Вопрос № 1058560 - Английский язык

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A cordless telephone
1. Cordless phones first appeared around 1980. George Sweigert, an amateur radio operator and inventor from Cleveland, Ohio, is largely recognized as the father of the cordless phone. A cordless telephone is a telephone with a wireless handset that communicates via radio waves with a base station connected to a fixed telephone line, usually within a limited range of its base station (which has the handset cradle). The base station is on the subscriber premises, and attaches to the telephone network the same way a corded telephone does.
2. The base station on subscriber premises is what differentiates a cordless telephone from a mobile telephone. Current cordless telephone standards, such as PHS and DECT, have blurred the once clear-cut line between cordless and mobile telephones by implementing cell handover, various advanced features, such as data-transfer and even, on a limited scale, international roaming. In these models, base stations are maintained by a commercial mobile network operator and users subscribe to the service.
3. Cordless phones can operate without a power cord or cable attached to a fixed electricity supply such as an outlet, generator, or other centralized power source, allowing greater mobility. But unlike a corded telephone, a cordless one needs mains electricity to power the base station. The cordless handset is powered by a rechargeable battery, which is charged when the handset sits in its cradle.
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A cordless telephone is like a cord one …

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A cordless telephone
1. Cordless phones first appeared around 1980. George Sweigert, an amateur radio operator and inventor from Cleveland, Ohio, is largely recognized as the father of the cordless phone. A cordless telephone is a telephone with a wireless handset that communicates via radio waves with a base station connected to a fixed telephone line, usually within a limited range of its base station (which has the handset cradle). The base station is on the subscriber premises, and attaches to the telephone network the same way a corded telephone does.
2. The base station on subscriber premises is what differentiates a cordless telephone from a mobile telephone. Current cordless telephone standards, such as PHS and DECT, have blurred the once clear-cut line between cordless and mobile telephones by implementing cell handover, various advanced features, such as data-transfer and even, on a limited scale, international roaming. In these models, base stations are maintained by a commercial mobile network operator and users subscribe to the service.
3. Cordless phones can operate without a power cord or cable attached to a fixed electricity supply such as an outlet, generator, or other centralized power source, allowing greater mobility. But unlike a corded telephone, a cordless one needs mains electricity to power the base station. The cordless handset is powered by a rechargeable battery, which is charged when the handset sits in its cradle.
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What energy does a cordless telephone need for functioning?

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Wireless technology
1. Wireless telecommunications, is the transfer information between two or more points that are physically not connected. Distances can be short, as a few meters as in television remote control; or long ranging from thousands to millions of kilometers for deep-space radio communications. It encompasses various types of fixed, mobile, and portable two-way radios, cellular telephones, personal digital assistants (PDAs), and wireless networking.
2. Wireless operations permit services, such as long range communications that are impossible or impractical to implement with the use of wires. The term is commonly used in the telecommunications industry to refer to telecommunications systems which use some form of energy to transfer information without the use of wires.
3. The world's first wireless telephone conversation occurred in 1880, when Alexander Graham Bell and Charles Sumner Tainter invented and patented the photophone, a telephone that conducted audio conversations wirelessly over modulated light beams. In that distant era when utilities did not yet exist to provide electricity, and lasers had not even been conceived of in science fiction, there were no practical applications for their invention, which was highly limited by the availability of both sunlight and good weather.
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Grouping Students for Instruction
1. Some educational theorists believe that students should be grouped together with similar students for instruction. Other educational theorists believe that instructional groups should be made deliberately diverse. The criteria, employed for differentiating students, include chronological age, mental age, IQ, skin colour, sex, social class, geographical location, and parental income.
2. A mental age is a measure of someone’s ability to think, obtained by comparing someone’s ability with the average ability of children at various ages, for example, a 25-year-old man with a mental age of seven. An IQ is someone’s level of intelligence, measured by a special test, with 100 being the average result, for example, an IQ of 130.
An individual’s intelligence quotient is his mental age, as shown by intelligence tests, multiplied by 100 and divided by his chronological age. Such criteria as mental age and IQ often have the effect of separating rich from poor or elites from cultural minorities because of the cultural content of the tests used.
3. Arguments in favour of homogeneous grouping tend to emphasize speed and efficiency in instruction and learning. Heterogeneous grouping is characterized by lack of racial discrimination, sex discrimination, and discrimination against students with low IQ or with low income. Arguments for heterogeneous grouping tend to emphasize tolerance towards each other and the importance of mutual understanding.
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The Purpose of Education
1. Some educational theorists believe that education should serve the needs of the individual. The second opinion on the purpose of education is that education should serve the needs of the society. In industrialized nations it is common for both of these goals to be held but for different classes of the population.
2. For the elite, the needs of the individual tend to prevail, and thus upper-class schooling often tolerates diversity and encourages idiosyncrasy. For the masses, the needs of society tend to dominate, and schooling usually serves to prepare children to become obedient, well-drilled, uncomplaining workers in industry and agriculture.
3. In France and Germany, the primary purpose of education is intellectual development. In England, the primary purpose of education is character building. In Roman Catholic and Communist countries, moral or religious training is usually the primary purpose of education. Hence, every subject is imbued with religious or ideological content, and there is a constant attempt to draw moral lessons from educational material. In the United States, where large-scale immigration once brought the fear of social disintegration, preparation for citizenship and development of national consciousness have tended to be emphasized. Even today, some rituals, such as displaying American flags here there and everywhere and pledging allegiance to the flag of the United States of America at the beginning of the school day, distinguish American schools from those in most other countries.
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Child Psychology
1. Generally speaking, psychology is the study of the mind and how it works. The main issues studied by psychologists include learning, cognition, intelligence, motivation, emotion, personality, and the extent to which individual differences are shaped by genetics or environment. The methods used in psychological research include observation, interviews, psychological testing, laboratory experimentation, and statistical analysis.
2. One of the fields of psychology closely connected with education is child psychology. Child psychology is the study of psychological processes of children, specifically, how these processes differ from those of adults, how they develop from birth to the end of adolescence, and how and why they differ from one child to the next.
3. The data of child psychology are gathered from a variety of sources. Observations by relatives, teachers, and other adults, as well as the psychologist’s direct observation of and interviews with a child, provide a significant amount of material. In some cases a one-way window or mirror is used so that children are free to interact with their environment or others without awareness that they are being watched. Personality tests and intelligence tests have also proved useful in understanding child development. The principle topics of child psychology include language acquisition and development, personality development, and social, emotional, and intellectual growth.
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Learning, cognition, intelligence, motivation, emotion, personality are …