Small business fianical assignment Setting up a Business

Small business fianical Setting up a Business - Assignment Example With a population density of 1,419 people per square kilometer, the retail store will be run by 14 members of staff (10 employees and 4 directors). Such a team of dedicated employees will ensure that all the needs of the prospective customers are catered for. Customer loyalty will be maintained for future plans of expanding the business into a corporation. As a small business, the registration requirements are minimal. We will have to apply for a business license from the Municipal Government. The business license would ascertain that our business is legitimate and acceptable by the national government (Morris, p. 27). All the inventory items will be taxed under the Harmonized Sales Tax (HST) requirements for all sales in Canada. All goods have indirect tax attached to their price. As a small business, our liability to the HST requirements will be through the indirect tax imposed on all goods. However, the tax burden will be passed to the final consumers of the goods and services. They will have to cater for the indirect tax burden through the price charged. The municipal government will require that we pay monthly municipal tax. Such a tax is a requirement for all businesses. The tax will be used to cater for the well-being of the municipality. The fresh farm produce will be inspected by the public health department to ensure that the food commodities are fit for consumption. We will be required to have a certificate of quality check from the same department. If the business were a corporation, there would be significant set-up and filing changes as required by the central government. Setting up a corporation would require the following documents (Morris, p. 95); The corporation will be required to fill tax returns forms. All the sales that the corporation will make will be taxed according to the Harmonized Sales Tax requirements in Canada. In addition, the corporation will be required to fill the following

Summary of the Civil War Essay Example for Free

Summary of the Civil War Essay Fought 1861-1865, the American Civil War was the result of decades of sectional tensions between the North and South. Focused on slavery and states rights, these issues came to a head following the election of Abraham Lincoln in 1860. Over the next several months eleven southern states seceded and formed the Confederate States of America. During the first two years of the war, Southern troops won numerous victories but saw their fortunes turn after losses at Gettysburg and Vicksburg in 1863. From then on, Northern forces worked to conqueror the South, forcing them to surrender in April 1865. Causes Secession: The roots of the Civil War can be traced to increasing differences between North and South and their growing divergence as the 19th century progressed. Chief among the issues were expansion of slavery into the territories, the Souths declining political power, states rights, and the retention of slavery. Though these issues had existed for decades, they exploded in 1860 following the election of Abraham Lincoln who was against the spread of slavery. As the result of his election, South Carolina, Alabama, Georgia, Louisiana, and Texas seceded from the Union. Fort Sumter First Bull Run: On April 12, 1861, the war began hen the South opened fire on Fort forcing its surrender. In response to the attack, President Lincoln called for 75,000 volunteers to suppress the rebellion. While Northern states responded quickly, Virginia, North Carolina, Tennessee, and Arkansas refused, opting to join the Confederacy instead. Union forces commanded began marching south to take the rebel capital of Richmond. On the 21st, they met a Confederate army near Manassas and were defeated. War in the East, 1862-1863: Following the defeat at Bull Run, Gen. In early 1862, they shifted the army south to attack Richmond. He was defeated and forced to retreat after the Seven Days Battles. The rise of Robert E. Lee to the command of Confederate forces in the East. Shortly thereafter, a second Union army was defeated by Lee at the Second Battle of Bull Run. Lee began to move north into Maryland. McClellan was sent to intercept and met Lee at Antietam. Despite having a larger force and knowledge of Lees positions, McClellan was overcautious and failed to achieve a decisive victory. The win at Antietam permitted Lincoln to issue the Emancipation Proclamation, which freed slaves in the South and altered the Unions war aims. Union engaged Lee near Chancellorsville. Though outnumbered 2-to-1, Lee outmaneuvered them and forced them to retreat. War in the West, 1861-1863: In February 1862, forces under Gen. Grant captured Forts Henry Donelson. Two months later he defeated a Confederate army at Shiloh. Union naval forces captured New Orleans. To the east, Confederate attempted to invade Kentucky, but was repelled at Perryville. He was beaten again at Stones River. Grant now focused his attention on capturing Vicksburg and opening the Mississippi River. After a false start, his troops swept through Mississippi and laid siege to the town in1863. Turning Points Gettysburg Vicksburg: 1863, Lee began to move north towards Pennsylvania with Union troops in pursuit. Following the defeat at Chancellorsville, Lincoln turned to Gen. George Meade to take over the Army of the Potomac. Elements of the two armies clashed at Gettysburg. After three days of heavy fighting, Lee was defeated and forced to retreat. Grant successfully concluded the siege of Vicksburg, opening the Mississippi to shipping and cutting the South in two. Combined these victories were the beginning of the end