Shopaholism

Summery of Literature 1: This paper was starting with the shopping experience of Marie LaTortue who is shopaholics. She shops crazyly. However, the author did not be scared and wrote that† Marie scares me a little. Not because what she's saying sounds alien to me, but because I can see a bit of myself in her. † Moreover, the author was introduced shopaholism as a â€Å"sickness†, as she wrote Marie told her that. Then, she thinks that compulsive shopping is a disorder of classic american. Psychologist Emil Kraepelin is the first one to define excessive shopping as an illness, which is oniomania.Sociologist Ronald Faber also thinks that shopaholism is much like alcoholism. The same as Chicago psychoanalyst Robert Galatzer-Levy metioned compulsice shopping is a case of the ordinary pleasures. Nevertheless, University of Cincinnati psychiatry professor Susan McElroy, implys shopaholism as â€Å"irresistible, intrusive and/or senseless. † With the saying of Laur en Land, â€Å"There's no feeling that compares with the feeling I get when I hand over my credit card,†, The author mentioned the credit cards as one of the crimes led people to be shopaholics.In the part called â€Å" plastic fantastic†, it was talking about how do credit cards cost trobles and how much does it tend to make us spend more. The power is called â€Å"unreality principle†, and it â€Å" ‘decouple' the pain of paying for things from the pleasure of buying them†. People feel free when buy things. Later, the author told us that promise is a medicine, the â€Å"antidepressant Celexa† may help shoppers. Getting away of crdit cards and checkbook is a way of quit shopping.The last part â€Å" under mouse arrest† was talking about the online shopping, even if we do not go to shops on the streets, but still we could not stop shopping online. This paper is the one that introduced me what is shopaholism. reference of literature 2 P andey, K. K. & Pandey, M. & Kerwar, M. & Khare, A. & Singh, D. (2011). Is shopping addiction or overspending a real addiction? People’s Journal of Management, 71. Summery of Literature 2: In the paper, the author discussed about whether shopping is addiction?He regards shopping addiction as â€Å"Impulse Control Disorder†. For specifically, overspending is excessive, impulsive behaviors. Moreover,in his opinion, spending a lot of time or money on shopping is not shopping addiction. Later, he discussed the therapy of shopping addiction, such as doing therapy individually, cognitive-behavioral therapy as a group, counseling with your lovers, your husband or wife , counseling about your personal credit and management of your debt.Medication is also a way to help when someone behaves as disorder bipolarity, self- depression, which happens for half of the addicts. As an example, he talked about retail therapy. It is an elementary intention of improve shoppers' emotion. Addi tionally, even if shopaholics have not been defined as disorder patients, but still it may exist as mental patients. The difference between compulsive shopping and impulsive shopping is why they shop a lot. When shopaholics shop, they often shop unexpectedly, they feel anxious from the inside.In author's discussion, he thinks compulsive could also suffer more than impulsive shoppers from some bad results like monetary problems, disagreement of families, and hysterical astonishment. As a result, the author finds out that all addictions are used to get away from the problems the shoppers come across now. However, it is a way of getting more serial of problems. The reason why people become shopaholics is they did not get enough attention from their parents during the childhood , they did not feel confident, so they use shopping as emotional defend.In conclusion, he believes shopping addiction of overspending is an addiction, because the symptoms and the motivations of those shoppers us ually act as addictions. Summary of literature 3: In this paper, the author talks about how different shopaholics get away from crazy shopping. The person, Keisha is a worker at a mall, she goes to stores everyday during the lunchtime. She thinks simply that she is single with no kid, so she could afford herself to buy anything she wants. For the shopaholics like her always shop a lot and suffer a lot, then finally realize the problem and want to get away from shopping.

