Dark Age Ahead, By Jane Jacobs - 1282 Words

In her novel, Dark Age Ahead, Jane Jacobs discusses why five pillars of society are in danger. These five pillars are families rigged to fail, credentialing versus education, science abandoned, and dumb-downed taxes and self-policing subverted. She goes into detail as to why each of these sections of our society is struggling and is destined for a dark age. However, for the purpose of this paper, I will focus on education and my agreement as to how educational institutions are focusing on credentialing its student instead of educating them. When entering a postsecondary education institution, parents and students alike believe that a good education is a ticket to a successful job after graduation. This is especially true when the cost†¦show more content†¦These numbers can be frightening for students who have to take out loans to finance their education. However, many students do not understand what is waiting for them after graduation. Students are encouraged to pick a su bject to study that interest them; although this is important, students also need to look at the job opportunities available in that field of study. For example, many young students aspire to become teachers, the job definitely has some perks, but finding a full-time job in teaching can be difficult. According to Maclean’s â€Å"67 per cent of education graduates from Ontario’s class of 2009 found themselves unemployed or underemployed in the following year† (Dehaas 2011). When there are little to no job opportunities students begin to feel the pressure and retreat back to what they know, school. Graduate school seems great and all, but sometimes it is not the right track to take. Students accumulate more debt, become more specialized and expect higher pay because of their higher education. The Economist reports, â€Å"In Canada 80% of postdocs earn $38,600 or less per year before tax – the average salary of a construction worker† (The Economist 20 10). Students need to weigh their options before running back to school. It might be best to work at a local restaurant for a year while looking for a job in your career. When young students are faced with the option to attend university or college many often sign up without any questions because they do not want

Alexander Fleming The Discovery of Penicillin - 1884 Words

Sir Alexander Fleming changed the world of medicine not only in his days but also in the world today. We have the medicines and antibiotics that we have today because of Alexander Fleming. His discovery was much needed in the world and I hate to think where we would be in the medicine world if he hadn’t discovered penicillin. Alexander Fleming was born on August 6, 1881 in Darvel, Ayrshire, Scotland. He was born on Lochfield Farm, which was his family’s farm. Alex was the seventh of eight children. He was the third child born to his father’s second wife. With his upbringing in Scotland, Alexander had much more appreciation of the natural world at a young age. (Brown, 2013) Alexander started his schooling at Loudoun Moor. He moved from†¦show more content†¦(Brown, 2013) In 1915, Alexander married an irish nurse named Sarah Marion McElroy. In 1924, Sarah and Alexander’s first child was born. It was a son named Robert. Alexander’s son would go on to follow in his father’s footsteps within the medical field. Alexander had a commission in the army during World War 1. He was in the Royal Army Medical Corps, and he studied wound infections as a bacteriologist. It was during his study of wound infections that he found that strong antiseptics did more harm than healing on the wounds. He suggested that a mild saline solution would be better. (Brown, 2013) When he returned back home from World War 1, he returned to St. Mary’s and the Inoculation Department. In 1921, while still working under Wright, Fleming discussed that lysozyme, which is present in our body fluids, worked well as a mild antiseptic. This discovery of lysozyme was the first of Fleming’s many discoveries. His discovery of lysozyme led to a great study and discovery on how the body fights off infections. The time came in 1946 where he was finally was named the successor for Wright, and the Inoculation Department was then renamed Wright-Flemin g Institute. (Brown, 2013) Although Fleming sealed his place in history with the discovery of lysozyme, it was his discover of Penicillin in 1928 that started the revolution of antibiotics and sealed his lasting reputation within the medical world. In 1945, Fleming was recognized for his achievements and heShow MoreRelatedAn Accidental Discovery: Sir Alexander Fleming and Penicillin1343 Words   |  6 Pages During his life, Alexander Fleming greatly changed the world’s view and knowledge of antibiotics and antiseptics. Alexander Fleming was born on August 6, 1881, and died on March 11, 1955 of an unexpected heart attack. From 1903 to 1906, Alexander Fleming attended Saint Mary’s Hospital Medical School. While in school, Fleming received qualifications as a surgeon, but his interests later changed towards bacteriology, after he returned from World War I. Fleming served as a medical officer in the RoyalRead MoreWhy The Discovery Of Penicillin Is A Game Changer1596 Wor ds   |  7 Pageslate (1881-1955) Sir Alexander Fleming! Sir â€Å"Alec† Fleming is being nominated for the Carleton biotechnology prize today for the discovery of Penicillin in September of 1921 at