This claim is often mentioned alongside the above claim about the apparent discrepancy in the number of portholes on 's port side bow. And the answer is the same. was a work in progress, designed to be a better, improved version of her older sister . The difference in windows on B-deck between the time of her launch and her maiden voyage is explained by one of the key differences between the two ships:instead of a promenade as on 's B deck, two private verandahs and suites were added to , hence necessitating a change in the B deck window configurations.
It must first be stated that it is correct that there is a difference between in in this regard. According to Steve Hall and Bruce Beveridge's book "Titanic or Olympic, Which Ship Sank?" had an "overlap of the plates,or strakes" forward of the bow anchors (described as "the doubler forward at the bower anchors), while was different in that "the strake butted up against the doubler and did not overlap it."
These above images are used by conspiracy theorists alleging a difference in portholes. However these differences are easily explained as was a work in progress and had many additions and alterations prior to her maiden voyage. (Click to enlarge)
The Monitor hypothesis explains the relationship betweenacquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.
The Input hypothesis is Krashen's attempt to explain how thelearner acquires a second language – how second language acquisition takes place. The Input hypothesis is only concerned with 'acquisition', not 'learning'.According to this hypothesis, the learner improves and progresses when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'. We can then define 'Comprehensible Input' as the target language that the learner would not be able to produce but can still understand. It goes beyond the choice of words and involves presentation of context, explanation, rewording of unclear parts, the use of visual cues and meaning negotiation. The meaning successfully conveyed constitutes the learning experience.
The answer to this is very simple: The name during her building and her sailing are in partly different positions because in the first construction image it was written over on the negative. During her construction and in this particular photograph the name was not very clear so the photographer took the liberty of sketching it in, which was not an unsual practice of the day. There are other photographs of with similar liberties such as the shot of her in Cherbourg at night which has been heavily doctored to look it was taken at night with her lights blazing.
Krashen's widely known and well acceptedtheory of second language acquisition has had a large impact inall areas of second language research and teaching since the 1980s.
The Natural Order hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a 'natural order' which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. This order seemed to be independent of the learners' age, L1 background, conditions of exposure, and although the agreement between individual acquirers was not always 100% in the studies, there were statistically significant similarities that reinforced the existence of a Natural Order of language acquisition. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.
Stephen Krashen (University of Southern California) is an expert inthe field of linguistics, specializing in theories of language acquisitionand development. Much of his recent research has involved the study ofnon-English and bilingual language acquisition. During the past 20 years,he has published well over 100 books and articles and has been invitedto deliver over 300 lectures at universities throughout the United Statesand Canada.
However it seems that conspiracy theorists make a deliberate mathmatical error, and then label it 'conclusive evidence'. Their reasoning is as follows:
These above images are used by conspiracy theorists alleging a difference in the windows on B-deck -which should not be surprising as two private verandahs and suites were added to this section of the ship after it's launch.
When we are young, the changing nature of our lives tends toobscure the shrinking years: the twenty-year-old rarely thinks abouthow life was at age 10; life at 20 is filled with different activitiesand concerns, and it is the future that dominates reverie.
Take a look at the two photographs and compare for yourself. I can see no credible evidence of discolouration that would be proof positive of repair work. Any discolouration could be explained as being due to lighting conditions and/or photographic imperfections. There is nothing here on which to base a 'switch' theory.