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Chapter 2: Technological Change and the Future of CALL
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1 Warschauer 1 An edited copy of this paper was published as: Warschauer, M. (2004). Technological change and the future of CALL. In S. Fotos & C. Brown (Eds.), New Perspectives on CALL for Second and Foreign Language Classrooms (pp ). Mahwah, NJ: Lawrence Erlbaum Associates. Chapter 2: Technological Change and the Future of CALL Mark Warschauer University of California, Irvine The future of computer-assisted language learning (CALL) will depend on many factors, including research in applied linguistics, change in the status of languages and language learning, and sociological changes in schools and education. One important factor that will influence the future of CALL is technological change. In order to discuss this point, it is first necessary to clarify the relationship between technology change and other Technological determinism refers to the idea that the introduction of new technology automatically brings certain results (see discussion in Chandler, 1995; Feenberg, 1991). Deterministic outlooks underlie many common beliefs about educational technology; note, for example, the frequent discussion of the alleged impact of computers on learning without regard to how the computers are actually used. Chris Dede (1995, 1997) has described this as based on a fire metaphor, i.e., the notion that computers generate learning the way that a fire generates warmth. Technological determinism does have a certain logic, since there is sometimes a correlation between the presence or use of particular technologies and other outcomes. But correlation does not imply causation. Paul Levinson (1997) makes a useful distinction between hard determinism and soft determinism. The former implies strict causation, and it is a concept rejected by most scholars. The latter more sensibly suggests that while technological development does not automatically
2 Warschauer 2 cause outcomes, it does enable new processes and outcomes. For example, in the realm of teaching and learning, there are obviously many types of classroom (or distant) interaction that are enabled by computers and the Internet that simply couldn t have occurred previously. Furthermore, in thinking about the possible pedagogical changes enabled by new technologies, it is important to look broader than the classroom itself. Rather technology can create new social contexts that shape how learning takes place. For example, the earlier development of the printing press had a profound effect on Europe, thus contributing to a process by which notions of teaching and learning were dramatically altered (1979). This was not so much an impact, with the printing press causing change (and, indeed, the earlier invention of movable type in Asia brought little change at all). Rather, there was a co-constituitive shaping of technology and society, as social conditions in Europe provided a ripe context for emergence of the printing press as an important factor in further societal change. There is thus a broad ecological effect; as Postman has noted, 50 years after the introduction of the printing press, there was not a Europe plus a printing press, but a transformed Europe (1993). Today, information and communication technologies are poised to have a similarly strong ecological effect on society, especially taking into consideration Castells s (1998) observation that information technology, and the ability to use it and adapt it, is the critical factor in generating and accessing wealth, power, and knowledge in our time (p. 92). The role of ICTs in enabling change must also be examined at the individual level. Vygotsky s work (e.g., 1962) clarifying the mediating role of any tool or technology at the level of human activity, ultimately reshaping how we communicate and even think. Ong (1982), who has studied the relationship between orality and literacy, similarly noted the relationship between technology and human consciousness, especially with technologies of the word. With this as a backdrop, let us examine ten developments that will take place and indeed, are already taking place at a rapid pace in the area of information and communication
3 Warschauer 3 technologies. I will briefly review ten developments underway and then discuss the types of changes these may enable in the field of computer-assisted language learning. Developments in Information and Communications Technology The first important change is from phone-based to wireless communication because of improved technology and telephone/internet relay facilities. It has been suggested that low-weight solar-powered electric planes (like those pictured at <http://www.aerovironment.com/areatelecom/telecom.html>) will serve as communications relay platforms facilitating low-cost wireless communication from anywhere on earth. A second change will be a move from dial-up Internet connections to permanent, direct online connections. For example, according to Telecommunications Research International (see <http://cyberatlas.internet.com/big_picture/geographics/article/0,1323,5911_352761,00.html#table >), cable modem access in the US grew by some 44% in the first quarter of 2000, while high speed digital forms of access using existing phone lines grew by 183%. A third change will be from the use of mainly personal computers to the use of portable computing and online devices. One step in this process is the likely convergence of the laptop computer, personal digital assistant, and cellular telephone into powerful handheld computing and (tele)communication devices. A fourth change will be from narrowband (referring to the speed at which information passes over communication lines) to broadband. Cable modem connections currently deliver 10 Megabits per second, shared among many users. The next version of broadband ( broaderband ) is expected to provide up to 40 megabits per second for each user, or 26 times the bandwidth of the fast T1 connections used by most institutions today, facilitating extremely rapid Internet connection.
