It should be noted that chance and luck played a huge part in the discovery of these antimicrobial drugs. Penicillium notatum mold was grown and studied in one of Fleming’s laboratories. Mold spores are very volatile, and therefore there were many of them in the air of the scientist’s laboratory. Unsurprisingly, when Fleming opened one of his cups of agar-agar sown with staphylococcus, mold spores easily penetrated there. The scientist was then going on vacation for two weeks, and the cup with microbes and spores remained on his desk. Returning to the laboratory, a rested Fleming was surprised to see that the microbes had disappeared around the mold spot (Chan, 2021). The discovery of antibiotics, penicillin, is attributed to Alexander Fleming, but it is necessary to make a few reservations. Even the ancient Egyptians applied moldy bread soaked in water to wounds.
Almost four years before the happy accident in Fleming’s laboratory, the antibacterial properties of mold were described by his friend André Gratia. However, Gratia thought mold does not kill germs directly but only stimulates the body’s immune system and injects it with dead bacteria (How was penicillin developed?, 2021). It is not known what kind of mold the scientist bred and what substance it secreted: Gratia became seriously ill, and when he returned to work, the scientist allegedly could not find old recordings and samples. Like Gratia, Alexander Fleming could not correctly determine which kind of healing mold belonged (Alexander Fleming Discovery and Development of Penicillin, 2021). In addition, the scientist could not isolate a substance that he called penicillin — in experiments, the Scotsman used filtered broth where fungi grew. Nevertheless, Fleming described in detail how this filtrate affects different bacteria, compared mold with other species, and, most importantly — saved samples and sent them out at the first request of colleagues.
Alexander Hugh Fleming was born at Lochfield Farm in Ayrshire, Scotland on 6th August 1881 (Mazumdar, 2004).
Educated at Loudon Moor School, Darvel School, Kilmarnock Academy and the Royal Polytechnic Institution.
Took an MBBS degree at St Mary’s Hospital Medical School, Paddington, between 1903 and 1906 and earned a BSc Degree in bacteriology in 1914.
Served as a captain in the Royal Army Medical Corps in WW1 IN France and North Africa.
Discouraged the use of antiseptics because it killed natural bacteria that protect wounds from infections.
Discovered the enzyme “lysozyme” in 1921 (Hugh, 2002).
Accidentally discovered penicillin, the cure for bacteria, in 1928.
The Problem
Previously, the existence of bacterium had been studied after the discovery by the French biologist Louis Pasteur years before Fleming.
The major problem was how to kill pathogenic bacteria that infected millions of people around the world (Bennett & Chung, 2001).
The major problem during the time was to treat infections in wounds that was killing thousands of soldiers during the first world war.
Sulphonamides were the most popular antibiotics, including the Protonsil that had been discovered in Germany.
However, sulphonamides were ineffective and the treatment caused many deaths.
Most physicians were using antiseptics to treat wounds, but this increased the rate of infection by pathogenic bacteria.
Fleming hypothesized that antiseptics were killing the natural microorganisms that were protecting the wounds from pathogenic infections.
The experiment
He left several cultures of the bacteria on a bench in his lab in August 1928 before leaving for a holiday.
Returned on September 1928 and found colonies of fungi growing on the cultures.
He realized that the colonies of Staphylococcus surrounding the fungus were being eliminated by the fungal growths on the media (McIntyre, 2007).
Predicted that the fungi had some “funny” effect on the bacteria (Fleming, 1929).
He replicated the experiment by growing pure fungi in new cultures and infect them with staphylococcus bacteria. He realized a substance released by the fungi was responsible for the death of the bacteria.
On March 1929, he discovered “penicillin”, the fungal secretion that was responsible for the death of the bacteria.
In 1929, he published his findings in the British journal of experimental pathology.
However, it did not attract the attention of the scientific and medical community.
Fleming thought that mass production of penicillin was not possible because of the difficulty in isolation and the slow growth of the fungi.
He also thought that penicillin could not last long to kill bacteria once introduced in the body- it was an in vitro discovery (De la Bédoyère, 2005).
Theory and analysis
Howard Florey and Ernst Chain repeated the experiment in 1930s.
Chain and Edward Abraham researched more on the product and discovered how to isolate the product in vitro.
Edward Abraham proposed the correct biochemical structure of the new product.
Norman Hartley proposed the transfer of the active ingredient of the product into the water by altering the pH, which led to mass production.
Successful clinical trials were carried out between 1940 and 1944.
Almost all bacteria were killed in animals and humans.
Effects of the discovery
After the experiments by Howard, Chain, Abraham and Hartley, penicillin gained world-wide applause.
Antibiotic drugs were produced in large masses to meet the demands of the WW2.
By 1944, penicillin was being used to treat the allied forces with success (Sykes, 2001).
It reduced the number of deaths during the war.
Since then, penicillin-containing antibiotics have been used to treat various bacterial drugs, reducing the number of infections and deaths by a large percentage.
The 1945 Nobel Price for Medicine and Physiology went to Fleming, Florey and Chain (Raju, 2009).
Reflection
The scientific method used in the discovery of penicillin follows the normal culture experiment in the lab and controlled clinical trials discussed in class.
First, a bacterial culture (accidentally) was infected with fungi Penicilliumspp (Landsberg, 1999).
Penicillumspp produced penicillin secretions that prohibited the growth of bacteria in the media.
Penicillum species colonies were transferred in a fresh medium and staphyloccocusspp introduced.
The fungi prohibited the further growth of the bacteria.
Penicillin was isolated from the fungi and tested in vitro with bacteria and the same observation made.
The biochemical structure of penicillin was elucidated.
Mass production of the product from the fungi species was done using under-the-water experiment.
Laboratory animals were infected with penicillin (in vivo testing) (Radetsky, 2006).
Controlled clinical trials were carried out with human participants.
The penicillin was able to kill bacteria in vivo.
Penicillin drugs were produced.
References
Bennett, J. W., & Chung, K. T. (2001). Alexander Fleming and the discovery of penicillin. Advances in applied microbiology, 49, 163-184.
De la Bédoyère, G. (2005). The Discovery of Penicillin. Evans Brothers.
Fleming, A. (1929). On the antibacterial action of cultures of a penicillium, with special reference to their use in the isolation of B. influenzae. British journal of experimental pathology, 10(3), 226.
Hugh, T. B. (2002). Howard Florey, Alexander Fleming and the fairy tale of penicillin. The Medical journal of Australia177(1), 52–53.
Landsberg, H. (1999). Prelude to the discovery of penicillin. Isis, 225-227.
Mazumdar, P. (2004). Fleming as Bacteriologist: Alexander Fleming. Science225(4667), 1140–1141.
McIntyre, N. (2007). Sir Alexander Fleming. Journal of medical biography15(4), 234.
Radetsky, M. (2006). The discovery of penicillin. The Pediatric infectious disease journal, 15(9), 811-818.
Raju, T. N. (2009). The Nobel chronicles. 1945: Sir Alexander Fleming (1881-1955); Sir Ernst Boris Chain (1906-79); and Baron Howard Walter Florey (1898-1968). Lancet353(9156), 936.