his laboratory in St Mary’s Hospital. Fleming is the father of modern day antibiotics because of his outstanding work as a bacteriologist. Had it not been for his amazing discovery of penicillin the world would be a much scarier place for modern man. In this paper I will prove beyond all doubt that Fleming deserves this awardRead MoreSir Alexander Fleming Is â€Å"the Penicillin Man†1541 Words   |  7 PagesSir Alexander Fleming is â€Å"The Penicillin Man† When I woke up just after dawn on September 28, 1928, I certainly didnt plan to revolutionise all medicine by discovering the worlds first antibiotic, or bacteria killer, Fleming would later say, But I suppose that was exactly what I did. And we should thank him every time when we get sick and take the penicillin as single remedy for our disease. Because of his research and his discovery of penicillin, he has the greatest contributionRead MorePenicillin : A Class Of Drugs1255 Words   |  6 PagesContent Antibiotics Introduction Discovery Structure Mechanism of action Class of drug Medical use Adverse effect Antibiotics: ï‚ § Antibiotics is the chemical substances which derived from living organisms that are capable to inhibit or kill the other living organism’s life process. ï‚ § The first antibiotics were isolated from microorganisms but some are now obtained from higher plants and animals. ï‚ § Over 3,000 antibiotics have been identified but only a few dozen are used in medicine.Read MoreThe Carleton Prize For Biotechnology Nomination1691 Words   |  7 PagesThe Carleton Prize for Biotechnology Nomination Alexander Fleming, a name often connected to the evolution of medicine. Perhaps one of the most impactful and influential scientific researchers of the 20th century thus making him the most deserving to receive The Carleton Prize for Biotechnology. Providing enormous advances in the understanding of human biology through his findings of Lysozyme and Benzyl penicillin (The Nobel Foundation, 1945). Lysozyme has acted as a stepping stool for scientistsRead MoreFleming And His Amazing Discovery Of Penicillin1453 Words   |  6 Pages Fleming and His Amazing Discovery of Penicillin BIOL 1010 Professor: James Cheetham Student: Hyun Hong 100831589 October 6th, 2015 Biotechnology has a long history of helping human beings have a better quality of life. Over the decades, numerous scientists have made substantial contributions to biotechnology. Among these scientists, I think Alexander Fleming made the greatest contributions. In this paper, I will explain how Alexander Fleming made significant contribution toRead MoreThe Discovery of Penicillin1750 Words   |  7 Pagesinvention of penicillin, the medical miracle. Penicillin was considered the miracle cure when it was discovered by Alexander Fleming in 1928 and it saved several lives including our soldiers but have we abused this medical miracle? However, it is imperative for our civilization to understand how penicillin was invented, the war it saved, and the resistance that it has sir come. Alexander Fleming was born in Ayshire in the lowlands of southwestern Scotland (Sir Alexander Fleming-Biography).Read MoreThe Discovery Of Insulin And Penicillin And The Development Of The U.s. Health Care System1745 Words   |  7 Pagesvery little variation in results. Many people do not know that the 1920s was more than an age of economic prosperity and defying prohibition; it was also a time of great advances in health care and medicine in the United States. The discovery of insulin and penicillin and the development of the U.S. health care system are only a few of the examples of the medical advances that took place in the 1920s. These advances shaped the lives of Americans in a way like no other. Medicine and health care wasRead MoreThe Advent of Penicillin Essay675 Words   |  3 PagesThe Advent of Penicillin The advent of penicillin forever changed the world of medicine at its discovery with its ability to treat diseases, deadly at the time, that are now considered commonplace and easily treatable. Penicillin was one of the greatest discoveries of the twentieth century, as antibiotics are one of the most highly prescribed drugs in the world today. Although its discovery is often described as serendipitous, the process by which it was cultivated was quite meticulous, andRead More Penicillin Essay524 Words   |  3 Pages Penicillin was accidentally discovered at St. Marys Hospital, London in 1929 by Dr. Alexander Fleming. As test continued, Fleming began to realize that he was on the verge of a great discovery. However, he still did not know the identity of the fungus, and had little knowledge of fungi. His crude extracts could be diluted 1,000 times and still be effective in killing bacteria. After years of working on penicillin and going nowhere, many of his co-workers grew tired of hearing about it. The first

Computer Assisted Language Learning