for the Confederacy. War in the West, 1863-1865: In summer 1863, Union troops advanced into Georgia and were defeated at Chickamauga. Fleeing north, they were besieged at Chattanooga. Grant was ordered to save the situation and did so winning victories at Lookout Mountain and Missionary Ridge. War in the East, 1863-1865: 1864, Grant came east to deal with Lee. Despite heavy casualties, Grant pressed south, fighting at Spotsylvania and Cold Harbor. Unable to get through Lees army to Richmond, Grant attempted to cut the city off by taking Petersburg. Lee arrived first and a siege began. Lee was forced to evacuate the city and retreat west, allowing Grant to take Richmond. On April 9, Lee surrendered to Grant at Appomattox Court House. Aftermath Casualties: On April 14, five days after Lees surrender, President Lincoln was assassinated. The assassin, John Wilkes Booth, was killed by Union troops. Lincolns death cast a pall across the nation and elevated Vice President Andrew Johnson to the presidency. With the end of fighting a period known as Reconstruction began, with Union troops occupying Southern states and overseeing their gradual reintegration into the Union. Following the war, three amendments were added to the Constitution: * 13th: Abolished slavery * 14th: Extension of legal protection regardless of race * 15th: Abolished all racial restrictions on voting

Practitioner roles in supporting learning through play

Practitioner roles in supporting learning through play This essay will identify how adults can support learning through play and will analyse the value of this approach. It will consider historical and current perspectives of child development. The key areas of discussion will be learning through role play and supporting children with additional needs. It will recognise the importance of symbolic play, contingent response and the use of sustained shared thinking. Historically children were perceived in different ways, from evil and wicked to innocent and easily corrupted. Childhood has been constructed and reconstructed. (James Prout 1997:7) The behaviourist approach, views the child as a blank slate conditioned through external factors and places an emphasis on step by step learning. Psychologists such as Watson and Skinner considered children to learn by experiences given by adults to shape or mould them. Practitioners need to explain the boundaries for behaviour to children for them to encourage self control and enable them to think about their behaviour. Giving time out has been seen to discourage this. (Bruce 2005:47) The Nativist approach believes that children are pre programmed and will unfold in their development. (Bruce 2005:3) This approach sees the adult role as a facilitator offering help but not controlling learning. Rousseaus approach can be seen in todays view of adults observing and monitoring the early learning goals. He suggested that play was instinctive. The interactionist approach views children as partly pre programmed and partly blank slates. Kant originated this approach, and believed the adults role in supporting learning was to provide a suitable learning environment to explore. He also states that adults should supervise and assist when required. This view can be seen through the curriculum today which offers both adult led and child led activities. The importance of interactions between children and adults, through sustained shared thinking, is highlighted in projects like EPPE (2003) as discussed in child and childhoods. The different approaches discussed can be seen to have had an impact in practice throughout todays education, it is important that practitioners have a good knowledge of these approaches in order to understand how best to support learning. Historically all children play unless there are factors that prevent them from doing so, such as childrens health or living conditions. During the 18th Century children were sent to work, so would have had little time to play, however, this does not mean they did not. Play in the 1920s was a form of relaxation which was considered to be practice for life. (Bruce 2005). More recent thinking understands play as problem solving and creativity. Play underpins the delivery of the statutory framework for the Early Years Foundation Stage, which aims to help children achieve the five Every Child Matters outcomes of staying safe, being healthy, enjoying and achieving, making a positive contribution and achieving economic well being. (Dfes 2007:7) It suggests the role of the practitioner is one of observing and using the information gained to plan for childrens next steps in learning. Children need a challenging and interesting environment with a balance of adult led and child initiated activities, in order to problem solve and investigate through their play. It is the practitioners role to create and maintain this environment so that children develop their communication and creative skills. Childrens achievements are collected over time and learning diaries are produced, unlike the EYFS profiles (2003) these diaries have no emphasis put on testing children. Montessoris approach values the child, the environment and the teacher. She believed children were spontaneous learners needing adult support during periods of development. She stated the adults role was to ensure that the environment provides for the developmental needs of each individual child; observation serves as the key tool for establishing these developmental needs (Isaacs 2007:13) She believed in scaffolding childrens learning. In her opinion the role of the adult was to consider health and safety in the provision and to provide defined spaces for learning experiences and problem solving