Sykes, R. (2001). Penicillin: from discovery to product. Bulletin of the World Health Organization, 79(8), 778-779.
Introduction: The Discovery of Oil in Sudan and What It Entails
According to the current set of regulations adopted in Sudan, approved in 2010, and used as the guidelines for the oil-and-gas financial strategies ever since the companies working in the identified industry are tax-exempt (Sudan, 2012). The identified peculiarity of the Sudan regulations implies that the company operating in the target environment is going to enjoy a plethora of opportunities for resource allocation.
Indeed, since entrepreneurship will not be subjected to taxation, the current financial assets can be distributed so that the latest and the most efficient equipment could be purchased (Mitchell, Marcel, and Mitchell, 2012). Furthermore, the money can and should be invested in the staff’s professional and personal development. The acquisition of technical skills needed to operate the machinery and leadership abilities required to supervise the crucial processes and increase quality rates will have to be considered as the primary course of entrepreneurship’s development.
Specifically, the existing options must be identified and assessed carefully. For this purpose, the use of a decision tree as the key tool in determining the most profitable solutions ought to be considered. By definition, the application of the decision tree model will help define which of the suggested solutions will lead to the greatest profit and the smallest number of losses (EY, 2014).
Apart from the use of the decision tree model, one should also undertake an extensive analysis of the target market. An exhaustive evaluation of the Sudan oil market and its current trends will provide a foil for the choice of the promotion campaign, the strategy for allocating resources, etc. Furthermore, the risks to which the organization will be exposed in the Sudan oil market environment will be defined and managed appropriately (Galli, Armstrong and Jehl, 1999).
Essential Players to Be Considered in Contract Negotiations
When considering the people that are going to play a crucial role in the success of the venture, one must mention the members of the Sudan government. As stressed above, the oil-producing industry is tax-exempt in Sudan; however, the rates of the governmental involvement in the process of corporate decision-making processes, as well as its influence on the choices that are made by the participants, are rather large. For instance, a recent report has shown that the state authorities have the right to call a moratorium on oil contracts (Global Witness, 2014). Therefore, it will be necessary to include the Sudan government into the list of the primary stakeholders.
The organization and its members are going to be another important stakeholder in the identified scenario. Indeed, the revenues of the firm and the financial wellbeing of its leaders, members, and employees hinge on the success of the venture. Thus, the entrepreneurship and the people contributing to its success should be considered as another set of stakeholders. The effects that the choices made in the course of negotiations will have on the parties involved are of especially great significance to the company (Roek and Delobbe, 2012).
Finally, the firm’s partners, including the current and the future ones, have to be incorporated in the range of players to be considered when carrying out negotiations. Since the needs of all parties involved must be taken into account, it is imperative to evaluate the effects that the firm’s choices will have on its business partners. For example, the strategy of allocating available financial resources needs to be reconsidered so that the company could operate successfully in the Sudan market (i.e., purchasing the necessary equipment, hiring and training the staff, creating an elaborate promotion campaign to attract prospective customers and investors, etc.).
Fiscal Regimes and Systems to Apply: Sudan’s Taxation System
As stressed above, the current Sudan taxation system does not imply that the companies operating in the oil and gas industry should be eligible for any form of taxes to the state. Because the organization will not pay taxes to the state authorities, the entrepreneurship is expected to grow rapidly in the target environment. As recent statistical data shows, the crude oil production industry has been delivering rather impressive results over the past few years (Cust and Harding, 2013).
Although the record of the previous decade does not show the tendency for the production rates to increase, the levels of crude oil processing have been comparatively stable except for the 2012 crisis (see Fig. 1 below). Therefore, the absence of taxes will serve as the premise for designing a flexible financial strategy that will help address the possible threats in the target market. Furthermore, the fact that the company will not have to deal with state taxes means that the financial resources can be used to improve the quality of the product.
Figure 1. Sudan Crude Oil Production (2011–2016) (Trading Economics, 2016)
Ensuring the Fair Share: the Government and Its Control over the Production
As stressed above, the state authorities are going to play an active part in the process of supervising the company’s essential transactions, as well as making decisions related to the design of the financial strategy, the legal issues, etc. However, the fair share that the government is going to have in the project may be minor.
In fact, a recent analysis of the issues that the oil industry is exposed to in the identified area shows that the process of ensuring the fair share is going to be rather tricky: “The CPA period witnessed repeated claims – by the Southern Sudanese regional government and by international NGOs – that South Sudan was being cheated of its fair share of the oil revenue” (James, 2015, p. 32).
On the one hand, the negative experience that the state authorities have had so far may become the driving force behind enhancing the current system of state control and, therefore, making sure that no instances of financial fraud should occur in the future. On the other hand, the change in the use of control systems and the state fiscal policies does not come easily. Thus, the organization may be exposed to a range of risks and burdened with an array of obligations, the need to ensure the fair share for the state being the primary one.
Possible Taxation Issues: The Peculiarities of the Sudan Policies
Even though the oil-producing organizations are legally exempt from taxation, they may be put under the consistent supervision of the related organizations. As stressed above, the state authorities are concerned with the threat of being deprived of their fair share of the firm’s revenues and the overall profit delivered by the SMEs operating in the oil industry environment. Therefore, the company will be exposed to a rather rigid control. Specifically, the supervision of the essential transactions by the Central Bank of the state, as well as regular public auditing, needs to be brought up among the crucial elements of the state policies on oil and gas producing organizations (Harding, 2012).
Herein lies the significance of clarity as the foundation for the corporate policies. Seeing that the threat of corporate fraud is rather high in the organization operating in an extremely profitable industry such as oil and gas (Sidahmed, 2016), it will be crucial to make sure that all corporate processes should be completely transparent. Thus, the possibility of corporate fraud will be reduced significantly (Larsen, Dimaano and Pido, 2014).
The transparency-based policy will prove especially successful when the organization will be subjected to a range of audits. The financial control executed over the corporate processes may trigger dire consequences for the firm unless every single stage of the transactions is fully clear. Therefore, despite being seemingly harsh, the regulations provided by the Sudan authorities guard the organizations operating in the oil and gas industry from being exposed to the threat of internal fraud.
Working in the context of the oil and gas industry, especially in the highly competitive market of Sudan, is an evidently challenging task. To create prerequisites for successful development, the members of the firm must carry out a scrupulous analysis of the specifics of the state fiscal system. Even though Sudan seems to offer a perfect environment for the organization to grow in, the focus on audits and consistent supervision may hamper the progress of the entrepreneurship. Nevertheless, the absence of taxation can be viewed as the platform for building a rigid and flexible cost allocation strategy that will help incorporate the principles of sustainability into the company’s design.
Reference List
Cust, J. and Harding, T. (2013) Oil in South Sudan Implications from international experience.
EY (2014) Global oil and gas tax guide 2014.
Galli, A. G., Armstrong, M. and Jehl, B. (1999) ‘Comparison of three methods for evaluating oil projects’, Journal of Petroleum Technology, 51(10), pp. 44–49.
