the common advantages and disadvantages of experienced by these Japanese Language teachers working in the Philippines? Those are just some of a few things this study aims to shed a light on, and to give the readers a deeper understanding on their situation through their experiences. Review of Related Literature 1. Japanese Language as a Profession When we hear the word Japanese Language most of us would think: oh that’s all about kanji!† â€Å"That is a very hard language to learn†. Yes it is true, it is not an easy language to learn but it is also one of the most interesting of all. With all the variations in the conjugation of every word, to all the particles for every sentence, but most especially to the different strokes in their unique 3 writing styles namely hiragana katakana and kanji. In the beginning yeah it will be hard but in the long run you will be able to appreciate all the hardships you have gone through in order to reach that level. So because of that many people have engaged in learning the language. Some would say that if you really want to learn something you have to do it yourself. But then again because of the complexity of this language it has become hard for others. That is why we have come to the conclusion that who else is more capable to teach us the complicated and very meticulous language than these Japanese nationals themselves? But then again this poses a very big hindrance when it comes to language barriers. It is because before Japan has been a very secluded country that doesn’t want to open up to other country. That’s is why even though some Japanese wanted to teach Japanese it would be hard for them since that not all Japanese know English and since English is the universal language communication and explanation would be hard. But as years pass by and as Japan slowly open their doors to other countries, international colleges started to rise and because of this the Japanese nationals studying in such colleges are being exposed to the word and thus they became aware of the eagerness of other people to learn their language which triggered a domino effect to theses Japanese to teach them. 2. Philippine and Japan relation in terms of work Over the years the Philippines was known by the world as major exporter of skilled workers. They even have this saying that there is no country in the world that does not have Filipinos in it. From that this study aims to focus on the Japanese citizens working in the country. For decades there has been a noticeable relationship between Japan and the Philippines. May it be in terms of trading of goods, and even official development assistance funds also known as the (ODA). The relationship of these two countries not only varies in goods and monetary sector but even in human resources. The Philippines is reputed to be the leading exporter of labor in the world, ranging from the semi-skilled to professional and technical workers (CORTEZ, 2009). This greatly impacted on the yearly remittances that the OFW’s give to the country. At the same time Japanese engineers, managers, experts and other skilled workers have entered the Philippines to accompany, implement and manage the huge direct investments and overseas development assistance programs of Japan (Tereso S. Tullao, Jr. and Michael Angelo A. Cortez, 2004). The Japanese have remained the largest group of foreign workers in the country over the years (OECD 2001). This then greatly impacted the country in terms of tourism. 3. Naturals working overseas Due to the growing economic crisis in the world most people opt to work in other country to look for â€Å"greener pastures†. Approximately eight million Filipinos are overseas, representing almost ten percent of the nation’s population (Commission on Filipinos Overseas, 2004). And one good example to these is the growing migration rate in the Philippines. Where in most Filipinos think that because of the economic crisis in the Philippines and the Low salary that working overseas became a better option. Yes they may have big salaries and they may be able to experience other culture but at the end of the day these OFW’s would have to sacrifice being with their family for money. 4. Language Barriers In order to be able to teach students, communication is important and in communication Language is vital. This is what makes learning easy. Because through language student will be able to understand what the teacher wants to deliver. But in teaching language something these language barriers pose a very big problem. Especially for those language teachers who are native speakers of the language they are teaching and only know a little English. English, with its many varieties, is a language of international and therefore intercultural communication. (Sharifian, 2009). But then we all know that there are still some countries that are not open to accepting English as an international language and Japan is one of them. The people being raised to love their own country in other words in the ways of patriotism it became hard for them to open up an accept changes being brought by the modern world. Definition of terms 1) (AEP) Alien Employment Permit is a document issued by the Department of Labor and Employment which authorizes a foreign national to work in the Philippines. 2) Alien shall refer to the foreign nationals who intend to work in the country. Japanese Workers I. Immigration All foreign nationals can freely enter the Philippines with only a passport and other travel documents for business, leisure, and social visits. The Philippine Immigration Act of 1940 states Foreigners or â€Å"non-quota immigrants† may be admitted without considering such numerical limitations (CASTRO, August). The country has not been strict on allowing foreigners to enter, In fact Nationals from some countries are allowed to enter the Philippines without visas for a stay not exceeding twenty-one (21) days, provided they hold valid tickets for their return journey to port of origin or next port of destination (Bureau of Immigration 2007-2008), Japan being one of these countries are allowed to enter the country without visa. They must present for admission into the Philippines unexpired passports or official documents in the nature of passports issued by the governments of the countries to which they owe allegiance or other travel documents showing their origin and identity. II. Department Of Labor and Employment (DOLE) But when it comes to employment the Philippines is very strict at letting foreigners to work in the country. These aliens need to secure certain visas and permits before they can actually work here. Some of these are the a)Alien Employment Permit (AEP), b)Special Work permit, and the c)9g Prearranged Employment Visa. a) Alien Employment Permit (AEP) is a document issued by the Department of Labor and Employment which authorizes a foreign national to work in the Philippines. This permit must be petitioned by a company to allow a foreigner to work locally and is the requirement for a 9g visa as well as several other visas. The employment permit may be issued to a non-resident alien or to the applicant employer after a determination of the non-availability of a person in the Philippines who is competent, able and willing at the time of application to perform the services for which the alien is desired (Labor Code of the Philippines PD 442, Article 40). Article 41 of the Labor Code provides: â€Å"After the issuance of employment permit, the alien shall not transfer to another job or change his employer without prior approval of Secretary of Labor and Employment.† In addition the alien who is found to be working without an AEP or an expired AEP shall pay a fine of Ten Thousand Pesos (P10,000) for every year to the Regional Director (DOLE Department Order No. 75-06 (Series of 2006)) and shall be subject to deportation after service of his sentence (Ferrolino, 2009). b) Special Work Permit is given by employers to foreigners that will only work for a brief time in the Philippines usually less than 6 months that can be extended for another 6 months and they are not required to apply for a (AEP) from DOLE ( Triple i Consulting Inc., 2005). c) 9g Prearranged Employment Visa is given to any foreign national who will be employed in the Philippines and occupying a technical, executive, managerial or a highly confidential position in a company for at least one year, can apply for an employment visa under Sec. 9(g) of the Philippine Immigration Act. III. Issues/Problems 1) What are the necessary visa and permits these Japanese nationals must secure in order to be able to work in the country? As to the rules of immigration and DOLE these Japanese nationals knowing that they are considered as aliens must be able secure an AEP before they can work. But according to one of my respondents who is ms. Ariza Okumura, that she only secured a working visa which is valid for only two years, before she got to work in our school. 2) Are they given enough compensation and benefits in their jobs? When it comes to compensations and benefits we all know that Philippines really give a very low compensation rate in terms of salary. According to the National Wages and Productivity Commission minimum wage in the National Capital Region ranges from P456.00 to P419.00 depending on the type of job, while in Davao city it ranges from P301.00 to P270.00. Clearly this kind of wages will not be enough to support a family that is why these families that are working here in Davao always keep a tight budget on their money. According to Miss Ariza Okumura, a Japanese Language teacher in Mindanao Kokusai Daigaku â€Å"if I live for a long time for example ten (10) years or more? The salary is okay. But if if have plan of one year or three years? The salary is low.† Mr. Tanino also a Japanese Language Teacher in MKD said â€Å"the salary is low†. True enough even these aliens or Japanese nationals to be exact who is working here in the Philippines have also experienced the very low salary here. In another interview I conducted this time it is from Takako Okamoto, also a Japanese language teacher in MKD she said â€Å"I think it is enough, for Japanese nationals’ teacher†. From this we can see the different points of view of these Japanese in terms of the compensation given to them. But one thing is for sure, they do not want the money, it’s their love of teaching and imparting what they know to those who are willing to learn. 3) Why of all other country would they choose Philippines? Some would say that Philippines is a good place to relax because of its serene beauty and it is also close to nature because it is rich in natural resources. The country being an archipelago means it is close to beaches which attracts tourist from all over the world to come here. A few would even say they want to go to the Philippines because of Filipinos have been known to the world as hospitable kind of people. But when it comes to employment there have been also very many speculations upon the capacity of the country to cater workers because of the ongoing crisis in its economy and a whole lot more. But even so after all these negative comments and speculations some still chose to work here. One good example is Ariza Okumura, MKD teacher she said during our interview that it was here choice to work here and when I asked her why this is what she told me â€Å"before when I was student we had a school trip and I came here in Davao. Also I really want to teach Japanese in foreign country†. Almost all of the Japanese language teachers I have interviewed said the same thing. That it was in their own will to go to the Philippines. In a follow up question I had which was â€Å"did you originally come here as a teacher?† I was amazed at their answers. Takako Okamoto, a MKD teacher said â€Å"I chose Philippines as a place for volunteer work.† Tanino, who is also a MKD teacher, said he first came to the Philippines to work for a company named sharp. From their answers it was clear that teaching was not their real objective in coming here, but the longer they stayed the more they fell in love with the country and its people. â€Å"During the time I met many Filipino Filipina and then they took care of me well and then I don’t like to forget everything they did for me. After one year four months I came back to Japan and decided to help the Filipino resident in the Philippines as Japanese Language teacher.† Said Okamoto sensei. 4) What are the different experiences they have here? We can finish up all day if we talk about experiences, but these are one of the parts of the lives of the people which make us actually say that we are alive. Through these experiences we learn and from these learning we can adjust in order to make things better. When it was time to ask them this question I observed that they had a very hard time in picking which experience they wanted to share. One of them said that being with students everyday are counted as one of their memorable experience, one also said that seeing the students learning is their most unforgettable experience. But there is one story that actually touched my heart. It was from Takako Okamoto she told me â€Å"actually he’s a last year graduator. He hated any kind of teacher, he hated study Japanese especially. He was lazy to attend all the class he was lazy to pass shukudai (assignments), and then sometimes he was against to the teachers. But I have been continuing to approach to him. Siguro very Samok sa kanya *how about your shukudai ? *how many times absent you might be dropped! Like that. Whenever I see him I say something. Finally he changed, he changed totally. He had a focus on study in nihongo but it was already 4th year. But I found his changes. Before RP Japan I was telling him, I know you are good at nihongo. You try to attend speech contest in RP Japan. In his speech he was saying to me thank you, like saying because of me he was changed. But for one week he got dengue and was absent. Nobody expected he could attend the speech. But he came, and said *Sensei I’m Here.† It may not mean as much to you but as I saw her as she was telling me this story you would see the happiness in her eyes. The kind of happiness that meant showed how their job as a teacher can be very rewarding, that even the small thing could make a big difference. Conclusion I admit I started late in doing this paper. But in those limited amount of time left, I was still able to learn new things through this. First is the importance of time. Know this is not port of my paper but I was able to learn and appreciate time, and how to use it wisely and productively. Second is the importance of work, as to why people look for jobs. Another is I learned to appreciate the teachers more. This happened during the times I was able to interview a few of them. At first I was hesitant in conducting interviews because I was afraid of the teachers, but then I said to myself â€Å"what’s there to lose?† So when I started the interviews I realized that I should not be afraid of these teachers because their only goal it to teach is to become a better person. That they are doing what they do not to make us suffer but to make us learn, I was able to see that â€Å"the students are the only ones who are making themselves suffer†. I also came to a conclusion that in all we do there’s a good and bad side to it. Isaac Newton’s third law of motion said that â€Å"For every action, there is an equal and opposite reaction†. In life that is also proven true, with everything we do, even in may it be as a person, as an employee, etc. there will always be an advantage and a disadvantage. Yes Japanese language is very interesting but at the same time it is also very complicated and hard to learn. Even the Japanese Language teachers themselves said that its hard and it really takes time. That even they as a teacher they also have to adjust to their approach to the students. Which brings us to the conclusion that teaching as a language teacher is not just a profession but also a lifestyle, where in it has its up and downs, the good and the bad, and its own advantages and disadvantages. Bibliography Triple i Consulting Inc. (2005). Retrieved february 21, 2013, from http://www.tripleiconsulting.com: http://www.tripleiconsulting.com/Amain/philippines-business-guides-tips-and-news-blog/181-work-visas-in-the-philippines anjaligill. (2011, august 19). What Teaching Means to Me and Why it is Important†¦. Retrieved january 20, 2012, from www.teachforus.org: http://anjaligill.teachforus.org/2011/08/29/what-teaching-means-to-me-and-why-it-is-important/ CASTRO, J. M. (August, 11 2009). Philippines Visas, Permits and Immigration. Retrieved february 6, 2013, from http://www.expatforum.com: http://www.expatforum.com/articles/visas-permits-and-immigration/philippines-visas-permits-and-immigration.html CORTEZ, M. A. (2009). Japan-Philippines Free Trade Agreement: Oppotunities for the movement of workers. RITSUMEIKAN INTERNATIONAL AFFAIRS , 126. Ferrolino, T. (2009). Employment of Foreigner