4 Warschauer 4 A fifth change will be from expensive personal computing systems to widely affordable computers and other hardware, first in the developed countries and then in the developing countries. In Egypt, for example, both the cost of purchasing a personal computer has fallen by half in recent years, and Internet access is now free. Related to this, a sixth development is that the Internet will change from being an exclusive form of communication and information, mostly limited to people in developed countries, to becoming a mass form of communication accessible to most of the planet. Recent statistic indicate that more than 10% of the world s population is online. A seventh development will be a movement from text-based information and communication to audiovisual forms of information and communication, as exemplified by the growing popularity of digital photography and home video production facilitated by new technology and the increasing trend for Internet news sites to offer multimedia presentations of news. An eighth change will be from use of English as the main online language to multilingual Internet use. By 2005, the number of Web pages in English is expected to drop to 41% of the world s total (Computer Economics, 1999). At the same time, however, it is suggested that a much higher percentage of the commercial Web pages will be in English. A present indication of this trend is the large percentage of English language secure servers used for Internet commerce (see the discussion in The Default Language, 1999). This will create a situation of diglossia, where people using their native languages for local or regional communication and commerce and use English for international communication and commerce on the Internet. A ninth change will be from non-native to native users of information technology. This concept does not refer to language use, but rather to comfort and skill in using computers. Children who grow up with computers and the Internet will be able to access information and communicate
5 Warschauer 5 online with native-like fluency, as opposed to older generations, many of whom have had difficulty making the transition from print to screen. A tenth change will be the movement of CALL from the language laboratory to the classroom. Computers and other online devices will be found in every classroom in developed countries, not only in computer laboratories. For example, the Maine Department of Education has made computers available to all 7 th grade students in the state, together with wireless access points in most schools. Technology and English Teaching What is the expected effect on English teaching of these likely future developments? Five areas will be examined: new contexts, new literacies, new genres, new identities, and new pedagogies. New Contexts The projected developments of ICT will have a profound influence on the context in which English is taught. Largely because of the increased use of English in new globalized media and commerce there has been a major expansion in the number of second-language English speakers around the world. According to recent estimates (see Crystal, 1997), there are now over 375 million native speakers of English (i.e., the inner circle of English speaking countries such as the U.S., Australia and England [Kachru, 1986]), an equal number of second language speakers of English (ESL speakers in Kachru s outer circle of countries such as India and Nigeria), and some 750 million English as a Foreign Language (EFL) speakers in countries such as China, Japan, Egypt, and Israel. This represents a significant growth in the number of non-native speakers of English and suggests that there will be a fundamental change in the relationship between nativeand non-native speaker. Extrapolating from the work of Graddol (1999), it can be estimated that a century ago there were about three native speakers of English for every proficient non-native
6 Warschauer 6 speaker of the language. However, a century from now this proportion will be reversed. Indeed, the very distinction between native English speaker, ESL speaker, and EFL speaker will change as millions of people throughout the world use English to communicate globally and access international media. For example, according to a recent study (Warschauer, El Said, & Zohry, 2002), Egyptian colloquial Arabic is used in most informal . However, nearly all formal communication by even between one Egyptian and another is conducted in English. Continuing to examine the impact of improved ICT and the changed context of English use, one U.S. study suggests that is now the main form of business communication in many US industries, surpassing both face-to-face and telephone communication (American Management Association International, as cited in Warschauer, 2000a). This fact necessitates a re-consideration of the relationship of computers and the Internet to ESL/EFL teaching. Just ten years ago, for example, it was very common for teachers involved in CALL to say that A computer is just a tool; it is not an end in itself but a means for learning English. Yet recently one EFL teacher in Egypt noted English is not an end in itself; it s just a tool for being able to use computers and get information on the Internet. The juxtaposition of these two very different views of CALL illustrates how teachers' concepts about English teaching and the Internet are evolving now and will change in the future. Effective CALL is no longer a matter of using and the Internet to help teach English but is increasingly directed at teaching English to help people learn to write and use the Internet. New Literacies This leads to another likely result of ICT developments, the emergence of important new literacies (see discussion in Warschauer, 1999, 2003). In the era of print, the act of reading consisted of an attempt to understand the meaning of a single author. In contrast, reading in the
7 Warschauer 7 online era has become an attempt to interpret information and create knowledge from a variety of sources. Although all reading and research skills include selecting the right questions, choosing the right tools, finding information, archiving and saving information, interpreting information, and using and citing information, there is a great difference between reading a book in the library and assuming that the information in it is reliable because it has been vetted twice--once by the publisher and again by the librarian who purchased the book--and conducting research online, where the very act of reading cannot be done without making critical decisions at every step. Online readers must constantly determine whether to scroll down a page, pursue an internal link, try an external link, or quit the page and conduct a new search. In the past, critical literacy was presented as a special category of language education; however, in the online future, virtually all literacy will necessitate critical judgment. New Genres Similar changes are occurring with respect to writing. It has been suggested that the essay will increasingly become a marked form. Although essays may still be studied as a literary form, it has been suggested (Faigley, 1997) that few people will actually write them since they will be replaced by multimedia presenting concepts through multiple technologies. This impacts upon the way English writing must be taught in the future. For examples of possible types of student writing of the future, teachers should consider some of the educational Web sites being developed by students in the ThinkQuest competition (http://www.thinkquest.org). In these sites, students demonstrate mastery not only of multimedia but also electronic communication, which may represent the future of writing instruction. The importance of teaching new types of writing through electronic communication can also be illustrated by a situation that occurred in an ESL writing course (Warschauer, 1999). A graduate student from China had previously conducted research with co-researchers from Sweden
8 Warschauer 8 and agreements had been reached about the rights of authorship using the data collected. However the student was surprised to learn by that his Swedish co-researchers were going to publish the data under their own authorship. He attempted to write them an message protesting the situation: Dear Svet: How about your decision for your mothers treatment. I am sorry I can not give advice... Zhongshan hospital has special wards for foreign guests. If you can tell me and Hengjin in detail, we can supply more information about hospital and doctors... The first draft of his message failed to convey his point since it focused principally on the health of the Swedish colleague s mother and only discussed the disagreement in a vague manner at the end of the message. The students worked with his teacher intensively by to complete two more drafts of the message until it effectively communicated what he wanted to say: Dear Svet: When I received your message of Nov 4, I was very surprised to see that you went ahead with your paper on maternal health care. As you must be aware after our discussion in Shanghai last September-October, when we distributed all the topics among us, the topic of maternal health care was incumbent on me for analysis and publication. In conclusion, I am afraid the only satisfactory solution I can see is to publish my paper with me as the first author. This problem was resolved in a satisfactory manner through the speed of electronic communication and a needs-based collaborative approach to writing instruction.
