Globalization In Morocco

Globalization In Morocco Globalisation is transforming the face of the global economy in many places around the world such as India, Japan, as well as Morocco etc. But what roles does globalisation involve exactly in Morocco? The first section defines what globalisation is, noting, first, that it is not a recent phenomenon, with waves of globalisation dating back to the 1800s and, second, that it is about much more than the location of production in low wage economies. The second section discusses the various drivers of the current wave of globalisation. We identify three relatively recent developments in particular the adoption of more open economic policies, increasing technological innovation, and the emergence of developing, low-wage economies on the world stage as the central to the current wave of globalisation. Having discussed the driving forces behind the current wave of globalisation, we go on to note that these developments have facilitated greater cross-border trade in goods and services, foreign direct investment, and migration. Unlike previous episodes of globalisation, the latest wave is also very closely associated with the development of globally-distributed production systems. In fact, Globalisation can be defined as the network of connections of organisations and people across national, geographic and cultural borders and boundaries Globalisation is nothing new as ancient trade routes such as the Silk road spanning several countries, have existed since the advent of mankind. In Europe, the first extensive trade network was established by the Romans via trade with other regions especially in the Mediterranean Sea. Other trade networks such as the Hansa or the British Commonwealth are more examples of trade routes in history. However globalisation even in past eras has not just been seen as a tool for economic activity but also caused events such as the discovery of America. This shows that globalisation cannot be seen as a new process even though the speed of globalisation has increased phenomenally in the last decades. we can see that globalisation is a network of organisations across nations therefore accentuating the importance of international relations. It has often been seen as a purely economic aspect however, globalisation also comprises cultural, political and ideological relations. Although globalisatio n is often used to explain the development of under developed countries, the effects of this concept are not always as positive as may seem. Thus, many of the levers of economic power seemed to be out of reach, because Morocco had become so integrated into global economy, basically at a conference in Barcelona the European Union agreed with governments from the southern shore of the Mediterranean to set up bilateral industrial free trade areas between the Union and Individual countries. This was to develop by 2015, into a Mediterranean free trade area. However, the agreement also specifically excluded agricultural produce and strictly limited migration. In fact, they started stopping Moroccans from trying to enter Europe illegally, despite intensive Spanish and Moroccan Naval patrols of the strait of Gibraltar. Bechir Znagie,the Voyage Perilous, Index on Censorship 3 (1994): 19-20. From the economic side, Morocco has made and still making the wrong choice when it is about accepting to step into globalization. In fact, the country agreed on opening its borders gradually until the complete disappearance of taxes. In one point of view, one can say that it will encourage investments in our economy, but what kind of investments will it be? Certainly it would not be about a high technology. As a consequence, these incoming investments which will mainly use cheap manpower can end with the complete destruction of Moroccos internal development. Moroccan companies are not ready yet to face international competition, since they are still stuck in primary industries and are hardly moving towards services. This shows the dangers of an evolution that is not emerging internally but is just imposed by the most powerful part in the negotiations. Morocco still has difficulties on the Industries to move towards services. This shows the dangers of an evolution that is not emerging internally but is just imposed by the most powerful part in the negotiations. There is the use of cheap labour in Morocco that will still make us stuck with the third world development and will affect of course the social innovation in a negative way. We cant ignore that globalization has some advantages concerning the creation of jobs in Morocco especially to young people this will completely decrease their will to build a developed society with its own global companies and its high technological production. Morocco will in fact be benefiting from globalization; however, it will also suffer from the hidden sides of this concept. Economy is just one side of globalization. In fact, globalization concerns economical, social and cultural aspects, and Morocco is far from benefiting from all these aspects. Morocco-Globalization 2010 There are some advantages that globalization offer to third developing countries such as morocco, basically the liquidity of capital increases and then the developed countries can invest in developing ones as well the environment protection increases, the free trade between countries increases as well as the interdependence of the nation-states, it provides also a propagation of democratic ideals, the goods and people are transported with more easiness and speed and even the possibility between the countries decrease, in fact, the cultural barriers reduce and the global village dream becomes more realistic. Globalization has effects that make the percentage of immigration increases between the countries which