Why Torture Is a Good Thing

Why Torture is a Good Thing. Recently the Speaker of the House of Representatives, Nancy Pelosi has come under fire for comments she made about torture, once again bringing the topic of torture back into the national spotlight. There are so many different sides to the debate on whether our government should or should not allow torture in the integration of suspected Al Qaeda members currently locked up in the United States military prison located in Guantanamo Bay, Cuba.There are those people who say that nothing good ever comes out of integration that uses anything that could be torture, but the truth is that is some of where our best intelligence in the War on Terror has come from the use of harsh integrating techniques. There are many different forms of intergation method that are uses by our government that have been called torture by those wishing to prevent them from happening. Our government loosly defines torture as any method of intergation that does not leave any physical d amage to the person that it is being used upon, there is nothing there about harsh intergation technique.There are many different forms of intergation tactects that are uses that have been called torture, but these methods do not physical harm nor to they leave any long term physical injures. The United States government does not use many of the traditional torture techniques that many foreign governments and Al Qaeda use; such as beatings, electric shock, and starvation. Waterboarding is one of the biggest intergation that has come under attack. Water boarding is preformed by tieing a person down with his feet raised above his head, then covering his mouth and nose.Finaly water is poured over there persons face, all this causes the mind to believe that the person is drowning. Even though no physical harm comes to the person; this technique is one of the most criticized forms of harsh integration techniques used. Water boarding is preformed on our own solders to prepare them for wha t they might have to live through if they are captured on the battle fields. Another form of integration techniques that is currently used is sleep deprivation. Sleep deprivation is not allowing the body to sleep enough, through the use of loud music or forcing the victim to stand.By not allowing the body to sleep it allows the mind to become weak and less defensive when being questioned, leaving the prisoners less likely to lie when questioned. Another technique that is used is the use of stress positions, which is placing a person in a position that becomes uncomfortable after a long period of time, such as standing, or kneeling for periods of up to four hours, no long term effects are caused by this. The pain that is felt is very real and at times very intense but it is gone as soon as they are allowed out of the stress positions. No long term damage has ever been cause by the use of stress positions.The critics of these harsh integration techniques call it torture, but they say nothing about what our men and women have been put through by foreign governments and foreign fighters through our history, and it still happening today. Many foreign countries use physical beatings to gather information, they have gone as far as breaking bones, and many times have beaten the victim to death. Al Qaeda and the Taliban have used these tactics along with beheadings of prisoners to try to scare our fighters, as well innocent civilians that Al Qaeda has kidnapped, since the beginning of the War on Terror. Where is the out cry from the world over that?All we are doing is trying to prevent another attack on our country. Some of the best intelligence we have gotten since the start of the War on Terror has come from the use of harsh integration techniques. The American government has stopped several terrorism attacks since the attack on September eleventh. 2001. Some of these would have been worse than that tragic September day, and how were these attacks prevented, by the u se of harsh integration techniques. The captured Al Qaeda and Taliban fighters are well trained and very loyal to the cause. Our government has tried normal integration techniques to no avail.These captured men would not talk until the use of these integration techniques was introduced. Once introduced many of these captured fighters broke and gave away plans that otherwise would have not come out. There is no other way to keep our country safe, other methods have been tried and have failed. Our government uses many techniques that may boarder on torture to gather information and to prevent another terrorist attack. In a perfect world there would be no use for many of these harsh integration techniques that are currently being employed by our government against Al Qaeda and the Taliban fighters.But unfortunately we do not live in a perfect world. Until Al Qaeda gives ups its desire to see America destroyed we need to what we can and we must continue to use these harsh integration te chniques. Our government does not view the use of sleep deprivation, water boarding, and stress positions; they are far more humane than what Americans soldiers have gone through by foreign governments when captured. The only way to keep America safe is to continue to use these intergation techniques until the threat possed by Al Qaeda is gone

Brave New World vs. Gattaca

Brave New World vs.. Cataract BY Killing We all expect the near future to have advance technology and flying cars. Well, genetic engineering Is Indeed advance technology but there are negative effects that come along with it. In both â€Å"Brave New World† by Allots Huxley (1932) and Cataract (1997) is based on how genetic engineering is taken over the world. Everyone was created by science instead of being born and having both parents' genes. Intelligence an personality are very minor In these societies, but the Important thing that matters is where you belong in life.However, the film Cataract is in the future but has a dated style to it. From the clothing and hairstyles to the cars and buildings, it all reminds you of the style in the ass's or ass's. The director intended it to be that way just to view how our style could go back to how It used to be In the past. The setting of the movie sets the mood to be somewhat serious and thriller like. The mood of professional busine ss would be a good example of this film. The theme of the novel is generally saying are we all headed to where our genetic code defines what we do and owe we live.Although the film does not have a futuristic feel to It, the plot still shows you that the future is not that distance. The mall character, Vincent Freeman, wanted to fulfill his dreams and travel into space. The initial problem that occurred was that his gene was not genetic superior to accomplish his goal. Vincent had a heart problem that prevented him from doing big Jobs. He came up with an idea to become a valid person. He decided to use someone else's Identity and DNA to be able to travel in the stars. Vincent uses an athlete, Jerome Marrow, who was paraplegic from a car crash.Freeman changed his looks, style, and even had surgery to become the same height as Jerome. He made sure that people would discover whom he really Is. Later on In the movie, Vincent brother tries to find the murderer of an Important person but w as really trying to find Vincent. They didn't know they were brother because a while back when they were younger, Vincent brother was lost at sea and he haven't seen him ever since. They reunite and realize on how different they were from each other. In a way, this film has a genre of mystery and thriller that is served.On the other hand, the book â€Å"Brave New World† also does not really have that futuristic feel, but you can tell it is based on the future when you read it. The book is older, so when it was written, it did not have the modern day style that we use. The year is actually in 802540, which is way past the year future. The mood of this book Is satirical and bitter. At some points. It was funny but had a serious meaning to It as well. As you read the book, you could notice that there would be more than one thing owing at once where the point of view turns from first person to third person omniscient.The theme of this book Isn't anything compared to Cataract, but it's saying that the community Is sterilized and we are headed for the end if the community we live in continue. In addition to, the movie Cataract is similar to â€Å"Brave New World†. Humans predict other humans lifestyle by making tests and observations to determine where they are placed. This world seeks stability in each society but it most likely doesn't work on everyone. Having a family Is not allowed to be applied In he future.Therefore, the people are separated on what defines them Like being a Delta or an upsilon. In which why the character Bernard is not happy with the order 1 OFF such as having a family. Bernard tries to find the meaning of life but everyone thinks he is crazy from exploring his curiosity. I believe that the both the writers of the film and the book intended on including such an intense view of the future. These views of the future are actually believable and actually could be where we are all headed at to the near future.All though we all imagin e the future being a new and high tech setting, in Cataract we can actually see the style of the ass's and unlike â€Å"Brave New World† we can only read what it could be and visualize it. All in all, both of the Cataract and â€Å"Brave New World† are engaging and interesting. I would recommend reading â€Å"Brave New World† first and then watching Cataract because you can get an older point of view of the future and a more modern point of view. Genetic engineering could be our future if technology becomes bigger than it already is.

