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In the study, 3 separate groups were asked to spot the differences in 2 nearly identical pictures. Before asking the subjects to review the photos one group was given a Dr. s coat, one group a painters smock, and the final group wore no coat. The group wearing the Dr. s coat consistently found the most differences between the 2 pictures. When asked to describe the people in the photos, the Doctors were also the most critical and judgmental of the photo subjects.

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The approach does not focus on error reduction but instead creates a situation where learners are left using their own devices to solve their communication problems. Thus they may produce incoherent, grammatically incorrect sentences. In Communicative Approach, the teacher has some important roles. The teacher can be the facilitator of the communication process in the classroom. The teacher also can act as an independent participant within the learning teaching group. The teacher is expected to act as a resource, an organizer of resources, a motivator, a counsellor, a guide, an analyst and a researcher. The teacher also can include being an actor and an entertainer. After all, a good lesson must be interesting or the students will switch off and learn nothing. Besides, teachers job in communicative classroom is to get their students to communicate using real language by providing them with instruction, practice, and above all opportunities to produce English in activities which encourage acquisition and fluency. In this approach, the teacher will find themselves talking less and listening morebecoming active facilitators of their students learning Larsen Freeman, 1986. The teacher sets up the exercise, but because the students performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor.

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"The next step is to use our theoretical calculations to design a suitable experiment to test the validity of the Russian experiments and to determine the precise relationships involved in these interactions," said Jackson. Another paper presented at the Nice conference by Rebecca Jackson of TSC dealt with the Shroud of Turin in light of First Century Jewish culture. During the first century the Jews were dispersed throughout the countries of the Mediterranean, Asia Minor, and Asi. The Jews of ancient Palestine actively traded with other Jews from those Diaspora Jewish Communities. Rebecca Jackson showed that it is possible that the Shroud cloth could have come from any of these places. Previous work by Mrs. Jackson, born and raised an Orthodox Jew in New York, has identified numerous Jewish characteristics of the Shroud image, such as the lack of washing the blood, outstretched fingers, and Jewish ethnological and cultural features of the Man of the Shroud. "These and other characteristics point to a definite Jewish context for the origin of the Shroud as is necessary if the Shroud is the burial cloth of Jesus who was, of course, a Jew living in a Jewish culture," said Rebecca Jackson. "TSC is also studying how the image got on to the Shroud, developing special techniques for analyzing the image, and conducting further investigations into First Century Characteristics of the Shroud. " The "Index to Shroud Spectrum International" page has been updated with a new pricelist and shipping rates. Founded and published for 10 years by Dorothy Crispino, noted scholar and Shroud researcher, it was the only peer reviewed journal in the United Stated dedicated exclusively to the Shroud and its study sindonology.

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