140 Characters Twitter Fiction and the Art of Concise Writing

140 Characters Twitter Fiction and the Art of Concise Writing Plenty of people want to become writers, but feel that they simply don’t have the time to commit to writing even a short story. With all the interruptions of the digital age (to say nothing of family and work obligations), finding time to write really can be a challenge. It’s so easy to get frustrated with your writing when you’re just starting out; so hard to not be discouraged These days, there are plenty of ways an aspiring writer can hone their craft and add publication credits to their resume at the same time. And one of the very best ways is to write Twitter-sized tales. These short stories are 140 characters or less (including spaces), and pack a surprising emotional punch. Despite the limitations of the form, skilled Twitter fiction writers are able to make readers laugh, cry, or shiver as they build worlds and introduce characters. Twitter is home to several communities of avid writers and readers, and they are passionate about promoting great 140-character stories. There’s no hard and fast rule about what makes a great Twitter tale. Some stories focus on just a moment’s worth of action, while others span thousands of years in just two sentences. Many are humorous, but plenty more are heart-breaking. The form forces you to choose words precisely, and to cut out any extraneous information. More often than not, the title of the work gives the reader enough framing to understand the events in your story. So, what do you do after you’ve completed your little tale? The most obvious thing to do is post it on your own Twitter account, to share with your own followers. If you can spare the space, adding hashtags to your story will enable other Twitter fiction fans to find it more easily. Hashtags to consider include #vss (which stands for â€Å"very short story†), #nanofiction, or #fiction. Another hashtag is #lqw, which designates that the story contains the word of the day as designated There are also dozens of Twitter accounts for websites that publish only 140-character stories. Some of the most notable are @OneFortyFiction, @seedpodpub, @sixwordstories, @twitterfiction, @7Ãâ€"20, and @trapezemag, all of which are unpaid markets. @Nanoism is a paying Twitter fiction market, which publishes three times a week and pays between $1.50 and $1 for stories: not bad, given the brevity of the form. Serialized Twitter fiction is paid out at a higher rate. @thaumatrope and @tweetthemeat also pay to publish other people’s Twitter stories, though both markets are currently on hiatus. In short: keep on writing, and keep your eyes peeled for opportunities to grow your fan base. Depending on where you choose to publish your stories, your work may be exposed to thousands of people. In addition, there are often contests being held on Twitter But beyond the accolades and the prizes, the best thing about writing Twitter fiction is how it can improve your writing. With practice, this shortest of short story forms can help even the most verbose of writers to develop a clear, clean, and concise style. And that’s a skill that will benefit any writer as they begin work on longer projects.

2 Easy Ways to Coach Yourself into Happiness and Success

2 Easy Ways to Coach Yourself into Happiness and Success A lot of people nowadays are hiring life coaches to provide them with accountability and structure in creating a fulfilling life. It’s easy to get complacent, and we are often not our own best coaches. But not everyone can afford a life coach, and even those who can might get coaching for a year then go back to being â€Å"self-coached.† In this month’s Success Magazine, an inspiring article about self-coaching (Be Your Own Life Coach) offered two exercises that will help you coach yourself- if you put them into action, of course. Both options were suggested by coach Marshall Goldsmith, Ph.D. Option #1: Did I do my best to†¦ Here’s the first exercise: Ask yourself each day: Did I do my best to†¦ Set clear goals? Make progress toward goal achievement? Be happy? Find meaning? Build positive relationships? Be fully engaged? When I read this list, I liked it so much that I put it on my calendar to complete at 9pm every night. I am on day 3 and grateful for the ritual! I have shared the exercise with friends as well, and they have enjoyed going through the list for themselves at the end of a day. I encourage you to join me and try answering these questions every day for two weeks. At the end of those two weeks, ask yourself in how many areas you are seeing improvement. I’d love to hear a report! Option #2: Daily Question Process With this exercise, your first project is to come up with 20 to 30 questions relating to your goals and who you want to be. The questions must have either yes/no or number answers. Keep them short and easily answered. And spin them toward the positive! For instance, â€Å"How much do I weigh?† â€Å"How many minutes did I meditate today?† â€Å"Did I treat my employees well?† â€Å"Did I make time to spend with my family?† (You would not write questions like, â€Å"Did I eat too much today?† â€Å"Was I stressed out?† Notice how much your energy dropped just reading those questions!) Put your positively-framed questions in the first column of a spreadsheet, then write the days of the week in the next 6 columns. Although not specified in the description offered, I would put a final column for a rating of your quality of life for the week, with a scale from 1 to 10 (I can’t bring myself to suggest a 0 as another person suggested in describing a self-coaching journal!) Once you create your spreadsheet for the week, you will have a scorecard that will reveal, over time, what activities lead you toward fulfillment and the life you want. Of course you can change your questions over time as you meet certain goals and have others change. Here’s the rub†¦ If you were hoping there would be a self-coaching technique that would not require your thinking or writing about something every day, I’m afraid you’re out of luck. As much as I wish I could have a single thought and change my life, I must accept that it’s daily check-ins and accountability that truly create change. Since human beings are notoriously unaccountable to ourselves, I suggest putting a system into place and having someone to whom you report on your daily self-coaching activities. I put my â€Å"Did I do my best to†¦Ã¢â‚¬  exercise on my calendar, and I have a friend I talk to at least once/week about how I’m doing. Consider creating a dinner-time ritual with your family to discuss how you’re doing, or even a check-in at the office! You can create a life-coaching group for yourself! There are many possibilities of how to stay honest as you take on self-coaching. What are your ideas of how to do this? Will you take on one of the exercises offered here? Please share below!

Globalisation of Trade Literature review Example | Topics and Well Written Essays - 2500 words