Davey crockett Personal Statement Example | Topics and Well Written Essays - 750 words

Davey crockett - Personal Statement Example There are several versions of Crockett and each baffles definition. When an individual is highly controversial it means that either he was very famous during his time, or was not at all! The main contention articulated by the author is to disprove the extraordinary achievements of Davy Crockett in the battlefront, the mythical hero of his times, the man who allegedly never surrendered and died a hero’s death battering the enemy with his broken rifle. While correcting this faulty version of death, the author, however has appreciation for his oratorical skills, extraordinary ability to tell stories and his contribution to American politics, even when the going was tough for him. The pages of the history related to Davy Crockett are undoubtedly daubed in bloodshed. He was born in Tennessee on August 17.1786 and for over 49 years he was an honored resident of the state. In those years he gained national status as a frontiersman. In the political front, he was West Tennessees representative in Congress but was defeated in the 1835 re-election. Crockett knew the art of eulogizing the self and he promoted himself as the undisputed hero and a great frontiersman. He built his image amongst the public with the astuteness of a seasoned politician. Every stage of his life was surrounded by controversies and the author has done a reasonably good job to construct his version of Crockett, on the basis of available evidence. His first task is to separate the man from the tales that have engulfed his life. He was a man of humble origins and drank heavily. He carried out his political responsibilities well and he was almost a Marxist by conviction as was an advocate for th e cause of the poor. He put his political career at stake by condemning the removal of Indians to west of the Mississippi. In 1825, Crockett was elected to the U.S. Congress, and he vehemently opposed many of the policies of President Andrew Jackson,

Programming the technology Essay Example | Topics and Well Written Essays - 1000 words

Programming the technology - Essay Example The availability of customers’ information at numerous sources initiated concerns about its privacy. Customers began to worry about the theft of their information and also about its usage for different purposes. There are many sources of data from where the security breach may initiate and privacy of the individual may be threatened. Kahn (2010) stated some of them, namely healthcare records, financial institutions, residence and postal records, business transactional data etc. The need of the hour is for the organizations to understand the meaning of privacy; it does not mean to stop the data collection process, rather it means to understand the boundaries and limitations by which the customer’s data should be used. Business organizations, health-care establishments, financial institutions need to ensure that the usage of the customers’ information complies with the terms that were communicated to the customer at the time of the data collection. Since otherwise, it is considered unethical and illegal (in some instances) to use the information for analytical purposes for the betterment of their business. There are an increasing number of instances of security breach around the world. Waters (2008) quoted a survey that constituted of 1000 companies; it was concluded that almost 90% of them allowed their employees to leave the office premises with confidential data on their USB devices. This is just one of the examples of how customer’s data is not protected in the hands of the organizations; another common happening in which the customer’s privacy is threatened is the theft of computers and laptops in which data is not encrypted. Few other techniques that go against the privacy rights of the customers are hacking, phishing, eavesdropping, intrusion etc. Waters (2008) also stated that security breaches cost UK billions of pounds every year. Some

Financial Markets and the Real Economy Essay Example | Topics and Well Written Essays - 4000 words

Financial Markets and the Real Economy - Essay Example In this perspective, recorded economy includes all economic activities within a country that are recordable and reported through gathering of appropriate statistics (Bailey 78). Non-monetized economy on a different perspective refers to all economic activities that are linked to self-consumption. Therefore, real economy is a composition of all the aspects of economic activities within a given nation. Overview of Financial Markets Financial market on the other hand refers to a place where buyers and sellers (individuals and entities) meet to trade on assets that include equities, currencies, derivatives, and bonds. In most cases financial markets are referred to as stock markets. Amazingly, financial markets are as old as humanity. Financial markets started the moment mankind settled down to engaging in serious activities of growing crops and exchanging them with other crops. Despite this aspect of trade was known as barter, there were some financial markets aspects within the trade. For instance, there are possibilities that some people due to one reason or another attain bad harvest (Levinson 99). However, with the bad harvest such individuals had to struggle and obtain a way of farming and obtaining food for their families. In so doing, there was the aspect of obtaining credit hence the assertion that financial markets are as old as humankind. With advancements and developments, financial markets in the contemporary business environment have taken a totally different shape. There are many forms of financial markets currently all of which have their specific purposes to accomplish. In addition, financial markets developments and advancements have led to formation of highly organized markets like the...This essay attempts to create an understanding of the link between real economy and financial markets, adding to the numerous debates, articles, and studies on the link between financial markets and real economy Real economy is part of economy concerned with actual production of goods and service within a country. Real economy in most cases is referred to as the total economy, which encompasses all the economic components such as economic activities, both monetized and non-monetized transactions, official and unofficial, and all transactions or activities that take place between rural and urban areas Financial markets serve functions in which they are formed or mandated to within a given economy. The first fundamental function that financial markets perform is that of setting price. Through determining the exchange rates, financial markets have the vista of providing price discovery. The second fundamental function of financial markets is the valuation of assets. Through determining market prices, financial markets are in a position of valuing assets Economists believe that a powerful measurement of economic performance is only attainable through obtaining a marginal value of wealth from asset markets. Other than the fact that real economy impacts positively and negatively on financial markets, it is inevitable that financial markets also affect real economy either positively or negatively. In most cases, real economy benefits or is disadvantaged from the various functions of financial markets.

Measurements, Micropipetting, and Sterile Techniques Essay

Measurements, Micropipetting, and Sterile Techniques - Essay Example 7. Reset the numbers in the window to read 020 (fig.). Write 020 and your name on another piece of filter paper. Follow steps 3-5 to transfer this volume of liquid to the filter paper. What volume in ÃŽ ¼l does 020 represent? 8. Now reset the numbers in the window to read 024 (fig.). Write 024 and your name on another piece of filter paper and follow steps 3-6. What volume in ÃŽ ¼l does 024 represent? By this experiment we measured very small volumes of liquids and gels like DNA. Proper pipetting and sterile technique is essential for correct result. If there is any inaccuracy in pipetting or in sterile technique then it may cause poor and incorrect results. By using sterile technique we developed an ideal environment which protects our sample from contamination. If we put our finger on the tip of the pointed end then sample becomes contaminate. Many laboratory experiments based on the microbiology or on the micro chemical protocols and small volume of DNA has to measure with pure cultures which is done with the help of two techniques-Micropipetting and sterile pipetting. These techniques take us towards nearer to the correct results. Use of these techniques is very important for the better result. We can obtain ideal environment by this method ‘Sterile Technique’. This helps us to gain better results. It means that in this process sterile surfaces or sterile media is protected from contamination by microbes. It is very necessary to maintain sterile conditions properly to reduce the probability of contaminating with bacteria and fungus. By using these methods we can measure small volumes also. Small volume

Apples Supply Chain Essay Example | Topics and Well Written Essays - 2750 words

Apples Supply Chain - Essay Example Apple’s supply chain management is under strict surveillance. The production and management of the product is checked at every point by the designers and the authorities. The designers of Apple’s I-Phone work closely with their suppliers so that they can control them. They work with the suppliers and the manufacturers all through the production procedure so that they can have a close look at every minute detail of the goods. On the other hand, some electronics manufacturers deploy the entire industrial process of the supply chain into the hands of the third party service provider like Solectron or Flextronics (Nahmias and Olsen, 2015).One of the distinguishing features of Apple Inc. is that it invests huge sum of money in the creativity and design of its I-phone. They make sure that they have acquired licenses and made acquisitions of technology firms beforehand so that they can use their products in its series of goods and services. They also supervise market research and conducts product-testing to upgrade their products with the aim of achieving higher profit. Quality defects of the items are identified and plans are sketched out to minimize the danger of quality degradation. Apple Inc. stands first when it comes to branding. So to maintain its uniqueness, it spends massively in its Research and Development (Satariano, Burrows, 2011).Since it focuses solely on the innovation of its products, it misses out with increasing the number of features in its devices. Dell has a number of configurations.