Labatt Blue Sot Essays

Labatt Blue Sot Essays Labatt Blue Sot Paper Labatt Blue Sot Paper | Labatt’s Blue Case Study S.W.O.T Analysis | | | | Heather Hogg Lucas PeddleBA 10902/4/14 | | Labatt’s Blue Case Study S.W.O.T Analysis | | | | Heather Hogg Lucas PeddleBA 10902/4/14 |Executive SummaryLabatt’s Blue needs a facelift to once again be on top in sales of the mainstream beer segment. Competitions among the brands of Budweiser and Coors Light has shown the weakness of the marketing of the company’s product. InBev thought that investing into a Horizontal Integration Strategy was going to help them capitalize among beer sales in Canada but instead have decided to focus on other brands rather than Labatt’s Blue. Since then the Labatt’s Blue has gone down in sales and is now looking for marketing strategies that will once again make them a leader in the mainstream beer segment. We recommend that Labatt’s Blue needs to target the new, younger generation of beer drinkers through advertisement and social media to genera te brand recognition. Also through the use of promotions in beer cases the company will be able to spark interest among consumers. The investment into reaching the new generation of beer drinkers will help improve the sales of Labatt’s Blue. Problem: Over the years, Labatt’s Blue has been losing market share within the beer industry in Canada. How can Labatt’s Blue make itself once again Canada’s leading beer brand and dominate the market like in it did in past years. Labatt Blue S.W.O.T AnalysisStrengths:In case promotions (during the summer months Labbatt offers giveaways inside its beer cases for consumers)Supports sporting events (has sponsorship ties with both CFL and NHL)Sensitive to social issues (different labels in Quebec without maple leaf) Past add campaigns that people still remember today (out of the blue commercials) Weaknesses: Image as your dad’s beer – when I see Labatt’s Blue the first thing I think of is the idea th at my father and grandfather used to

Bolman & Deals Four-Frame Model Essay Example | Topics and Well Written Essays - 2500 words

Bolman & Deals Four-Frame Model - Essay Example The power to reframe is vital for modern leaders. The ability to see new possibilities and to create new opportunities enables leaders to discover alternatives when options seem severely constrained. It helps them find hope and faith amid fear and despair. Choice is at the heart of freedom, and freedom is essential to achieving the twin goals of commitment and flexibility (Bolman & Deal, 2003, p.433)." In the contemporary times, change within the organizations is an expected and normal phenomenon, though the pace of chance has been manifold accelerated by the IT revolution and the digitization of the economies. Corporate organizations more then often consist of a highly complex framework that can make the task of managing change really challenging and unpredictable. Every organization undergoing a change represents a unique scenario that may have multiple facets such as the popping up technical challenges, existing political framework and the rampant cultural ethos (Tichy, 1983, p.17). The multiple dimensions inherent in the functional efficiency of the organizations call for astute management responses and seasoned administrational efficacy. Also the attitude of the employees towards the inbuilt values and ethical moorings within the organizations more then often gives way to immense resistance from within and without (Lewin, 1947). Thus the complexity involved in managing change may further be aggravated due to a friction between the gamuts of opposing elements within the organizations (Charles, Bastein & Hostages, 1991). In such a scenario, the top leadership within the organizations often gets bifurcated into managers who insist on the relevance of existing maintenance procedures and the managers who aspire to play a leadership role in facilitating the inevitable change (Zaleznick, 1977). Change management undeniably calls for a visionary perspective on the part of a leader and demands an ability to visualize the overall process of change from a vantage point that is seldom distracted by the humdrum of everyday activities (Bums, 1978, p.42). The ability of a leader to visualize change in the context of multiple frames facilitates a linkage of the experiences of the people working within an organization with the requisite transformational behaviour (Avolio, 1994). These intrinsic connections between experience and behaviour yield the stimulating driving f orce that transforms organizations (Schuster, 1994). Hence Bass was not wrong in tracing a direct correlation between the ability of a leader to visualize change from multiple perspectives and team effectiveness (1985). The ability of a leader to dissect the predominant influences within an organization into constituent frames helps in unravelling the vision, beliefs, assumptions and goals that aught to be dealt with on a priority basis to facilitate change (Schein, 2004, p.22).Over the years there has occurred a sea change in the way managers and administrators are expected to visualize change within organizations. From the anachronistic perspective of seeing change as a monolithic phenomenon, managers today are encouraged to