activities. She considered the child could lose their freedom if adults were too communicative with them. She stated that practitioners needed to have a sound understanding of child development and an ability to understand the need for real life experiences. Although her approach gives time for children to explore with little adult intervention she considered play to be unnecessary, believing toys were tools to enable learning. Her approach however, contrasts with the views of the EYFS, which states the importance of learning through play and the significance of social interactions between adults and children. Bruner suggests that good practitioners tune into the incipient intention of the child and act accordingly. (Bruce 2001:53) suggesting the childs developing plan or aim should be observed and then supported and encouraged. He values play and considers that when children play with other children this emphasises the importance of social and emotional well being and interactions. He stresses the importance of turn taking and social rules. He states that in a role play situation children are able to use problem solving and increase in language acquisition. He experimented using two groups; one being taught, the other playing and concluded that the group allowed to play outperformed the taught group as they were able to explore and problem solve. He views the adult role as scaffolding the child through their development by starting where the child is and supporting them to move on. A more recent view by Moyles (2001) considers there are emotional, physical and intellectual values in supporting learning through play. She describes four principles of play, as being functional, constructive, rule governed and socio-dramatic. In a recent study she found that effective practitioners are able to use their knowledge to support childrens learning by building on what children can do and by evaluating the process of observations and planning for next steps. She states that children should be supported in their play and practitioners should value the input by parents. It is important to be clear that play is not in place of planning, or indeed an easy option. Teachers TV discusses how practitioners should inform parents about the importance of play and how childrens learning can be supported. Practitioners need to communicate with children in ways they understand, if children feel secure and relaxed they will become active learners who develop independence. Adult support in Early Years education is important in that it may be the first time a child has played alongside others, Key people offer support to children and their families during their time at pre schools and work in partnership to inform planning and extend a childs interests and learning. The 1967 Plowden report considers the individual child and building on what they already know and understand. It states practitioners should have a flexible approach to the curriculum and monitor the environment. It states that play is central to childrens growth and development. The report is critical of testing and figures, stating not assume that only what is measurable is valuable. However, in 1976 the curriculum was shaped by political forces which discarded the child centred opinion of the Plowden report. The Thatcher years produced good test results in schools and with it the added pressures from OFSTED to use league tables and highlight results. New labour continued with this by introducing the literacy and numeracy hour. It was not until 20 years later that child centred education was highlighted again. The Rumbold report (Des 1990) states play as being an important part in childrens learning, and states that practitioners need to be sensitive and know when to intervene and become involved in childrens play. It states that children should be given time to play. Practitioners should watch children and use these observations to inform planning for assessment and extend learning. (Macleod-Brudenell 2004:227) In order to achieve this, the adult needs to plan the environment so children can explore, practice ideas, interact, take risks, think imaginatively, express anxieties or fears and communicate with others. Steiner considers the whole child, and believes that an important factor in childrens development is the social interactions children have with others. Through play he believes children can develop their feelings and ideas and make good relationships with others. He believes the adult should be supportive and not to use play as a tool to get a pre determined outcome as it will de prive children of freedom to choose open ended creative play. He states the adults role is to teach by example not instruction. Froebel considered the natural, spiritual, emotional and intellectual aspects of child development and states the important factor is to begin where the learner is (Bruce 2005 :26) He believed that through play the adult can observe what is needed to support and extend learning. However, Froebels work could be criticised because he limited his research to boys. He states that play is central to pedagogy. Froebel made a distinction between play and work and considers play is what children are involved in when they initiate the task and work is what they do when they fulfil a task required by an adult (Bruce 2005:19) Which shows that when a child is asked to do complete something by an adult, it means the child loses possession of their original idea. Role play can happen anywhere and is unrestrictive and impulsive. It is important for children to be able to imitate and explore the world around them. Children can be imaginative and creative in their play and escape into fantasy worlds. Children