makes it an opportunity for people in need to work in order to earn money and in general they come back to their own countries and do investments, so the cross culture contacts grow and the cultural diffusion takes place, otherwise, the global environmental problems like cross boundary pollution over fishing on oceans make climate changes that are solved by discussions. The global common market has a freedom of exchange of goods and capital and this leads to an increase in the desire to use foreign ideas and products, and to adopt new practices and technologies to be part of world culture and a decrease in the subsidies for local businesses. This are some effects adopted between the countries due to globalization. Moreover, to explain more the advantages of globalization in the developing world including Morocco, a research has been done by Abhay Burande saying that It is claimed that globalization increases the economic prosperity and opportunity in the developing world. The civil liberties are enhanced and there is a more efficient use of resources. All the countries involved in the free trade are at a profit. As a result, there are lower prices, more employment and a better standard of life in these developing nations. It is feared that some developing regions progress at the expense of other developed regions. However, such doubts are futile as globalization is a positive-sum chance in which the skills and technologies enable to increase the living standards throughout the world. Liberals look at globalization as an efficient tool to eliminate penury and allow the poor people a firm foothold in the global economy. In two decades from 1981 to 2001, the number of people surviving on $1 or le ss per day decreased from 1.5 billion to 1.1 billion. Simultaneously, the world population also increased. Thus, the percentage of such people decreased from 40% to 20% in such developing countries. Otherwise, there is also the process through movement people. Globalization represents an important shift in the amount of the world output being and as well it is based on some dimensions such as internationalization, restructuring of the product process and ideological dimension. In Fact Morocco has been as well instructed through those dimensions which the rapid integration of the economies was involved and as well as the movement of capital and migration of people. They are basically some disadvantages and weaknesses concerning Moroccos globalization, several questions about the consumption are asked like why corruption is business weakness nit business strength; the answer is pretty simple as corruption impedes almost all positive characteristics of countrys economy. However, Moroccos biggest business disadvantage is the damage ways in which it conduct business, as long as Morocco continuous its cycles of corruption it will not have a significant impact on Globalization and as a result globalization is becoming the key to a nations economic survival. Moreover, some manufacturing in Morocco grew, but other industries however stagnated, specifically in electric power and cement production. Food output decreased as a reduction in labor input , agriculture in Morocco lacked specification and the lack of technology in the agriculture industry implied little division of labor, which was necessary for economies of scale, but after new technologies were implied to agriculture, laborers sufficient training to use the new technology, and thus proved useless . Critics however claim that globalization increases inequality, despite growth. In addition , globalization would lead to increased wages paid to working children, thus increasing child labor. However, empirical evidence suggests otherwise. Evidence strongly shows that growing countries actually have reduced poverty levels. Furthermore, rising domestic rice prices as a result of market integration would also increases household income. Families would then substitute this income towards income that would have been brought in by the children and child labor is thus reduced. This current wave of globalization has been driven by policies that have opened economies domestically and internationally. In the years since the Second World War, and especially during the past two decades, many governments have adopted free-market economic systems, vastly increasing their own productive potential and creating myriad new opportunities for international trade and investment. Governments also have negotiated dramatic reductions in barriers to commerce and have established international agreements to promote trade in goods, services, and investment. Taking advantage of new opportunities in foreign markets, corporations have built foreign factories and established production and marketing arrangements with foreign partners. A defining feature of globalization, therefore, is an international industrial and financial business structure. Silicon Valley, 2010 Conclusion: Morocco has met many opportunities through globalization in many factors including the economic, social, cultural, environmental Etc. As globalization is the key aspect for the world economic development such Morocco has made benefit in increasing disparity within and between nations, also threatens employment and living standards and thwarts social progress. It has made the whales larger and the minnows stronger. Morocco knew how to use globalization and therefore make best use of it, which out country has made development and progress and has bought wonderful opportunities and benefits, including the increasing interaction, or integration, of national economic systems through the growth in international trade, investment and capital flows. It is the raise in consecutiveness and a procedure where geographical distance becomes less important in the establishment.