9 Warschauer 9 Although most ESL/EFL students do not perform sociological research with international scholars, many will find that they need to carry out some form of collaborative long-distance inquiry and problem-solving as part of their jobs and community activities. It is thus incumbent on ESL/EFL teachers to help these students develop the online writing skills necessary for these tasks. Such instruction includes both the pragmatics of written online interaction as well as the hypermedia authoring and publishing skills needed for effective presentation of material (see discussion in Shetzer & Warschauer, 2000; Warschauer, 1999). New Identities The increased importance of online communication is also contributing to new kinds of identites. As an example, let us consider the case of Almon, a Hong Kong immigrant to the United States (discussed in Lam, 2000). Though Almon had lived in the US for several years, he performed poorly in English class and had little confidence in his academic English ability. Yet he developed his own J-Pop Web site about a Japanese popular singer and spent several hours each day ing and chatting with other J-Pop fans around the world who were attracted to his site. Although most of the fans were Chinese or Japanese, all communication, as well as the site itself, was in English. Through this process Almon developed self-confidence in his English communication ability as part of a global youth movement that uses English and new media to share ideas. This case does not suggest that teachers should downplay academic literacies, but it does imply that students who use new media can develop a wide range of literacies and identities, and these skills must be taken into account in English teaching.
10 Warschauer 10 New Pedagogies We must now consider the new pedagogies that these changes will elicit. The progress of CALL has been based on evolution from the mainframe computer to the personal computer to the networked, multimedia computer, and corresponding changes have occurred in CALL-based pedagogy. Table 1 illustrates some of the changes that have occurred and are occurring in CALL since its inception in the 1960s. The stages have not occurred in a rigid sequence, with one following the other, from bad CALL to good CALL since any of these may be combined for different purposes. However, there has been a general transformation in CALL over the years, with new ideas and uses of computers being introduced. The first phase of CALL development was Structural CALL, an approach used during the 1960s and 1970s that followed the teaching techniques of structural linguistics. Here CALL primarily took the form of drill and practice programs. However, by the end of the 1970s, such behavioristic approaches to language learning had given way to communicative approaches focusing on the meaning of language in use rather than on its form, and this was reflected the changed nature of CALL activities. Following a cognitive view of language learning which held that learners develop language as an internal mental system primarily through interaction, Communicative CALL took the form of communicative exercises performed as a way of practicing English. The content of the interaction was not seen as important, nor was the learners own speech or output. Rather the provision of input was seen as essential for learners to develop their mental linguistic systems. In contrast, the current paradigm of integrative CALL is based on a socio-cognitive view of language learning. From this viewpoint, learning a second or foreign language involves apprenticing into new discourse communities. The purpose of interaction is seen as helping students enter these new communities and familiarize themselves with new genres and discourses, so the content of the
11 Warschauer 11 interaction and the nature of the community are extremely important. It is no longer sufficient to engage in communication merely to practice language skills. Table 1: The Three Stages of CALL Stage 1970s-1980s: Structural CALL 1980s-1990s: Communicative CALL 21st Century: Integrative CALL Technology Mainframe PCs Multimedia and Internet English-Teaching Paradigm Grammar- Translation & Audio- Lingual Communicate Language Teaching Content-Based, ESP/EAP View of Language Structural (a formal structural system) Cognitive (a mentallyconstructed system) Socio-cognitive (developed in social interaction) Principal Use of Computers Drill and Practice Communicative Exercises Authentic Discourse Principal Objective Accuracy Fluency Agency (Based on Kern & Warschauer, 2000; Warschauer, 1996; Warschauer, 2000a) The following example illustrates the primary difference between Communicative CALL and Integrative CALL. An English teacher was frustrated because although his students used the Internet once a week to practice English, they tended to waste time chatting in their own language and did not engage in meaningful English usage. This situation highlights a critical limitation of the communicative approach to CALL, that is, viewing Internet only as a medium of simple (and perhaps purposeless) communication practice. It was suggested that the students should perform real-life tasks on the Internet and solve real-life problems in a community of peers or mentors. For example, the students could conduct an international research project on an issue they were interested in (see Warschauer, Shetzer, & Meloni, 2000), or perform a service for their