Globalisation of Trade - Literature review Example The very idea eliminated international trade barriers which in turn intensified liberalised cross border trade. As Cairola (2007) points out, developed countries dramatically increased their production levels during the 1950-70 by through international diffusion of mass production and assembly lines; hence, there arose a need for finding new markets to supply excess products and services. Companies believed that exporting of these excess items to foreign needy markets would be a potential strategy to promote growth (ibid). In addition, intra-firm trade also contributed to the current international trade. On the other hand, developing nations also supported the idea of internationalisation of global production since they find it as a way to enhance their growth by supplying raw materials and labour to multinational enterprises. As the author points out, between the 1960s and the 1980s, developing economies started to change their focus from import substitution to export promotion poli cies with intent to enhance economic stagnation. They also gave specific importance on their industrial development. Thus, developing economies eventually began to integrate into the global trading system even though their participation is still lower as compared to other developed economies (ibid). In order to take advantages of the trade liberalisation, organisations today are trying to become less hierarchical and more decentralised. Undoubtedly, multinational corporations obtain more advantages of trade globalisation as they get free access to global markets despite cross border barriers. In order to enhance foreign investments, governments are promoting development of transnational corporations. Even though countries like China put obstacles to foreign investment, currently they are softening their attitude towards multinational enterprises. Globalisation critics argue that multinational corporations take unfair advantages over poor countries by exploiting their physical resour ces and labour. This criticism seems to be true to some extent while analyzing regions like Africa and Latin America. As Domer (1999) points out, African countries still remain underdeveloped whereas the Latin American region is still dependant on Western economies. The author points out that the African economy’s growth rate stood at around 2% over the 1984-1993 period and this poor rate was not enough to meet even increasing needs of the African population (ibid). The increased European influence and lack of an effective leadership significantly contributed to Africa’s stunted growth. Weakening commodity prices was the major growth impediment to Latin American countries in 1990s; and many of the Latin American countries still heavily depend upon capital inflows from industrialised countries due to their huge external debts (ibid). Arguments for globalisation of trade The process of trade globalisation has benefited economies across the globe to obtain uninterrupted s upply of different goods and services and take advantages of improved overseas facilities. Some of the benefits of globalisation are listed below. 1. Improvement in international relations As a result of globalisation of trade, the concept of global economy came into existence which in turn enhanced the growth of different segments of the international market. In addition, the globalisation process resulted in the creation of a global market and a global system of production. Evidently, capital marketers also enjoy far reaching benefits of globalisation as this concept has led to the integration of financial systems. With the emergence of globalisation, dramatic developments took place in the area of telecommunications media which

Quality Assurance Procedure With Regard To Student's Ability-Based Essay

Quality Assurance Procedure With Regard To Student's Ability-Based Assessment - Essay Example This paper will explore an analysis of quality assurance with regard to Student ability-based assessment. The paper will also develop and examine the underlying issues and causes that trigger student’s ability-based assessment as a way of quality assurance in college. Student’s Ability-Based Assessment Institutions of higher learning for adults are very complex and dynamic. It is, thus, necessary to carry out student ability-based assessments for lecturers to be able to understand whether what they teach in the classroom is being understood by the students. Student ability-based assessment is seen to lead to program assessment. Wilkin (2000 p.18) notes that the ultimate goal is not only to determine the student’s competency but also to determine corrective actions that may be taken to ensure that competency is reached. Student assessment scores are also used by the college as a measure of yearly progress (Denton and Brown 2009 p.217-229). Cicchelli and Ashby-Davi s (2011) argues that one of the major determinants of achievement of the learning task is to be able to establish the cognitive-entry characteristics of a person. Therefore, it is important to assess such entry characteristics before issuing instructions since many lecturers today are faced with teaching exceptional students and adults in the regular classroom. What triggered the introduction of student ability-based assessment in my college was the fact that a number of students were found only to show competencies in some of the subjects without due regard to the others. For example, in a course that exhibits two abilities as outcomes targets, some students were found to perform superbly in one, in which they even obtain a grade (â€Å"A†) but could completely show a big contrast in the other with a grade â€Å"F†. In some situations, the overall grade of some students would reflect an average performance of grade â€Å"C† giving the student opportunity to pro gress through the curriculum. However, the truth of the matter is that the student lacks the ability to be deemed necessary by the faculty of the college. For this reason, the college administration, through assessment division, deemed it necessary for student assessments to be done as a quality assurance procedure so that a curriculum based on the student’s ability can be introduced as suggested by Denton and Brown (2009 p.217-229). The introduction of student ability-based assessment was also to enable the college set a curriculum that is able to nature students with competence in their areas of study that meet labor market demands. This is after a survey showed that many graduates of the college lacked expected competency that meets the skills demanded in the labor market. The initial perception among the students was that the assessment was being carried out as a normal exam test procedure. It was until late that students came to discover that it was a way of examining in dividual student competency so that the college administration could come up with student curriculum validation procedures that meet the skills required in the labor market. Analysis of the Incident Wilkin (2000 P.6) argues that national demand for educational accountability has triggered interest in a number of assessment techniques through which institutions of learning can demonstrate responsibility and effectiveness. Ability-based education is such an approach used as

Compare and contrast Judaism and Christianity Term Paper

Compare and contrast Judaism and Christianity - Term Paper Example Usually, the Christ’s statutes are prevalent in both Testaments that act as a prediction of the coming of the Christ (Spencer, 2007). The faith has various denominations: the Catholic Church, the Orthodox Church, and the Protestants. Though there are small diversities in their beliefs, they adhere to the same statutes. Christians hold the notion of Eternity reserved for the upright and perpetual damnation as a reprimand for unrighteous life on earth (Doerfler, 2011). Judaism versus Christianity Judaism is a Jewish creed that that sticks to the statutes unraveled to Moses by God. The main belief of Judaism is the notion that persons of all denominations are God’s children (Taubes et al., 2010). They believe in equality before God. The Jews do not acknowledge Jesus is the Messiah; they usually contend with argument that their Messiah, the real one, will emerge when the entire world attains peace. Christians embrace Christ as their Messiah and liberator (Taubes et al., 2010). The Jews normally claim they are God’s elect and live in accordance to His directives contrary to other nations. This argument emanates from the old patriarchs whom they emulate. Though their creed normally refers to them as â€Å"forefathers† due to their astuteness, statutes they adhered to are irrefutable and attained them from the Almighty (Spencer, 2007). Since the time epoch of the forefathers, much time has elapsed; Jews, however, are not ready to abandon their teaching as they refute other doctrines and consider them fake. Despite the Messiah having emanated from their land and been rejected by their ancestors, they think that those who believe in him have false convictions (Taubes et al., 2010). ... The Christians claim that they sinned, so God sent Jesus for their liberation. Some Christian denominations like the Catholic Church and the Orthodox Church utilize statues to portray Christ and the saints. Conversely, Judaism seldom allows the use of statues because it perceives them as idolatry (Spencer, 2007). Argument behind the statutes is that they are tools that remind the faithful of heavenly things in diverse occasions. Catholics are notorious with this style where the images are constituted of saints or remarkable events that occurred in the past (Taubes et al., 2010). Additionally, there are medals which bear significant implications such as protection by saints or angels. Conversely, this belief is nonexistent in Judaism since it is God who is the doer of everything and certain entities cannot assume His place (Spencer, 2007). The Christian and the Judaic creeds are alike in that they both worship one superlative being, though people mistake Christians for portraying Trin ity (Spencer, 2007). Christians perceive Judaism as an incomplete creed for it does not acknowledge Christ as the Messiah. They also contend that Islam and Buddhism form false religions (Taubes et al., 2010). Jews hold the notion that Christians believe in the false Messiah. The rationale is that the world has not attained the rightful age of 6000 years. These religions amidst them do have diverse and acute differences that they normally protect or argue fiercely when one raises any criticism against them. For example, Jews fail to recognize Muhammad as a spiritualist of the Islamic belief (Taubes et al., 2010). The Protestants refute that Holy Mary through prayer can