Function Of The Cardiovascular System

Function Of The Cardiovascular System In this assessment i will be writing about that structure and function of the cardiovascular system. The cardiovascular system includes the heart, blood vessels, blood and the lymphatic system. The heart is an organ that is a none fatiguing muscle; it passes amino acids and other key nutrients. It transports other gases like oxygen and hormones. It carries waste products and then they are removed from the body, as well as that it transports de oxygenated gases and this is then expired. There are 5 functions of the heart these functions are: transporting of nutrients, delivery of oxygen to working muscles, removal of waste produce, distributing key hormones and to transport De-oxygenated blood to the lungs. -Transporting of nutrients this is one of the important functions of the heart because it has to deliver nutrients to our working muscles. These nutrients are carried via plasma and plasma is in our blood. This is important because the muscles need to be supplied with energy and this energy is called glucose. This is needed for sports with short explosive movements like basketball. Glucose is also delivered with oxygen, and this slows that rate of the muscle fatiguing. -Removal of waste produce The Cardiovascular system removes waste products such as Carbon Dioxide (CO2) and Lactic Acid from the muscle tissues. If the lactic acid doesnt get removed from your muscles then you will feel stiff and sore the next day and your muscles will not be able to perform as well as they did the day before. -Distributing hormones Endocrine system is where the hormones are produced it is then transported in blood. This is made from the bone marrow witch is found in the centre of bones. Plasma is made up of about 53-56% blood; it contains proteins, carbon dioxide, ions and blood cells. This is important when it comes to sport because it prepares us for sport and adrenaline is produced, when adrenaline is released the athletes heart rate will increase and will get them ready for the sport. A sporting example in basketball would be at the start of an important game when the players are anxious of nervous. Transport De-oxygenated blood to the lungs the cardiovascular system also transports de-oxygenated blood to the lung and it is then expired. The pathway of this is as followed: Blood enters the heart via the superior vena cava, flows into the right ventricle passing though the tricuspid valve. As soon as the right ventricle is full this valve then snaps shut to stop back flow , it is important that there is no back flow because if oxygenated and de-oxygenate blood was to mix then the working muscles would not be getting any oxygen and would fatigue. Also it would starve the brain and you would pass out. Following on with the journey, the right ventricle it then flows via the pulmonary artery (this is the only artery that carries de oxygenated blood) the blood is then defused in the lungs and becomes oxygenated. This is a very important function as out muscles need as much oxygen as possible to function at their optical level. -Blood Red blood cells theses are also called Erythrocytes these are used to carry oxygen around the body by Haemoglobin. They also transport other nutrients round our body that it requires. They take up oxygen in the lungs or gills and release it while squeezing through the bodys capillaries. These cells cytoplasm is rich in haemoglobin, an iron-containing bimolecular that can bind oxygen and is responsible for the bloods red colour. The Cardiovascular system carries white blood cells also called leukocytes, around our body which provides immunity from invading organisms. By having white blood cells in our body this stops us becoming seriously ill from illnesses, for example leukaemia, flu or just a cold .As our body is able to fight against it keeping the flu to a minimum. -platelets Platelets are sticky fragments of cells. Like blood they are produced in the bone marrow. The function of platelets is to control bleeding and to form scabs. Thrombocytes do this by sticking together in cuts making tiny fibres grow. Our red cells get trapped within the individual fibres and form a blood clot. This blood clot then turns into a scab. -Heart Important parts of the Heart which help the cardiovascular system work. the heart has a left and right side, separated by a wall of muscle called the septum. Blood from your body enters the right side of your heart through veins. The blood is dark because it has given all its oxygen to your body. The right side of the heart pumps the blood through the pulmonary artery to your lungs to pick up oxygen. After travelling through the lungs, the blood turns bright red because it is rich in oxygen. The oxygen-rich blood then returns to the left side of your heart and is pumped out to your body through the large artery called the aorta. The cardiovascular system can be affected with intense training. This would have a positive affect on training. Endurance training would increase the left ventricle wall. This is