12 Warschauer 12 communities such as creating an English Web site for a local organization (Warschauer & Cook, 1999). Here the use of English for communication would be incidental to the main task but, as a result of carrying out the activity, the students would be learning important new English genres and engaging in new discourses. Agency Performance of meaningful activities online is related to the objectives of integrative CALL and, indeed, to the general goals of second/foreign language learning which have evolved from a primary focus on accuracy to a focus on accuracy plus fluency. In the 21st century, however, it is necessary to add a new objective: accuracy plus fluency plus agency. Agency has been defined as the satisfying power to take meaningful action and see the results of our decisions and choices (Murray, 1997, p. 126), and the power to construct a representation of reality, a writing of history, and to impose reception of it by others (Kramsch, A Ness, & Lam, 2000, p. 97, quoting Bourdieu). Incorporating the objective of agency in CALL activities enables the computer to provide students with a powerful means to make their mark on the world. As an example, we should consider the difference between authoring a paper (i.e., writing a text for the teacher), and authoring a multimedia document which will be displayed on the Internet. In the latter, students are involved in creatively bringing together several media to share with a wide international audience and perhaps even helping to author the very rules by which multimedia is created, given the current creative explosion of new forms of online expression. By assisting their students to carry out such authoring fulfilling a meaningful purpose for a real audience teachers are helping them exercise their agency. The purpose of studying English thus becomes not just to acquire it as an internal system, but to be able to use English to have a real impact on the world.
13 Warschauer 13 Conclusion In the late 1970s a computer-assisted instructional manual (Patrikis, 1997, p. 171) suggested that the advantage of computer-based instruction was that it was completely removed from real life. Students could therefore learn English without having to participate in the real world although, of course, they had to come back to the real world to use what they had learned. In contrast, let us consider a more current expression of the value of computers in instruction, that of Shneiderman (1997), who said we must do more than teach students to surf the net, we must also teach them how to make waves (p. vii). Thus, teachers will make the best use of computers in the classroom when students are encouraged to perform the most real tasks possible, taking advantage of the power of modern information and communication technologies to try to change the world in ways that suit students own critical values and the interests of humankind. Of course, this is not a new idea. Freire and Macedo (1987) expressed the same perspective when they noted that literacy is not only about reading the word, but also about reading the world, and not only about reading the world but also writing it and rewriting it (p. 37). These concepts have been an important part of critical pedagogy throughout the 20th century, but today new forms of information and communication technologies provide a powerful new means of achieving them. Technology changes in ICT can thus enable students to read, write, and rewrite the world in their English classes as never before, but only if we too enable our students to use the full power of these technologies. As Pimienta (2002) suggests, we need to view our students as being in front of a keyboard rather than behind a screen. In the end, the most important developments may not be those that occur in the technological realm, but rather those that take place in our own conceptions of teaching and learning.
14 Warschauer 14 Acknowledgments This chapter draws from an earlier paper, The Death of Cyberspace and the Rebirth of CALL, that was first presented at the CALL for the 21st Century IATEFL and ESADE conference in July 2000, and then appeared in English Teachers Journal #53, fall 2000, published by the Ministry of Education of Israel. The Author Dr. Mark Warschauer is Vice Chair of the Department of Education at the University of California, Irvine. He is the editor of Language Learning & Technology journal and the author of numerous works on the impact of information and communication technologies on language, literacy, and education, including, most recently, Technology and Social Inclusion: Rethinking the Digital Divide (MIT Press, 2003). He can be reached through his website at <http://www.gse.uci.edu/markw>. References Castells, M. (1998). End of Millennium. Malden, MA: Blackwell. Chandler, D. (1995). Technological or media determinism. [Online article]. Retrieved November 20, 2002 from Computer Economics, I. (1999). Computer Economics projects worldwide Internet users to approach 350 million by year Retrieved January 1, 2000 from Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press. Dede, C. (1995). Testimony to the US Congress, House of Representatives, Joint Hearing on Educational Technology in the 21st century. Retrieved January 4, 2002, from Dede, C. (1997). Rethinking how to invest in technology. Educational leadership, 55(3).Faigley, L. (1997). Literacy after the revolution. College Composition and Communication, 48(1),