interact with each other and often play above their actual age, as suggested by Vygotsky. (MacLeod-Brudenell 2004:213) Practitioners should offer props to promote role play and through observing and supporting will have an understanding of when to become involved in their play. Inclusive practice involves practitioners offering ideas and asking open ended questions to extend childrens learning, communication and language skills. Research shows that sustained shared thinking is important in extending childrens learning and by practitioners having a special partnership with children in their settings. (EYFS 4.3) Therefore in order for the children to learn through role play adults need to respect and value the childrens play and consider the childs ideas and interests. As Inclusion is paramount to practice practitioners should be aware of discriminatory play and intervene sensitively if encountered. Sustained shared thinking is the process of working together to develop ideas and enable children to make connections in their learning. By using sustained shared thinking in play the adult can support the childs thought process. Through an awareness of the childs interests the practitioner can offer encouragement and ask open ended questions to support and extend learning. Piaget, a constructivist, considered how children played for enjoyment, and believed children assimilate or incorporate new knowledge with what they already know. This absorbing of experiences is described as schema, where patterns of repeated behaviour help the child learn. He believed children had to work through stages to learn, where they could experiment and explore. He suggested older children no longer need play as have developed abstract thinking. This view can be seen in todays education associated with key stages, where more emphasis has been given to play in the Early Years Foundation Stage. The National curriculum and EYFS reflect the Governments strategies to enable all children to access a relevant and balanced curriculum. (Moyles 2007:4) Since 1995 the law states children have to be assessed at age 7 and aged 11 and throughout the Early Years practitioners complete assessment files based on the early learning goals. Learning matters criticises Piagets approach by stating he may have lacked knowledge of the social impact, as children who are from different cultures, gender, race or social classes may need help to learn. Recent research into perspectives used in Early Years education has shown that there is a significant lack of information concerning learning through a childs viewpoint. Lindon, (2001) states practitioners should value the opinions of children and be more receptive to their views. More recent thinking by Chris Athey (1990) a constructivist, considers that schemas help children think for themselves and can be used to support and extend learning through play. She states practitioners should work in partnership with parents in sharing experiences and childrens interests. She believes children are active learners. http://www.nurseryworld.co.uk/news/719740/Train-thought (15/1/10) Vygotskys zone of proximal development considered that in play children behave beyond their age. He believed children learn more from child initiated play as he believed children set their own levels in control of learning (Bruce 2005: 64). He understood the need for an environment that had clear boundaries for children, with adults who respond effectively and help children to think for themselves. He suggests play to have the skills children need to reach their potential. He believes children acquire language and learn through role play and through social and cultural interactions, stating the role of the adult is through guidance. Learning matters is critical of Vygotsky s views of zones as they consider them to be vague in their definitions. It is understood that the zones describe the adults role in supporting and extending what the child can do. Research has shown that children develop through adults interacting with them. Adults can support learning through contingent response where adults react sensitively to childrens behaviour. Children are seen to benefit from the social and emotional contacts with adults. Practitioners should actively respond to childrens positive behaviour and play giving praise and approval. Through the use of books, media and use appropriate language and communication practitioners support play and extend learning. It has been suggested by Postman that Childhood is disappearing, children have less freedom and less places to play. TV and computer technology has advanced and children are encouraged by their parents to stay in because of parental fear for their childrens safety. However, the Governments play strategy intends to improve and develop play facilities throughout the country. Practitioners should observe and use their knowledge to plan and provide for all individual children. Children who have any additional need which may include disability or a condition that affects their learning or development may need extra help within the provision. The Childrens Act of 1989 discusses that practitioners need to identify in need children, support their development and enable all children to participate in all areas within the provision. (Bruce 2005:40). The Act states that, children in need be categorised according to their specific needs. Early years Action is based on existing knowledge within the provision. If external support is needed the child is considered to be Early Years Action Plus. Therefore, practitioners need to be able to identify and support children. Individual play plans are useful in considering intended learning objectives