called hypertrophied. Basically this means that the heat does not have to work as hard to pump the blood around the heart because it is stronger, but it still pumps the right amount of oxygen and blood to the working muscles. If you were to do this training then your resting heart rate would be decreased. But over time if you was to stop training then your heart would reduce in size over time. But this could be bad if you were to do too much intense training because the heart would get to bug and your resting heart rate would be too low, if it was under 30BPM then it could be life threatening this is called hypertrophic cardiomypathy. TE-Lymphatic system diagram.svg Part of the immune system is the lymphatic system which is made up of a network of conduits that carry a clear fluid called lymph (from Latin lympha water). It also includes the lymphoid tissue and lymphatic vessels through which the lymph travels in a one-way system in which lymph flows only toward the heart. Lymphoid tissue is found in many organs, particularly the lymph nodes, and in the lymphoid follicles associated with the digestive system such as the tonsils. The system also includes all the structures dedicated to the circulation and production of lymphocytes, which includes the spleen, thymus, bone marrow and the lymphoid tissue associated with the digestive system. http://en.wikipedia.org/wiki/Lymphatic_system Another function of the cardiovascular system is the regulation of body temperature, this is controlled by homeostasis. Homeostasis is the state of inner balance and stability maintained by the human body despite constant changes in the external environment. It also works by filtering the blood and removing a carefully regulated amount of water and wastes to the lungs working together with the heart, blood vessels, and blood to distribute oxygen throughout the body and remove wastes. It includes monitoring the water balance in the body, controlling blood sugar, body temperature control and monitoring of urea in the blood. All these processes are controlled by mechanisms such as sensors that detect the factor value. Another mechanism is the correction mechanism involving a negative feedback. Control of body temperature is controlled constriction and dilation of blood vessels, which is demonstrated in the body through vasoconstriction and vasodilation. Vasodilation involves the dilation of the blood vessels to release excess heat therefore blood will flow quickly/faster to the muscles. The vessels are widening in diameter so more blood can flow through. Vasoconstriction involves the constriction of the blood vessels to keep in any heat therefore blood will flow slowly to the muscles. The vessels are reducing in diameter so less blood can flow through.

The Mystery of Style :: Plays Mysteries Essays

The Mystery of Style Introduction: There has been a fight in a bar and a person was killed. Through the investigation the detective is bringing forth testimonies that give clues to who the people are (what they do). It is the up to the audience to guess what Jill, Tony and Robert do. Characters: Detective Joe Jill Tony Robert -------------------------------------------------------------------------------- A bar set back, stage left. Three or four tables set in various places on stage. Lighting is dim. One table and two chairs, close to stage right, have been knocked over. Light rock music is heard. Lighting is dim. The bartender is wiping a glass or serving a drink. There is a customer at the bar and two at tables. Lights become brighter. Detective enters stage right - he is writing in his notebook. The music quiets. Detective: [walking toward the bar] Coffee Joe? Joe: [reaches under the bar for a cup and the coffeepot] Sure thing. Detective: [taking the cup of coffee and turning toward the people at the tables] O.k. folks. I just have to ask you a few questions and then you can leave. [looks at Jill] IÕll start with you. Jill: [looks uncomfortable] I'll tell you what I can officer, but I really don't know much. Detective: [sits down across from her at the table] That's fine ma'am. Any information you can give me right now will help. [notices Jill is uncomfortable] Now just relax and tell me what you saw. Jill: [tries to relax, takes a drink from her glass] Well, I must tell you first of all that I don't normally visit this sort of place but my husband and two children are on a camping trip... they went up north... anyway, my friend Darla calls me and talks me into meeting her at this place for one drink. She says I need to get out more but I knew I should have stayed home... Detective: Could you please just tell me about the incident in question ma'am? Jill: Sorry officer [fidgets in her chair] Anyway, as I said, I was here to meet Darla - who never arrived- and I was just about to leave when this big guy comes in and goes up to the little guy, who was sitting at that table by the door, and begins shouting at him. They began to shout back and forth and calling each other names - [leans closer to Detective] I don't have to repeat the names do I officer?