15 Warschauer 15 Eisenstein, E. L. (1979). The printing press as an agent of change: Communications and cultural transformations in early-modern Europe. Cambridge: Cambridge University Press. Feenberg, A. (1991). Critical theory of technology. New York: Oxford University Press. Freire, P., & Macedo, D. (1987). Reading the word and the world. Hadley, MA: Bergin and Garvey. Graddol, D. (1999). The decline of the native speaker. In D. Graddol & U. H. Meinhof (Eds.), English in a changing world: AILA Review 13 (pp ). Guildford, UK: Biddles Ltd. Kachru, B. (1986). The alchemy of English: The spread, functions, and models of non-native Englishes. Urbana, IL: University of Illinois Press. Kern, R., & Warschauer, M. (2000). Theory and practice of network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp. 1-19). New York: Cambridge University Press. Kramsch, C., A Ness, F., & Lam, E. (2000). Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning & Technology, 4(2), Lam, E. (2000). Second language literacy and the design of the self: A case study of a teenager writing on the Internet. TESOL Quarterly, 34, Levinson, P. (1997). The soft edge: A natural history and future of the information revolution. London: Routledge. Murray, J. H. (1997). Hamlet on the holodeck: The future of narrative in Cyberspace. Cambridge, MA: Cambridge University Press. Ong, W. (1982). Orality and literacy: The technologizing of the word. London: Routledge. Patrikis, P. C. (1997). The evolution of computer technology. In R. Debski, J. Gassin, & M. Smith (Eds.), Language learning through social computing. Parkville, Australia: Applied Linguistics Association of Australia. Pimienta, D. (2002). The digital divide: The same division of resources? Unpublished paper, Santo Domingo, Dominican Republic. Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: Vintage Books. Shetzer, H., & Warschauer, M. (2000). An electronic literacy approach to network-based language teaching. In M. Warschauer & R. Kern (Eds.), Network-based language teaching: Concepts and practice (pp ). New York: Cambridge University Press. Shneiderman, B. (1997). Foreword. In R. Debski, J. Gassin, & M. Smith (Eds.), Language learning through social computing (pp. v-viii). Melbourne: Applied Linguistics Association of Australia.
16 Warschauer 16 The Default Language. (1999, May 15). Economist, Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press. Warschauer, M. (1996). Computer-assisted language learning: An introduction. In S. Fotos (Ed.), Multimedia Language Teaching (pp. 3-20). Tokyo: Logos International. Warschauer, M. (1999). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates. Warschauer, M. (2000a). The changing global economy and the future of English teaching. TESOL Quarterly, 34, Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide. Cambridge: MIT Press. Warschauer, M., & Cook, J. (1999). Service learning and technology in TESOL. Prospect, 14(3), Warschauer, M., El Said, G. R., & Zohry, A. (2002). Language choice online: Globalization and identity in Egypt. Journal of Computer Mediated Communication 7(4). Retrieved November 21, 2002 from Warschauer, M., Shetzer, H., & Meloni, C. (2000). Internet for English Teaching. Alexandria, VA: TESOL Publications.
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The PhD Programme Francophonie et Diversité Francophonie is understood as a relational concept. It encompasses the literatures and cultures of all regions of the Francophone world and the relationshipsMore information
Language Learning & Technology http://llt.msu.edu/vol10num3/review3/ September 2006, Volume 10, Number 3 pp. 44-48 REVIEW OF THE INTERNET AND YOUNG LEARNERS The Internet and Young Learners Gordon LewisMore information


text:
Note: This applet is provided for the convenience of members of the University of Toronto community. Use of this page by anyone else is unauthorized.
AppGate MindTerm is a Java implementation of a secure shell client. It is available free of charge for personal and non-commercial use. This page allows you to access MindTerm as a digitally-signed applet for Netscape or Microsoft Internet Explorer. You can grant the signed applet permission to read or write your local files; this allows the applet to connect to any host, upload and download files, and enables many more features.
Alternatively, you can download the applet to your local disk, so that you don't have to retrieve the applet over the network every time you want to run it.
See the MindTerm User's Guide for more information about MindTerm.
AppGate is a registered trademark of AppGate AB.
The University of Toronto Department of Mathematics thanks AppGate for making this applet available to the Internet community.

subset: commoncrawl


text:
There is no known cause of asthma, but several factors may play a part to lead you to the disease. Researchers have identified quite a few risk factors for developing childhood asthma. These include nasal allergies or hay fever, frequent respiratory infections, low birth weight, being exposed to tobacco smoke before and after birth, black or Puerto-Rican ethnicity, and being raised in a low-income environment.
The biggest risk factor, however, is hereditary. If either parent suffers from asthma, chances are at least one of your children will develop asthma.
"The Hygiene Hypothesis Theory provides some explanations for the dramatic rise of childhood asthma. According to the theory, over the past 20 years, the western lifestyle has changed rapidly, and the living condition has become more hygienic and sanitized. The use of antibiotics, vaccines and cleanlier lifestyle has created a germ-free environment, which eventually preventing the spreading of disease and infections. As a result, most of the young children are not exposed to infections as children exposed in the past. The immune systems of these children are, therefore, not getting the early "Kick Start" to fight against bacteria or viral infections. This leads to increased sensitivity and overreaction of the immune system when facing allergens or airborne irritants. Although there is still limited evidence to support this theory, but many researchers agree that this can be one of the major reasons for increasing atopic conditions or asthma."
