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?