and desired outcomes over a short period. Through play, practitioners can identify a childs interests, adapt the environment and modify activities to support the child. With support from parents the childs development can be monitored and reviewed. It is important to monitor and evaluate the curriculum linking this with childrens individual progress. Practitioners support children by formative assessment, whereby they collect information about individual children over a period of time, and summative assessment where they bring everything learnt about each child and decide on their next steps in learning. It is important that practitioners working with other professionals communicate and share information regarding children with additional needs. Children with Autism need more adult support within a provision to enable them to learn through play. The practitioner can use symbolic play to help the child develop skills needed to extend learning, as children with autism do not tend to use pretend play they use functional or repetitive play. The adults role is very important in helping the child to focus and become motivated. The practitioner can teach social skills by involving other children in play. It is important that practitioners offer resources that promote symbolic play throughout the provision. Play therapists use symbolic play to help children cope with fears or problems, as they are able to express feelings. Research evidence shows that childrens level of involvement in an activity is an indicator of their current levels of learning and development. (Moyles 2006) However, it is important that information is collected by multiple professionals before any judgements are made. The reflective practitioner considered how an over stimulating environment as stated by Elizabeth Jarman has an adverse effect on childrens learning. Therefore practitioners need to provide an environment that is accessible for all children and is interesting and enjoyable. Through quality improvement the provision is monitored and checked to see if the Every Child Matters outcomes are covered in planning. Practitioners who regularly reflect on practice and keep up to date with research can make improvements to how observations and planning is done and therefore extend childrens learning and development through play. Recent studies have shown how observations are useful in interpreting behaviours and understanding interests. (Maynard 2009:207) It considered what children like to explore and time spent at activities, as well as the social interactions and attachments made. Although target setting and literacy and numeracy strategies have meant there are more pressures put on teaching staff and children, it has been researched that less emphasis should be put on measurable results, tick charts and making children complete activities to get results. Practitioners now observe and use these observations to inform individual planning to extend a childs learning through play. Good quality teaching occurs when there is a good knowledge of how to observe play, knowing when to intervene and how to interact to extend learning. Through quality improvement the provision is monitored to make sure the Every Child Matters Outcomes are covered in planning. In conclusion play and the adults role in supporting learning through play has extremely important benefits for childrens happiness, physical, cognitive and social development. Childcare settings should be welcoming, have sufficient resources, practitioners should be good role models and allow children time for uninterrupted play. (Bruce 2001) Research has shown that interrupting childrens play affects cooperation and social interactions. (Broadhead 2004:3) Play can happen anywhere and is unrestrictive and impulsive. Children concentrate for long periods in their play, if given time to do so. Through play children can relax and let their imaginations create anything they choose. It is known children are active learners, who learn best when allowed to become deeply involved in their chosen activities. To become independent learners practitioners should let children investigate and problem solve for themselves. (Whitebread 2003:17) With highly qualified and experienced practitioners guiding and supporting them they can experiment and develop skills needed to help them move on in their learning. Practitioners should be good role models as suggested by Owen, who nurture children and provide a stimulating environment which is free flow. Trained practitioners are aware of the individual needs of the children in their care and understand the importance of play based learning. It is therefore, the role of the practitioner to plan, support, intervene when necessary and extend childrens learning. (Macleod-Brudenell 2004:50) Practitioners who regularly monitor the provision reflect upon theories and choose which seem fit for purpose as they extend learning as learning matters describes, practitioners should consider sometimes pointing out new horizons, sometimes setting a challenge, sometimes gently guiding and sometimes leaving well alone Therefore, the practitioner has multiple roles in supporting learning through play. They are described as being facilitators enabling learning to happen. They scaffold and support learning and development. They provide an encouraging environment for learning to occur and are able to adapt responsively to the needs of individual children. However, they should have regard for maintaining a balance of adult and child led activities. It is important for practitioners to understand how children learn and the significance of theoretical approaches. They should also realise the importance of emphasising play.