Asthma is described as a chronic inflammatory disease of the airway. The most common symptoms are shortness of breath, tightness in the chest, coughing, and wheezing. Each person develops asthma differently and will have variations in their symptoms. There is no cure for asthma; however, there are treatments to help manage the symptoms. The treatments can help you reduce symptoms from day to day.
Asthma may begin at any age, but it often occurs in childhood. In most cases, symptoms of childhood asthma arise around the age five. Although the symptoms of asthma in children aren't dissimilar as compared to adults, but children face some unique challenges.
Your child may display a variation of symptoms to let you know something is wrong. If you see these signs in your chld, a doctor's visit is warranted. You should bring your child to a doctor to see if asthma is a possibility.
Common Symptoms
- Frequent coughing spells - these can happen day or night;
- A chronic cough, which can cause your child to exhibit less energy, especially during daytime;
- Presence of intermittent or rapid breathing;
- Complains of tightness in the chest, or has complaints of their chest hurting;
- A whistling sound while breathing;
- See-saw motions in the chest, which is typically present during labored breathing;
- Shortness of breath or loss of breath, or a tightening feeling in the neck and/or chest muscles; Or
- Feels weak or tired regularly.
Medications are typically given to treat asthma. If your child is too young to use an inhaler, they will be given oral medications that help to open the airways. Inhalers for older children may include a medication such as Advair. A rescue inhaler may also be given for emergencies that need to be treated right away.


text:
Hotel Tools - Maintenance Door Hanger Template
Never scare a guest again. When your maintenance team is in a guestroom making a repair, place this sign on the door to inform guests.
This is a custom color, digital downloadable template you print at your hotel (PDF)
How can it help my business:
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What's included:
1) We send you a customized digital, PDF file (unlimited uses)
This is a unlimited use, one time payment tool that you can utilize forever.
- We'll add your logo and location
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How to Order:
1) Select Item, upload logo(if avl), add location and proceed to checkout
2) Once purchase has been made, we customize with logo/location
3) We email you file
Customized, Unlimited Use File, One time payment, For Individual Property Use
Group Hotel Brand Distribution Options Available.
Each Wrapper Dimensions: 8.5 x 3.5"
Printing: Print on regular paper with laser or injet printer
Product Type: PDF - Digital file
Delivery Time:
Turnaround time is usually same day, upto 24hours turnaround. Available Worldwide
Custom Designs are available


text:
ACCES I/O Products, Inc. is excited to announce the first of a new line of small form factor products – Pico-I/O Model PICO-DIO16RO8. Designed for expansion on Pico-ITXe single board computers, this product features 16 industrial strength TTL/LVTTL digital I/Os and 8 form C electromechanical relay outputs. This mix of programmable inputs and outputs together with the dedicated relays allows system designers greater flexibility while containing overall costs.
The tiny module occupies just half the area of a PC/104 board yet approaches the capability commonly found on the larger board standard. This board is perfect for deployment into space-limited applications and follows the ever-shrinking platform of the single board computer into the Pico-ITXe standard by VIA and other manufacturers. Bus and power connections are built on the SUMIT (Stackable Unified Module Interconnect Technology) connector standardized by the Small Form Factors Special Interest Group (SFF-SIG: www.sff-sig.org) and manufactured by powerhouse SAMTEC.
The development of this new board form factor together with the widespread need for low-cost high reliability digital I/O and relays will surely promote industry acceptance of this platform standard as a viable option when making system architecture decisions.
The 16 non-isolated digital I/O lines are programmable as inputs for monitoring dry contacts or outputs for controlling external devices such as LEDs and other indicators or system equipment. The relay outputs are robust with NO, NC and C contacts available and the choice of many embedded system designers.
Key features of the PICO-DIO16RO8 include:
- Pico-I/O[tm] USB device featuring SUMIT[tm] stacking connector
- 16-channel TTL/LVTTL digital I/O
- All 16 I/O lines buffered with 32mA sink/source current capabilities
- 8 Form C electro-mechanical relays switch 1A
- Up to 4 I/O expansion boards in SUMIT[tm] stack
- Custom high-speed function driver
The PICO-DIO16RO8 utilizes a high-speed custom function driver optimized for a maximum data throughput that is 50-100 times faster than the USB human interface device (HID) driver used by many competing products. This approach maximizes the full functionality of the hardware along with capitalizing the advantage of high-speed USB 2.0. The PICO-DIO16RO8 is supported for use in most USB supported operating systems and includes a free Linux and Windows 98se/Me/2000/XP/2003 compatible software package. This package contains sample programs and source code in Visual Basic, Delphi, and Visual C++ for Windows. Also incorporated is a graphical setup program in Windows. Third party support includes a Windows standard DLL interface usable from the most popular application programs. Embedded OS support includes Windows Xpe.
About ACCES I/O Products, Inc.
