Part Time Job Influenced Students Study Essay Example for Free

Part Time Job Influenced Students Study Essay The prevalence of secondary school students working part-time is linked to economic cycles: when there is an economic upturn, more students work; when economies are depressed, fewer work. Most students who work do so in low-paying service, clerical, or sales jobs, with some evidence that proportionately more students from middle-class families work than students from either poor or wealthy families. There appears to be a general view that there is a connection between working more than 15 to 20 hours per week and reduced school success in terms of academic achievement, as well as an increased risk of dropping out of school. However, it is not clear whether increased work causes the problems, or whether academic failure leads more students who are failing to increase their work hours. Literature Review A range of literature has been reviewed and some details from this literature are shared below. The prevalence of work It is not clear what proportion of students work, but in a (U. S. ) study of 21,000 senior high school students, 75% were working part-time for an average of 16. 4 hours a week (Gordon, 1985). The study found that working was related to a need for immediate income and to a lack of interest in school. In Canada, 40% of teenagers aged 15 to 19 had jobs in 1993, but these data include full-time summer jobs (Canadian Social Trends, Winter, 1994). B. C. teenagers are more likely to be employed than teenagers in Ontario, Quebec, or the Atlantic provinces, with 44% employed in B. C. Slightly higher teenage-employment rates than B. C. ’s were reported in Manitoba, Saskatchewan, and Alberta. When only part-time work is considered, 72% of those employed worked part-time. 3% of full-time Canadian students aged 15 to 19 worked during the school year. The Statistics Canada (StatsCan) data reported in Canadian Social Trends appear low in comparison to other data, but one possible explanation may be the differentiation between full- and part-time students, a difference not always clarified in some reports. Bernier (1995), using Canadian Labour Force data, found that 40% of Canadian full-time students participated in the labour force, compared to 77% of part-time students. There may be considerable differences across socio-economic groups, though there is little firm data to support this: Lawton (1992) states that middle-class students are more likely to work than either lower- or upper-class students. Lawton also indicates that about two-thirds of students in senior grades hold part-time jobs, findings closer to Gordon’s study than to the data supplied by StatsCan. The effect of working part-time on students’ academic achievement Most research shows that there is a detrimental effect on achievement if secondary students work for over 15 hours a week (Stern, 1997). Such students have lower grades, do less homework, are more likely to drop out, and are less likely to enter post-secondary education. Those students who work fewer hours suffer fewer negative consequences. These finding are supported by a Toronto study (Cheng, 1995), and are similar to StatsCan data (Canadian Social Trends, 1994), which show that students who worked fewer than 20 hours a week had much lower dropout rates than those who worked for more than 20 hours a week. There were startling differences between males who worked fewer than 20 hours (16% dropout rate), and those who worked longer than 20 hours (33% dropout rate), although the highest female dropout rates (22%) occurred among females who did not work at all while at school. There is one important caveat to the link between part-time work and marks: there is mixed evidence as to whether marks decline because students work more, or whether students whose marks are declining choose to work more. However, Singh (1998) in a study which factored in socio-economic status and revious achievement, stated that the more hours worked, the greater the negative effects on student achievement. The consequences for younger students working longer hours could be more severe than for older students (Barone, 1993). Many students who work find some problems balancing school and work demands (Worley, 1995). Many who work part-time have limited participation in extra-curricular activities (Hope, 1990). The effect of working part-time on students’ overall well-being Stern (1997) and Cheng (1995) both state that students derive benefits from working, as long as the hours are below 15 per week. Stern identifies a benefit to future earning potential and a more positive attitude to work formed while working or during work experience at school. These findings are also supported by Canadian data. However, Lawton (1992) argues that those who support this argument also tend to support a vocational rather than a liberal view of education. Greenberger and Steinberg (1986), in an analysis of psycho-social aspects of working high-school students, concluded that it may make them academically rich but psychologically poor. They also argued that instead of instilling good work habits, many students who worked part-time learned how to cheat, steal, and deal with boring work. Mortimer (1993) found no evidence to support the claim that working long hours fostered smoking or increased school behaviour problems, but there was evidence of increased alcohol consumption. Other studies, however, have found increased drug and alcohol use, and higher rates of delinquency associated with higher num ber of hours worked by students. A 1991 Oregon Task Force found the numbers of 16- and 17-year-olds who were working to have increased in recent years. Jobs were often low-paying, unfulfilling, and offered little in the way of educational value or preparation for adult work. Canadian data suggest that trends in teenage employment are linked to economic cycles, with numbers rising and falling with buoyant or depressed economies. Most Canadian students (69%) work in service, clerical, or sales industries, with more females (84%) than males (57%) in these industries. Four times the number of males (16%) compared to females (4%) were employed in construction. Research also indicates that too many hours of work for teenagers increases fatigue and may cause lower academic performance. Carskadon (1999) describes changing sleep patterns during adolescence and discusses the influence of employment on sleep patterns. She found that students working 20 or more hours reported later bedtimes, shorter sleep times, more frequent episodes of falling asleep in school, and more late arrivals in school. An article in the American Federation of Teachers’ publication, American Teacher (February 1999), cited a report produced by the (U.  S. ) National Research Council (NRC) and the Institute of Medicine (IOM) which provided evidence of what it claims is an underestimate of 70 documented deaths of children and adolescents as a result of injuries at work, and 100,000 young people seeking treatment in hospital emergency wards as a result of work-related injuries. Based on these data, a committee established by the NRC/IOM is calling for Congress to a uthorize limits to the number of hours worked per day by teenagers, and to regulate teenagers’ work start-and finish-times on school nights.