Causes of American Civil War Essay Example | Topics and Well Written Essays - 750 words

Causes of American Civil War - Essay Example Slavery was not a major issue until the middle of the 19th century. "In 1854, the Kansas-Nebraska Act, sponsored by Democrat Stephen A. Douglas, brought slavery to the forefront of national attention" (Leidner, Gordon, 2009). Some states like South Carolina tried to skirt the issue of slavery by seceding from the Union, thus creating a cascading effect on other states. By the time the Civil War began on 12 April, 1861, seven states had seceded from the Union. There was a great deal of emotion. The opposing sides had differences that could have been resolved without going to war. However, the United States was a new nation and also a very big nation. Differences of opinion on critical issues such as the presidency as well as slavery brutally tested each side. Also, there were powerful leaders on both sides whose aggressive positions kindled war rhetoric. Apart from emotions, there were also reasons of economy and propriety. The issues may also have been those of political expediency. "The 1854 Kansas-Nebraska Act sponsored by the Democrat Stephen A. Douglas brought slavery to the forefront of national attention" (Leidner, Gordon, 2009). Under this act, slavery could be introduced anywhere in the United States under popular will. The Kansas-Nebraska Act created a firestorm in the North where slavery was not approved. Abraham Lincoln opposed Stephen A. Douglas. One thing led to another. Verbal attacks and legislations led to release of pent-up frustrations and anger. A shot fired by South Carolina on Fort Sumter, a symbol of federal authority, started the Civil War (Abraham Lincoln). To what extent did Abraham Lincoln oppose slavery According to Abraham Lincoln, "slavery was the opposite of opportunity and mobility" (Abraham Lincoln). Lincoln voiced his opposition to slavery although he did not wish to abolish slavery by force in states where it existed. He was of the opinion that slavery will constitutionally exit wherever it existed in the United States through industrialization and the will of the people. He did not feel it necessary to go to war to abolish slavery. Nonetheless, the Kansas-Nebraska Act was a retrograde step in the wrong direction and Lincoln was alarmed. He was concerned it was only a matter of time for the Act to take effect and continue to bolster slavery rather than limit and ultimately eliminate it. Having become president, Lincoln initially tried to deal with the issue diplomatically and reconcile with the seven states that had seceded (Abraham Lincoln). He was not successful. There were hard feelings in the south. They were ready for war in support of slavery. In the circumstances, there was no alternative other than declaration of war. Could a compromise of some kind have prevented the war or was it inevitable There was no room for compromise. There was no way anybody could have compromised with the Kansas-Nebraska Act. The purpose of this Act was to extend slavery rather than limit and abolish it. It allowed racism to continue and grow.

Literature Changes During the Civil War Essay Example for Free

Literature Changes During the Civil War Essay When the country was still quite young and change was ever-imminent, our great America wasn’t always so great. This budding country lacked its own culture, and every single work produced by its inhabitants was rooted to an earlier version from its mother Britain. Much of our nation was devoid of literary culture and education. We were often looked down upon by other countries flourishing with their own trademark foods, goods, and customs. Very few prominent writers such as Ralph Waldo Emerson were able to create a base example of what an American literature might actually look like. Prior to the Civil War, there were almost no published American authors, as the United States was more inclined toward English texts, which were less expensive. Reading and writing had just begun to trickle down to the middle class, making literature much more popular among the common man, as rates of literacy rose tremendously. The multitude of uses for literature once the Civil War began caused an even larger development. During a time of great change and conflict, America began a period of immense literary thirst. Before the Civil War started, literature had only recently become a more regular piece of daily life. At first only the wealthiest could be expected to know how to read and write. However, as the nation approached the time of the Civil War, the lower classes were also expanding their education by becoming literate. The common man started to take more of an interest and a stand in the goings on of the country- for the most part, learning how to read allowed them to keep up with the happenings from around the nation. Literature was also serving a more entertaining purpose. Fiction grew in popularity, but infamy too. â€Å"American statesmen and leaders were fearful of fiction. They accurately understood its subversive power: fiction empowered individuals; it catered to peoples passions, fancies, and whims, which threatened republican ideas of order and rationality,† (Stauffer 237). As this quote explains, many politicians believed that fiction would lead to chaos and revolution. Literature has always had the power to plant a seed in our minds, and this was no different during the time of the Civil War. Still, these opinions did not keep novels from finding a place in most households. Mostly middle- and upper-class women were the audience for this type of reading material. Fiction, spreading rapidly, became one of the most popular types of literature in this era. Literature before the Civil War was mainly centered on functionality. Literacy had just begun to grow, so the people who learned to read had to have a reason for it. The most common reading material of the time included religious reading, instructive reading, newspapers and magazines, and â€Å"reading for escape† (Salisbury). The best method of escaping for bored housewives or even the common man was a novel. As previously stated, these fictional stories had just begun to boom in popularity. Religious reading mostly included bible study, common for the average Christian household. Newspapers and magazines were crucial for spreading news, and when the nation found an efficient way to broadcast information, people snatched them up. During a time when you couldn’t turn on your flat screen television or pull out your iPad for news updates, newspapers were essential to society. Finally, guides were another usual form of reading material. Stay-at-home wives collected cookbooks and mothering manuals by the shelf-full. All these types of reading provided some function to those who read them, which displays how the country used literature in a very confined manner. The Civil War had a big impact on literature, but literature also had a large impact on the Civil War. For example, the movement against slavery was intensified by passionate works of literature such as Uncle Tom’s Cabin by Harriet Beecher Stowe. These novels helped to spark an interest in the subject for many more people, particularly those of a higher class, who then began to encourage the movement. Literature needed to change in numerous ways. When the war began, letters would be used to keep families in touch with soldiers. News would become more biased and exaggerated depending on its origin (North vs. South). Many children created care packages and wrote letters to soldiers, which gave the men at war some hope and knowledge of the outside world. In 1864, Harper’s Weekly published a story about a young girl named Lula who wished to write a letter to a soldier. That letter wound up in the hands of Daniel P. Fleming- a man who had no family to write to. â€Å"Lula’s letter came when he felt forsaken—desperate—and saved him† (Diffley). Their correspondence created a magnificent bond that carried Fleming throughout the war, and impacted both he and Lula for the remainder of their lives. Literature served a great purpose in the Civil War, and its growth did not stop there. When literature grew in popularity, it had a plethora of effects. It both helped and hurt our country. On one hand, it led to the letters that kept the spirits of our soldiers high. On the other, it produced media that exaggerated truths and spread lies. Since the North and South had greatly varying opinions at the time, their news sources also greatly varied. Each would produce its own version of the truth, and neither would be completely honest. This sensationalism only continued to spread, which became its worst in the 20th century. Not all of the effects of literature’s changes were completely bad, though. Novels allowed people to escape the awful experiences they were going through, if only for a little while. Writers became more successful and American authors had more of a chance as American writing took over the aforementioned British literature. Essays and stories meant to rally the nation during war kept each side unified, even as the country itself split in half. Literature was, perhaps, a great factor in keeping the United States from permanently disbanding. Literature impacts a lot in our lives today: it is a tell-tale sign of the amount of education one receives, it determines a lot of our viewpoints on many issues, and it can even affect the choices you make. This was true during the Civil War era as well, but this took off mostly at the time of the Civil War itself. Before the war, literature had only just begun to spread. It was quite obviously linked to social class as well, as the upper classes were known to have a much higher percentage of literacy than the lower classes. Also, British works became less popular, while American authors prospered. With novels on the rise with the common woman, literature asserted itself as an everyday piece of life. This was reinforced by the use of newspapers, magazines, and books that provided instruction and recipes. Literature took off right before the start of the Civil War, in part causing it. Certain literary works had a strong impact on society, creating controversy and drawing the boundary between the North and the South. Literature also played a huge role in the lives of many soldiers during the war itself. It not only kept the soldiers motivated by giving them something to look forward too, but it also connected them to the outside world and reminded them of all the people they were fighting for. Literature helped to both keep this country together and tear it apart. While the printed media was not always as honest as it should’ve been, and the letters did not always keep the soldiers motivated, it is impossible to argue that literature went through an incredible change during the Civil War. Literature will always be a part of our lives, and this rang especially true during this time of struggle, which unlocked an appetite for literature that our country had never known before.