For over 20 years, ACCES I/O Products, Inc. has supplied an extensive range of analog, digital, serial communication, and isolated I/O boards and solutions. ACCES also offers complete systems, integration services and enclosures with a quick turn-around on custom projects including software. ACCES products are designed for use with Pico-ITXe, PC/104, PCI, PCI-X, Low Profile PCI, EBX, ETX, EPIC, USB, Ethernet and ISA, as well as distributed and wireless I/O. All hardware comes with a 30-day, no-risk return policy and a three-year warranty.
Model PICO-DIO16RO8-$199.00
OEM and volume pricing available, consult factory
Stock to two weeks ARO


text:
Family Law
Family Law Questions? Ask a Family Lawyer Online.
Thanks for the quick response.
What other types of evidence would/could I get? I don't want to involve our friends in this and since he's never been arrested, etc., I'm not sure where to go. Can I file a report with the police or will they just blow it off? I'm really at a loss and don't know where to go from here.
I sincerely XXXXX XXXXX help.....


text:
A Russian gentleman of industry, Chichikov, has discovered that if he buys from his old owners the right to servants that have died (the dead souls of the title) after the last census, he can become rich.
© & (P)2001 Disonex S.A.
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text: NEW YORK, July 22, 2014 (GLOBE NEWSWIRE) -- NASDAQ OMX today announced that First Trust will launch a new exchange traded fund (ETF), First Trust Dorsey Wright International Focus 5 ETF (Symbol: IFV), which will be listed on The NASDAQ Stock Market ® (NASDAQ ®). IFV will begin trading on NASDAQ on Wednesday, July 23, 2014. "International investing has always been a passion of mine," said Tom Dorsey, President and CEO of Dorsey, Wright & Associates. "I am excited that we have collaborated with First Trust to bring a second ETF that captures the Dorsey Wright Focus Five methodology and now provides investors with a tactical international equity strategy." IFV is designed to provide targeted exposure to the five First Trust international ETFs identified by the Dorsey, Wright & Associates (DWA) index methodology to offer the greatest potential to outperform the other ETFs in the selection universe. First Trust international ETFs provide the universe for the index selection. Using DWA's relative strength ranking system, the ETFs are compared to each other to determine inclusion. The top five ranking ETFs are included in the index and the relative strength analysis is conducted on a weekly basis with ETFs replaced when they fall sufficiently out of favor. The index is rebalanced periodically so each position is equally weighted. DWA believes the design of the index allows them to identify major themes in the market, have exposure to those countries or regions whose price action is superior to others and eliminate exposure to those countries or regions whose price action is sub-par relative to others. "We are thrilled to expand our partnership with First Trust and welcome their new exchange traded product (ETP) to the NASDAQ marketplace," said Dave LaValle, Head of Exchange Traded Product Listings at NASDAQ OMX. "With this new product, we will build on the success of the domestic version of the First Trust Dorsey Wright Focus 5 ETF and we believe the international version will be well received by a broad spectrum of investors."


text:
UK Dating
Hi can you please cancel my membership for the time being After a thoroughly enjoyable year meeting up some really interesting people I've met a... more..
Other UK Dating Group Sites
Kristen Stewart 'turns to mum for relationship advice'Posted on: October 5, 2012 15:49:41
It appears that Kristen Stewart has taken on board the saying that mums really do know best, after reportedly turning to her mother for relationship advice.
UK singles might remember the media storm a few months ago after the actress was caught cheating on Twilight co-star Robert Pattinson while filming Snow White and the Huntsman.
Jules Stewart, mother of the 22-year-old, was said to be devastated after finding out her daughter had admitted having an affair with married director Rupert Sanders and is now looking to help move the couple forward, reports from RadarOnline have suggested.
A source told the celebrity gossip website that the star's mother is the "glue that's keeping Kristen and Rob together" and claimed "she has been speaking with Robert, reiterating Kristen's pleas for another chance and is trying to build up trust between the pair".
The duo are still reported to be experiencing "serious trust issues", however recent pictures of them together in Los Angeles earlier this week suggest that the couple might still have a future together.
Had your heart broken and now looking for a new partner? Try online dating!
Related Online Dating News
Hong Kong Phil boss "dreams of working with Jackie Chan"Posted on: April 17, 2014 16:26:26
The musical director of one of Asia rsquo s most well-known orchestras dreams of bringing in some unorthodox talent to perform with his musicians Speaking to the South China Morning...
(read more)
Lee Ryan and Casey Batchelor steam up the CBB housePosted on: January 6, 2014 17:25:01
They may have been shackled together when they entered the house but Lee Ryan and Casey Batchelor have done anything but drift apart since they were set free In fact...
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The online dating racePosted on: January 6, 2014 16:22:05
New research has revealed how likely single people are to get a message from an online dating site throughout According to MailOnline age matters more to men than women as...
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The Federal Reserve was created by the U.S. Congress in 1913. Before that, the U.S. lacked any formal organization for studying and implementing monetary policy. Consequently markets were often unstable and the public had very little faith in the banking system. The Fed is an independent entity, but is subject to oversight from Congress. Basically, this means that decisions do not have to be ratified by the President or anyone else in the government, but Congress periodically reviews the Fed's activities.