Case Study 2 HRD 425 Example | Topics and Well Written Essays - 750 words - 1

2 HRD 425 - Case Study Example or in New England but foresees future competition from Super Valu and Fleming, which are two largest players with revenue turnover of over several billion dollars. The company has also recently opened a massive distribution cum warehousing facility at Brattleboro to reduce the impact of union as well as to expand its business interests. The company now needs to overhaul its operational strategies and strengthen its teamwork productivity to meet the challenges of highly competitive market. Currently C&S faces problems from myriad fronts vis-Ã  -vis lack of effective work coordination and productivity, lack of accountability and responsibility, problems with quality control, decreasing margin, low retention and increased absenteeism. After acquiring its biggest client, the company had started facing problems of employees’ turnover resulting in increased operational cost. There was also lack of accountability and work coordination which adversely impacted customer relationship. After opening its massive 300,000 square feet warehousing and distribution center in Brattleboro, it has expanded its services to include refrigerated and frozen items. The company now needs to redefine its market strategy and organizational capabilities to overcome increased operational cost. Most importantly, although C&S has bagged A&P’s orders, it has increasingly become difficult to coordinate its activities and efficiently meet the demands of its new client. At the same time, the needs of its existing clients are neither met competently nor are they getting the expected high quality of customer service. The firm significantly lacks cohesive and motivated teamwork that encourages collective goals and shared learning. The firm has around 800 employees with 30 supervises but distinctly lacks coordinated work environment. Workers lack motivation and have become frustrated with overwork resulting in employee’s turnover. The company needs to make radical changes in its operational

Strengths and Weaknesses of Wireless Networking Essay

Strengths and Weaknesses of Wireless Networking - Essay Example Computer is a wonderful machine which is used in every field of life to perform different kind of tasks. At the present, almost all the organizations use computers to perform their business operations and daily tasks. When the number of users increases they also need to increase number of computers. In many cases, organizations need to process a large amount of data entered by different users simultaneously. In this scenario, the implementation of a network becomes essential. A network is a set of computers connected with each other to share data and other resources (i.e. peripherals like printer). In addition, numerous tools and techniques are available to establish a network. These days the trend of wireless networking is emerging quickly. In a wireless network, computers are connected without using wires (through air or waves) (Nash, 2000; Turban et al., 2005). This paper presents a detailed analysis of wireless networking technology. This research will outline advantages and disa dvantages of wireless networking. Computer Networks: An Overview The importance of computer networks is increasing day-by-day. At the present, there are a large number of modern network technologies available which offer an excellent support for businesses as well as individuals to communicate and collaborate with each other. Like other technologies computers networks are also classified into different categories. Normally, we classify them on the basis of geographical area. Different classes of computer networks are outlined below: Local Area Networks (LANs) This category of networks is very commonly used in our business and corporate areas. Usually, the local area network (LAN) is small and limited areas network that offer a greater capability to share resource and information on the network. LAN (local area network) is a type of network which is established for short geographical distance. This distance could be between homes or offices. Normally, this capacity is usable for shor t distance users (Mitchell, 2012). Wide area networks WAN is considerably bigger as compared to LAN. This technology based network system makes use of small LAN network to build a large network. This network is used by some large organizations, universities or multinational corporations. Usually wide area networks (WANs) are used to connected computers located in distant locations. These locations can be among cities, states, countries or among far geographical locations. In addition, this kind of network is established using internet (Mitchell, 2012). Network Designs The network technology varies in a number of ways. The implementation of a network heavily depends on its design. For this purpose, we have different network topologies, which can be used to design a network. The basic purpose of this design is to shown how systems will work and interact in physical arrangements. However, they are based on two major designs. One design is known as client server design while other is kn own as peer to peer design. Peer to peer design is the traditional telephone lines with dedicated links and communication arrangements. It is a network architecture, in which computers on the network have equal status and no one has control over others. Additionally, in such kind of network arrangement, each computer is called peer and each peer can act as both a server and client simultaneously. In simple words, in peer-to-peer network, none of the computers can have control over other computers. In addition, a any computer in a network can share devices (i.e. printer) or resources of other computers. For example, a printer connected with a computer can be used by other computers connected in a network. Figure 1Peer-to-Peer Network, Image Source: http://www.doubleeagleservicesinc.com/images/graphics/peertopeer.gif On the other hand, client-server is a network design scheme in which one of more computers act as servers and remaining act as client computers. In this