Sg S Pastries And Ice Cream Marketing Essay

Sg S Pastries And Ice Cream Marketing Essay In every business there must be an entrepreneur. An entrepreneur is a person who undertakes the responsibilities of running a successful business and sees to it that a profit is made. Functions of the entrepreneur in this business include: Planning- Developing an overall business plan for the business covering Pastries and Ice-Cream, to be implemented by the production manager. Developing a plan for delivery and marketing of the product. Organizing- Developing routines for food preparation and purchasing of supplies, to be implemented by the production manager. Evaluating performance- Continuously evaluating and monitoring all aspects of the operation, including staff performance, running costs, market response and sales revenue. The entrepreneur identifies issues and problems and takes corrective action where indicated. Use of Technology At SGs Pastries and Ice-Cream, we will use different types of technology. As we all know, technology is important and necessary to all business. Technology is the application of scientific knowledge for practical purposes. At SGs Pastries and Ice-Cream, practical and effective use will be made of the following technologies: telephones, computers, cash registers, refrigerators, ovens, management information systems (MIS) and also fax machines. The telephone will be used to call special and original customers and also to do promotions whenever there is a new product in stock. Computers will be used to store important information for the business. However, as dealing with computers, internet will be used to advertise the business. The cash register will be used to cash whatever is ordered by the customers, the deep freeze will be used to preserve the ice-cream and refrigerator to keep the juices and beverages, and also to make the ice-cream. These technologies will enhance the business by providing goods and services to supply the customers and this will result in the business making a profit and the business being successful. Potential for Growth Here at SGs pastries and Ice-Cream, we will seek to expand the business internally and externally. Since growth is important to every business, SGs Pastries and Ice-Cream will seek to expand the business internally by employing more workers which will produce more goods and better services and this will result in increasing profit. Externally means outside and may be referred to the branches of the business. It is the growth of the companied by an increase of land, labour, capitals and enterprise. Externally, SGs Pastries and Ice-Cream will open other branches in other parishes and towns and will also invest in ice-cream trucks to go around and sell ice-cream. Justification of Location SGs Pastries and Ice-Cream will be located on Kings Plaza in the Centre of Negril Town. This town is very popular and well developed. Negril Town is also well populated and because of this the business will be well supported and this will result in the business being prosperous. There will be no problems accessing raw materials because there is a wide range of supermarkets and wholesales to supply the business with raw materials. Transporting the raw material will be easy because taxi and trucks will be ready and waiting to transport the raw materials to the business to be processed. There is also a demand for the products in Negril and opening this business will lead customers and buyers to support the business. There are also several work stations there so when its lunch time, people will just run over to get an ice-cream and a snack. Selection of Appropriate Labour The type of labour that will be used at SGs Pastries and Ice-Cream are the Skilled Labour and Unskilled Labour. These labours are necessary because the workers will need to know how to operate the different machines. These labours were also chosen because they are the most suitable labour and it will enable and enhance prompt and efficient service to satisfy our customers. To carry out the job in the business, there will be two cashiers who will be responsible for cashing what the customer wants to purchase and four chefs who will make the delicious pastries and snacks which will enlighten taste buds. There will be two waitresses to take orders from the customer and sever them what we have to offer in our comfortable, relaxing and entertaining spots in our business and most important there will be a security guard who will protect both the workers and customers from harm and danger. He will do, the best of this ability, to see to it whoever is inside the business is safe. Last but not least there will be a janitor who will be responsible for sanitizing the different parts of the business before, during and after each task. She will see to it that the business will be kept clean at all times which will attract customers and will result in them repeatedly visiting the business to support. The professionals will handle all the finance and the office work and the unskilled workers will take care of the packaging and cleaning while the skilled workers will be operating the machines. This will contribute to the profitability of the business. Source of Fixed and Working Capital Fixed Capital refers the assets of the business. These have a long life and will be used up in the business for the production of goods and for the creation of further wealth. Some of these are: Machines, premises and vehicles. This capital will be financed by a loan from Jamaica National (JN) and it will be paid back by a payment plan which will be paid monthly at a 10% rate. On the other hand, there is working capital, which can be defined as the short term assets which are turned over fairly during the course of the business. They include; cash, stocks and other items required for the day-to-day operation of the business. These may be obtained from the personal saving, the bank, supermarket and wholesale. The working capital is also used for paying expenses and workers. Type of Production SGs Pastries and Ice-Cream will be engaged in secondary production. This involves taking raw material and converting them into finished or semi-finished goods. This production to SGs Pastries and Ice-Cream we will be using raw materials such as milk powder, condensed milk, evaporated milk and colouring will be converted into a product: Ice-Cream and Pastries. Levels of Production SGs Pastries and Ice-Cream operates within the domestic level of production. This level is best defined as everything produced locally in the home country. This level is necessary because it does not involve any foreign countries but does involve human and natural resources which are both employed. Pastries and Ice-Cream will also be providing for persons in the community in Negril and communities that are nearby. Quality Control Measures Quality control measures refer to the way in which a company ensures that the product meets the standard of the government regulations. It is also the way in which a country ensures that the product meet the standard the firm has set. The businesss policy is, clean up before during and after. Firstly, we make sure that our workers have their food handlers permit. Secondly, we set in place a schedule to outline the different tasks to be done on a daily basis for e.g. wiping the floor and wiping the tables etc. We also promote our policy by ensuring that the person sharing the ice cream uses a glove to avoid contamination of it. We also will ensure that the ice-cream is kept in the refrigerator for preservation. However, the ingredients that will be used to produce the goods are of high quality to satisfy our customers. The brand names, information on the product such as nutrition facts, directions and ingredients will show that the product does not have any fault. This will enable the business to gain more profit. Personnels from the Bureau of Standard will also come to do sample testing on the products that are made in the establishment. Linkages Linkage is when one industry emerges from the situation in producing a product which another industry depends on thus to carry out their own activities. Here this will be depicted because we will provide other business with ice-cream and other pastries. At SGs Pastries and Ice-Cream, we intend to use the forward linkage. SGs Pastries and Ice-Cream will provide other small businesses with the best tasting ice-cream and pastries. We will provide businesses such as snack shops, small ice-cream shops, community shops and school tuck shop with ice-cream. Supplying other smaller businesses will generate more income in which SGs Pastries and Ice-Cream will not only sell consumers but also have a fixed chain of common like business owners to supply with the best ice-cream. Government Regulations The business has to follow rules and regulation. Tax is one of the most important aspects relating to the government. However, like everyone and every business, tax must be paid. It will impact on the business positively because tax aids in developing the economy in term of fixing roads and building homes for the homeless etc; and it also fund the prisoners by providing them with food. So when the business gives up what is due to the government, a positive action will be displayed by the business and the businesss taxes will help with the development of the country. However, paying taxes prevent you from being in problems with the government. We at SGs Pastries and Ice-cream will make sure that all the garbage is been properly disposed. We will also ensure that the workers adhere to the health and safety regulations and all of our workers have a valid food handlers permit which is issued through clinics. Ethical Issues Ethical issues can be defined as the rights within the scope of a law. However, ethical issues are very important as it relates to the business world. Here both the boss and workers will ensure that the environment or surrounding of the business will be kept clean at all times. Therefore if an inspector should come to the business, the business will be clean and tidy and that will result in the inspector complimenting the business and he/she will make recommendations. And they may make a suggestion and come back to see if what was suggested was taken into action and was done properly. If the business is kept clean this will enhance the efficiency of the workers. As a result, more customers will be attracted. However, at SGs Pastries and Ice-cream will do back ground checks on our suppliers to ensure that the raw material we buy are coming from legal sources. We will also ensure that the raw materials we use to produce our products are of a good quality. Proposed Business Plan for SGs Pastries Ice-Cream Production Aspect Aims of Business At SGs Pastries Ice-Cream, we provide fresh and quality Pastries and Ice-Cream at an affordable cost with exceptional customer service to meet the customers need and wants. Table of Content Title Page Aims of Business Description of Business Justification of Location Selection of Appropriate Labour Sources of Fixed Working Capital Roles of the Entrepreneur Type of Production Levels of Production Quality Control Measures Use of Technology Linkage Potential for Growth Government Regulations Ethical Issue