Global Witness. (2014) South Sudan: The call for a moratorium on new oil contracts.
Harding, T. (2012) The fiscal challenge of South Sudan.
James, L. M. (2015) Fields of control: oil and (in)security in Sudan and South Sudan.
Larsen, R. K., Dimaano, F. and Pido, M. P. (2014) The emerging oil palm agro-industry in Palawan, the Philippines: Livelihoods, environment and corporate accountability.
Mitchell, J., Marcel, V. and Mitchell, B. (2012) What next for the oil and gas industry?
Roek, R. E. and Delobbe, N. (2012) ‘Do environmental CSR initiatives serve organizations’ legitimacy in the oil industry? Exploring employees’ reactions through organizational identification theory’, Journal of Business Ethics, 110(4), pp. 397-412.
Sidahmed, A. (2016) Pursuing transparency in Sudan’s oil industry.
Discovery learning arises from tasks and interactions that are motivational to the learner. This paper explores peer-reviewed scholarly articles explaining theories of discovery learning and experiments of online instruction design. It shows that learners experience different motivations for the learner, and the role of the instructional design is to ensure the motivation for learning remains high. Besides, the paper shows that well-meaning programs that are executed badly often hamper discovery learning. Thus, several suggestions are offered as part of the paper’s summary of the issue showing that while students prefer being in control of their learning process, they also need appropriate instruction designs that limit their choices of not taking action.
Introduction
The instructional design depends on the level of understanding of designers and implementers of learning programs. In this case, tutors, coaches, and teachers using the online platform as their basis for instruction are the main determinants of learning outcomes. When teachers take on the role of coach, they become leaders capable of directing the learning process using new concepts. While doing this, the teachers also mature in their instructional capabilities and realize the potential to improve teaching efficacy through a particular medium (Gallucci, Devoogt Van Lare, Yoon, & Boatright, 2010). Leadership is a distributed or stretched assignment that covers many people with different roles in an organization or school setting. On the other hand, people serving as coaches mainly use instruction teaching. In this view, the coach act as teaching leaders whose effectiveness will be affected by the instructional design used.
Thesis
Under the guidance of meaningful discovery learning theory, networks are very useful for offering an appropriate environment for learning. Web-based instruction is an example of a networked interface that enables both learning and discovery. While many learners will agree that online learning needs independence and self-regulation, it is also true that many learners are not self-regulated and they need external instruction to succeed. This paper seeks to explain the meaningful discovery learning with adult instruction perspectives and the theories influencing conventional practice.
Overview
In the 21st century, computer and communication technology continues to take center stage in the development of society. Online instruction is just one of the many ways that education has adapted to technological and communication advancement. The instruction system includes a learner and a teacher in its basic form who have a direct relationship. There is also the relationship between the learner and the resource and service of the network used for learning. On the other hand, there is a relationship between the teacher and the same resource and service of the network. The teacher organizes resources and services while the learner learns and applies the resources and services. The learner will seek the guidance of the online world from the teacher and will utilize network resources to do so.
Bruner’s discover learning theory provides a belief in the essence of learning. It claims that learning is for the formation and development of cognitive structures, which takes place actively through selection, processing, storing and applying new knowledge. Also, the theory shows that the learner consequently relies on existing experience and remains driven by the inner motivation to learn. Here, two things are important. First, the arrangement and the way learning content is presented plays a role in the outcomes. Secondly, the basic structure of the disciplines taught/learned and the methods used to learn them also play a role in the outcome (Sun & Li, 2010).
Another theory is Ausubel’s reception learning theory that is a refinement of meaningful learning theory. It shows that learning becomes meaningful when the non-discretionary substantive link emerges. The link connects current learned new concepts, new knowledge, and learners existing cognitive structures in areas like representation, propositions or perceptions. This theory highlights the importance of linking old and new knowledge to build the cognitive structures of the learner. However, both Ausubel’s and Bruner’s learning theories see learners as critical role players in cognition when they are learning (Sun & Li, 2010).
Application of theories to learning
The above theories help to elaborate the right ways of presenting information on the internet that is meant for learners. It should be in an organized form that sets up the learner for discovery learning. The particular subject being learned will determine the best organization to use to optimize discovery learning. If it is English, then sections can break down into speaking, reading and writing or translation. A second factor is that learning content must be appropriate for discovery learning. When the content is too difficult for learners, it discourages discovery. On the other hand, the nature of discovery learning is time-consuming.
Having too much information to discover in one session is not the optimal way of delivering online instructional design. Learners need to build the confidence of discovery gradually, and they will be able to do this when information is presented in a concise way that leaves the learners with appropriate thinking space. A third factor is that problem situation design and feedback information must be relevant. If they are irrelevant, then learners thirst for knowledge also referred to as the cognitive drive will not be strong enough to facilitate discovery learning. The essence of the design is to have the learner know that it’s possible to complete learning and that additional discovery is necessary and possible. Without such knowledge, learners lose meaning and hope for discovery learning outcomes.
Cognitive load can be the biggest reason affecting the quality of conventional online discussions. Darabi and Jin (2013) established that example-posting led to better online learning outcomes when matched against conventional discussion methods. The researchers examined four strategies named example-posting, filtered-posting, limited-number-of-posting, and conventional. The conventional strategy was used for the control group in the experiment. The other three are cognitive learning theory-based online discussion strategies. In comparison to the conventional strategy, each of the CLT-based online discussion strategies yielded a better quality of online discussion while the example-posting strategy was most efficient regarding the learner’s invested mental effort and the resultant quality of discussion. These findings support the view that reducing overall workload per session of learner participation and increasing interest builds better quality discovery learning.
Discovery learning and adult online instruction designs
An increased number of university programs have become online packaged products offered as time-compressed models. Trekles and Sims (2013) show that adult learners overall approached learning deeply. This was contrary to expectation where lack of enough time would make them have a lukewarm design for their studies as personal and professional responsibilities demand much of their attention. On further examination, the researchers reveal that course activities were the main reason for spirited learning efforts by the adult learners. The activities were engaging, and they mainly relied on hands-on and practical as well as collaborative endeavors. The researchers go on to claim that these factors encourage students to adopt deeper approaches. It follows that the engaging activities were relevant for promoting discovery learning. This evidence also shows that the idea of discovery learning works for adult learners in online platforms.
Learners behave differently when they are in an accelerated, asynchronous online graduate course than they would in another learning program. On the other hand, instructional design characteristics that deliver effective quality learning also differ in their characteristics and mechanism of working. Overall, the preferred outcomes are those that enhance learner’s interest and ability to reach deeper levels of learning. The findings of the Trekles and Sims (2013) research indicated that the level of learning, superficial or deep, was influenced by the depth of the course. With such evidence, then the notion of the Bruner’s discover learning theory comes alive as the type of work evidently offers room for selection, processing, storing and applying new knowledge (Sun & Li, 2010).