Question: Discuss about theComputer Assisted Language Learning. Answer: Introduction Computers and technology has become extensive in schools, colleges and every other educational sector. Now, since language learning has a sense of urgency at present, it has raised the requirement of computer literacy to the level of obligation (Beatty 2013). Language teachers, now a day have started to employ computers as a medium of new pedagogical instrument for teaching foreign languages. This generated the idea of Computer Assisted Language Learning i.e. CALL and this has been proved to influence educational psychology, designing learning materials for teachers through web based instructions and Human Computer Interaction (Golonka et al. 2014). Summary The authors Cynthia White and Hayo Reinders, in this chapter have emphasized the effectiveness of CALL in teaching the foreign language, English and developing the teaching materials for that purpose through CALL. The authors, in the first place, try to identify the unique features of CALL that has provided it an advantageous position over other conventional non-CALL teaching methods. However, the section also highlights some of the major drawbacks of this technology driven language-learning platform. It has been argued in the chapter that language learning in virtual medium takes place in three levels that include theoretical perspective, pedagogical framework and teaching procedure. The supporters of CALL have asserted immense importance to these stages appreciating them as dynamic, iterative procedures in terms of design and execution. According to the scholars reviewed in this chapter, there are numerous advantages of L2 acquisition through CALL; the materials of CALL aid in deve loping computer literacy, communicative skills, building e-community, creating identity, learning in a collaborative platform and mentoring. Besides, the chapter highlights advantages of organizations in using CALL materials as well as several pedagogical advantages of these materials in the acquisition of L2. Perhaps the greatest advantage of CALL is that it can incorporate such features like recording and animation that are not possible to find in the traditional learning concepts. In the second subsection of the chapter two different projects have been discussed where CALL has been utilized; the first one being in a distance education program and the second being a self-access program in online. The first project, the application of CALL materials in the online distance-learning program was more or less a success but in the second one, the need for effective learner training and increasing the number of support staff was felt. However, in both the projects, it was seen that the students interpretation of the tasks and materials had a mediating role between CALL and the students success. Critique of the Reading The chapter reviewing the utilization of CALL in acquisition of L2 takes a strong stand in supporting the widespread usage of this newly emerged technological language-learning program. The chapter in the beginning identifies some of the distinct features of this learning and by discussing relevant pedagogical theories attempt to highlight the potential positive outcomes of this. Due to the difference in platform and in the process of designing curriculum, CALL faces several difficulties in combining theory and practice (Levy and Stockwell 2013). However, the chapter has shown an inclination to negate the importance of developing theory-based curriculum stating that it was not necessary to restrict the instructional design by grounding it on pedagogical theories. However, this approach is highly wrong as pedagogical theories are meant to discover the essential requirements of a student at different stage and helps the instructors to go in depth of the learners psychology (Ushioda 201 3). Moreover, in the CALL format, face-to-face interaction between the teachers and the learners is absent and that the teacher is not physically present to guide the students according to their learning needs. Hence, a curriculum based on pedagogy built as per the needs of students becomes important here, as it would enhance their learning outcomes. On the other hand, the three-level model is indeed effective for the CALL learners, as this would inevitably help them to learn in a systematic way. In this context, agreeing with the authors it can be said that the pedagogical activities have scope to be initiated at any of the three levels of approach, design and procedure (Reinders and White, 2017). Indeed, it is the openness and flexibility of the CALL procedure that has made the online language learning so popular. To discuss about the unique features and advantages of CALL learning, as Loucky and Ware (2016) identifies, it is highly appreciating that CALL incorporates contemporary technological attributes like peer-to-peer networking, messaging and many more to overcome the pedagogical constraints and affordances. Among all other advantages mentioned about CALL in this chapter, some raise questions about their real power to be proved as an advantage. For instance, the author mentions the availability of multimedia technology like online video and information on internet enhances authenticity (Bueno-Alastuey and Lpez Prez 2014). However, all these mediums that have been mentioned here are not formally established as authentic source for studying and hence, the question about their reliability remains. There are other issues with the matter of teacher-student interaction that have been emphasized by the author are also not beyond questions. Undoubtedly, interaction in the language acquisition pr ogram plays a major role but when this interaction and access to internet does not remain in limit, it can create scope for unnecessary deviation for the students (Oberg and Daniels 2013). Among the appreciating features of CALL, the contribution of technology in this format is worth mentioning here. The infinite possibilities that