Theories Of Implicit And Explicit Knowledge English Language Essay

Theories Of Implicit And Explicit Knowledge English Language Essay The distinction between implicit and explicit knowledge is of great significance for language teaching. The theoretical models emerging from SLA research have taken up differing stances on the interface between implicit and explicit knowledge in the L2 learning process. With reference to these stances, two points of particular interest to L2 classroom instruction are: which type of knowledge contributes more effectively to learning and which type of teaching, explicit or implicit, provides more assistance to the L2 learning process. This paper discusses some of the influential theories of implicit and explicit knowledge; how the two types of knowledge contribute to learning; and the impact of theory on classroom instructional methodologies. Although both types of knowledge can refer to different aspects of language, this paper focuses particularly on grammar for two reasons: firstly due to space limitations, and secondly because of its importance to language pedagogy. The paper starts by defining the two types of knowledge and providing an overview of what the corresponding learning and teaching aspects of this knowledge entail. The theories that are then discussed have been grouped according to their stance on how the two types of knowledge interface. Along with a brief description of the theories I will also look at their implications on classroom instruction. The paper concludes by reviewing form focused instruction, which is a good example of how ideas emanating from theory have influenced teaching approaches by integrating the artificiality of learning into a more natural process. 2. Defining the implicit/explict dichotomy 2.1 Implicit knowledge, learning and instruction Implicit knowledge is commonly associated with a learners linguistic competence (Ellis, 2005a). Literature on psychology and SLA research uses several overlapping terms to refer to this knowledge, for example, unconscious knowledge, intuitive knowledge/awareness, epilinguistic behaviour, spontaneous/ automated knowledge, or procedural knowledge/rules/memory. Bialystok (1981) offers the following description of implicit knowledge: The general form in which information is represented allows us to know things intuitively without being aware of the formal properties of that knowledge. For example, we know a great deal about language that defies mental examination, but the knowledge is demonstrated by our ability to produce correct, coherent utterances. Implicit knowledge underlies the fluent language skills usually associated with native speakers (Hulstijn, 2007), who have an ability to notice grammatical errors without necessarily being able to explain the rules causing them. Ellis (1994) suggests that this knowledge can be broken down into two sub-categories: formulaic knowledge consisting of pre-fabricated chunks of language; and rule-based which consists of general and abstract structures which have been internalised. Both these sub-categories are stored unconsciously and only become apparent when the language is produced in communication (ibid). Within the brain, implicit knowledge is not restricted to one specific area, but is spread over different regions of the neocortex (Paradis, 1994). Implicit learning is the forming of implicit knowledge, and is a natural process of acquiring new knowledge unknowingly, and in such way that the knowledge is difficult to verbalise (Ellis, 1994). For example, a learner may unwittingly learn a grammatical rule while working on a meaning focused activity, or notice a structural pattern during a short-term memory task. This learning takes place automatically whenever information is processed receptively, and once the process is initiated, the learner cannot choose not to encode the input (Hulstijn, 2007). Classroom instruction is considered implicit if rules are not presented and learners are not required to attend to forms (Norris and Ortega, 2000). Examples of implicit instruction include high frequency input, interaction, and recasts (Spada, 2010). Grammatical and lexical resources are a means to an end, and considering the general consensus that development of implicit linguistic knowledge results in language acquisition, the ultimate aim of classroom instruction should be to facilitate this development (Ellis, 2005b). Even though there is still disagreement on how implicit knowledge is acquired, it is generally accepted that communicative activities play an essential role in the process; therefore communicative tasks could be an effective instructional tool when the language learning focus is on implicit knowledge (ibid). 2.2 Explicit Knowledge, learning and instruction Explicit knowledge refers to different aspects of language, including grammatical, phonological, lexical, pragmatic and socio-cultural (Ellis, 2005a). As with implicit knowledge, several overlapping terms have been used to refer to L2 explicit knowledge, for example, language/metalinguistic awareness, analysed knowledge, conscious knowledge, declarative knowledge, learned knowledge, or metagrammar. Ellis (2004: 244) gives an extended definition of explicit knowledge as: Explicit L2 knowledge is the declarative and often anomalous knowledge of the phonological, lexical, grammatical, and sociocritical features of an L2 together with the metalanguage for labelling this knowledge. It is held consistently and is learnable and verbalisable. It is typically accessed through controlled processing when L2 learners experience some kind of linguistic difficulty in the use of the L2. Learners vary in the breadth and depth of their L2 explicit knowledge. Explicit learning is a conscious, deliberate process of structuring explicit, verbalisable knowledge, which can take place while learning concepts/rules in the classroom or it may be initiated independently (Hulstijn, 2007), for example, when a learner refers to a grammar book to find the past participle of a particular verb. This type of learning requires a degree of cognitive development, therefore it is unlikely to take place in early childhood (ibid). Explicit knowledge is said to reside, or at least processed in a specific area of the brain (the medial temporal lobe, including the hippocampus), which is separate to the areas where implicit knowledge is stored (Ullman, 2001). Norris and Ortega suggest that explicit instruction exists along a continuum, from instruction which is more to that which is less explicit (Norris and Ortega, 2000). A deductive approach to classroom instruction is an example of a more explicit from of instruction, where rules are explained before a structure is presented in context. An example of a less explicit form is inductive instruction, here learners are asked to attend to and make metalinguistic generalisations on a form which has already been presented in context (ibid). 3. The implicit/explicit interface The contradictory claims regarding the dichotomy of implicit and explicit knowledge have focused mainly on how these two types of knowledge interface. The interface hypothesis presents three positions which argue the extent to which explicit knowledge is involved in L2 acquisition. 3.1 The non-interface position At a certain age children stop using their language to communicate and begin to look at it reflectively (Tunman and Herriman, 1984). Childrens use of explicit knowledge is considered to exhibit different levels of consciousness depending on their literacy skills, whereas their acquisition or use of implicit knowledge shows little variation (Ellis, 2004). This implies therefore, that knowledge which initiates conscious or explicit linguistic behaviour is distinct from that unconscious or implicit knowledge which characterises natural language use. Krashen (1982), Paradis (1994) and Schwartz (1993) claim that acquired and explicitly learned L2 knowledge does not interface, arguing that the former is responsible for language fluency, and the latter is only useful to monitor communicative output. Paradis (1994) also rejects the possibility of explicit knowledge converting directly into implicit knowledge, or vice versa. He suggests that since these two types of knowledge exist in neuroanatomically distinct memory systems, they can interact but transfer of knowledge from one to the other is unlikely (ibid). Krashen (1982) argues that formal teaching of grammar is unnecessary as it has no effect on language acquisition, and explicit L2 knowledge may never actually convert to implicit knowledge. In addition he suggests learners have little ability to learn grammar. Similarly, Truscott (1996) adds that the only benefits of formal grammar instruction are in preparing learners for assessment which look to measure explicit metalinguistic knowledge rather than communicative ability. In his input hypothesis Krashen states that like L1, L2 acquisition is also a natural process which occurs implicitly while a learner is exposed to comprehensible L2 input (Krashen, 1982). If learners are motivated, they will naturally follow an in-built syllabus to develop their inter-language, and using an intuitive process of trial and error, eventually acquire the L2 (Ibid). Krashens theory was the inspiration behind the natural and communicative approaches to language teaching. Counter to Krashens claims, evidence from research has shown that despite immersion in the L2, learners continue to make grammatical errors. A study by Harley and Swain (1984), for example, showed that immersion students relying purely on comprehensible input were unable to achieve high levels of language proficiency. Effect of L1 transfer is a possible reason why implicit learning processes are less effective for L2 (Ellis, 2008). Unlike a newborn infant, the L2 learners neocortex is already configured and optimised for the L1 (ibid). L2 processing and automatisation therefore occur non-optimally, as they have to rely on implicit L1 representations (ibid). A weaker form of the non-interface position suggests a possibility of implicit knowledge being transferred to explicit knowledge through conscious reflection and analysis of implicitly generated output (for example, Bialystok, 1982). Similarly, Ellis (1994) also argues for a seperateness of the two types of knowledge, he proposes a connectionist account of implicit knowledge as a complex interconnected network which is neurologically detached from explicit language knowledge. However, he suggests that the two types of knowledge may be derived from each other and that they can interact during language use (ibid: 235). 3.2 The interface position The non-interface position has been attacked both theoretically and empirically by other SLA researchers, who have addressed the role played by explicit knowledge in language acquisition. Sharwood Smith (2004), for example, uses the interface hypothesis to argue that explicit knowledge can be gained from implicit knowledge, and similarly explicit knowledge can be transformed to implicit knowledge using: contextualised communicative practice, repeated use and corrective feedback. Taking a strong interface position, the skill building theory (DeKeyser, 2003) suggests that a procedularised form of explicit knowledge is functionally equivalent to implicit knowledge when learners are given plenty of opportunities to engage in meaningful communicative practice. This practice is an essential step in proceduralising the target language for spontaneous use; hence it is important that learners are motivated to engage in this process through non-threatening feedback (Faerch, 1986). Many studies have provided empirical evidence to justify the role of explicit grammar teaching. Ellis (1994), for example, has shown that explicit language instruction leads to faster learning, and that adhering to an implicit focus on meaning fails to provide high levels of competence. However, for grammar instruction to be effective, some researchers have found that a careful selection and sequencing of rules is essential, as well as a determination of the learners linguistic readiness to accept a new grammatical item (Ellis, 1994; Fotos, 1994). The grammar translation and cognitive approaches, which were popular in the 1960s and 70s are typical examples of explicit teaching methods. These methods were influenced by the belief that an explicit knowledge of grammatical rules precedes their use (Ellis, 2008). The PPP model is another instructional approach taking an interface stance. PPP emphasis a focus on form, and stipulates that a language feature should be: explicitly presented, then practiced and finally produced in order to procedularise the feature. Swan (2005) sees PPP as a useful approach for presenting and practicing language structures under semi-controlled conditions. However, PPP is now widely seen as lacking a firm basis in SLA theory, its linearity and behaviourist nature fails to take into consideration the stages of developmental readiness that a learner goes through (Ellis, 2003); and its systematic instructional approach is unlikely to lead to acquisition of the language feature taught (Skehan, 1996). 3.3 The weak interface position A weak interface position proposed by some theorists, suggests the possibility of transferring knowledge between the implicit/explicit systems. Two popular processing models from cognitive psychology which take a weak-interface position are McLaughlins (1987) information processing model, and Andersons (1983) ACT model. The information-processing model proposes that complex behaviour evolves from simple modular processes that can be isolated and analysed independently (McLaughlin, 1987). Within this framework L2 learners use controlled processing, requiring a lot of attentional control to generate language sequences, which are then stored in short-term memory (ibid). Through repeated activation, these sequences become automatic and are transferred to long-term memory, where they can be accessed with minimal attentional control (ibid). Based on a similar viewpoint, the ACT model (Anderson, 1983), suggests that declarative knowledge (knowing that something is the case) leads to procedural knowledge (knowing how to do something). Three types of memory are defined in this framework: a working memory (similar to short-term memory), and two types of long-term memory, declarative and procedural. Anderson maintains that during learning, declarative knowledge becomes procedural and automatised, and that both types of knowledge are stored differently (ibid). A learner might start of by studying a rule (for example, Use a and an when the following word starts with a consonant or vowel, respectively), but every time a phrase containing this rule is produced or received, the phrase is stored as an instance in memory (Logan, 1988). Increasing encounters with these instances raises their activation levels to such an extent that eventually retrieving a stored instance will be quicker than applying the rule (ibid). Other versions of the weak interface position also support a possibility of knowledge transfer but set restrictions on when and how this transfer can take place. Pienemann (1989), for example, argues that learners cannot transmit knowledge between the two systems until they are ready to acquire the linguistic form. Ellis (1994) claims that explicitly teaching declarative rules can have a top-down impact on perception, leading to saliency of the taught language features. Learners are then able to notice the feature during input, and by comparing it with their output can consciously notice the gap (ibid). Explicit knowledge in this case acts as a stimulus in activating conscious awareness and the subsequent storage in long-term memory (Ellis, 2005b). The significance of explicit knowledge in this case is not so much as a contributor to acquisition, but as a detector of specific language features in the input. Ellis suggests consciousness raising (CR) as a way of setting a linguistic focus to tasks, and encouraging learner autonomy by requiring learners to derive explicit grammar rules independently (Ellis 2005b). CR raising tasks can be inductive or deductive, in the former learners are expected to induce an explicit representation of a rule, whereas in the latter the rule is provided at the beginning of the task (Ellis et al., 2003). The main aims of CR tasks are to involve learners in goal-orientated communication and to encourage the development of explicit knowledge (ibid). 4. Form focused instruction (FFI) FFI consists of a number of approaches to teaching that advocate a focus on both meaning and form (for example, Doughty and Williams, 1998; Lightbown and Spada, 1990). The distinction between the various types of FFI is that some are implicit in nature, and others are more explicit. Ellis (2001) defines FFI as a type of instruction which includes any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form. Long (1991) distinguishes between two types of FFI: focus on formS (FonFs) and focus on form (FonF). The former involves teaching discrete grammar points according to a synthetic syllabus leading to a preselected linguistic target (ibid). FonFs is regarded as an explicit form of FFI (Housen and Pierrard, 2005) and is more in line with the interface position. A typical example of a FonFs approach is the PPP model. FonF on the other hand is a more implicit form of FFI (ibid), and aims to overtly draw the students attention to linguistic elements as they arise incidentally in lessons whose overriding focus is on meaning or communication (Long, 1991: 45). FonF is based on the idea that first and second language acquisition are similar in that they both rely on exposure to comprehensible input from natural interaction (ibid). However it also takes into account important differences: that learners cannot acquire many of the grammatical aspects of language through exposure alone, and that this needs to be balanced by providing a focus on grammatical as well as communicative aspects of the second language (ibid). The instructional activities associated with the FonF approach involve a mixture of implicit and explicit techniques, for example: input enhancement where a target form is highlighted for awareness; and a structure-based task (Fotos, 2005) which requires the completion of a meaningful task u sing the target form, before the latter is explicitly taught and practiced further. Long (1991) contends that FonF instruction may be more effective than a focus on meaning (FonM) or a FonFs approach, because it is more consistent with the findings of SLA research. From a psycholinguistic perspective a FonF teaching in the classroom is justified for three main reasons: FonM may be useful in developing oral fluency, however it fails to provide high levels of linguistic or sociolinguistic competence (Ellis et al., 2003). The FonM approach is based on Krashens (1981) hypothesis which states that all that is needed to acquire a language is extensive exposure to rich comprehensible L2 input. However, while researching literature comparing instructed with uninstructed learning (FonM), Long (1991) found that instructed learning was much more effective in achieving high proficiency levels. A FonFs approach is based on the idea that classroom L2 learning is derived from cognitive processes and therefore involves the learning of a skill (Ellis et al., 2003). However empirical evidence (for example Pienemann, 1989) suggests that a FonFs approach does not guarantee that learners will develop the ability to restructure their interlanguage. Studies have shown that classroom learning follows a sequentially similar acquisition process as natural learning (Ellis et al., 2003). However, in the classroom learners may follow an inbuilt syllabus, allowing them to benefit or acquire only those aspects of FFI for which they are linguistically ready (ibid). Therefore deciding on which language feature learners are ready to acquire may pose a difficulty for FonFs instruction. A FonF instruction draws attention to the target form through a contextually meaningful communication, allowing the learners to develop their fluency and accuracy (Ellis et al., 2003). FonF is pedagogically efficient in that it can focus specifically on those language features that either need clarification or are problematic at a contextually relevant moment (ibid). FonF also gives an opportunity to learners to receive feedback in a meaningful context, allowing them to notice the gap between their interlanguage and the negative evidence provided by the feedback (ibid). Johnson (1996), in his skills building theory suggests that feedback is most useful for learners when it is presented in real operating conditions. Corrective feedback exposes learners to the correct form and encourages them to produce it themselves; leading to a possible acquisition of these forms (Ellis et al., 2003). The above discussion supports the efficacy of FonF instruction; however the effectiveness of this method in some EFL contexts is doubted. In educational contexts where teachers are obliged to follow a tightly controlled syllabus, or where class size does not permit individual feedback, a FonF instructional approach may be difficult to implement (Poole, 2005). What this suggests is that pedagogical implications of SLA studies on implicit and explicit knowledge need to be related to different learning and teaching contexts. 5. Conclusion This paper discussed some of the prominent theories that have emerged from SLA research on implicit and explicit knowledge. As well as defining the two types of knowledge, their impact on the learning process and instructional practices were also highlighted. A look at focus on form instruction showed how the ideas from different theoretical viewpoints have merged to give a teaching approach which balances both implicit and explicit learning. Although research has shown that traditional explicit grammar instruction is unlikely to lead to the implicit knowledge needed for proficiency in a language, there is still a lot of controversy regarding the best alternative (Ellis, 2006). The conflicting views on the overall role of implicit and explicit knowledge in SLA point to the complexity of the issue and suggest that a thorough understanding is still evolving. Ellis (2008) suggests that because consciousness and linguistic knowledge are so difficult to conceptualise and operationalise, improving our insight in these areas is a major challenge. In order to help gain a deeper understanding, future research needs to collaborate with developments in other disciplines such as cognitive science and cognitive neuroscience (Doughty and Long, 2003).