Poetry Slam Movie Review Example | Topics and Well Written Essays - 500 words

Poetry Slam - Movie Review Example "Slam's victory at Sundance marks a critical move for the art. Poetry's value is completely tied to its integrity, and in Slam it is the poem that defines the terms. Saul Williams and Sonja Sohn, the star-crossed fiery loves at the centre of this story, are both seasoned poets in the New York spoken-word world The poets in Slam speak a poem through film, they do not sit on a plastic waiting for the pan across a furled eyebrow." (Stratton and Wozencraft, 137) Therefore, it is essential to comprehend that the film Slam celebrates its success through the depiction of the relevance and impact of poetry in the contemporary society and the major characters, themes, action, etc centre around the impact of poetry in society. The relevance and impact of poetry in the contemporary society has been the central idea suggested by the film Slam and the film has been central in representing the great role of poetry, rap, performance art and stand-up comedy etc in our society. It is a movie which specifically suggests the relevance of poetry in human life and society. "Slam is a raw poem of a movie.

The Importance Of Age In Sla

The Importance Of Age In Sla There are many theories if age affects second language acquisition. Some authors saying that, to learn a second language when you are child is easier than to learn a second language when you are older. We can define children ages from 3 to 18 that are in school and adults or older learners from the ages of 18 and above. However the critical period hypothesis it can also play a role in the learning and also the implicit and the explicit shift hypothesis. Below will examine what authors point out. What is the difference of learning a second language in early stage or later, the benefits and the negatives. And when is easier to start learning a second language. To start with, in critical period hypothesis suggests that there is a period when language acquisition takes place naturally and effortlessly. Penfield and Roberts (1959 in Ellis, 1985:107) argued that the optimum age for language acquisition it starts the first ten years of life. Because in this time of period the brain retains plasticity but with the onset of puberty this plasticity begins to disappear. They suggest that this is a result of the lateralization of the language function in the left hemispheres of the brain, and slowly concentrated in the left hemisphere for most people. Thus, increased difficulty which learners supposedly experience as a direct result of a neurological change. According to Lenneberg (1967 in Ellis, 1985:107) to support the critical period hypothesis found that injuries to the right hemisphere caused more language problems in children than in adults. He also found that in cases of children who underwent surgery of the left hemisphere, no speech disorders resulted, whereas with adults almost total language occurred. Furthermore, Lenneberg provided evidence to show that whereas children rapidly recovered total language control after such operations, adults did not do so, but instead continued to display permanent linguistic impairment. This suggested that the neurological basis of language in children and adults was different. However, Lennebergs evidence does not demonstrate that is easier to acquire language before puberty but he assumed that language acquisition was easier to children. According to Lightbown and Spada (1999:61) most studies of the relationship between age of acquisition and second language development have focused on learn ers phonological (pronunciation) achievement. In general, these studies have concluded that older learners almost inevitably have a noticeable foreign accent. However, another interesting cognitive theory is the implicit and the explicit shift. This suggests that the age affects the decreasing in language learning capacity in SLA and it happens because of the declining role of implicit learning and memory in the language acquisition process, and at the same time increase the role of explicit learning and memory. This statement is supported by a wide agreement that learners process their late-learnt language differently than their native language, but the results of the performance are rarely the same. Paradis (2004 in Dornyei 2009:256-257) point out that a particular strength of the implicit and the explicit shift hypothesis is that they can account of the age effects in naturalistic SLA and in formal school learning: first, the dominating learning mechanism is the implicit thus the younger we are, the better we can capitalize. Second the limited amount of L2 exposure and cognitive structure input is typically favours explicit learning and learning we can benefit from this language environment more in older age when the implicit and the explicit shift is on the way and thus prepared us for utilizing explicit learning mechanisms. Although it is often assumed that the loss of the implicit learning that is forces the second language learners to rely in the explicit learning, which uses a cognitive system different from that the native language is support. Dekeyser (2000 in Dornyei, 2009:241) point out that if the Critical Period Hypothesis (CPH) is constrained, however in the implicit learning mechanisms appears that