technology has opened for CALL, is worthy to be praised. Especially, the prompt feedback providing aspect is very helpful for the language learners. The parser-based CALL and language processing has the ability to provide potential feedback even prior to the process of language learning (Balushi 2012). This referred section of the book offers a clear advantageous position of CALL, though presented in subdivisions of organizational and pedagogical. The chapter rightly identifies the principal benefit of CALL in terms of access of internet-based materials at anytime anywhere. However, in this case the writers have not overlooked the potential drawbacks of accessing learning materials without the supervision of the educators. As Loucky and Ware (2016) opines that the context of self-access can be deprived of quality or efficiency without the motivation factor of teachers. In addition, the access to students data and progress report has been easier with this CALL format of learning. On the other hand, the authors have highlighted the advantage of sharing learning materials and updating them easily. However, in this context they have overlooked the fact that this unrestricted opportunity to share materials has opened the chances of plagiarism and dishonesty on students part. Another aspect of cost-efficiency has been mentioned quite emphatically as an advantage. Yet, the initial cost of setting up the infrastructure of CALL has not been cited in the chapter. Setting up the technological appliances and framing CALL materials entail a huge amount of cost and this can be an obstacle to the widespread of technology driven language learning (Lin, Huang and Chen 2014). From the pedagogical perspective the authors have highlighted two aspects how CALL enhances the authenticity of the learning materials and how through the educational games, which is a part of CALL course design, developed for the young learners, assist in their learning process (Reinders and White, 2017). Again, this case of authenticity is arguable as collecting corpora to develop dictionaries and even to form the textbook content may not be authentic. However, the writers have put forward an argument on this stating that the learning materials gathered from authentic sources are not necessarily of better quality always. This opinion has considerable logic in it and one can agree with them in this context. Apart from this, the agrreing with Griffiths and Oxford (2014), it can be said that the innovative idea of engaging students in educational games for better learning experience is highly appreciating. Excluding all these advantages and gaps in the learning process through CALL, the best among all is the communication process between two learners, which is highly praiseworthy. The way two students are partnered, where someone interested to learn a specific language is aligned with another student having that language as L1 is of great advantage. This kind of partnering across nationalities and languages is not possible in the traditional language learning program and that it facilitates the students to learn a language with its practical implications. This flow of ideas among the students is undoubtedly an advantageous ground for L2 learners. In case of situated learning, it is indeed challenging for the students as well as for the teachers to develop such situations and plan activities for the learners so that they can gather knowledge from real life situations. In traditional learning medium, creating this environment of situational learning is very difficult for the teachers but in as the authors mention, in CALL, this becomes much easier. This is because the educators need to create exercises for the students only and since this format of learning is somewhat self-reliant for the L2 learners, it is up to them to complete the tasks and activities recommended on their own (Reinders and White, 2017). The aspect of language learning through multimodality is an interesting characteristic of CALL. In the traditional materials, the scope of using multimedia was absent. Knowing the fact that language acquisition becomes better with audio-visual medium and through constant interaction, there is no denial of the fact that CALL remains much ahead of conventional language learning programs. The CALL format enables the instructors to repackage the materials into one mode from the other (Ushioda 2013). The benefit of this multimodality aspect is that the students can easily learn according to their preference of medium. However, the simulations of real world that CALL is able to offer indeed accelerates the pace of L2 acquisition although the authors do not overlook its limited scopes due to technical challenges (Golonka et al. 2014). In this context, there is another benefit of CALL potentially identified by the authors. This entails the non-linearity of CALL presenting the students with opportunity to access information according to their choice of sequence. These are all advantages due to the involvement of technology in this format. However, as this non-linear learning violates the predetermined sequence grounded on pedagogical theories, many scholars like Ushioda (2013), have objected to this suspecting that students may unconsciously misguide them in the absence of an educators intervention. The major advantage that CALL incorporates in its space is the ability to monitor and record the learners progress and their