Peer interaction for online courses has a positive mediating effect on learning outcomes. Students report that working and discussing with peers online in every course supporting collaborative spaces was encouraging. Unfortunately, not all instructional designs provide an opportunity for students to learn from each other in addition to relying on direct instruction from course material and teachers. By learning from each other, students agree and disagree. They also discover the nuances of the topic according to individual learner’s knowledge and background. Thus, the individual process of learning intertwines at a peer level to provide rich linkages of the factors highlighted as affecting quality learning outcomes.
Peer perspectives have the potential to stimulate interest, and they are essential to sustain learner’s motivation for discovery learning. They promote rich dialogue, which is an essential element that would lead to a deeper understanding of a particular online course’s theories and topics. Nevertheless, many applications of instructional design for online courses continue to follow the principle of applying what has worked in face-to-face instructions. An example is the use of instructor verbal immediacy behavior. An understanding of the self-determination theory shows that in higher education instruction, social situations can influence motivation for learning. Motivation can be examined regarding quantity or quality, and various studies have sought to answer questions regarding both. Peer perspectives thrive in a social setting and make the self-determination theory relevant for supporting the idea of discovery learning that is discussed in this paper.
For online instructions, students often have to achieve autonomous motivation and that is usually difficult. In this case, the student relies on only on personal choice. For controlled motivation, there is external pressure to accomplish a goal. Here, features and factors outside an individual interact with the interest in the individual that builds up in the context of discovery learning (Vansteenkiste, Simons, Soenens, & Lens, 2004). Conversely, those who have autonomous motivation will perform better at controlled motivation environments than those lacking such motivation. It, therefore, shows that as much as the online instructional design should be for promoting controlled motivation, analysis of such programs must be careful not to overlook individual autonomous motivation factors that can affect the quality learning outcomes observed (Deci & Ryan, 2008).
According to Deci and Ryan (2008), identification plays a major role in determining autonomous motivation. In this case, the identification arises regarding the learner’s relationship to the instructional context. Online instruction design should ensure that human capacity and demand for making personal decisions and having control over the means to outcomes are factored in to support the manifestation of autonomous motivation. When learners are not getting interaction feedback, they feel that they are not able to control their learning outcomes somehow as they would. Even when they have absolute control through other means, verbal feedback can be a great way to enhance the interaction between learners and instructors (Loftus, Stavraky, & Urquhart, 2014). If the feedback is unavailable, interactions that are presented weaken and learners lose their satisfaction with on-line classes. It is likely that they will be less motivated to explore more information in subsequent on-line instructions under the same program.
Just as students need to know the learning material, they also need to interact personally with instructors. Therefore, online instructional designs should consider all possibilities for meeting this requirement for learners. The meaningful discovery learning theory has emphasized the need for forming the right context for motivation. Personal interaction serves as a gateway for developing the context (Deci & Ryan, 2008). Wang (2011) confirmed that latest online technologies make it easy to support the interaction between learners and instructors. The challenge remains in the organization of the various opportunities to ensure the online instruction is a success. The researcher highlights the need for cross-cultural collaboration.
Some programs online ask learners to rely on feedback from teaching partners to complete tasks. However, such tasks are often easy to complete alone with information from the internet (Summerville, 2002). Therefore, the mere instruction for students to rely on assistance from their learning partners is not enough to facilitate a cross-cultural learning outcome in an online instructional program. When seeking to promote cross-cultural understanding as part of online learning programs, it is important for instructors also to have students contributing part of a project. More so, the complete parts should be dependent on each other such that students are forced into a controlled motivation environment. The important thing is to have tasks and interactions as part of every learning activity. The rationale of this design is that it leads to the achievement of informal tasks that have a hidden and critical influence on autonomous motivation that ends up leading to the success of formal tasks (Wang, 2011).
The instructors designing a course online must put themselves in the user’s shoes. Those seeking to set up a course that allows instructors to effectively deliver tasks and activities to learners to promote quality discovery learner must also consider the instructor’s perspective (Rapanta & Cantoni, 2014). Another insight from the discussions above is that learners need a community environment. Peers can be very helping in facilitating discovery learning because they provide situational triggers that a formal instruction approach may not achieve. Similar, an interaction between learners and instructors provides a feedback loop for both participants in the learning process. The instructor matures in the use of the particular instructional design, while the learner achieves improved motivation quality with each enhancement of interaction. Overall, learning individuals is less effective than learning collaborating online and this aspect must be factored in on any online instruction design (Lewis & Wang, 2015).
The establishment of meaning in the learner’s perspective
Going back to the meaningful discovery learning theory, one understands now that meaning comes in different contextual perspectives. The aspects defined as elements supporting the development of cognitive structures, which end up in selection, processing, storing and application new knowledge. The important takeaway point is that students work better when they are in familiar surroundings. Improvement in interaction helps to offer the community environment that works well. For online instruction, group projects and other collaborative tasks will work well.
However, as evidence by Wang (2011) shows, it is also important to curate activities and design them in ways that allow role-playing for learners. This comes from the realization that people lacking autonomous motivation may not be ready to initiate interaction-building relations that support their learning. Thus, in addition to providing group-learning strategies, it’s important also to ensure that the designs are responsible for initiating interaction and sustaining it rather than leave this task to learners.
The discussion strategies explored by Darabi and Jin (2013), which shows that example-posting strategy improves participants learning outcomes in an online discussion setting also support the above considerations. This was an example where there was a specific instruction design works well to improve the quality of learning. Meanwhile, the focus must not only been on the learner’s experience when making online instruction designs. The instructors and the courses that are delivered through the platform should also be factored in. Many online programs for learning fail because they are a focus on the diversity of programs that can use similar instruction designs. The alternative approach that would work is to have different programs aligned with particular course material or information. This will ensure that the particular context that support discovery learners are sustained.
When forming interactions, online instruction design may take the framework by Ke (2010). It highlights knowledge construction process that has deep, collaborative learning impacts. It synthesizes and integrates new ideas then turns the new ideas into applications for aiding in additional discovery learning. The framework also captures social interactions that have an important bit to play in sustain motivation. Furthermore, there are self-regulated or self-directed processes that lead to overall learning oriented self-reflection. These are conceptual understandings that eventually apply to specific tasks or strategies that could be adapted to an online instruction design. From a conceptual level, they bring different theoretical understandings leading to discovery learning concepts. At an adult learning stage, teamwork coordination and technical issues management may also be incorporated into the framework.
A complete appropriate online instructional design would have social interaction, knowledge construction through sharing information, egocentric elaboration, ‘allocentric’ elaboration and application. It also has regulation of learning through coordination, reflection, and technical issues (Ke, 2010). It is also important to understand that for online instructions developed by instructors, the goal of the instruction will often shape the design outcome. Instructors will use the best approach knowledgeable to them and incorporate all possible features for quality learning.
For online discussion tasks leading to different purposes of a course, instructors should seek to foster content comprehension. They may do this through designs that offer perspective exchanges, and opportunities for evaluating content comprehension. These views have already been supported by experimental research highlighted in the earlier parts of this paper. However, it’s also important to consider them regarding their capacity to elicit complaints and work antagonistically with preferred learning outcomes. Learners usually end up with repetitive messages or an overwhelming amount of examples and online posts to process. Such case usually arises when the interaction is controlled, by the design emphasized on evidence of collaboration.