there is more than just a sizable correlation. Also early age confers an absolute that there may well be no exceptions to the age effect. Between the ages of 6-7 and 16-17 , everybody loses the mental equipment that requires for the implicit induction of the abstract patterns that underlying the human language, thus the critical period deserves its name as DeKeyser mention. DeKeyser and Larson Hall (2005 in Dornyei 2009:241) point out, that this approach is also accepted by Lenneberg (1967 in Dornyei 2009:241) who had the original observation of the CPH that automatic acquisition from mere exposure to a given language seems to disappear after this age. Also many scholars agree with DeKeyser (2000 in Dornyei, 2009:242) that the qualitative disparity between adult (post Critical period) and child language acquisition shows that somewhere along the line there is bound to be break that it caused from maturational constraints. Studies have repeatedly found that age causes a gradual decline in acquiring language with an attainment curve with a sharp discontinuity at the terminus of the period. Although there is a theory the younger the better whereas Dornyei points out that language learning is easier when one is young. For example a family of immigrates to a new country for a 5 year old child will be far easier to learn a L2 proficiency than the 30 year old father, but he would be better than 60 year old grandma. I can agree with Dornyei view, as for a child it can be easier to learn the second language because of the school context, but for the father it depends from the working or the environment he will be surrounded, thus it can be more difficult for older learners. As Dorney (2009:249) explains, a young immigrant child who will start primary school in the new country at the age of 5-6, will be able to learn as often optimal conditions are provided by the school experiences. However, for an adult immigrant whose social network involve people from the same ethno linguistic group and has few native speaking colleagues at work the learning conditions are far from the ideal. It is also the same for a student that contact a L2 onetime per week in a school context. Some other authors that agree with Dornyei, is Kuhl (2008 in Dornyei, 2009:249) who states, There is no doubt that children learn languages more naturally and efficiently than adults and N.Ellis (2005 in Dornyei, 2009:249) also concludes, It is an incontrovertible fact that ultimate second language attainment is less successful in older than younger learners According to Gass and Selinker (2001:342) children are more successful second language learners than adults and there various explanations: First, there social psychological reasons why adults learn languages less easy than children. There many different versions of this hypothesis. Some suggest that adults dont want to give up the sense of identity that the accent provides them. And other suggests that adults dont want to surrender their ego in the extent that required adopting a new language, which combines with a new life-world. Second the cognitive factors are also responsible for the weakness of the adults to succeed in learning. Adults have greater cognitive abilities than children. Adopting the cognitive abilities in language learning task has less successful learning in children, which according to the hypothesis where supposed to rely a greater extent in a specific language acquisition device. Third, there are neurological changes that prevent adults to use their brain with the same way that children learn language learning tasks. This usually presented as a loss of plasticity or the flexibility in the brain. Fourth, the children are exposed to a better input for language learning thus children are provided with better data about the language. On the other hand, some other authors disagree with that point of view and point out that the older the better by state that a 5 year old student probably will occur to less progress in learning language in school context than an older learner age of 15 or 30, even 60 years old. According to Dornyei (2009:235) Anglophone children in French immersion who entered the immersion programme relatively late, around 9 to 11 years old, very quickly manage to caught up with the early immersion of students, who start he immersion programme in kindergarten or when entering the primary school. Also Dornyei (2009:250) point out that in school settings older students make better progress than their younger peers, particularly in acquiring morphosyntactic and lexical aspects of the second language and sometimes also in acquiring phonological aspects. Also Dornyei (2009:250) states that younger the better principle suggests that younger children learn better in educational settings in the sense of going further but not faster. Singleton and Ryan (2004 in Dornyei, 2009:250): Extrapolating from the naturalistic studies, one way plausibly argue that early formal instruction in an L2 is likely to yield advantages after rather longer periods of time than have so far been studied. Over the last few years two investigations took place in Spain, to examine the older the better issue. They examine three groups of Basque learners of English who attended the fifth year in primary school, the second year in secondary school and the fifth year in secondary