The long and the short and the tall :: English Literature

The long and the short and the tall In 1942, a small British platoon was positioned in the jungle trying to assess the strength of the Japanese invasion. They were 20 miles away from the British frontlines and 15 miles away from base camp. They rest for a while in a deserted hut. Their radio has a flat battery and they are having trouble getting in touch with their base camp. The platoon is led by Sergeant Mitchem, who is in control of 6 ordinary men; hence the title from Britain; Bamforth; a Cockney, Whitaker; Tynesider, Macleish; a Scot, Evan; Welsh, Smith (Smudge) and Johnstone. All had left their jobs back in Britain to fight in the war. All had never been faced with killing a man. A few of the soldiers are family men, leaving their wife, children and friends back in their home towns. They are all from Britain and as they spend time together they find out and understand about each person's personality more. Bamforth: When Bamforth first sees the Japanese soldier, he is prepared to shoot him: 'Bamforth suddenly tenses and raises his rifle. This is followed by: 'Bamforth slowly raises his rifle and takes careful aim. Mitchem swings round and knocks the rifle out of position.' "I had him right between the cheeks! I couldn't miss! He's on his tod!" Bamforth was obviously prepared to kill the lone Japanese soldier and was quite frustrated when his chance is taken from him. He would show this by gritting his teeth or cursing under his breath. Later on when the Japanese soldier enters the hut and is grabbed by Johnstone, and Evans, Smith and Macleish all refuse to kill the soldier, but Bamforth is more than happy to 'Knock him off'. He would be speaking in an aggressive tone of voice. On stage he would be ruthless, grabbing the bayonet, and with a tremendous amount of strength, he would thrust the bayonet towards the prisoner. "Here, give me a hold. It's only the same as carving up a pig. Hold him still" Had Mitchem not intervened then Bamforth would have killed the soldier. Mitchem did so to keep him for any important information which may be needed at base camp. The Japanese soldier would be petrified at this point, being alone and unarmed. Yet Bamforth still persisted in scaring the soldier: "Boo" He also waved a bayonet in front of the prisoners face. Then he decided to mimic the prisoner by imitating a crude Japanese accent: "Flingers on Blonce" and "Tojo" He also used humiliating remarks such as "Short arse". His tone of voice would be quite sarcastic, as if he was talking to a

The Destruction of Willy Loman in Arthur Millers Death of a Salesman :: Death Salesman essays

The Destruction of Willy Loman in Arthur Miller's Death of a Salesman  Ã‚  Ã‚  Ã‚  Ã‚   Willy Loman is a travelling salesman who has worked for the Wagner firm for 34 years. He is now 61 years old and his job has been taken off salary and put on commission. He has a family and he boasts to them that he is "vital in New England," but in fact he isn’t vital anywhere. Willy has many strong beliefs that he strives to achieve. He wants to own his own business and he wants to be "bigger than Uncle Charley" and especially he wants to be a great success and he tries to emulate Dave Singleman. He wishes to die the "Death of a Salesman" and have many buyers and salesmen mourn for him. He also tries to be a good father, and husband. However Willy’s aims in life have been useless as he hasn’t really achieved anything. He got fired by Howard, his sons are both failures and they abandoned him in a restaurant toilet. His relationship with his wife is plagued by his guilt for committing adultery. He has to borrow $50 a week from Charley. He can’t even keep his mind on one thing for a long time. He can’t drive a car. Willy gets so fed up with all of these things that he want’s to commit suicide and eventually, he does. This topic suggests that Willy’s deterioration occurs because the principals he believes in. To a large extent this is true. After 34 years of Willy’s life, he loses his job. To a normal person under normal circumstances, being retrenched is a time when you feel useless. But for Willy, since everything else is going wrong at the same time, he feels like a useless old man. Willy thought that just because he named his boss, that he would have a secure future with the company but as Charley said "them things don’t mean anything? You named him Howard, but you can’t sell that." Even though Willy wasn’t even getting paid a salary, Howard didn’t want him to even represent the company in case Willy "cracked up" again. Although Willy is mostly destroyed by his own ideals there are other things that destroy him as well, like Howard, Happy and Biff. Willy is emotionally destroyed when Howard fires him. Then, both of his sons disown and abandon him in Frank’s Chop House.