Conclusion
Designs for online instruction must not blindly follow theoretical considerations as well as empirical evidence. Learners need different degrees of interaction and task difficulty for meaningful discovery learning. When discussions are all about the evaluation of learning, the learner misses an opportunity for creating or participating in rich discussion content. Instead, the learner trivializes the activities of the course to show evidence of interaction. In fact, this is a major problem for web-based courses that are delivered as conventional solutions or alternatives to face-to-face instruction.
Their ideology is correct because they seek to promote interaction and task-based collaborative learning. However, their implementation is usually stereotypic, assuming learners will process activities and controlled motivations similarly. The example-posting strategy for online discussions facilitates quality learner better than other strategies because of its ability to leave sufficient control of the learning experience to the learner. Other designs for online instruction must embrace the same approach and avoid being too rigid to respond to the individual learner or instructor cases.
References
Darabi, A., & Jin, L. (2013). Improving the quality of online discussion: The effects of strategies designed based on cognitive load theory principles. Distance Education, 34(1), 21-36.
Deci, E., & Ryan, R. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49, 14-23.
Gallucci, C., Devoogt Van Lare, M., Yoon, I. H., & Boatright, B. (2010). Instructional coaching: Building theory about the role and organizational support for professional learning. American Educational Research Journal, 47(4), 919-963.
Ke, F. (2010). Examining online teaching, cognitive, and social presence for adult students. Computers & Education, 55(2), 808–820.
Lewis, E., & Wang, C. (2015). Using an online curriculum Design and a cooperative instructional approach to orientate adjunct faculty to the online learning environment. The Journal of Continuing Higher Education, 63(2), 109-118.
Loftus, J., Stavraky, T., & Urquhart, B. (2014). Design it yourself (DIY): in-house instructional design for online pharmacology. Advances in Health Sciences Education, 19(5), 645-659.
Rapanta, C., & Cantoni, L. (2014). Being in the users’ shoes: Anticipating experience while designing online courses. British Journal of Educational Technology, 45(5), 765-777.
Summerville, J. B. (2002). Taking ID online: Developing an online instructional design course. TechTrends, 46(4), 29-32.
Sun, L., & Li, F. (2010). Online instructional design based on meaningful discovery learning theory. 2010 2nd International Conference on Education Technology and Computer (ICETC), 1, pp. 237-239.
Vansteenkiste, M., Simons, J., Soenens, B., & Lens, W. (2004). How to become a persevering exerciser? Providing a clear, future intrinsic goal in an autonomy supportive way. Journal of Sport & Exercise Psychology, 26, 232-249.
Wang, C.-M. (2011). Instructional design for cross-cultural online collaboration: Grouping strategies and assignment design. Australasian Journal of Educational Technology, 27(2), 243-258.
There is no use denying the fact that the sphere of education has always been topical for human society as it serves as the guaranty of its development, evolution, and prosperity. That is why there were many attempts to outline the most efficient forms of education that can help to develop the cognitive abilities of a person and supply him/her with the needed information. In the process of development of the given sphere, a great number of various approaches have been created and analyzed. It is possible to say that peculiarity of every period of time and the ideas that are dominant in society influence the way in which people are taught.
With this in mind, the fact that nowadays, the approach to the sphere of education is being changed is not surprising as society tries to prepare people for social roles they should perform. In the process of reconsideration of the sphere of education and shifting the accents from scholastic to some innovative and cognitive (Constructivism & Discovery Learning, n.d.) forms of learning, the idea of discovery learning has appeared and became discussed. That is why, the main aim of the given paper is to analyze the concept of discovery-based education and make a conclusion about its efficiency and further perspectives, based on the research work Does Discovery-Based Instruction Enhance Learning? By Alfieri, Brooks Aldrich, and Tenenbaum.
Background
First of all, it should be said that the coherent society has a great number of various demands for learners and would-be professionals, which include the ability to find answers to various questions and think critically. That is why Alfieri et al. (2011) state that conventional explicit instruction is nowadays expelled by the approaches based on constructivist concepts. Moreover, the shift towards cognitive forms of thinking could be observed. This method implies the acquisition of knowledge with the help of cognition through the needed questions. Having been popular for several decades, it has resulted in the appearance of various forms of learning that suggest finding answers by themselves. However, these approaches have rather ambivalent character as the use of their usage is not obvious, and this fact introduces a discussion connected with the rationality of the implementation of this concept in the modern educational system.
Definition
Discussing the idea of discovery-based learning, Alfieri et al. (2011) also come to the idea that it is rather difficult to give a clear definition of the term as there are thousands of approaches to this method and everyone tries to suggest his/her own vision of the main sense of the given issue. However, based on the nature of the given approach, it is still possible to give some generalized definition of discovery-based learning as the approach which uses inquiry-based tasks and creation discovery learning situations that lead to the acquisition of the needed knowledge or experience (Alfieri et al., 2011).
Thus, the concept of discovery-based learning situation is still unclear as researchers have various points of view on it and suggest their own ideas of what learning situation could be called the discovery-based one. With this in mind, it is possible to say that discovery learning occurs when a learner is not given the information, however, he/she should obtain it by his/her own forces with the help of questions and perception (Alfieri et al., 2011). Moreover, it should also be said that scientists tend to separate two methods of discovery learning which main sense lies in the assignment of learners with intensive or, on the contrary, minimal guidance. (Alfieri et al., 2011)
Rationale
Moreover, it should be said that in the article Alfieri et al. manage to provide quite reasonable reasons which show that the issue of discovery learning is rather topical though quite controversial and ambivalent. The thing is that despite the numerous ideas that tend to outline great efficiency of the given method, there are also many perspectives which have the more reserved attitude towards the issue, underlining the necessity of deep investigation of all aspects of discovery-based education. With this in mind, the authors conduct a certain study and review the sources connected with the issue in order to prove or refute the popular idea of the beneficial character of discovery-based education. It should also be said that the latest tendencies in the sphere of education introduce the necessity to apply various theories and methodologies in order to investigate the idea of discovery-based education and obtain credible results. With this in mind, the choice of the issue for investigation and results can be taken as very significant for modern science.
Main concepts
Besides, it should be said that in the paper, Alfieri et al. (2011) tend to outline all main principles and regulations according to which this approach to education functions. That is why, the author introduces the discussion about one of the main concepts of discovery-based learning, which is instruction and its character. There are two main directions within the given issue. The thing is that instruction, as well as the guidance during instruction, could be either minimal or maximal. The first variant implies clear and detailed instructions for the process of solving some problem or finding an answer to a certain question. The second one revolves around the total independence of a learner and his/her vision of the process. Thus, these two key concepts could be taken as the basis of the whole model. Thus, it should be said that according to Kirschner, Sweller and Clark (2006) minimal guidance during the instruction turns out to be inefficient, especially in terms of the main purpose of the discovery-based approach to education.