Individual Learner Differences In Second Language Acquisition Education Essay

Individual Learner Differences In Second Language Acquisition Education Essay 1. Introduction The fact that competency levels attained by second language learners fluctuate so greatly (Lightbown and Spada, 2006: 53), raises an intriguing question with regards to second language acquisition (SLA), why are some individuals better at acquiring language than others? A major reason for this variation in L2 proficiency levels is commonly attributed to individual learner differences (ILDs), (DÃ ¶rnyei, 2005: 2). This essay sets out to explain the important role that ILDs play in SLA, through an in-depth discussion on the contribution made by L2 motivation. Three influential theories offering different perspectives on L2 motivation: the Socio-educational model, self-determination theory and the Process model will be discussed in detail. I will also look at the theoretical shifts currently taking place in L2 motivation research, before concluding with a discussion on the strategies that teachers can use to instil and nurture motivation in their students. 2. Role of ILDs in SLA Individual differences are unique learning characteristics which are present in all learners to varying degrees. They can help to distinguish learning needs and identify the extent to which learners will succeed in acquiring a second language (Lightbown and Spada, 2006). These differences are social, cognitive and affective in nature, and include aptitude, motivation, age, personality, learning strategies, learning styles and anxiety (for detailed reviews, see for example, Naiman et al 1995; Skehan 1989; DÃ ¶rnyei 2005). Their relevance to language achievement has made ILDs, a focus of considerable attention in SLA research (DÃ ¶rnyei, 2005). Developments in research, especially in relation to aptitude and motivation, has seen a shift from a product-orientated approach to a more process-orientated stance (ibid: 6). Recent studies have highlighted the importance of the temporal nature and situational context of learner characteristics (DÃ ¶rnyei, 2009). Current arguments however, have suggested that rather than being monolithic variables, ILDs are complex attributes consisting of a combination of sub-components and sub-processes (ibid). All ILDs are implicated in language learning, however they do not function in isolation and some even have elements in common (Gardner, 2008). A look at some of the influential theories which have emerged from research on L2 motivation over the last fifty years will help to explain the complex role that ILDs can play in the language learning process. 3. L2 Motivation Motivation is a learners orientation towards learning goals (Gardner, 1985), and is regarded by many as the most influential ILD in the language learning process (Ellis, 1985). Therefore its relevance to the classroom environment becomes evident, and to know what drives this motivation is of great pedagogic interest. Many of the learner characteristics involved in the SLA process are dependent on, and in some cases completely overridden by motivation (Gardner, 2006). A learner with a natural aptitude for learning languages, for example, may find it difficult to attain long-term language goals without the necessary motivation (ibid). On the other hand, high levels of motivation may lead to successful learning, even where little aptitude exists for language (ibid). Theories looking to explain the role of motivation in language learning have evolved through four main stages. DÃ ¶rnyei (2005) categorises these as: the Social Psychological period (1959-1990); the Cognitive-Situated period (1990s); the Process-orientated stage (late 1990s); and finally a period (last decade) consisting of new approaches that have focused on a learners sense of self-identity. Table 1 summarises the main L2 motivation theories and concepts. 3.1. The Social Psychological approach to L2 motivation Interest in L2 motivation was initiated by social psychologists Wallace Lambert, Robert Gardner and associates as early as 1959, looking to understand the language and cultural Approach to motivation Examples Social-psychological Socio-educational model, (Gardner, 1985). Key concepts: Integrative motivation, Integrativeness, integrative orientation. Theory of Linguistic self-confidence, (Clement, 1986). Key concepts: Self-confidence a self-belief of having the ability to manage the learning process. Cognitive Situated Self-determination theory, (Brown, 1994; Noels et al., 2000). Key concepts: intrinsic/extrinsic motivation, amotivation. Attribution theory, (Weiner, 1992). Key concepts: attributing past success or failure to current actions. Goal setting theory, (Oxford and Shearin, 1994). Key concepts: Cognitive perception of goals as a motivating factor. Goal orientation theory, (Ames, 1992). Key concepts: Goal mastery andperformance orientations. Motivation and learner strategy use, (Oxford and Nyikos; 1989, Macintyre et al., 1996). Key concepts: Motivation as a key factor in stimulating strategy use. Task Motivation, (Julkunen, 2001; Dornyei, 2003). Key concepts: task execution, appraisal, action control. Mixed approach i. Willingness to communicate, (Macintyre et al., 1998, 2003). Key concepts: Willingness to communicate as a key factor for achieving communicative competency. Process-orientated Process model, (Dornyei and Otto, 1998; Dornyei, 2001b). Key concepts: temporal nature of motivation, which includes a preactional/actional/postactional stage. Current and future L2 motivational self system, (Dornyei, 2005). Key concepts: ideal L2 self, ought-to L2 self. Complex dynamic systems, (Larsen-Freeman, 2007). Key concepts: integrating different theoretical perspectives. Table 1. Some of the different approaches used in L2 motivation research conflicts between English and French speaking communities in Canada. Their research adopted a socio-psychological approach, based on the central idea that a learners success in acquiring a second language is dictated by an attitude towards the target language community (Gardner, 1985). Their research on students learning French showed that aptitude and motivation are closely associated with achievement in language learning (ibid). They concluded that motivation is characterised by an individuals willingness to be like members of the target community (ibid). A model based on a socio-psychological approach that has been very influential in L2 motivation research is Gardners socio-educational model (see for example, Gardner and Lambert, 1972; Gardner, 1985; Gardner and MacIntyre, 1991). The most recent version of this model is shown in figure 1. LANGUAGE ACHIEVMENT Other Factors (for example, Learning strategies, language ANXIETY (Gardner, 2001)) Other Support LANGUAGE APTITUDE INTEGRATIVE MOTIVATION INTEGRATIVENESS MOTIVATION ATTITUDE TOWARDS THE LEARNING SIITUATION Figure 1. A basic model of the role of motivation in SLA (adapted from Gardner (2001b)). The most elaborate and researched aspect of Gardners model is integrative motivation, which he defines as the motivation to learn a L2 because of a positive attitude towards, and a desire to integrate with that community (Gardner, 2001b). The three variables that constitute integrative motivation are (ibid): Integrativeness this represents a desire to learn a second language to identify with the target community, and is reflected in a learners behaviour through the following: An integrative orientation, representing the reason for learning, which in this case is an interest in learning an L2 to interact with the target community. A positive attitude towards the target language group. An interest in foreign languages or a general openness to all language groups. Attitudes towards the learning situation (ATLS) this refers to attitudes towards the language teacher, the course in general, the course materials and other factors related to the learning context. Motivation this is a learners goal driven behaviour. A motivated learner: makes a concerted effort to learn a language, for example by doing extra work and seeking more learning opportunities, displays a strong desire to learn a language and is focused on achieving the goal, enjoys learning and has an overall positive attitude towards the learning process. An integratively motivated learner is therefore: motivated to learn a second language, keen to interact and be associated with the target community, and has a positive outlook on the learning situation. To sustain consistent levels of motivation, integrativeness and/or a positive ATLS are essential characteristics, however, it is the motivation element of the Integrative Motivation complex that is the active variable and which directly influences Language Achievement (Gardner, 2001b: 6). Therefore, a learner who has a high level of integrativeness and/or a positive attitude towards learning, but is low in motivation is unlikely to achieve high levels of proficiency. The affect of instrumental factors on L2 motivation was not included in Gardners core theory, but he suggests that they could be one of the other supports affecting motivation (Gardner, 2001a: 7). Based on this, it is possible to substitute integrativeness with instrumentality in the representation of the model in figure 1, to give what Gardner calls Instrumental Motivation (ibid). This is a motivation to learn a L2 for instrumental gains, such as better employment or education. An instrumentally motivated