Contributions of Science in Maintaining World Peace Essay Example for Free

Contributions of Science in Maintaining World Peace Essay Science has made great progress in recent times. Through science man has been able to conquer nature. He has acquired control over land, air and water. Time and distance have no meaning in this sputnik Age. Some people think that science is responsible for wars. It has placed in the hands of the man extremely destructive weapons. They may ruin the world completely. It may be true to some extent. But science has also contributed a lot towards world peace. Today very fast means of transport and communications are available. Armies can be moved from one place to another in no times. These forces check the advance of an enemy. Thus war is prevented. Big wars break out due to certain causes. Poverty, disease, hunger, etc. , are enemies of mankind. Some countries are rich while others are poor. Scientific inventions have given us valuable machines. With their help production has been increased manifold. Even the backward and poor countries have now begun to enjoy a better standard of living. The contribution of science to medical science is well known to everyone. Wonderful drops like penicillin, streptomycin, Chloromycetin, etc. , have been discovered. They have ensured long and healthy life to the people of the world. By removing such causes of war, science has helped in reducing the chances of a world war to the minimum. Small sparks lead to big conflagrations. Similarly minor internal disturbances within a country sometimes lead to big wars, but now-a-days the police and military can be sent to the spots of trouble within no time. Thus, internal peace is far more secure today than it ever was. Science has given very effective means of propaganda. The Radio, the Television, the News paper and the cinema are very powerful means of propaganda. Through them, the people of the world can easily know the horrible effects of modern warfare. Through cinema, pictures of horrors of war are shown to the people. Thus public opinion is created against war. This also helps in preventing war. Science has not reached the limits of its inventions even now. It is making even more starting inventions. It is now busy in acquiring control over outer space. Furthermore, man is today more conscious of necessity of world peace than ever before. He has begun to use his knowledge of science for peaceful purposes. Let us be optimistic that science enables us to banish war completely in the near future.

Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

The Cobb-Douglas Production Function for South Africa Essay -- South A

Introduction For every firm to produce goods it needs inputs such as capital and labour. Mankiw (2005) refers to capital set of tools that workers use in the process of production e.g. Machineries such as computers whereas labour refers to the hours that employee invest working. Production function refers to the output of a firm, an industry or an entire economy for all combination of inputs (Banaeian and Zangeneh, 2001).Economists use production function to precise the relationship between labour and capital and according to Mankiw (2005). Production functions reveal the available technology for transforming labour and capital into output. Tang (2008) highlighted the fact that theory of productivity was proposed by Knut Wicksell in 1851 which contributed a lot towards the works of Charles Cobb and Paul Douglas. Cobb-Douglas production function was developed by Cobb and Douglas in 1928 which is a fundamental function even now in both Macroeconomics and Microeconomics. The Cobb-Douglas production function is normally utilized by economists in the direction of explaining the correlation between contributions of resources involved in production such as labour, capital and technology.Cobb-Douglas production function and constant elasticity of substitution functions are playing a significant role for analysis in economics. Cobb-Douglas production function is still universally used toward the analysis of productivity and growth (Felipe and Adams, 2005). Felipe and Adam accepted as true that Paul Douglas is one of the economists who deserved a Novel Price for his marvelous works. Cobb and Douglas suggested that elasticity of substitution between capital and labour should be constant or equals to one even though they did not specify ... ....worldbank.gov. (2011). Data on Gross Domestic Product and Total employment of South Africa. World Bank. http://www.southafricanreservebank.co.za. (2011). Data on Fixed Capital Stock of South Africa. South African Reserve Bank Mankiw, NG. (1995). â€Å"The Growth of the Nations†. Brookings paper of economics activities. pp 275-326 Mankiw, NG. (2005). Macroeconomics, International edition. Worth Publishers: New York Mankiw, N.G (2013) Principle of Macroeconomics 7th edition. Congage Learning: United States of America Romer, P.M. (1986). Increasing returns and long run growth. Journal of political economy Vol 94. Pp 1002-37 Romer, P.M. (1990). Capital, Labour and productivity. Journal of political economy Vol. 98, No 5: university of Chicago. Pp 339341 Solow, R.M (1956). A contribution to the theory of economic growth. Quarterly Journal of Economics. Pp 65-94