Spike Lee – Auteur

Spike Lee – Auteur BY as_e453 An auteur is a director who personal creative vision and style is expressed through films. The term auteur is originated in France and is French for author. There are different ways in which a director can express their vision in films and show who they are. There are many directors that are considered to be a auteur such as: Quentin Tarintino, Tim Burton, Kathryn Bigelow, Stanley Kubrick and Woody Allen. The director I have chosen as an auteur is Spike Lee.Lee's Life: Spike Lee is an American film director who has directed, produced, written and acted in Spike Lee films such as Malcolm X, Jungle Fever, Inside Man and Love ; Basketball. Spike Lee was born in Atlanta, Georgia where he attended Morehouse College and made his first student film Last Hustle in Brooklyn, he then graduated from New York University in 1982. Lee grew up in a well-off, respective African American family and by the time he was 20 he started to make amateur films. He won a s tudent academy award for his thesis film Joe's Bed-Stuy Barbershop: We Cut Heads.Spike originally became interested in the arts because of his parents' background but after attending college e realised he had a stronger passion for film making and decided to become a filmmaker. Film Career: Lee created his first feature film She's Gotta Have It in 1986 which grossed over $7,000,000 and was one of the most profitable films made in 1986. It was a comedy Lee on set directing a film film which makes fun of the stereotyped vision on black men cheating on their partners but instead the roles were reverse and focuses on a woman having 3 different partners.The film did have some mixed views in Hollywood but it became a hit with his African American fans. After making his first feature film Lee began to reate many other great films and was not only being known as a director but also a comic actor. His ultimate goal was to â€Å"make films that will capture the Black experience by any means necessary' and that is exactly what he did. Here's a trailer for Do the Right Thing: His other work: Other than being a successful director, producer, actor and writer. Spike is also a successful music director and documentarian.He has directed music videos for celebrities such as Michael Jackson, Naughty by Nature, Anita Baker and Public Enemy. He has also directed the documentaries, Jim Brown: All-American and 4 Little Girls which was nominated â€Å"Best Documentary'. He is also known for making some great commercials for Nike, Converse, Jaguar, Taco Bell and Ben ; Jerrys. His Personal Style: Themes: Spike is no stranger to controversy due to the elements he uses in his films. Most of Lee's tilms consist ot an Atrican American theme and inspect the issues ot race relations, political issues, urban crime and violence.His 2nd film he made Do the Right Thing (1989) explored all of these issues. He also explored the issues of family/ father & relationships in his films Crooklyn (199 4), Get on the Bus (1996) and He Got Game (1998). In his films School Daze (1988), Do The Right Thing (1989), Jungle Fever (1991), Get on the Bus (1996), Summer of Sam (1999) and Bamboozled (2000) he included the issues circulating around racism. Another issue he explores is black female sexuality which is in the films She's Gotta Have It (1986), Girl 6 (1996) and She Hates Me (2004).Genre: Whenever it comes to genre Spike always picks the right one. He switches them around so sometimes his films will be a comedy, sometimes it will be a romantic comedy (a hybrid genre) or a drama. Spike never seems to fail when it comes to enre because he always brings something different to the film and it's so enjoyable to watch. Use of actors: Spike frequently casts himself, John Turturro, Samuel L. Jackson, Delroy Lindo, Roger Spike as Mars Blackmon a character from his film Guenveur Smith, Michael Imperioli and Denzel Washington in his films.I think it's because he knows exactly what he wants i n a film and if he see a person who could portray the character they are given in a certain way then that is who he will choose, plus these actors are professional actors and know what they are doing. Lee often cast real life families in his films. In Do The Right Thing (1989) he casts Ossie Davis and Ruby Dee (who are real life husband and wife), Joie Lee (Spike's real life sister), Danny Aiello and Rick Aiello (who are real life father and son).He has done this in other films such as School Daze (1998), Jungle Fever (1991), Mo' Better Blues (1990) and Malcolm X (1992) His Signature shot: Spike has a signature shot which he likes to use in his films. It is named â€Å"The Double- Dolly Shot†. The camera is placed on a dolly and moves along a track, the movement of the camera is smooth and makes the subject in the scene look like its floating or gliding. Here is an example of Spike's Double Dolly Shot being used in his films: Another thing which is common in Lee's films is th e way the characters addresses the camera.Spike prefers the characters to address the camera directly when filming. Narrative Structure in films: Lee calls his films â€Å"A Spike Lee Joint†. In the ending of his films he would usually use the phrases, â€Å"By Any Means Necessary', mia Dig† and â€Å"Sho Nuff'. Ending the film like this will make the audience remember it , you won't be able to forget a film with a ending phrase like that. The films that use a narration (She's Gotta Have It 1986) are ften associated with the subject of baseball teams and players.Spike Lee talks about the issues that are going on in the world today and he is not afraid to tell the truth in his movie. He casts characters that portray their characters in a positive light just like in Malcolm X (1992 biographical film). Yes, people may see him as controversial, but that Just makes him who he is. Spike is a good director and he is good at what he does. Spike one wish was â€Å"to put the vast richness of black culture on tilm† when he became a tllm maker. films in his own vision. He is an auteur who continues to make great