learner has specific communicative needs, which provide a purpose for learning and an impetus for successful language acquisition (Gardner and Lambert, 1972). Gardners model makes little reference to other attributes, for example, personal aspirations and past experiences, which could affect an integratively motivated learner. However, empirical research in different contexts is continuously bringing to light the possibility of including more factors in the general L2 motivational construct. To check Gardners model for adaptability, Tremblay and Gardner (1995) integrated other measurements of motivation, such as anxiety and goal-setting strategies. Empirical testing of the extended model showed that addition of the extra variables did not affect the structure of the original model (ibid). Research on motivation in different context has led some applied linguists to suggest the notion of the language community associated with integrative motivation is untenable for international learners of English (Ushioda and DÃ ¶rnyei, 2009). In a multi-lingual society like China, for example, few opportunities exist for interacting with native English communities. In such a context, instrumental motivation or external factors (for example, exams and employment) are more prevalent among learners than a desire for integrating with native speakers of English (Warden and Lin, 2008). For this reason, other researchers have suggested that the integrative construct should at least be re-examined by including the global L2 learning context and the multi-dimensionality of a learners identity. DÃ ¶rnyei and Csizer, (2002) suggested that rather than identifying with an external language community, the integrative concept could be more accurately linked to a learners internal process of identification with a self-concept. DÃ ¶rnyeis (2005) motivational self-system which developed from this idea is discussed in section 3.4. 3.2. Self-Determination Theory and SLA Influenced by advances in motivational psychology, and a need to understand the classroom-situated nature of motivation, L2 research moved on from a socio-psychological approach, to look at affects of classroom-situated factors on motivation. Self-determination theory (SDT) is a highly influential approach in motivational psychology, and several studies have attempted to incorporate some of its components to explain L2 motivation (for example, Brown, 1994; Noels et al., 2000). According to this theory there are three types of learner motivations: intrinsic motivation, extrinsic motivation, and amotivation (Deci and Ryan, 2002). These motivations form a continuum depending on the degree of learner self-determination, where self-determination is as an individuals sense of choice and control over the learning process (ibid). Intrinsic Motivation (IM) refers to an individuals motivation to undertake an activity, purely for personal feelings of pleasure and enjoyment associated with that activity, and is driven by a desire for competence and self-determination (Noel et al., 2000). Intrinsically motivated students are considered more likely to achieve autonomy, competence and fulfil long-term language goals (Ramage, 1990). Extrinsic motivation (EM), on the other hand, relates to actions carried out for: instrumental gains, in search for reward or to avoid punishment (Noels et al., 2000). This motivation can vary in degree depending on the extent to which the activity is controlled by the learner or other variables (Deci and Ryan, 2002). Vallerand et al., (1993) have suggested six subtypes of IM and EM which lie on a continuum of self-determination (see table 2). Noels (2001) suggests that L2 learner motivation can be assessed using the intrinsic and extrinsic constructs. These motivations however, do not necessarily have to be exclusive, for example, a learner whose behaviour is consistent with identified regulation may also exhibit some of the adjacent motivations on the continuum (ibid). Self-Determination Type of Motivation Description HIGH Zero Intrinsic Motivation to know Performing an activity for the pleasure associated with learning or exploring new knowledge. E.g., when reading a new book. Intrinsic Motivation to accomplish Performing an activity for the pleasure associated with accomplishing or creating something. E.g., a student doing more homework than is required. Intrinsic Motivation to experience stimulation Performing an activity for the stimulated sensations (e.g. pleasure and excitement) associated with engagement with the activity. E.g., a student who goes to class for the pleasure of participating in discussions. Extrinsic Motivation Identified Regulation Extrinsic motivation is internalised to the extent that learner behaviour is regulated by a sense of value and usefulness of the activity to the self. E.g., a student who studies the night before an exam because they think it is important to them. Extrinsic Motivation Introjected Regulation Learner behaviour is regulated by internalisation of past external means. E.g., studying the night before an exam because it is expected of a good student. Extrinsic Motivation External Regulation Learner behaviour is regulated completely by external means (rewards or constraints) showing the least self-determined form of extrinsic motivation. E.g., Studying the night before an exam because of pressure from parents. Amotivation A lack of extrinsic and intrinsic motivation. A learner feels their behaviour is regulated by factors out of their control, and may eventually drop out of the learning process. Table 2. Language Learning Orientation Scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation (adapted from Vallerand et al., (1993)). Intrinsic motivation is characterised by a strong sense of self-determination, and is closely associated with integrative motivation (Noels, 2001). This suggests that students learning a language for pleasure may also be seeking interaction with the L2 community. Intrinsic motivation however, is identified more with attitudes towards learning, than the target community (ibid: 54). The social environment (for example, the teacher, family members and the L2 community) has considerable influence on a students perception of self-determination. A teacher plays a significant role in this regard, and can promote intrinsic motivation by encouraging learner autonomy and providing positive feedback (Noels, 2000: 55). Similarly, students learning for intrinsic reasons are more sensitive to the teachers instructional style (ibid). In contrast, the less self-determined external regulation component of extrinsic motivation is linked to instrumental behaviour (Noels, 2001: 53). A limitation of extrinsic behaviour is that it can have short-term characteristics. A study carried out by Ramage (1990) showed that students who learnt a language for academic reasons are more likely to discontinue future language classes. Extrinsic course pressures, for example, compulsory reading, can also negatively affect a learners intrinsic interests (DÃ ¶rnyei, 1994a). 3.3. A Process-orientated approach to motivation DÃ ¶rnyei and Ottos (1998) process model of motivation integrates various theoretical perspectives of L2 motivation, and draws attention to the temporal nature of motivation in classroom learning. The model is influenced by Heckhausen and Kuhls Action control theory, which proposes two sequential phases of motivational behaviour: an individuals motivation to form an attention, and a motivation to initiate and sustain the intended action (Heckhausen, 1991). DÃ ¶rnyei and Ottos model breaks down the motivational process into three temporal phases. The first relates to the transformation of initial desires to goals, and then intentions. The next sees these intentions being enacted, leading to the successful/unsuccessful accomplishment of goals, and the final phase is an overall evaluation of the learning process (see figure 2). Preactional Stage (Choice Motivation) Motivational Functions: generate motivation to select a goal; form an intention to act; select an action plan to enact the intention. Possible factors influencing motivation: goal properties; attitude towards the learning process; attitude towards the target community; perception of self-ability; social environmental encouragement or discouragement. Actional Stage (Executive Motivation) Motivational Functions: carry out sub-tasks to maintain motivation; ongoing appraisal of achievement; action control (self-regulation to help persevere with learning). Possible factors influencing motivation: quality of the learning experience; degree of autonomy; teacher, learner group and family influence/support; classroom structure (competitive or co-operative); knowledge and ability to use self-motivating, goal-setting and learning strategies. Postactional Stage (Motivational Retrospection) Motivational Functions: attribute reasons to success or failure; elaborate internal standards and action-specific strategies; dismiss original intention and further planning. Possible factors influencing motivation: personal attribution style; self-confidence; feedback. Figure 2. Process model of L2 learning motivation (adapted from Dornyei, (2003: 19)). An important assertion made by the process-orientated model is that motivational behaviour is influenced by different factors. Consequently, different theories of motivation can be associated with each phase (DÃ ¶rnyei, 2003: 18). Integrativeness, for example, may be the motivational influence on goal setting in the preactional stage. In the executive phase, situated aspects of motivation play a greater role, mechanisms of the task processing system are more relevant here (DÃ ¶rnyei, 2003). The retrospective links that learners make between the original goal and actual achievement in the post-actional stage are likely to be attributed to past learning experiences, a motivational behaviour addressed by Weiner (1992) in the attribution theory. Two aspects that the model overlooks are: the possibility of several actional processes running concurrently, or an actional process with multiple motivational influences (DÃ ¶rnyei, 2003). This is likely in a school setting, where students often have multiple goals (for example, social and academic) and overlapping motivational influences (for example, task, course or curriculum related) (ibid). The model assumes that the actional processes have defined boundaries, however in an educational context it may be difficult to identify where one actional process starts and the next begins. 