Government Surveillance vs Privacy :: Security vs Privacy

Spying is nothing new to the world. History books tell us that ancient civilizations like the Roman Empire, Egypt, Chine, India, and so on used it. On top of that, 1900s regimes like the Former Soviet Union and Nazi’s Germany used spying tactics around the world wars. The main use of spying at that time mostly was for political and military advantage. These countries were successful on spying. However, in the 21st century surveillance is used in different and very complicated way. So many crimes and terrorist attacks forced governments around the world to use electronic surveillance to protect their own people. This electronic surveillance is very complicated and you don’t even know it is happening and you are the target. The US government is the main leader on this. For years the US government used eavesdropping and wire tapping to catch criminals (Landau 301). People debated on the issues, but it was left unanswered. In 2013, surveillance became the nation wide debate topic, once again after Edward Snowdon’s leakage of classified information from the NSA. From the leaked information evidence shows that NSA is surveilling millions of innocent people, illegally. Now, the US government took the use of surveillance to the next level. This level is unprecedented and unheard in human history. The government uses internet to surveil people’s private information; this got my attention and I started to search for reasons. And NSA makes only one argument when asked why they surveil. TERRORISM or CRIME. Then I asked myself; why surveil innocent people who have done absolutely nothing? In this case, I looked around some sources and decided that the government should stop surveilling people illegally. The government should find different ways to stop terrorism and crimes or they should only surveil people with history of violence. On top of that, people should also worry about big companies like Google, Facebook, Twitter, Amazon, Citibank, and so on. This is because they have also our private information like the government and there is more chances of private information leaking. Like I mentioned earlier, several things happening around us that we don’t recognize in today’s world,. One of the things is the surveillance program. When I walk around in the city I live, I see cameras installed almost outside of every apartments complex, big buildings, and so on. However, that is not what worries me the most.

Wormholes Essay -- essays research papers

Wormholes Throughout the ages, outstanding physicists, to the movies, to some of the greatest science fiction novels of all time, have pondered the idea of time-travel. The thought of actually being able to travel to another time or universe has long since enthralled, enveloped, and overwhelmed some of the greatest minds in the history of physics. No one person can actually prove any of their theories, but a few actually make sense. Meaning that they do not violate the laws of physics. One of the main theories suggested, are wormholes. Wormholes are considered to connect two regions of flat space-time, two universes, or two parts of the same universe. There is a lot of theoretical evidence that wormholes exist, with an equal amount of evidence that they do not exist. However, no matter what one’s belief is, the existence of wormholes still makes you wonder†¦ What is a Wormhole? Basically a wormhole is an approach to time travel, involving black holes. The equations of relativity suggest that pairs of black holes may be connected by â€Å"tunnels† that make a short cut through space-time. These tunnels are known as wormholes. It is postulated that for all forces, there is an equal, yet opposite force. So, a black hole’s equal but opposite force would be a white hole. White holes expel light and matter, rather than pulling it in. A wormhole is the connection between a black hole and a white hole. Einstein himself, working at Princeton with Nathan Rosen had discovered that the equations of relativity actually represent a black hole as a bridge between two regions of flat space-time, a phenomenon known as the â€Å"Einstein-Rosen Bridge†. Later on, in 1963, the New Zealand mathematician Roy Kerr found that if a black hole is rotating, a singularity still forms, but in the form of a ring, not a point. It was believed that in principle, a particle may be able to fall towards the singularity, but if at some point moved through the hole instead of the ring, the particle may not be lost forever. Therefore, with these theories in mind, a particle falling into a black hole will fall through the ring that the singularity has become, then going through the Einstein-Rosen Bridge, eventually being spewed out of the white hole into another space-time continuum. Problems with White Holes In relativity, a white hole can exist, however it conflicts with the second law of thermo... ...from the future has given us the secrets to do so? Is it because the future has not been acted out yet? Or has it been, and we are simply the past, seeing it as the present? Time travel has been a long debated subject. One such debate is, can it even be done? Many models of the big bang suggest that it can, while the theory of relativity says that it cannot be done. We see the universe because we are who we are, and where we are. That is the only reason we can question the facts of our existence. Sometimes we answer questions that were never supposed to be addressed. Space-time has always been in question. Time travel would give mad unlimited powers. One could act as god, change the world the way He wanted. If the outcome did not meet satisfaction, then travel back in time and re-work the problem until satisfaction. With our primitive ways and violent acts, why would we give ourselves this weapon of infinite power? Maybe that is why we have not been told of how to build a time machine. However, the people in the future didn’t think. If they have created a time machine and are hiding it from us, then eventually we will stumble upon this discovery, since we are their past! -A.R.G.