school who had 600 hours of instruction, Cenoz (2003 in Dornyei, 2009:251) reported that the oldest group had the highest proficiency in English, followed by the intermediate group and the youngest group. The youngest learners where only better in attitudinal and motivational disposition from their older peers. The second study investigated Catalan learners of English in the Barcelona Age Factor (BAF) project and they found very similar findings. Several groups of learners (total N= 1928) with different AoA were examined three times, after 200 hours, 416 hours, and 726 hours of instruction. In the results older learners where progress faster in learning a foreign language than younger learners. Munoz (2006 in Dorny ei, 2009:251) concluded that after linger periods of time, younger starters did not outperform later starters, and the extensive span and size of this investigation makes this finding particularly robust. However, many authors point out that in formal language contexts younger learners are not better but worse. Thus, in recent initiatives they attempt to push forward the starting age of learning a foreign language as a school productive. Lightbown and Spada (2006 in Dornyei, 2009:251), conclude that older learners are possible to achieve a better use in L2 learning in limited time. When the goal is the basic communicative ability for all students in an educational system, and when the childs native language will remain the primary language, it may be more efficient to start learning a second or a foreign language teaching later. When the learners receive few hours of teaching per week, the learners who start later between 10 to 12 years old often are likely to caught up with the learners who start earlier. Some second or foreign languages programmes that start with very young learners and provide minimum of contact, usually they do not lead to much progress. On the other hand Ellis gives some facts of younger and older learners. According to Ellis (1994:491-492) adult learners have an initial advantage of learning, where rate of learning in concerned, particularly in grammar. Eventually adult learners can overtake the child learners that are exposed to L2. This is less likely to happen in instructional than in naturalistic settings because the critical amount of exposure is usually not available in the former. First, only child learners are able to acquire informal learning contexts. Long (1990 in Ellis, 1994:491-492) point out that the critical period is age 6, but Scovel point out that there is no evidence to support it and argues for a pre-puberty start. Also Singletton (1989 in Ellis, 1994:491-492) point out that children are able to acquire a native accent only if they are exposed to massive L2 learning. However, some children still do not manage to acquire a native like accent possible because they try to maintain active use of the ir L1. Adult learners may be able to acquire a native accent if they have an assistance of instruction, but more researchers have to take place to substantiate this claim. Second, children are more likely to acquire a native grammatical competence, as the critical period of grammar may be able to be later than for pronunciation, around 15 years old. But some adult learners, might achieve to acquire native levels of grammatical accuracy in speech and writing and linguistic competence. Third, children are more likely to reach higher levels of attainment in pronunciation and grammar than adults. Fourth, the process of acquiring a L2 does not really affected by the age, but the acquiring of pronunciation can be. Beside if younger learners or older learners are better, age can affect the mastery of native like learning as we saw above. Also Mark Patkowski (in Lightbown, 1999:61-62) studied the effect of age in acquisition of features of a second language, despite the accent. He pointed that even if the accent was ignored only the learners who start learning a second language before the age of 15 they could achieve full, native-like mastery of that language. Patkowski also examined the spoken English of 67 highly educated immigrants to the United States. The learners started to learn English in different ages, but all of them lived in the United States more than 5 years. Also 15 native-born Americans English speakers of spoken English from similarly high level of education take place to the research to show the validity of the research. In the research, a lengthy interview with each of the subjects in the study was tape recorded. Because Patkowski wanted to remove the possibility that the resu lts would be affected, he did not ask rates to judge the tape-recorded interviews themselves. Instead, he transcribed five-minute samples from the interviews. These samples were rated by trained native-speakers judges. The judges were asked to place each speaker on a rating scale from 0, representing no knowledge of the language, to 5, representing a level of English expected form an educated native speaker. The main question in Patkowskis research was: Will there be a difference between learners who began to learn English before puberty and those who began learning later? However, in the light of some of the issues discussed above, he also compared learners on the basis of other characteristics and experiences which some people have suggested might be as good