The Little Foxes by Lillian Hellman :: The Little Foxes

Lillian Hellman’s The Little Foxes shows a large amount of feminism throughout the play. Lillian intertwines economical independent with feminism several times. Regina Hubbard is constantly the main character involved with the economical independence and feminism. Birdy and Alexandra Hubbard are portrayed for their ability to rise above the oppression that surrounds them during most of the play. Hellman’s portrayal of Regina shows her as the wickedest character. This serves as a foundation to the message that when women are powerless they will do anything to over come it (Friedman 81). Regina shows her true nature towards the end of the play. Regina was forced to stay with Horace after she married him because she had none of her own financial backing. Since Hellman had equated money with independence Regina has no choice but to stay with Horace until she gains her own money and in turn her independence. Her strife for independence highlights her feminist nature. She is willing to endure unhappiness for as long as it takes to be independent (Friedman 82). Regina appears cold and conniving. While her husband lays dying in the house, she tells her bothers and Leo that she can put them in jail for what they have done all while keeping it unknown that she does not really know what happened. Her calm and calculating demeanor as she negotiates shows her as a very focused per son. Even though her husband lies dying she only appears to care about her money and how she can manipulate her brothers to her advantage (Galens 166). Regina says that she marries Horace solely for his money and status. She stats that she hates him and cannot wait until he dies. This outburst that shows Regina’s true feelings allows the reader to see her as a feminist in a way. She was so determined to get what she wanted that she bounded herself in a situation that she abhors for years just for a chance to achieve her goal (Galens 156). At the end of the play Alexandra ask her mother is she afraid (225). This line parallels the one in Who’s Afraid of Virginia Wolf. This gives the idea that Regina only terrorized others as a coping mechanism to get over her own fears. Regina’s ability to overcome her fears shows her feminist side despite the immoral methods she chose (lord 146). Regina’s daughter Alexandra has had her decisions made for her by her mother in the early parts of the play.

Drama piece using different extracts from other plays and social :: Drama

Drama piece using different extracts from other plays and social references from television programmes Drama essay one part two In our drama piece we are using different extract from other plays and social references from television programmes. We have also used song lyrics, which fitted the mood and context of the piece to inspire us and add to the drama. The portrayal in books and film has helped us to build up our characters and to see the reactions from the different times in which book like 'The cement garden' and films such as 'Girl, interrupted' are set. We used an extract of Macbeth's which we adapted to fit the performance using Lady Macbeth and the doctors lines, symbolising the problems as well as the cure all represented within one character shows the personality of the character, ie that she is self-aware, and tries to solve her own problems. The style and way it is performed as well as the difference in language makes it easily recognisable as Shakespeare, the genre is similar, with murder and influencing characters such as the Witches or our masked characters. Both Macbeth and our performance have an influential lead female, and also the male lead who is very confused with conflicting feelings. The times are very different; ours is modern whilst Macbeth is Shakespearian, written at the time of James I and was based on real characters, whilst ours is fictional. In Shakespearean times, Lady Macbeth would be washing her hands like our female character and may even be washing her hands in blood, this would all be on stage as Shakespeare likes the audience to see everything. Lady Macbeth is a very unstable character, similar to our female lead, and the washing of hands is a classic sign of mental instability. In The Crucible the style is quite different to our piece as there are much more main characters in The Crucible, but also similar because of the two female and one male relationship in both pieces. The Brother in our piece is similar to John Proctor, as they both have two love interests and choose the 'right' person. The Crucible is also set in early America, very different to our modern piece. The cultures at the time of The Crucible portray stereotypical views of young women and relationships and would look down on anything different. This is displayed within our performance with the brother being ashamed of himself for loving his sister; Proctor is also ashamed of his feelings for Abigail. We used songs with lyrics that fitted the mood and context of the scene and looked at the way incest is portrayed on television.