Motivation for Advanced Level Esl Learning Essay

In recent years, TESOL has called for the study of the social and cognitive factors that affect adult English learners’ participation in formal language learning. Numerous research projects have investigated the motivational influences and factors of adult immigrant English. In particular, factors and motivations which led them to take an advanced ESL courses after already having adequate fluency in English to conduct their work and daily lives. Using both qualitative and quantitative approaches, these studies have frequently uncovered that the ESL students opted to pursue advanced language training to, primarily, join the dominant language culture and community. Practical reasons, although very important to the learners, seem to be outweighed by the psychological drive to integrate into the culture. Social identity often proves to be the major factor in this process as student motivation often fostered by a self perceived difference between their current and desired identities as assimilated speakers of their new language. Fundamentally they saw language education as an essential transitional requisite for attainment of this preferred identity. Introduction The study of TESOL, which can trace its roots applied linguistics, occasionally failed to think about many non-linguistic aspects and situations of use which can influence learning. A large part of this knowledge, though, collected through education and psychology investigations could be applied to the groups of people and areas of interest being considered in TESOL. In places such as California second-language English users make up 63% of the target adult learners and almost a third in the country overall (Lasater and Elliott, 2004). The literature studied below begins by recapping major endeavors of psychology and education investigation so as to establish a baseline of student’s imperatives to learn. The study later focuses on motivation studies in linguistics related to ESL attainment and advancement. Part 2 Andragogy and Self-Motivation Andragogy  Review of the Literature Adult Learning from a Social Cognitive Perspective The foundation of adult learning theory was established in Lindeman (1926) who identified important distinctions between adult and child learning. These ideas were later developed by Knowles (1990) and constitute the hypothetical learning model dubbed andragogy. Andragogy, a mode of education starkly contrary pedagogy, which is characterized by children being instructed by adults in a directed and authoritarian environment. Knowles posited that because of significant psychological and physiological differences between youth and adult learners, the modes of educational motivation must be equally disparate. Knowles’s teachings are very well regarded in the education worldwide. Psychological metamorphosis in adult life, human factors brought to the learning situation, adult outside world demands, and life duties distinct from children’s, particularly a greater breadth of life encounters, varied incentives, and educational requirements all act in concert to create a distinctly different mode of motivation for adult learners. In particular, adult learning, per Knowles (1990), is predicated upon six vital components: 1. Justification for learning, that is, the rationale for desiring the education, before pursuing it. 2. Transformation of the adult concept of the self into that of an independent, self-directed human being. 3. Life experience that influences the adult body of accumulated knowledge, desires as well as being a component factor of self awareness. 4. Developmental willingness and practical feasibility relating to the synchronized pacing of learning experiences to their appropriate phases of emotional maturation. . Problem-centered approach of learning which can immediately be applied to real-life situations. 6. Self-motivation to learn by self-generated factors, as opposed to externally imposed requirements Kolb (1984) offered an expanded depiction of the process as a self-perpetuating process where actual events necessitate a review, analysis leading to later research and proper scientific revi ew. The learner’s assimilation into a different culture and society facilitates creation of educational desires with eventual engagement in a formalized educational environment as a key to attaining the desires. Learning occurs in myriad encounters/interactions with the student’s world in psychological process. In a social context, the actual knowledge gained is not so much seen as an acquisition but more as one of externalization. A way to get out of one’s self and into their new environment. Cognition of facts occurs which is a pro-active, relevant, and meaningful adult response to confusion created by previous discontinuity. A disjuncture can serve as â€Å"the point at which needs and wants and interests converge† . as well as an origin point for jumping into