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).