3.4. Present and future: The motivational self-system and a Dynamic systems approach. Since the socio-psychological period of motivation research, the global reality of English has changed immensely. The rapid globalisation of English has challenged the validity of many SLA theories (Kachru, 1988), because these theories fail to consider the context of the world Englishes learner (Sridhar and Sridhar, 1992). With limited or no contact opportunities with the native target community, the notion of a self-concept (referring to an individuals images and cognitions of the self) suggested by DÃ ¶rnyei and Csizer (2002), is possibly a more relevant motivational feature in many EFL contexts. DÃ ¶rnyei developed this idea further, in his L2 motivational self-system, which equated integrativeness with an ideal L2 self (DÃ ¶rnyei, 2005; 2010). The main components of this system are: (DÃ ¶rnyei, 2010) Ideal L2 Self a L2-specific image of the attributes that one would like to possess. For example, hopes, desires, aspirations. Ought-to L2 Self a self-guide which refers to those attributes one thinks one ought to possess to meet expectations and avoid negative outcomes. L2 Learning Experience this refers to the executive motives (similar to those identified in the Process model) associated with the immediate learning environment and experience. For example, impact of the teacher, other learners, the course, the experience of success. The hypothesis behind the self-system is that a learners desire to become a person proficient in the L2, serves as a powerful motivating force to learn a language (Ushioda and DÃ ¶rnyei, 2009: 3-4). A recent study in the Japanese context showed that this desire represented by the ideal L2 self is equivalent to the concept of integrativeness in Gardners socio-educational model, but the ideal L2 self is probably more accurate in explaining motivated behaviour (Ryan, 2009) DÃ ¶rnyeis idea of placing the self at the centre of the conceptual role of motivation offers a new perspective, however it overlooks the process-orientated, and contextually dynamic nature of motivation. Justifying this complex nature of L2 motivation, can only be possible by integrating more than one approach (Macintyre et al., 2010). A possibility of combining different perspectives of motivation is suggested by Ushioda (2009) with her person-in-context, relational view of emergent motivation. She suggests that integrating relevant theoretical frameworks to support future analysis of the complex nature of interactional processes and contextual factors in motivational behaviour can help to provide a better understanding of how L2 motivation is shaped (ibid). A similar possibility is offered by the theoretical paradigms of dynamic systems theory (for a detailed review, see Larsen-Freeman and Cameron, 2008). This theory involves a study of systems, where the system is analysed as a whole rather than as its individual parts (ibid). Learner variation is seen as the result of a complex system of relevant factors working in unison, rather than as a result of differences in individual determinants (for example, aptitude or motivation) (DÃ ¶rnyei, 2009). As an example of an application of a dynamic systems approach to L2 learning, DÃ ¶rnyei suggests the possibility of identifying an optimal combination of motivational, cognitive and affective factors with regard to task behaviour, that function as an integrated unit (for a detailed review see, ibid). 4. The practical value of theory motivational strategies for the classroom Chomsky (1988) emphasises the vital role played by teachers in learner motivation by suggesting that ninety nine per cent of teaching involves getting students interested in learning. A language teachers motivational practice is also linked directly to increased levels of learner motivation (Guilloteaux and DÃ ¶rnyei, 2008). Therefore, the need to use appropriate strategies to manage classroom motivation is extremely relevant to L2 practitioners. Motivational strategies are techniques used by a teacher to manage learner motivation, or used by individual learners to regulate their own motivation levels (Guilloteaux and DÃ ¶rnyei, 2008). Although, several motivation strategies have been proposed in L2 literature (for example, Williams and Burden, 1997; DÃ ¶rnyei, 2001a; Alison and Halliwell, 2002), very few are supported by empirical evidence. Self-motivating strategies for learners are an even less researched area of L2 motivation (DÃ ¶rnyei, 2006). An example of an elaborate, theory-based framework which looks at motivational strategies from both a teacher and leaner perspective is proposed by DÃ ¶rnyei (2001a). This model consists of four phases (ibid): Creating the basic motivational condition, by establishing a good student-teacher relationship, a relaxed learning atmosphere and a cohesive learner group. Generating initial motivation by: Strengthening language related values and attitudes (intrinsic, integrative or instrumental values). Increasing the expectancy of success. Increasing goal-orientedness, for example, by making learners aware of the practical (non-syllabus related) reasons or value of doing an activity. Making teaching materials relevant. Creating realistic learner beliefs. Many new learners have inaccurate beliefs about language learning, a realisation of their falseness can have a demotivating influence. Maintaining and protecting motivation, to keep sight of goals, and maintain interest and concentration. The most relevant strategies in this phase include: Making the learning process stimulating and interesting. Presenting tasks in a motivating manner, making them stimulating and relevant. Setting specific learner goals. Preserving the learners self-esteem and promoting their self-confidence. Creating learner autonomy. Promoting self-motivating learner strategies in order to: Preserve the original goal commitment, for example, by encouraging learners to remember favourable expectations or positive rewards. Maintain concentration, for example, by encouraging learners to: identify and manage distractions; and focus on the first steps to take when beginning an activity. Eliminate boredom and add extra interest in a task, for example, by showing learners how to add a twist to a task and using their imagination to make it more stimulating. Manage disruptive emotions and generate a positive emotional state, for example, by getting students to self-encourage and introducing them to relaxation techniques. Remove negative and utilise positive environmental influences, for example, by encouraging students to remove distractions and asking for peer help. Encouraging positive retrospective self-evaluation, by : Promoting positive learner attributions (an idea supported by the Attribution theory, Weiner, 1992) Providing motivational feedback, that is informative and encouraging. This can help to increase learner satisfaction and self-confidence, and encourages constructive self-reflection on weaknesses. Using rewards and grades cautiously, as they can distract the learner from the real purpose of the task (DÃ ¶rnyei, 2006:730). When they are used, they should be offered in a motivational manner. The most motivating of teachers are considered to be those who rely on a few simple and carefully selected techniques (DÃ ¶rnyei, 2006: 730-731). Therefore, achieving optimal levels of learner motivation are more likely if motivational strategies are matched by a teacher selectively, to learners specific needs. 5. Conclusion This essay discussed the significant role that motivation, as an example of an ILD variable, plays in the long and arduous task of second language acquisition. I presented three influential theories that have approached L2 motivation from different perspectives, and looked at some of the current trends in motivational research. A look at some possible motivational strategies demonstrated how theoretical concepts can be applied to improve the quality of classroom learning. The motivational characteristics of the L2 learner highlight the complex but influential role played by ILDs in SLA. Many of the variables involved in L2 motivation have a degree of overlap, and interact both with each other and other ILDs (Gardner, 2008). In order to understand the true nature of these webs of interactions and their affect on L2 achievement, the possibilities offered by a dynamic systems approach is probably the best way forward.