Disadvantages
it should be said that the last statement could be taken as one of the most important disadvantages of the given method. Being often taken as rather popular and innovative remedy, discovery-based approach, however, is very often criticized and described as inefficient. The thing is that according to the latest researches it contradicts to the main principles according to which human cognitive architecture is organized (Mayer, 2004). Being not supported by the clear instructions, pupils are not able to create the links in their brain that could help to understand the logic of the assignment and accomplish it perfectly. Moreover, there is another weakness of the given method which lies in the fact that pure discovery cannot be taken as the ideal way to provide knowledge to pupils. It should be always followed by some instructions or another kind of activity that stimulates the process of cognition of a person and influences better acquisition of knowledge (Mayer, 2004).
Advantages
However, it should also be said that there are several obvious advantages that make the issue of discovery-based learning very interesting for researchers and educators. The thing is that being oriented on the acquisition of knowledge in the process of cognition, the discovery-based education promotes development of analytical skills of a learner and could help him/her to become more independent in his/her assumptions (Kokot, 1999). Moreover, implementation of this theory to the functioning of various educational establishments could help to make the process of studying more efficient by providing some extra time for the communication between a student and teacher. It could become more practice-oriented, while the theory a learner could analyze independently. Finally, the idea that discovery-based education could also be beneficial for people, who aims at obtaining some practical skills, should also be taken into account. It is obvious, that the example and instructions of an experienced person are of a great significance in terms of the acquisition of some practical skills, however, the attempt to analyze some spheres of activity and understand the main peculiarities according to which this activity is organized could have a great beneficial effect on a learner.
Research
That is why, taking into account the ambivalent character of the investigated issue, Alfieri et al. (2011) introduce their own research that aims at investigating the advantages and disadvantages of discovery-based learning and determining conditions under which unassisted discovery learning could lead to better learning outcomes. They introduce results of various investigations performed by different authors in order to compare their results and obtain the needed data. With the help of meta analysis and predictions made in the course of the paper, the authors come to the conclusion that unassisted discovery could hardly be taken as the beneficial way to improve the quality of knowledge and cognitive processes of learners. Thus, at the same time, the authors underline the fact that its usage should not be canceled as it still could be rather efficient for the modern educational system, though supported by certain extra remedies.
Implementations
First of all, the Alfieri et al. (2011) say that the discovery-based learning could be used for teaching with the intent to improve the level of performance of some traditional ways. The thing is that these traditional ways could be taken as outdated and those, which need some further improvement or enforcement. That is why, the combination of various methods could help to achieve some positive results. Thus, the authors state that sets of tasks with minimal guidance could be provided for learners in order to improve their skills in problem solving and critical thinking (Instructional Design Models and Theories: The Discovery Learning Model, n.d.). Moreover, the ability to outline the needed information and process it could also be trained. Nevertheless, Alfieri et al. (2011) emphasize the fact that the issue of discovery-based education could still be modified in order to create the most efficient and applicable approach that could be used under various conditions and for different purposes.
Conclusion
With this in mind, having analyzed the paper Does Discovery-Based Instruction Enhance Learning? by Alfieri et al. and credible sources, which also revolve around the given issue, it is possible to make a certain conclusion. It should be said that despite the great topicality of this approach, the minimal guidance during instruction and unassisted discover turn out to be inefficient in terms of the modern educational system. That is why, some extra methods should be used in order to achieve significant improvement of the quality of language and the process of cognition. Thu, there are still some perspectives for the further development of the given method and its possible implementations.
References
Alfieri, L., Brooks, P., Aldrich, N., & Tenenbaum, H. (2011). Does Discovery-Based Instruction Enhance Learning? Journal of Educational Psychology,103(1), 1–18.
Kirschner, P., Sweller, J., & Clark, R. (2006). Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching. Educational Psychologist, 41(2), 75–86
To discover humanity, it is important to determine how their interactions affect their culture and their relations. The degree of influence is mostly affected by the extent of interaction and how friendly the two groups were to one another. To conduct a comparison on cultural influence and integration between the American and the Africans with that of the China and India, it is important to know how the groups interacted and responded to one another.
In case the response or the interaction was poor, it is hard to have a comprehensive influence between the two groups involved. This is supported by the fact that a group of individuals will copy each other if they developed a liking at the initial levels of interaction. Hence, it is important to look at the legacies left by the encounters and interactions of cultures to present day.
Some of the influences traced into the interaction between the cultures vary from social lifestyle, economics, political to the general use of language (Smith, 1992, p. 498). The interaction between the Americans who are referred to as the ‘westerners’ had massive effect on the culture of Africans more than among the Indians and China as a result of the resistance they subjected to the interaction.
To begin with, lifestyle changed because of the interaction between the Americans and the Africans; this created social classes that fell under color and social responsibility (Smith, 1992, p. 498). There was stratification among the blacks; the blacks were considered as slaves. The black slaves did not have any rights as compared to their white masters.
Presently, it has created the discrimination experienced in some of the states that are regarded as white dominated or black dominated states (Lipsitz, 1995, p. 397). The other social effect brought about the interaction between the whites and the blacks was the social stratification. Historically, there are groups of individuals who were considered noble; they were made judges, rulers of the land as well as opinion makers.
The idea was positively taken up by the Africans; it can be explained by the present fight for power and positions in Africa and America (Lipsitz, 1995, p. 397). This is very different in India and China; Chinese and Indians resisted interaction between the westerners that would have changed their culture. The resistance has maintained their social norms and formats without compromising their integrities.
Another example of the legacies left by the degree of interaction between the westerners and the Africans is the spread of Christianity. In Africa, Christianity has spread to the most interior regions as fueled by the interaction experienced between the Americans and the natives (Smith, 1992, p. 498). This can be contrasted to the present spread of Christianity in India and China. The variance in the degree Christianity could be due to the resistance to cultural integration between the westerners and natives of China and India.
The degree of interaction between westerners and the Africans can be shown by the economy (Stearns, 2003, p. 212). Most of the African countries rely on the western countries to maintain their economies. This is as a result of African countries considering trading with Americans and disregarding their region inter-trade (Stearns, 2003, p. 212).
Trading continuously built American economy at the expense of the African economies. This is different when compared to the Asian economy; the economy basically relies on fellow Asian countries to keep it running and reliable (Lipsitz, 1995, p. 398). This is also explained by the fact that India and China were resistant to adopting the western lifestyle and cultures.
The influence of the integration spreads deep to languages used; most of the African countries colonized by the westerners have English as their official languages (Stearns, 2003, p. 214). The language is taught in classes as the second language to most of the African countries. This is contrasted to the fact that China and India do not recognize English as an official language.
Despite the differences, political structures in Africa, China, India and American cuts across board regardless of the degree of interaction and integration. All the regions show respect to the rulers of the land and hold the position with dignity. In addition, the citizens elect representatives to represent them in government.
In conclusion, the higher the degree of interaction between cultures so does the legacies left behind. Since China and India resisted interactions and changing of their cultures; hence there are fewer influences that have left their traditions intact and original. Africa was most affected by deep interactions they had with the westerners.