as age in predicting or explaining a learners eventual success in mastering a second language. For example, he looked at the relationship between eventual mastery and the total amount of time a speaker had been in the United States as well as the amount of formal ESL instruction each speaker had had. The findings were remarkable, because thirty-two from the thirty-three learners who start learning English before the age of 15 years old scored 4+ or the 5 level. The homogeneity of the post-puberty learners seemed that the success of learning a second language was almost inevitable. On the other hand, was a variety in the levels that the post-puberty achieved. The majority of the post-puberty learners achieved +3 level, but a wide if distribution of levels achieved. The variety of the performance of this group were look more like the performance range were expected if someone were measuring success in learning, almost in any kind of skill or knowledge Patkowskis (in Lightbown, 1999:62-63) first question, Will there be a difference between learners who began to learn English before puberty and those who began learning English later?, was answered with a very resounding yes. Thus Patkowski found that the age of acquisition is very important factor for the development of native-like m astery of a second language and that does not only affect the accent. The experience and the research showed that native-like mastery of spoken language is difficult to achieve by older learners. Also, the ability to distinguish grammatical and ungrammatical sentences in a second language seems that is also affected by the age factor. However, according to Dornyei (2009:242) learners who are young enough in the critical period are still failing to master the L2 to a native like level. And, on the other hand are adult learners whose AoA is late, for example learners in their twenties, that has to be after the offset of the Critical Period and they succeed in acquiring native like proficiency. Also, there are evidences against the Critical Period hypothesis, an example that provided by Flege (2006 in Dornyei, 2009:242) are young learners of L2 whose L1 influence the pronunciation and it could still be detected after a long period in the host environment. And in another investigation that took place in 2007 by Jia and Fuse is that none of the ten immigrant children whose development followed by five year period in the USA manage to master the regular past tense -ed suffix at a minimum of 80% accuracy level, even thought the youngest children were 5 to 6 years old in the arrival and when the participated in mainstream schooling with additional English teaching. Birdsong (2006 in Dornyei, 2009:243) point out that few studies that have identified in early starter L2 learners that they should achieved native like proficiency but they do not as the Critical period defeating, native like adult L2 learners has received more attention in the literature. Common figures of post pubertal learners who reach a native like level range between 5 to 10% of learners in naturalistic environments. However there are two important points that adults can also do it. First, Birdsong (2007 in Dornyei, 2009:244) observed in his study that the late learners can success in phonetic training and also are having highly motivated to improve L2 pronunciation. Second, it appears that if you dig deep enough you can find chinks in the L2 armour, or even the most successful L2 adult learner. There various ways of accessing the native-like speaker judgment of L2 pronunciation, oral and written production tasks, even grammaticality judgements in more sophisticated probes such as examining subtle phonetic differences in voice onset time or intonation contour. It seems that even if standard measures identify someone to belong within the native-speaking range obtained of performance-usually within two standard deviations of the mean rating obtained for a native-speaking norm group- more elaborate techniques can still detect subtle deviations from the native norm. To conclude, there are many beliefs if age affects second language acquisition, if younger learners or older learners are better, if younger learners or older learners can achieve a native like language and if there is a critical period. In my opinion, learning a second language in younger age is more effective because is easier to save or remember new things, however if you are older learner there is a benefit to be able to practise the second language. And for my personal experience practising your second language and use the second language is how you learn it, instead of just learning a second language only in school context, through books, exercises, etc. In the second part of the native like proficiency I do not believe that the age matters but it matters from the person. Some people are more motivated to achieve a native like proficiency and they will try more, but other they just want to speak a second language and be able to understand them, nothing else. And for the third p art, if there is a critical period, I will agree as they say the children are like sponge, I will also agree with the part that says there is a time you stop learning as I believe in some point in your life you cannot handle new things, new words or new grammar but it happen in different stages for every person.