Essay --

â€Å"Learning is a treasure which accompanies its owner everywhere†. I have always kept in mind this Chinese adage that emphasizes the very importance and advantage of learning. Learning, the very step of success as well as failure has given me enough experience and strength to access challenges as they come. In this technological age, everything’s changes rapidly. We need to constantly streamline and upgrade our tools and resources in order to make our worked worth living in. A deep fascination for technology coupled with a love for learning and exploring have inspired me to pursue and excel in graduate studies. It has been a blessing to have parents who have instilled in me good values and principles and also who gave me the freedom to choose whatever fields I want to excel in. The desire to learn how things work and my natural inclination towards Mathematics and Physics, gave me the impetus to become an engineer. That fascination towards science and technology helped me to excel in the entrance examination and thus ensured myself an admission in VIF College of Engineering and Technology, which is affiliated to the Jawaharlal Nehru Technological University. I have always given more importance to gaining knowledge rather than gaining marks. Engineering is one field where practical know-how is more important than acquiring a degree for name sake. Thus my true ability stands above my marks and marks are not a reflection of my potential in Electronics and Communication. I have always cherished all my dreams and at the same time decided definite paths to follow in order to realize them. In my undergraduate studies, I have benefited from the breadth of Jawaharlal Nehru’s University’s syllabi content that has given me a comprehe... ...nues in my chosen field and create excellent opportunities to prove my mettle. I am confident that, the facilities, guidance and inspiration your University provides combined with the excellent faculty and research opportunities makes it the ideal place for me to embark upon my graduate studies. I can assure you that, in me you will find a responsible, committed and talented student, who will bring laurels to her alma mater. In firmly believing that the essence of a University education lies in the synergetic relationship between the student and the department, I feel that graduate study at your University will be the most logical extension of my academic pursuits and a major step towards achieving my career objectives. It is with this in mind, that I look forward to a long and rewarding relationship with your University as a graduate student with financial support.