The Fed is headed by a government agency in Washington known as the Board of Governors of the Federal Reserve. The Board of Governors consists of seven presidential appointees, each of whom serves 14 year terms. All members must be confirmed by the Senate and can be reappointed. The board is led by a chairman and a vice chairman, each appointed by the President and approved by the Senate for four-year terms. The current chair is Janet Yellen, who took over for Ben Bernanke on February 3, 2014.
There are 12 regional Federal Reserve Banks located in major cities around the country that operate under the supervision of the Board of Governors. Reserve Banks act as the operating arm of the central bank and do most of the work of the Fed. The banks generate their own income from four main sources:
- Services provided to banks
- Interest earned on government securities acquired while carrying out the work of the Federal Reserve
- Income from foreign currency held
- Interest on loans to depository institutions
The income gathered from these activities is used to finance day to day operations, including information gathering and economic research. Any excess income is funneled back into the U.S. Treasury.
The system also includes the Federal Open Market Committee, better known as the FOMC. This is the policy-making branch of the Federal Reserve. Traditionally, the chair of the board is also selected as the chair of the FOMC. The voting members of the FOMC are the seven members of the Board of Governors, the president of the Federal Reserve Bank of New York and presidents of four other Reserve Banks who serve on a one-year rotating basis. All Reserve Bank presidents participate in FOMC policy discussions whether they are voting members or not. The FOMC makes the important decisions on interest rates and other monetary policies. This is the reason why they get most of the attention in the media. We'll talk about the FOMC in detail later.
Finally, all national banks and some state-chartered banks are part of the Federal Reserve System. They are referred to as member banks.
The Federal Reserve: Duties
What are the Federal Reserve Chairman's responsibilities?Learn about the duties and responsibilities of the chairman of the Federal Reserve Board, including testifying before Congress and as chair of the FOMC.
What's the Salary of the Chairman of the Federal Reserve?The chairman of the Federal Reserve oversees the U.S. banking system.
What Do the Federal Reserve Banks Do?These 12 regional banks are involved with four general tasks: formulate monetary policy, supervise financial institutions, facilitate government policy and provide payment services.
How The U.S. Government Formulates Monetary PolicyLearn about the tools the Fed uses to influence interest rates and general economic conditions.
Explaining the Federal Reserve SystemThe Federal Reserve System is the central bank of the United States. It regulates monetary policy and supervises the nation's banking system.
A Fed Insider on Trump Era: What to Hope For, What to ExpectTrump has everyone guessing with two open Fed seats and conflicting statements on monetary policy.


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Terri Flournoy isn't one to give anything less than 100 percent.
But the Georgia women's basketball assistant coach recently realized that something was going to have to give between her professional duties and her role as wife and mother.
That realization played a part in Flournoy's decision Tuesday to resign from her position at Georgia.
"I have a daughter (Maya Patricia) who is 19 months and I thought I wasn't giving her the time I needed,'' Flournoy said. "It is something that you always feel guilty about. Sometimes you spend three or four days on the road and you are away from your child.''
Flournoy began her coaching career in 1992 as an assistant coach at Georgetown. She spent four seasons with the Big East school (1992-96) before becoming a member of Coach Andy Landers' staff.
At Georgia, Flournoy was involved in all aspects of the program, especially preparing for games and coordinating recruiting.
"Georgia basketball definitely enjoyed and benefited from Terri's presence on our staff over the last six years,'' Landers said. "She has been an extremely effective coach in every way. Her contributions have been vital to our staff's, team's and individuals' successes. While I am saddened by her resignation, I certainly understand and respect her decision to do so.''
This spring, Flournoy was one of three finalists for the head-coaching job at Oklahoma State. She also was one of two finalists for the Providence College head coaching position, but she recently withdrew her name from consideration after she said that process dragged out.
Former Providence head coach Jim Jabir resigned April 23 to become an assistant coach at Colorado.
Flournoy said it was and still is her dream to become a head coach, but she isn't sure if that dream will be realized. Of the 50 Division I women's basketball head coaching jobs that came open after the 2001-2002 season, 11 have been filled by coaches without head coaching experience.
"I ran into a lot of that,'' Flournoy said about the difficult coaches without head coaching experience face in getting hired as head coaches. "At Oklahoma State they decided to go with a head coach, and at Providence College maybe that is what I was running into. Maybe one day they will give us some justice.''
Published in the Athens Banner-Herald on Wednesday, June 12, 2002.
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Police investigate early morning crash on I-465
Police are investigating a crash on I-465 that sent two people to the hospital.
It happened around 2:30 am Wednesday near Sam Jones Expressway on the southwest side.
A driver in an SUV told police someone cut him off and that forced him to slam into the back of a truck.
The truck was carrying a tank of salt-water fish.
The driver of the SUV got out, but his passenger was trapped inside for about 35 minutes. Both were taken to Wishard, the passenger had injuries to her face.
The truck driver was not hurt.
Police believe alcohol may be a factor in the crash. All lanes have since reopened.