Essay on The Awakening -- Chopin Awakening Essays

Critical Views of The Awakening      Ã‚  Ã‚   The Awakening, written by Kate Chopin, is full of ideas and understanding about human nature. In Chopin's time, writing a story with such great attention to sensual details in both men and women caused skepticism among readers and critics. However, many critics have different views with deeper thought given to The Awakening. Symbolism, the interpretation of Edna's suicide, and awakenings play important roles in the analysis of all critics.    Symbolism in The Awakening is interpreted in many ways. It is important to understand the meaning of each explanation of symbolism given by every critic to fully appreciate the novel. Art, for example, becomes a symbol of both freedom and failure(Wyatt). It is through the process of trying to become an artist that Edna reaches the highest point of her awakening(Wyatt). Clothes are also significant in discovering symbolism. When Edna is first introduced she is fully dressed. Gradually, she disrobes until finally she goes into the water to die, completely naked. Her undressing symbolizes the shedding of societal rules in her life, her growing awakening, and it stresses her physical and external self(Wyatt). Two modern critics, Neal Wyatt and Harold Bloom, agree that Edna is symbolized for her "quest for self-discovery or self-hood." Edna feels caged, which makes her quest very difficult. The use of birds in the story helps the reader understand Edna's feeling of entrapment and the inab ility to communicate(Wyatt). Much like the shedding of clothes, birds symbolize freedom and escape from being caged. The ability to spread your wings and fly is a symbolic theme that occurs often in the novel(Wyatt).    Many readers do not like the ending... ...r that many people of her time found unladylike or even perverted. However, as time has passed and readers as well as critics find it easier to talk about sensual emotions, Chopin is now known as one of the most respected and brilliant writers that ever lived. Women had the feelings she wrote about and life was as discriminating as she described it, but only Kate Chopin had the courage to tell about it. Critics have given deep thought to The Awakening and with each analysis one reads, comes a new and unique awakening.    Works Cited Gilbert, Sandra J.   "The Novel of the Awakening."   Bloom, Harold, ed. Modern Critical Views: The Awakening, Kate Chopin Rosowski, Sandra M. "The Second Coming of Aphrodite."   Bloom, Harold, ed. Modern Critical Views:   Kate Chopin; Chelsea House :   New York,   1987. Wyatt, Neal. "Suicide". http.//www.vcu.edu/engweb/eng384

Barrier & Computer

Computer hardware is no longer a major barrier to wide use of wireless information systems. This is due to the number of different systems available to connect on. I will be discussing 3 of these, Wi-Fi, Bluetooth, and 3G. The Wi-Fi (wireless fidelity) standard is based on the 802. 11 specification and is currently the most common standard for wireless home and small-office networking. Wi-Fi is ideal for small-business and home wireless networks with an indoor range of about 150 feet and an outdoor range of about 300 feet.In a simple network, the network signal is brought into the home/office via a modem, and a router/access point distributes the signal. There are four common versions of 802. 11, each with its own advantages and disadvantages. 802. 11n The 802. 11n specification is the most recent development in the area of Wi-Fi. 802. 11n builds on previous 802. 11 standards by adding multiple-input multiple-output (MIMO) and 40 MHz channels to the physical (PHY) layer, and frame ag gregation to the MAC layer. MIMO is a technology which uses multiple antennas to coherently resolve more information than possible using a single antenna.Two important benefits it provides to 802. 11n are antenna diversity and spatial multiplexing. 802. 11g The 802. 11g specification is the most recent of the Wi-Fi specs to be approved and is currently the most commonly implemented Wi-Fi standard. Like 802. 11n and 802. 11b, 802. 11g operates in the 2. 4GHz spectrum, but without the MIMO advantage of 802. 11n, 802. 11g is highly subject to interference from other electronic devices that operate in the same spectrum, such as cordless phones and baby monitors. 802. 11b As the first popular Wi-Fi technology, the 802.11b specification offers slower data speeds than 802. 11n, 802. 11g, or 802. 11a, with a theoretical throughput of 11Mbps and real-world performance of about 5Mbps. Otherwise, its specs mirror those of 802. 11g. 802. 11b has an indoor range of about 150 feet, and it operate s in the 2. 