5 Forces Model of Verizon Essay

Verizon’s wireline business, which includes the operations of the former MCI, provides telephone services, including voice, broadband data and video services, network access, nationwide long-distance and other communications products and services, and also owns and operates one of the most expansive end-to-end global Internet Protocol (IP) networks. Verizon’s domestic wireless business, operating as Verizon Wireless, provides wireless voice and data products and services across the United States using one of the most extensive and reliable wireless networks. The results of high competitive pressure could impact prices, margins, and hence, on profitability for every company in the industry. a. Sprint Nextel b. Cingular – AT&T wireless c. T-Mobile d. AOL e. Qwest f. RBOCs g. COMCAST 4. Bargaining Power of Suppliers – Low The term ‘suppliers’ comprises all sources for inputs that are needed in order to provide goods or services. If there is a market with much choice supplier choice, bargaining power will be less. There are many network equipment suppliers, which are suffered from the down telecom market. Having mature technologies also commoditize the products. As such, the bargaining power of suppliers has been weak. 5. Bargaining Power of Customers – Low The bargaining power of customers determines how much customers can impose pressure on margins and volumes. Since most of buyers are small (residential and small business users), they do not have much buyer power. Big corporations are better positioned to negotiate for discounts but industry consolidations of SBC acquiring AT&T and Verizon acquiring MCI have significantly reduced the available lternatives for these corporations and thus their negotiation power. PEST Analysis A PEST analysis is an investigation of the important factors that are changing which influence a business from the outside, these include: Political Factors †¢This includes government regulations and legal issues that define both formal and informal rules of the operation of Verizon. Economic Factors †¢This factor affects the purchasing power of consumers and the Verizon’s cost of capital. Social Factors †¢Cultural and demographics of the environment would affect the customer’s needs as well as potential market size. Technological Factors †¢This can lower barriers to entry, improve production efficiency and influence outsourcing decisions. ? PoliticalEconomicalSocialTechnology Stability of the internal/external political environmentEconomic growthPopulation growth rate Automation Trading agreementsInterest ratesAge distributionTechnology incentives employment lawsInflation rateCareer attitudesRate of technological change environmental regulationsBudget allocation Perception of technological change within the unit Trade restrictions and tariffsThe level of inflation 5 Forces Model of Verizon Essay Verizon’s wireline business, which includes the operations of the former MCI, provides telephone services, including voice, broadband data and video services, network access, nationwide long-distance and other communications products and services, and also owns and operates one of the most expansive end-to-end global Internet Protocol (IP) networks. Verizon’s domestic wireless business, operating as Verizon Wireless, provides wireless voice and data products and services across the United States using one of the most extensive and reliable wireless networks. High for fixed-line, low for mobile / broadband A threat from substitutes exists if there are alternative products with lower prices that are of better performance parameters for the same purpose. This could potentially attract a significant proportion of market volume and hence reduce the potential sales volume for Verizon. a. Vonage(Threat to Fixed Line service) b. Skype(Threat to Fixed Line service) 3. Competitive Rivalry between Existing Players – High This force describes the intensity of competition between existing players (companies) in an industry. The results of high competitive pressure could impact prices, margins, and hence, on profitability for every company in the industry. a. Sprint Nextel b. Cingular – AT&T wireless c. T-Mobile d. AOL e. Qwest f. RBOCs g. COMCAST 4. Bargaining Power of Suppliers – Low The term ‘suppliers’ comprises all sources for inputs that are needed in order to provide goods or services. If there is a market with much choice supplier choice, bargaining power will be less. There are many network equipment suppliers, which are suffered from the down telecom market. Having mature technologies also commoditize the products. As such, the bargaining power of suppliers has been weak. 5. Bargaining Power of Customers – Low The bargaining power of customers determines how much customers can impose pressure on margins and volumes. Since most of buyers are small (residential and small business users), they do not have much buyer power. Big corporations are better positioned to negotiate for discounts but industry consolidations of SBC acquiring AT&T and Verizon acquiring MCI have significantly reduced the available lternatives for these corporations and thus their negotiation power. Generic Strategy Verizon needs to make the technology customers have today work better through new, customer-friendly products, services, applications and solutions. As well as to invest in the broadband infrastructure that will give customers even better services in the future. â€Å"Competitive advantage can be obtained using three generic strategies; they are cost leadership, differentiation and focus. †¢Cost Leadership oVerizon is required to compete on cost because there are many wireless operators in Europe, reduce cost to increase subscriptions.

Is America Different Example

Is America Different Example Is America Different – Term Paper Example No: Is America different? Have we shown a pattern of economic and political development that sets apart from other countries? Explain.America is really different as compared to other countries because of a number of reasons. Democratically and economically, America is different from all the other nations of the world. Politically, the difference that is found in American nation is termed as American exceptionalism. America lacks the presence of a class based and ideology based political structure. The political parties that are existent in America are more concerned to the middle class than any other class. They show concern towards capitalism and business and promote them. America has also gained a unique status historically as it has acquired wealth, power, position and dominance over time. The Americans believe in individualism and separate identity and also have a faith that America is among the most blessed states of this world. America is also termed less liberal as politically it emphasizes race, religion and money, which are less regarded by more liberal nations of the world. Economically, America is different from other countries as it is the largest country in terms of economy. America has attracted immigrants from all over the world for its labor market due to which, it is a multicultural nation now. Economic freedom is given to private sector due to which, major decisions can be taken related to the production in America.America as the largest economy and an exceptional state has gained status over time and much struggle can be noticed historically. It is different as economically and politically, it has developed more than any other country of the world.