the learning process. By extending this idea to immigrant experiences, it seems as though basic everyday activity changes caused from immersion in a society which communicates in a foreign tongue, and made all the more real by the imperative to become functional in this society, can create disjuncture in their lives and compel them to pursue ESL education so as to not be overwhelmed. While many will pursue language education at once, others may find that language disjunctures happen later in their lives when greater proficiency beyond basic functional skills is required for a variety of reasons. Knowledge deficits plus a developed self-concept grounded within a cultural milieu can generate pressing need – a need to learn. Self-Motivation There are many different definitions for Motivation. In an educational context, one of the more comprehensive and useful definitions is from John Keller’s 1983 publication called Motivational Design of Instruction: â€Å"the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect† (Keller, 1983). Motivation is mercurial in nature. Keller identified a perception of applicability of the learning presented as fundamental for maintaining long-term motivation. Relevance exceeds the subject’s education requirements to encompass perceptions of satisfaction desired through the process in fulfilling psychological imperative senses of achievement, belonging, power and freedom. Encountering disappointment during a learning situation can dissipate motivation and possible cause learned helplessness (Bandura, 1982; deCharms, 1984; Weiner, 1984) or dismotivation going beyond mere discouragement. Educational psychology accepts that motivation also varies because of varied contexts in which learning occurs. Studies have brought to light additional connections between the act of learning a language and the evolving perspective of learners in the L2 environment. Peirce (1995) introduced the idea that acquisition of proficiency in a dominant language allowed learnersr to â€Å"acquire a wider range of symbolic and material resources [and] increase the value of [the learners’] cultural capital†. Sfard & Prusak (2005) insinuated that the learning itself is closing the gap between learners’ actual and projected identities. Qualitative studies offer a model of language learning motivation which is dynamic, longitudinal process whereby learners’ cognitions and beliefs (Ushioda, 2001), and relevance of the curriculum to their interests (Syed, 2001) directly affect involvement in learning. Part 3 Language Learners vs Second Language Learners Linguists only recently have begun distinguishing foreign language students from second language students when studying their drive to pursue language education and have proposed â€Å"the dynamics involved in learning these two different types of language may be quite different† (Gardner, 2001). To date, the great majority of these studies are in foreign language (FL) classes. Gardener’s quote was actually taken from a volume containing 20 separate motivation studies, none of which contained ESL students. ESL students, for whom English was a gateway ability for study in different subjects or earning a university degree, were more compelled by exterior forces to learn than heritage and non-heritage EFL learners. A motivation survey of 580 adult immigrants at a local college based ESL program in Toronto rated the following motives highest: linguistic needs, basic skills, cultural awareness, social interaction, and resume writing (Paper, 1990). It found no significant difference in motives based age, duration of residence or level of education. The influence of integrative orientation in the data compelled the author to recommend including Canadian culture in the curriculum. Conscious intention of immigrating to the U. S. was another motivating factor for language learning in a separate exploration conducted on adult learners (Brilliant, Lvovich, and Markson, 1995). Student’s beliefs seem to fill a vital role in adult learning accomplishments, consistent with educational psychology, thus making them ideal subjects for motivation research. A particular study, Bernat (2003), examined the views of 20 unemployed Vietnamese learners in a vocational ESL course in Sydney, Australia. Their scores were high on two motivations: 85% of respondents expressed the integrative desire to develop their interpersonal relations with the Australians better and make friends among them, and all agreed that speaking English well would enhance their prospects for employment. Part 4 The Attitude Motivation Test Battery (AMTB)  This is a large battery of tests which measures a number of different aspects of language learning. The instrument was originally used to measure attitudes of students studying English and French in Canada. Scales included attitudes toward French Canadians, interest in foreign languages, attitudes toward European French people, attitudes toward learning French, integrative orientation, instrumental orientation, anxiety, parental encouragement, motivational intensity, and desire to learn French. The scale instrument has been modified more recently. The Attitude/Motivation Test Battery (AMTB) is designed to measure different components of the socio-educational model of SLA. There are eleven sub-tests, nine with ten items each, and two with four items. The five main variables assessed in the AMTB are attitudes toward the learning situation, integrativeness, motivation, instrumentality and language anxiety.