4GHz band, making it highly susceptible to interference from other devices. On the positive side, 802. 11b products are very inexpensive, if you can find them. 802. 11a An oddity of the Wi-Fi specs is 802. 11a–it's less common but does have certain advantages over 802.11g. 802. 11a operates in the 5GHz frequency, which means it's less susceptible to interference from cordless phones and microwave ovens. 802. 11a also boasts speeds similar to 802. 11g, though because 802. 11g and 802. 11a use different frequencies, they can't talk directly to one another. If you're using an 802. 11a adapter on a notebook, you won't be able to connect to most Wi-Fi hot spots. 802. 11a also lacks the range of the other Wi-Fi flavors, spanning only about 100 feet. Finally, the 5GHz radio inside 802.11a products will drain power faster than a 2. 4GHz radio . Next is Bluetooth, a low-power radio signal specification that allows devices to communicate and exchange information on a smalle r scale than Wi-Fi using a personal-area network. Bluetooth's practical throughput is roughly 500Kbps, and its range is no more than 30 feet, making Bluetooth ideal for simple exchanges of information between devices. Bluetooth is also easier to use than Wi-Fi. Bluetooth devices that come within range of each other can communicate automatically with little or no setup.Common applications for Bluetooth include wireless keyboards and mice for notebook and desktop PCs, communication and file transfers between PCs and PDAs; wireless printing to a Bluetooth printer; and wireless headsets for cell phones. Newer applications include Bluetooth-enabled cars that communicate with Bluetooth-enabled phones, allowing for true hands-free phone operation in the car. However, Bluetooth operates on the 2. 4GHz band, subject to the same interference issues as 802. 11 network devices.3G is an broad term that refers to third-generation wireless networks that deliver broadband speeds to cell phones and other mobile devices. With speeds between 144Kbps and 2. , you can download files, surf the Web, send and receive e-mail, or stream music and video over the cellular networks. With a cellular modem or a 3G phone, you don't have to find discrete hot spots; an entire metropolitan area with a 3G network is essentially a giant hot spot of sorts. There are several types of 3G to choose from. The two main versions of 3G are UMTS and EVDO. Speeds for each are comparable, though EVDO is more widely available.Currently, Verizon Wireless is the main provider of EVDO networks, with coverage in about 50 cities and metropolitan areas. UMTS is available through Cingular/AT&T Wireless, though only in very limited areas. Cingular/AT&T also provides EDGE networks, which are technically 2. 5G cellular technology. EDGE is slower than both UMTS and EVDO, transmitting data at rates of about 90Kbps. On the plus side, EDGE networks are more widely available than UMTS, and in fact, Cingular encourages usin g EDGE networks when outside of their geographically limited UMTS coverage areas .The next generation of wireless system is, WiBro (Wireless Broadband) is a wireless broadband Internet technology developed by the South Korean telecoms industry. WiBro is the South Korean service name for IEEE 802. 16e international standard. WiBro adopts TDD for duplexing, OFDMA for multiple access and 8. 75 MHz as a channel bandwidth. WiBro was devised to overcome the data rate limitation of mobile phones and to add mobility to broadband Internet access In February 2002, the Korean government allocated 100 MHz of electromagnetic spectrum in the 2.3 – 2. 4 GHz band, and in late 2004 WiBro Phase 1 was standardized by the TTA of Korea and in late 2005 ITU reflected WiBro as IEEE 802. 16e. Two South Korean Telecoms (KT, SKT) launched commercial service in June 2006 . In the course of just a few short years, wireless technologies have changed the way we connect computers, phones, PDAs, and other d evices both to each other and to the Internet. Today, Wi-Fi is the most popular wireless local-area networking technology and is now a common feature of many laptops, PDAs, and even cameras.Bluetooth has opened the door to low cost wireless personal-area networks (WPAN). Designed primarily as a cable replacement technology, WPAN systems help you connect with low power requirements at short ranges. WWANs, or wireless wide-area networks, are designed to deliver high bandwidth across large areas. WWANs are already beginning to offer wireless alternatives to cable Internet access and DSL. As a result, these technologies and upcoming technologies have led to hardware no longer being a barrier to the wide use of wireless technologies.