Teenage crime Essay Example

Teenage crime Essay Example Teenage crime Essay Teenage crime Essay Teenage Burglary The social issue being discussed in this critical analysis is teenage burglary. Teenage burglary is one of the most committed crimes in New Zealand society by young people. Moreover, teenage burglary is when an individual or a group of teenagers steal something that does not belong to them. Teenage Burglary can affect young people in many different ways, such as, poverty in the family, alcohol, parents who are involved in crimes, and child separation from parents at a young age. This is a social issue for New Zealand and its society, we need to stand up for our young people, and they are the future of tomorrow. This critical analysis will be discussed more in the below paragraphs. Teenage burglary is cause by many different reasons. Firstly, this is cause by poverty in families. Family poverty has a big impact on young peoples safety and wellbeing. According to (Rob, 2012), children and young people are the victims of poverty, that the impacts of poverty in childhood lasts a life time and that poverty can be intergenerational. Moreover, families that do not have enough financial support or jobs, young people in the family will tend to go and find ways of getting things that heir parents cannot provide for them. This will lead them into committing crime, such as, robbery. Whom should we blame for the crime young people are committing, is it parents the government or the young people themselves. Well as Rob states it, young people are the victims of poverty, so we should blame the government, they should create the more Jobs opportunities for parents to be able to take a very good care of their children. Teenagers may be affected and this can lead them into bullying, stress, depression and self-hatred. The government should find ways of helping and supporting low-income families. Young people are the future and leaders of our society tomorrow. The government should do whatever it takes to protect our young ones they will play a big role in our New Zealand society, they will make the World a better place. Risks factors in New Zealand household with children. Risk factor Percent Current cigarette smoker 21 Victim of crime in last 12 months 20 Living in a high deprivation area Feeling isolated some, most, or all of the time 17 Poor mental health 15 Bottom of Form Victim of discrimination in last 12 months 12 Low economic standard of living, based on ELSE 1 More than one housing problem 10 Living in an overcrowded house 9 Limited access to facilities 8 Poor physical health Note: ELSE = economic living standard index Source: Statistics New Zealand Number and proportion of children by risk group. Number of risk factors Number of children (aged under 18 years) Proportion of children (%) No risk 328,000 Low risk 1-2 482,000 45 Medium risk 201,000 19 High risk 5+ 67,000 6 addressed. Child abuse is one of the major problems New Zealand is facing every day. Many young people are abuse physically or mentally by their parents or receiver, and this will have an impact on them later in life. When a parent abused their children or young people, they will develop bad social behaviors that will involve them into criminal activities, such as burglar, self-harm and suicide attempt. We as a society we have the right and power to change child abuse, because young people deserves their rights as citizens and tomorrows leaders of our country and society. (Kirk,2012) Where a child is being abused or neglected there may be behavioral signs of this. They may be withdrawn, irritable, aggressive, and unreasonably clingy or have difficulty controlling their emotions. Let think about this for a minute , maybe teenage burglary is not young peoples choices, maybe it the problem or situation they go through every day at home that lead them into committing crimes and have a bad reputation in the society. Moreover, young people alcohol use can affect families, friends and the community. This may lead them in to committing crimes such as burglary . According to Edge The police youth crime team arrested three males teenagers . Two aged 15 and another 13-year- old have been charged with burglary at a house drinking before walking in the streets (2013). Availability of alcohol in the community and neighborhood can result into teenagers academic failure, low bonding with families and violence can be involved. Teenage alcohol use can destroy family bonding and can create conflict and hatred with the family. F the punishments they receive are not as severe as what would be given to an adult committing the same crimes. Youth people who commit crimes occasionally follow the same patterns as adult criminals; they will go back and do the same mistake as before, when they get release from prison. This can lead into a high number of rimes by youth offenders who will later became adults and this wi ll to act as a warning for at least some of these teenagers. The confusion and shock of having a family member who is a teenage offender can create instability for the other relatives. Not only does the family have to go through the needs of the youth who is in trouble, but they will also have to get money and pay for lawyers. In addition, the family has to face lot issues of responsibility to the victims of the teenagers crime. Families must usually attend group-counseling sessions, which can be troublesome ND costly during the time when the teenage is in detention or on probation Teenagers are the leaders of tomorrow, but poverty is overtaking their ability to works hard for their country. Such as poverty, child abuse by parents or caregiver, and the availability of alcohol for underage childrens.. Family poverty has a big impact on young peoples safety and wellbeing. Moreover, we as a society we have the right and power to change child abuse, because young people deserves their rights as citizens and tomorrows leaders of our country and society. The New Zealand herald Taking vehicles targeted, 3 youths arrested By Kristin Edge Email Kristin 9:13 AM Thursday July 4, 2013 Police have issued a warning to ensure parked cars are locked after a group of drunken youths broke into at least eight vehicles and stole items.

DOCUMENTARY CINEMA Essay Example | Topics and Well Written Essays - 1000 words

DOCUMENTARY CINEMA - Essay Example This essay will delve into various aspects of the film Dark Days by way of relating them to the broader social, cultural and political contexts. Firstly, homelessness in the United States can be traced back a long way. The direct and circumstancial evidence for this is available in literary and performing arts of the last one and half centuries. Prominent among the artists who dealt with this subject are Walt Whitman, Jack London, Charlie Chaplin, Woody Guthrie, John Dos Passos, Bill Mauldin, Jack Kerouac and John Steinbeck. In the early twentieth century slang, homeless people were casually referred to as hoboes, which is a term of denigration. These so-called hoboes had a reputation for being barbaric, wild, lazy and unscrupulous. The first detailed representation of these people living on the fringes of society started appearing after the end of the Civil War. We further learn that â€Å"following the Civil War, a legion of men traveled the country with no visible means of support. Some earned the sobriquet "hobo," which they embraced it as a nickname for a migrant laborer, that is, a "hoe boy." Whatever the origin, sociologists of the 1920s used the phrase "hobohemia" to describe a subaltern lifestyle embraced by white working-class males. When congregating in places such as Chicagos "main stem," they forged a swaggering counterculture that defied domesticity. They embraced the labor radicalism of the Wobblies, even while they were parodied by vaudeville and motion picture comics.† (Lookingbill, 2005, p.314) During these early days, homelessness in the United States was largely an issue of social class and was caused by the huge disparities in wealth distribution between the top ten percent of the population and the rest. But in the last century, the issue has grown to encompass factors of racial discrimination, drug abuse and homosexuality. Of the half a

Financial Strategy Essay Example | Topics and Well Written Essays - 1000 words

Financial Strategy - Essay Example Financialisation has influenced corporate ownership and control. Corporate control is basically the mode of its governance and this behaviour is what financial markets has worked to influence and change to align to their own interests. Financialisation has led to a change in corporate control in such a way that managers are disciplined by the prospect of ouster and takeover if they are unable to maximise profits. Because of this, managers are compelled to go for market efficiency improvements such as privately financed equity investments and leveraged buyouts as a way of satisfying stakeholder interests. Basically, managers of corporations are now forced to merge their interests with those of the financial markets. This has eliminated the countervailing force that previously interfered with the ability or willingness of managers to side with excessive financial interests. It has also broke the union-power that used to exist between corporations. This clearly depicts that financialisa tion has led to a drift in the corporate financial behaviour. Financialisation and its new approach to corporate control have fostered the growth of options like the stock pay option. The main reason behind this is that there is an increased need to align the interests of the management with those of the stakeholders and such options help to accomplish this task successfully. The top management of corporations have benefitted from these stock options and new pay practices and this has generated in managers the interest to maximise the short-lived stock prices. Financialisation has also led to excessive adoption of debt finance by corporations. The main motivation for this is tax code is more favourable to interest payments than on profits. In addition, managers of corporations have also adopted this strategy as a way of draining free cash from the firm leaving little for claimants on the income stream of the firm and putting pressure on workers (Bronars and Deere 1991). The overall effect of financialisation on corporate control is that corporate governance is becoming increasingly beholden to and dominated by financial markets. This implies that corporate managers have been pressurized to import behaviors from the current financial markets and these in turn have affected business decision-making and corporate investment. These investments and decisions include resource allocation whereby corporate managers of non-financial corporations have capitalized on stock repurchases as one of the main mode of corporate resource allocation. This has mainly been encouraged by the extent to which executives of corporations can enrich themselves by manipulating the stock prices of the corporation (Lazonick 2011, 11). These corporate control modes may be profitable and attractive and more profitable to firms. It also gives corporations a range of options for investing under various economic climates and profitability levels. For example, when profits achievable in financial markets are higher than those that can be achieved in the normal product market, then it becomes a motivation to corporation management to invest less in real assets and more on financial assets. However, such strategies may not be long-lasting. Palley (1995) and Palley (1997b), state that it is not good for the financial market behaviors of an economy or corporations are governed by short-terminism and herd behavior. Financialisation