Han China and Imperial Rome Essay

Imperial Rome and Han China are both well recognized empires, known as strong and fairly successful. Although the empires had some differences they also had similarities in their methods of political control. Similarities between these empires include the belief that leaders had connections to God, religious tolerance, and public works provided to citizens. Along with the similarities in political control the differences include Rome having a democracy while China had a centralized bureaucracy, Rome had lesser domestic repercussions while China had harsh punishments, and Rome offered assimilation to become a citizen while China did not need to offer assimilation because it conquered states that were already chinese. Imperial Rome and Han Dynasty are similarly structured societies. Both empires believed that their leaders had some sort of connection with God. Rome believed that their emperors were to be viewed as â€Å"god-like† individuals and were to guide them unto the right path. China called their emperors â€Å"God of Heaven† and the emperors had to follow the â€Å"Mandate of Heaven† which states God would bless the authority as leader, and if an emperor did not provide adequately for their empire they could be replaced. Han China and Rome both also tolerated religion. Rome integrated Christianity into its culture while Han China allowed for Buddhism to become integrated. Neither empire persecuted due to religion. The last similarity between Han China and Imperial Rome is the fact that both empires decided public works were important enough to spend quite a bit of money on and to provide to the citizens. These public works included roads, bridges, canals, and aqueducts. All of these were an important part of society as they allowed for transportation, communication, and sanitation. The government in both societies decided how to view the leaders, what they would permit as far as religion, and what to spend government funding on. As well as these similarities, Rome and China had their differences. Imperial Rome differed from Han China in some aspects. For instance, Rome had divided the empire into smaller sections so it could be easier to manage, as each sector had a branch of government to control it. China did not have a Democratic approach, but a Bureaucratic approach. There was one emperor that controlled the entire empire, and the government was highly centralized. Another difference between the government in Rome and China were punishments. Imperial Rome had short and superficial domestic repercussions compared to the strict legalism society of China. Punishments in China were swift and harsh to persuade citizens to stay in order. The Chinese believed humans were dumb and short sighted and had clearly defined laws and rules that were strictly enforced. Rome did not focus so much on punishments as China did. The last difference between these two empires are their allowance or need for assimilation. Rome conquered Germanic tribes that refused to conform to society, even though Rome offered assimilation. This would eventually lead to the end of Rome. China, however, did not need to offer assimilation due to the fact that the conquered nearby states had already accepted chinese culture to be their own, therefore having one culture throughout the empire instead of a mixture of cultures. Han China and Imperial Rome are comparable in political standards in the means of the view of leaders, that they were closest to God, how they decided to spend political funding, on public works for citizens, and their tolerance for religions, Rome allowing Christianity and China allowing Buddhism. Rome and China are contrastable in the sense of Rome being Democratic while China was Bureaucratic, Rome being lenient with punishments compared to China’s strict legalism beliefs, and Rome offering assimilation to conquered Germanic tribes while China conquered already Chinese states and did not need assimilation. Both empires are valued respectively for their contributions to modern society, including their similarities and differences.

Reading Response: Kindred

Timothy Kramer  |  Literature & Composition  |  January 10, 2013 Timothy Kramer  |  Literature & Composition  |  January 10, 2013 Reading Response Kindred Reading Response Kindred LT02 Summarize the Text In Olivia Butler's novel, Kindred, an African American woman, Dana, is unexpectedly pulled back to the Slave Era where she struggles to face the inequalities that existed at that time. After moving into her new apartment with her newly wedded husband, Dana is unexpectedly pulled back in time to finds herself in 1800, Maryland where she sees Rufus drowning in a river.After rescuing the young white boy, she is then terrified by the father of the boy, threating to take her life, which literally scares her back to the future. It didn’t take very long for another dizzying time travel phenomenon to occur this time, she is pulled back to 1815. She finds Rufus watching his curtains. Dana quickly puts out the fire, talks to Rufus about it, and escapes from the house bef ore Weylin, Rufus’s father, finds her. Dana goes to Alice’s house because she believes that she is an ancestor.Before she was able to arrive at the cabin, a group of white men break down the door whips Alice’s and beat him. They also beat Alice’s mother. After the men leave, Dana comes out from where she was hiding and helps out. When Dana leaves, a white man finds her, beats her, and attempts to rape her†¦ Following with another dizzying effect, where she is returned home to her own time†¦ Thirty minutes later of course. The next time Dana time travels, Kevin comes with. Back at the plantation, Rufus has broken his leg. Rufus refuses to let Dana leave, so everyone returns to the house together.Kevin and Dana stay on the plantation for a while, But when Dana gets caught teaching Nigel to read, Weylin whips her. Dana receives the â€Å"oh so familiar† dizziness and is returned to her normal timeline†¦ without Kevin. After about a week of Dana impatiently waiting and preparing for another infamous dizzying, time travel, extravaganza, she is transported back to 1820 in a forest not far from the plantation. Rufus had gotten into a fight with Isaac, Alice's newly wedded husband, because he had raped her and wants her all to himself. Dana tells Isaac to leave Rufus alone and run away with Alice. Alice and Isaac are caught.After Rufus doesn’t mail her letters to Kevin, who has gone way up north, she tries and fails to escape the plantation, she is punished for her â€Å"crimes† and â€Å"earns† a whipping. Kevin shows up, and they both escape, were they escape a near death by time traveling back to the future. When Dana time travels back to the plantation, she learns that Rufus has sold Alice’s children. Alice soon after kills herself. Rufus attempts to commit suicide as a result. A few days following the â€Å"incident† Rufus confesses his â€Å"love† for her. She leaves plan ning to cut her wrists in order to get home, but Rufus follows her and attempts to rape her.Dana stabs him twice with her knife, killing him. She returns home immediately. Her arm is severed and crushed in the spot where Rufus was holding it. Wrapping the ending that was expressed in the prologue of the book. LT10 Expand Beyond the Text Education is one of the most important opportunities that we could possibly have. In the Olivia Butlers novel, Kindred, it is expressed this opportunity is not available for African Americans back in the 1800’s. Dana is constantly reminded and criticized because of this due to her superior knowledge from the 1970’s.This is expressed as a good thing expressing the fact that we have overcome our past inequalities and allowed this supreme opportunity, but this is only true in a few select countries. This opportunity has not expanded across the states to individuals that reside in third world countries due to extreme poverty. To them, this opportunity is a virtue they cannot afford, in fact it’s looked upon as a privilege that only a select few can experience. Back in the 1800’s, being a African American woman with knowledge was strange and unfamiliar to the people of that time, Which has indeed improved but not at all for what it could be.

Psychology: Human Memory Essay

The article addresses the problems of interference as related to implicit memory. The study reveals the inconsistencies of the previous studies in the area of explicit and implicit memory, and the impact of interference on the memory performance. The authors of the article analyze the three major studies conducted in previous years. Lustig & Hasher (2001) refer to interference as â€Å"a primary source of forgetting and a major focus of memory research†. Previous research has proved that implicit memory is immune to interference, but there is no evidence whether earlier studies have referred to proactive or retroactive interference. The results of the previous research have determined the different patterns of interaction between explicit memory, implicit memory, and interference mechanisms. This difference was later used to suggest that explicit and implicit memory tasks measure different forms of memory and act within different systems of the brain. Despite the clear evidence that implicit memory is immune to interference, Lustig & Hasher (2001) suggest that this evidence is impaired by using wrong methods of research: the authors emphasize the importance of differentiating between target and nontarget memory responses. Lustig & Hasher (2001) have designed a new study, â€Å"in which each fragment presented at test could be completed only by one previously presented target word†. The authors have utilized the three-group study design: in the interference group, the nontarget items were similar to the correct completions; for the control group, nontarget items were unrelated to the test fragments; the third group was used as a baseline and received only test fragments. The control and interference group participants viewed a list of words divided into the two groups of target and nontarget items. The list was followed by a set of exercises to be completed by both groups (word-fragment test). Lustig & Hasher (2001) used planned comparisons to analyze the results of the fragment-completion test. â€Å"The critical question was whether orthographically similar nontargets impaired implicit memory for the target words† (Lustig & Hasher, 2001). Although the control and interference groups have displayed better achievements in fragment-test as compared to the baseline group, the successes of the interference group members were negatively impacted by their exposure to the list of nontarget words. Thus, implicit memory was impacted by interference mechanisms. The authors have analyzed the proportion of incorrect answers as impacted by the group exposure to nontarget words. The results have shown an increasingly great number of intrusions of the non-target words in the interference group as compared to the control and baseline groups.   The results of the study, combined with the previous research results, have led to the conclusion that explicit memory cannot be the only critical factor in determining the presence of interference. On the contrary, the combination of the explicit and implicit memory responses determine the exact patterns of interference and their impact on human memory. Lustig and Hasher (2001) clearly demonstrate that implicit memory is not immune to interference. In addition, the researchers create a new vision of the critical boundary condition for interference, which â€Å"is similarity between critical and nontarget items, not deliberate retrieval† (Lustig & Hasher, 2001). Discussion questions 1. How is the interference phenomenon discussed in earlier studies? 2. Is there any unilateral evidence that implicit memory is immune to interference? 3. Why is the similarity between target and nontarget items potentially important for the investigation of interference and its impact on implicit memory mechanisms? 4. How has the use of fragment-completion test been beneficial for the discovery of interference impact on implicit memory? 5. In the light of the current research results, how can we define a critical boundary condition for interference?