References
Lipsitz, G. (1995). “The possessive investment in whiteness: Racialized social democracy and the “White” problem in American studies. American Quarterly, 47(3), 396-387.
Smith, T. W. (1992). “Changing racial labels: From “colored” to “Negro” to “Black” to “African American””. The Public Opinion Quarterly, 56(4), 496-514.
Stearns, P. N. (2003). Western civilization in world history. New York, NY: Routledge.
The discovery of the Minoans and Mycenaeans’ cultures changed the Classical Greeks’ understanding because the Greeks based their religion, politics, trade, and war on the tradition of Minoans and Mycenaeans. Although the Classical Greeks were viewed as a cultured society, their ancestors had a civilized society that made large ships and traded with other civilizations, such as the Egyptians (Gorogianni et al., 2016).
Moreover, the Classical Greeks cherished Minoans and Myceneans by respecting their gods and warriors, such as Achilles, Agamemnon, Odysseus, and Menelaus, who were all Myceneans. Additionally, these legends were accorded immortal life through art activities, such as painting, pottery, sculpture, and literature. For instance, the story of the Trojan War is based on the conflict between the Hittites and Myceneans. In other words, the classical Greeks culture was entirely based on the Myceneans and Minoans, hence making them the founder of Greeks civilization.
The ‘Dark Ages’ were not dark as they are usually referred to because numerous activities were occurring. Since powerful kingdoms had fallen, people were still organized into different groups, and their powerful institutions still governed the citizens. For instance, churches had a strong influence on how people were supposed to conduct themselves. Even though the whole period is regarded as the ‘Dark Ages, numerous agricultural innovations were introduced in Europe (Pruitt, 2018).
For instance, agricultural activities started taking place in northern Europe due to the heavy plow invention that could be used to till the clay soils. Initially, agriculture was mainly done in the south due to the region’s loose soils. Additionally, a horse collar was invented to distribute weight equally when the horses plowed or pulled a wagon. In other words, the era was not so “dark” and was a pathway that led the generation to a better future.
It is important to know Homer because he was an epic archaic storyteller from Ancient Greece, who used narratives to tell the stories of the great heroes, and myths passed on from one generation to another. As a result, he has enabled the current generation to understand themselves by relating to the past heroes. Additionally, through Homer, people can learn the beliefs and morals of society. Moreover, he is regarded as the all-time educator of the entire Greece due to his tremendous contribution to enlightening the community, especially through his famous “Iliad” story. Therefore, the current generation needs to know him.
References
Gorogianni, E., Pavúk, P., & Girella, L. (2016). Beyond thalassocracies: Understanding processes of Minoanisation and Mycenaeanisation in the Aegean. Oxbow Books.
The impact of the discovery of the cultures of Minoans and Myceneans on understanding Classical Greece should not be underestimated in the context of its significance. The period of Classical Greece is well known for its achievements, which influences all of Europe after the collapse of Bronze Age civilization. However, the roots of this progress can be found in the culture of Minoans and Myceneans. According to DailyHistory.org (n. d.), “when classical Greek culture emerged several hundred years later it was clearly influenced by the Mycenaeans, especially in terms of language, religion, and economics” (para. 2). Therefore, the connection between this culture may prove the thesis that it is crucial to understand where something great has its start.
The period of Dark times is characterized by a decline in all the spheres of life. For instance, the most considerable feature of this time is the loss of the writing system. These aspects are illustrated in the title “Dark Times”, though there was significant progress in technical equipment. Namely, people learned the way to eliquate iron and base it. In addition, the development of social relationships led to their transformation to particular social structures, which preceded polises. Therefore, they appeared to be an important foundation for future progress.
In modern historical science, there are several opinions about the personality of homer. Some researchers believe that Homer is the only writer of the Iliad and Odyssey, and the text matches the initial version. Others conder that there were several writers of the aforementioned works, and different parts of them were written in different periods. It is crucial to clarify the personal information about the writer or writers in order to understand whether Iliad and Odyssey may present reliable historical sources about Ancient Greece.
The genuine potential of the oil sand resources in Alberta lies in the enhancement of balanced economic growth and development in the region and the country without negating gains made in other aspects of human and other life in the region and in the world. Energy is an important resource in the world in powering the activities and operations humans engage in to promote their welfare and that of the world.
The world demand for energy has increased phenomenally over the past century, driven by such factors as a high rate of world population growth and increased economic activity and trade (Timilsina 5). This demand has precipitated the need for other sources of energy besides the conventional ones, and the optimum exploitation of the existent ones in order to satisfy this demand. The oil sand in Alberta presents an opportunity to supplement available energy in the world.
The exploitation of oil sands in Alberta presents an opportunity for the government and citizens of the region to promote their own, and the world’s, welfare through the satisfaction of demand for energy, enhancing economic growth and development through enabling the provision of income and powering economic activity.
The reason why we need to display interest in this issue is that exploitation of oil sand resources in the Alberta region poses certain dangers to the welfare necessary in human, plant, and animal life, the earth environment, and to future generations.
It is therefore necessary for the government and other stakeholders in the region to consider all these aspects in their exploitation activities on the resource, to promote welfare from all these dimensions in a balanced manner. This is especially so given that oil sand exploitation differs from that of more conventional oil in its requirement of higher application of technology that has the potential to harm the above elements of welfare in the society and the world.
The argument of this study is the realization of full potential from the resource which includes lack of resources and technology to enhance processes and facilities to promote this welfare, and the force of demand for energy in the world, which drives the need to exploit the resource for financial gains (Andrew 5).
These renders the concerns for socioeconomic and environmental welfare less important for the society and the government, although it has significant impact on the welfare of human, plant, and animal life, the earth environment, and future generations.
Oil Sand in Alberta: The Potential
Oil sand, or bituminous sand, is a kind of petroleum deposit that contains a mixture of natural clay soil, sand, and water. The oil sand contains a type of petroleum called bitumen, and features a high level of viscosity that causes it to flow extremely slowly.
Oil sands are common in various parts of the world, but they occur in exceptionally huge quantities in the South American country of Venezuela and in Canada. In Canada, the oil sand appears in semi-solid and almost solid forms, largely because of the low temperature environments in reservoirs. It is thick, heavy, and sticky.
There is need to raise its temperature through heating, or to dilute it through mixing it with lighter compounds, in order to make it flow. The resource requires additional treatment before it is ready for processing for energy production. Oil sand has received recognition as a source of oil for energy only recently: it is an unconventional source. This is because its nature, as described above, made it difficult in the past, in terms of both technology and economic profitability, to extract oil for use in the provision of energy.
Advancements in technology and the rise in the prices of oil made these limitations less significant. In the modern times, there exists technology to extract oil from the resource relatively easily and profitably, given the high prices of oil in the world market. The high demand for oil in the world market has also made efforts to exploit all potential oil resources attractive for governments in the world.