The Evolution of Racial Inequality

Miranda Larrin History 105-14 March 13th 2013 The Evolution of Racial Inequality On a day to day basis, humans interact with one another, despite of their race or ethnic descent. However, that is not the way it has always been. Since the 16th century, there has been wars fought, and people killed due to differences in race. Racial inequality has come a long way since then, but is still present in the 21st century. Most societies deny that racial inequality is still present today, but the fact of the matter, it is.The term â€Å"race† is used to define a single human being. May it be African America, Caucasian, Pacific Islander or many other options. On job applications, doctor and dental forms, college applications and many other forms of documents, society is forced to check a box that identifies them. The question of the matter is what does it matter? The term â€Å"race† came from racism itself. Dating back to the 16th century segregation has played a key role in his tory. Not only for the United States, but worldwide.When societies began to see differences in cultures, such as having that different skin color, different foods or different languages, the different communities formed hatreds for others who were labeled as â€Å"different†. This began the racist movement that we still see today. Groups began having different names or titles which is now considered a race of people. Since the sixteenth century, race and racial inequality has changed in multiple ways. For example, in 1904 the European powers began taking over southern Africa where the ethnic group Herrera’s resided.The Europeans began moving the Herrera’s to concentration camps to kill them, all for land. In the 1940’s Hitler wanted to form a new order of Nazi Germany. He did this by forcing the Jewish, African Americans, and any other race that was not European or at the least resembled European decent to concentration camps. Just like the Herreraâ€℠¢s the majority of those placed in these camps were killed. However, Hitler did not do this for power or land; he did this to form a perfect land. He wanted everyone to be what he considered perfect, white, blonde, and had blue eyes. Jumping over to America, slavery of theAfrican American race and sometimes the Indian race, were shipped to America in the 16th century and up until the 19th century, these people were forced to work. Unlike the European power, America’s goal of this group was not to exterminate them, but to use them as work. The African Americans had many rules and restrictions that prevented them from living a normal and equal life as the whites. We also forbid them from displaying for sale at the market or from carrying to private houses for sale of any commodity, was on rule for the slaves that was established under Code Noir.Slavery was made illegal after the American Civil war in the 1860’s. However, The climax of the history of racism came in the tw entieth century. This is due to those of different ethnic backgrounds trying to become civilized in society. Crime rates shot up and police brutality rose with aim to those whose race was of African descent. Those races had a nearly impossible time getting jobs which meant they had to live in poor communities. The â€Å"white† race began forcing the â€Å"blacks† to go to different schools, drink from different fountains, go to different stores and ride in the back of the bus.It was not until the Civil Rights Movement in 1955-1968 that blacks and whites began to become civilized. As one can see, racism has manifested itself into world history playing a key role in major wars fought, protests, and mass exterminations. Even though there are no more concentration camps, and slavery has been made illegal, racism is still present today in the 21st century. Today, racism is not as harsh and brutal as it was in the past; it has become more or less a humor. On comedy shows the re is often a â€Å"token† character.Typically this character is African American and is made fun of by the other characters. These jokes are found to be funny and laughed at. The reality is that the jokes made are racist. A common form of humor is a meme. A meme is a typographic joke. Some are of a black man where it is joking about committing a crime; some are of an Asian man who is joking about either the shape of his eyes, or how Asians are said to be smarter than the average person. These memes are found all over the internet and are simply laughed at by all races.The biggest racial inequality argument happens to be racial profiling by police. Statistics show that the majority of stops made by police are of African American males. There have been several reports of police harassing and being unfair to these individuals. However, when an individual of European descent is stopped, they are given a warning if it is their first time and treated fairly. Little wonder that bla ck parents, regardless of class, routinely drill their children in how to act when stopped by the police, something few white parents ever think about.Despite the jokes and the racial profiling, American society fails to recognize racism today, even though it is clearly present. All in all, racial inequality has been a major issue since the 16th century. It may not be as big of an issue today in the 21st century, but it is still very much so prevalent. Racial inequality has come a long way since the 16th century, let alone the 20th century, so it is easy to see an assurance of equality in the future. However, societies such as American must overcome their ignorance of being racist in order for that to happen. BibliographyFredrickson, George. â€Å" Racism, A Short History†. (Princeton University Press) Peabody, Sue. † Slavery, Freedom, and Law in The Atlantic World†. (Boston: Bedfords/St. Martins) Rosenburg, Paul. † Birth Certificates and Unconscious Racismà ¢â‚¬ . (Aljazeera, 11 May 2011) ——————————————– [ 1 ]. Sue Peabody, Slavery, Freedom, and Law in The Atlantic World. (Boston: Bedfords/St. Martins) [ 2 ]. George Fredrickson, Racism, A Short History. (Princeton University Press) [ 3 ]. Paul Rosenburg, Birth Certificates and Unconscious Racism. (Aljazeera, 11 May 2011)