One to Many Communication Essay

What is wi fi ? Wi-Fi is the name of a popular wireless networking technology that uses radio waves to provide wireless high-speed internet and network connections. A common misconception is that the term Wi-Fi is short for â€Å"wireless fidelity,† however this is not the case. Wi-Fi is simply a trademarked term meaning IEEE 802.11x. The wi fi alliance, the organization that owns the Wi-Fi (registered trademark) term specifically defines Wi-Fi as any â€Å"wireless local area network (WLAN) products that are based on the Institute of Electrical and Electronics Engineers’ (IEEE) 802.11 standards.† Initially, Wi-Fi was used in place of only the 2.4GHz 802.11B standard, however the wi fi alliance has expanded the generic use of the Wi-Fi term to include any type of network or WLAN product based on any of the802.11 standerds, including 802.11b,802.11a, dual band ,and so on,in an attempt to stop confusion about wireless LAN interoperability. How Wi-Fi Works? Wi-Fi works with no physical wired connection between sender and receiver by using radio frequency (RF) technology, a frequency within the electromagnetic spectrum associated with radio wave propagation. When an RF current is supplied to an antenna, an electromagnetic field is created that then is able to propagate through space. The cornerstone of any wireless network is an access point (AP)The primary job of an access point is to broadcast a wireless signal that computers can detect and â€Å"tune† into. In order to connect to an access point and join a wireless network, computers and devices must be equipped with wireless network adapters Wi-Fi Support? Wi-Fi is supported by many applications and divecesincludingvidio game consoles, home network, major operating system, and other types of consumer electronic .any products that are tested and approved as â€Å"Wi-Fi Certified† (a registered trademark) by the WI FI alliance are certified as interoperable with each other, even if they are from different manufacturers. For example, a user with a Wi-Fi Certified product can use any brand of acess point with any other brand of client hardware that also is also â€Å"Wi-Fi Certified†. Wi-Fi Alliance? The Wi-Fi Alliance is a trade association that promotes Wriless LAN technology and certifies products if they conform to certain standards of interoperability. Not every IEEE 802.11-compliant device is submitted for certification to the Wi-Fi Alliance, sometimes because of costs associated with the certification process. The lack of the Wi-Fi logo does not necessarily imply a device is incompatible with Wi-Fi devices. The Wi-Fi Alliance owns the Wi-Fi trademark. Manufacturers may use the trademark to brand certified products that belong to a class of wireless local area network (WLAN) devices based on the IEEE 802.11 standards. Advantages: †¢ Flexible if there is ad-hoc situation when additional workstation was required. †¢ Implementation cost is cheaper than wired network. †¢ Ideal for the non-reachable places such as across river or mountain or rural area. †¢ Ideal for temporary network setups. Disadvantages: †¢ Lower speed compared to wired network. (of course!) †¢ Less secure because hacker’s laptop can act as Access Point. If you connected to their laptop, they’ll read all your information (username, password.. bla..bla..bla..). †¢ More complex to configure than wired network. †¢ Affected by surrounding. E.g: walls (blocking), microwave oven (interference), far distance (attenuation)