The process of exploitation of oil from oil sand however presents a major challenge for the welfare of the world and its population. This is because extraction involves processes such as refinery and injection of steam that result in 200-400% higher emission of greenhouse gases into the atmosphere than that in production from ordinary oil (Timilsina 6).
Production and Related Issues
Oil sands constitute a huge, but unconventional, source of oil energy. Oil sands, as mentioned above, are an unconventional source of oil, because of the technological limitations and unprofitably low prices that existed in the past. These conditions made exploitation of oil sand uneconomical.
Technological developments and high increases in the price of oil have however made the exploitation of oil sand as a resource in the provision of energy possible. The process of extraction of oil from oil sands involves heavy use of technology, especially because the sand has to undergo upgrading to make it suitable for refinery for the production of various oil products. Unlike conventional oil that requires direct drilling to allow the flow of crude oil into a reservoir, oil sand exploration requires the application of strip mining techniques.
There is need for the reduction of the level of viscosity the oil sand, through raising the temperature of the environment or applying suitable solvents. Raising the temperature of the oil sand environment involves injection of hot air or steam. This process of upgrading requires the application of huge amounts of water and energy, up to four times higher than that applicable for conventional oil (Percy 6). This is necessary for the process of production to feature appropriate levels of efficiency.
The process of upgrading consists of three main stages: the first stage involves the separation of oil from water, unwanted physical waste materials, and sand. The second stage involves purification of crude oil, through the processes of hydrodenitrogenation, hydrodesulfurization, and hydrodemetalization, while the third involves hydrogenation. These three stages consume water and energy in huge amounts, and result in the emission of high levels of greenhouse gases such as carbon dioxide into the atmosphere.
A major challenge for the oil production process in Alberta is the utilization of resources to procure catalysts used in the upgrading procedure, as they lose efficiency with usage. Canada is the only country with oil sand endowment to possess large scale and efficient technology for such a process (Percy 9). Production in other oil sand-endowed countries such as Venezuela and Russia is not as developed and large scale as in Alberta.
Various socioeconomic and environment issues surround the production of oil from oil sands in Alberta. These issues emanate from the challenges of the production process and the strategies that the exploitation process employs in an attempt to overcome them and to realize economical, quality, and efficient levels of production.
This is in a bid to promote the welfare of the Canadian community and nation. The governments of Canada and Alberta, particularly the energy authorities, need to address these issues if the region, government, and citizens of Alberta are to realize the full potential of the oil sand resources. This is because these issues limit the extent to which the attempts to promote the welfare of the citizens, region, and country are successful.
Socioeconomic issues include limitations of the efficiency and profitability of the process of exploitation, while environmental issues include the effects this exploitation has on land, air, water, global climate change, and marine life. The health of the environment is a key component of the welfare of the community. Realization of the potential of the oil sand resources involves achieving the greatest level of benefits from the resource without negation of gains in other aspects of human and earth welfare.
This implies exploitation of the oil sand resources in Alberta to achieve economic growth and development for all individuals in the region, while also controlling negative effects of such exploitation on such aspects of human and earth’s life as the health of individuals, suitable life conditions for all life in various environments, and the welfare of future generations. Realization of some of these objectives without regard to others will constitute a deficiency in the realization of this welfare (Kamwe 18).
There is therefore need for a balanced approach in the utilization of oil sand resources in Alberta with respect to these elements in order to realize the genuine full potential of the resource in promoting human welfare.
Oil Sand in Alberta: Socioeconomic Issues and Measures
The oil sand resources in Alberta provide a significant source of employment in Canada and the region of Alberta. In 2008, the resource played a major role in the energy sector’s 28% contribution to Alberta’s C$ 290b GDP. This applied through direct employment and sales of production. The activities of mining and extraction of such resources as gas and oil accounted for the employment of 145,000 units of labour in the region.
The potential of the Alberta oil sands in promoting economic growth and development is evident in this analysis. The huge number of employed personnel in the mines and oil production, coupled with the revenues of organizations trading in the oil export business to other countries, presents the region of Alberta and the Canadian nation with the opportunity to improve the standards of living significantly. The individuals employed in these economic activities gain regular income with which they are able to meet their needs.
The government and the region of Alberta in general gain through the widening of the tax base. Higher government revenue from taxes on both income and expenditure because of this employment increases the level of government funds that could apply in the provision of public infrastructure such as health, housing, security, education, transport and communication infrastructure, et cetera (Ezra 2).
This ensures a higher level of availability of such public services, in terms of both quantity and quality, to the citizen in the region, which improves their welfare.
Conclusion
The future of the industry is very bright, with projected investments in the industry. Alberta has indeed been a beneficiary of new projects every year with hopes of becoming the global kingpin in energy supply.
There are initiatives to enhance the use of Carbon Capture and Storage Fund and come up with appropriate laws that ensure environmentally viable oil production in the Alberta province and its surroundings (June Warren). The energy ministry in the country has been in the forefront seeking to promote innovations in the energy department.
Works Cited
Andrew, Nikiforuk. Tar Sands: Dirty Oil and the Future of a Continent. New York: Greystone Books. 2009. Print.
Ezra, Levant. Ethical Oil: The case for Canada’s Oil. New York: McClelland & Stewart Limited. 2011. Print.
June Warren- Nickle’s. Energy Group. Oil Sands Review: The Unconventional Oil Authority Journal. 1 (1). Canada. Web.
Kamwe, Offei Awuah. Dynamic Modeling of Cable Shovel-formation Interactions: For Efficient Oil Sands excavation. Germany: LAP Lambert Academic Publishing. 2006. Print.
Percy, Kevin. Alberta Oil Sands: Energy, Industry and the Environment. Oxford: Newnes, 2012. Print.
Timilsina, Govinda. Economic Impacts of Alberta’s Oil Sands. New York: Unesco-IHE. 2005. Print.
When applying for a job, people strive to demonstrate their personal qualities and also draw the attention of employers to their talents. In the discussion, Patrick Sweeney, who is the President of Caliper Corporation, draws attention to essential details that need to be considered when hiring employees. He believes that managers and leaders need to pay attention to the potential of employees, as well as help them discover it and their inherent talents (Selling Power, 2017). Moreover, the task of management is to identify the qualities that are inherent in their employees and how to disclose them better.
Indeed, the ability to see the potential, to reveal it, and to apply the talents that employees have is a critical skill of a real manager. Some people have good skills and experience, as well as significant potential, which will later help not only the employee themselves to grow and develop but also allow the company to become stronger and more competitive. The leader also needs to see exactly what area an employee can succeed in and help them in this development. The care and understanding of the management will help to establish a connection between them and the employees (Selling Power, 2017). Subsequently, this connection will help in the development of both the company and the employees.
Examples of the primary thoughts of the reviewed discussion are the disclosure of the employee’s potential, as well as the disclosure of their talents. For example, a manager sees that a person has a talent for sales and helps them to reveal this talent to prove themselves in this field. Or the leader notices that the employee has potential in a particular field and, in the process of work, allows them to unlock this potential and become a strong specialist. If the manager ignores the potential or talent of the employee, it can deprive the company of a successful employee and, subsequently, the entire company’s development.