learning behavior in a more efficient and easier way. Since all the monitoring and recording procedures are done mechanically, there are less chances of bias and that the students can also have opportunity to have a reflection on their progress. To opine from the pedagogical perspective, this aspect facilitating ongoing study planning develops the metacognitive awareness of the learners (Reinders and White, 2017). Besides, the CALL form of learning assists the learners to gain control over their leaning program giving them a feeling of empowerment. However, to what extent this control can be allowed is open to questions. In the second subsection, where CALL is shown in practice in two different projects, the advantages and disadvantages of this learning medium are expressed more explicitly. In the Online Distance Foreign Language Teaching program, the writers authentically document how the transfer from face-to-face learning to CALL has been difficult and challenging. Actually, this is the practical side of implementing CALL, which many of the scholars have disregarded in their highly welcoming analysis. Another project completed in University of Auckland offered an online language-learning program empowering the students with self-access. This project along with the one conducted in King Mongkut University of Technology showed the gaps behind planning and its implementation, as according to Levy and Stockwell (2013), the students required more support materials than expected. The realization of CALL in the institutes clearly shows that the apparently thought easy implementation process has faced wit h major failure. In the online self-assessment program of Auckland University, the major challenge became to motivate students to use the online programs abundantly (Reinders and White 2017). Despite efforts and the huge positive response from the students, it became difficult to make them continue with the program. However, the authors lack in providing a solution to this unwillingness in the chapter and only highlighting the problems will not help. Conclusion Having explored the chapter from a critical point-of-view, it can be said that the authors have effectively highlighted all the major areas of benefit that CALL offers though many of the potential drawbacks have been overlooked or missed by them. This critical analysis also picks out the gap that remains between the theoretical concept and the practical implementation of CALL supported by the findings of projects conducted in the second subsection. The chapter has prioritized the matter of practicality in course design over pedagogical perspective. However, apart from all these, the critique of the chapter reveals that not enough concentration has been given on CALL as a language learning program; rather the discussion, at times appears to be general e-learning program. Excluding all these issues, the argument presented on CALL in this chapter has been a successful one. References Balushi, M. 2012. Computer Assisted Language Learning for English Language Teachers' Training in Oman. [online] Available at: https://linguistics.uoregon.edu/wp-content/uploads/2015/08/Al-Balushi-Mahfouda-Mar-12.pdf [Accessed 27 Apr. 2017]. Beatty, K., 2013.Teaching researching: Computer-assisted language learning. Routledge. Bueno-Alastuey, M.C. and Lpez Prez, M.V., 2014. Evaluation of a blended learning language course: students perceptions of appropriateness for the development of skills and language areas.Computer Assisted Language Learning,27(6), pp.509-527. Gilakjani, A.P., 2016. The Relationship between Information and Communication Technology and Foreign Language Teaching and Learning.Modern Journal of Language Teaching Methods,6(4), p.67. Golonka, E.M., Bowles, A.R., Frank, V.M., Richardson, D.L. and Freynik, S., 2014. Technologies for foreign language learning: a review of technology types and their effectiveness.Computer Assisted Language Learning,27(1), pp.70-105. Griffiths, C. and Oxford, R.L., 2014. The twenty-first century landscape of language learning strategies: Introduction to this special issue.System,43, pp.1-10. Hsu, L., 2013. English as a foreign language learners perception of mobile assisted language learning: a cross-national study.Computer Assisted Language Learning,26(3), pp.197-213. Lai, C., Yeung, Y. and Hu, J., 2016. University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom.Computer Assisted Language Learning,29(4), pp.703-723. Levy, M. and Stockwell, G., 2013.CALL dimensions: Options and issues in computer-assisted language learning. Routledge. Lin, C.Y., Huang, C.K. and Chen, C.H., 2014. Barriers to the adoption of ICT in teaching Chinese as a foreign language in US universities.ReCALL,26(01), pp.100-116. Loucky, J.P. and Ware, J.L. eds., 2016.Flipped Instruction Methods and Digital Technologies in the Language Learning Classroom. IGI Global. Oberg, A. and Daniels, P., 2013. Analysis of the effect a student-centred mobile learning instructional method has on language acquisition.Computer Assisted Language Learning,26(2), pp.177-196. Reinders, H. and White, C. 2017. The theory and practice of technology in materials development task design. [online] Available at: https://file:///C:/Users/admin/Downloads/1327962_1136940350_bookchapter-ReindersandWhite%20(1).pdf [Accessed 27 Apr. 2017]. Ushioda, E. ed., 2013.International perspectives on motivation: Language learning and professional challenges. Springer.