Telecommunication Trends - Fiber Optics :: essays research papers

FIBER OPTICS IN OUR SCHOOLS Fiber optic refers to the medium and the technology associated with the transmission of information as light impulses along a glass or plastic wire or fiber, about the thickness of a human hair. Fiber optic wire carries much more information than conventional copper wire, and is far less subject to electromagnetic interference. A single glass fiber can carry the equivalent of 100 channels of television or 100,000 telephone calls, with even more capacity possible by encasing many fibers within one cable. Fiber optics was developed by Bell labs and Corning in the late 1960s. It does not experience signal degradation over distance as would coaxial cable. School districts are aware of the need for the upgrades to fiber optic cabling, but costs frequently preclude the upgrade. Federal Communication Commission (FCC) rulings in October of 2004, that relieved incumbent local exchange carriers from having to share fiber networks that reach within 500 feet of homes, have led to plans by BellSouth to boost fiber deployments. Concern among competitors is that their ability to compete for business voice service will be hurt. (Quesada, 2004). But while the unbundling protection for fiber-to-curb is a blow to competitive local exchange carriers, BellSouth plans to increase deployments of fiber-to-the-curb by 40 percent in 2005, a move that will help decrease the cost for local school districts. Since any installation of new wiring is labor-intensive and costly, it is little wonder that school districts lag behind the corporate world in obtaining this superior technology. School districts are rarely provided with enough state and local funds to expand current technologies to encompass such upgrades. There are numerous programs and opportunities in place, however, that will allow even less affluent school districts to keep pace. One such program is called the Universal Service Fund for Schools and Libraries, or more simply, â€Å"E-rate†. E-rate was created by the Telecommunications Act of 1996, and is the discounted rate that schools and libraries pay for access to affordable telecommunications services. It was passed with the help of such politicians as Bill Clinton, Al Gore, and Newt Gingrich. The Act gave the Federal Communications Commission the power to expand universal access so that schools and libraries would be Internet wired. (Carolan & Keating, 1999). Since then, the trend to sign up for E-rate has swept the country. In 1999, Merrick and North Babylon students in Long Island, New York, discovered internet access when their schools opened, and Massapequa voters approved a multimillion-dollar bond issue that included Internet connection costs. Telecommunication Trends - Fiber Optics :: essays research papers FIBER OPTICS IN OUR SCHOOLS Fiber optic refers to the medium and the technology associated with the transmission of information as light impulses along a glass or plastic wire or fiber, about the thickness of a human hair. Fiber optic wire carries much more information than conventional copper wire, and is far less subject to electromagnetic interference. A single glass fiber can carry the equivalent of 100 channels of television or 100,000 telephone calls, with even more capacity possible by encasing many fibers within one cable. Fiber optics was developed by Bell labs and Corning in the late 1960s. It does not experience signal degradation over distance as would coaxial cable. School districts are aware of the need for the upgrades to fiber optic cabling, but costs frequently preclude the upgrade. Federal Communication Commission (FCC) rulings in October of 2004, that relieved incumbent local exchange carriers from having to share fiber networks that reach within 500 feet of homes, have led to plans by BellSouth to boost fiber deployments. Concern among competitors is that their ability to compete for business voice service will be hurt. (Quesada, 2004). But while the unbundling protection for fiber-to-curb is a blow to competitive local exchange carriers, BellSouth plans to increase deployments of fiber-to-the-curb by 40 percent in 2005, a move that will help decrease the cost for local school districts. Since any installation of new wiring is labor-intensive and costly, it is little wonder that school districts lag behind the corporate world in obtaining this superior technology. School districts are rarely provided with enough state and local funds to expand current technologies to encompass such upgrades. There are numerous programs and opportunities in place, however, that will allow even less affluent school districts to keep pace. One such program is called the Universal Service Fund for Schools and Libraries, or more simply, â€Å"E-rate†. E-rate was created by the Telecommunications Act of 1996, and is the discounted rate that schools and libraries pay for access to affordable telecommunications services. It was passed with the help of such politicians as Bill Clinton, Al Gore, and Newt Gingrich. The Act gave the Federal Communications Commission the power to expand universal access so that schools and libraries would be Internet wired. (Carolan & Keating, 1999). Since then, the trend to sign up for E-rate has swept the country. In 1999, Merrick and North Babylon students in Long Island, New York, discovered internet access when their schools opened, and Massapequa voters approved a multimillion-dollar bond issue that included Internet connection costs.

Professional Development Plan Essay

My professional plan is to grow as a nurse by gaining knowledge through school and my daily experiences, so in five years I can care for patients and families as a nurse practitioner. I will make short term and long term goals to help guide me down my path as I transition into the role of professional nurse; providing me with new opportunities for my future. Beliefs and values influences the decisions people make in their personal and professional life. My beliefs and values were incorporated to make my philosophy of nursing, that is to be an advocate for my patients’ and their family during their most vulnerable time, continuing my education to provide the best quality care available and taking a holistic approach by looking at the person as a whole; caring for their body, mind, and spirit (Chitty, 2007 p. 312). I believe nursing is an evidence based practice, the care provided to patients and family have been proven through research to be the safest most effective way to implement care. My values which mold my beliefs have been acquired throughout my life from the people around me and my experiences. My values and beliefs will continue to change as I get older, have more experiences in my profession and further my education in nursing. One of my short term goals is to finish my baccalaureate degree in nursing. In terms of advancing professionalism, research was recently published, (Morris & Faulk, 2007), in which nurses were found to have increased professionalism and growth in roles and values after attending an ADN to BSN program. That is what I am striving to achieve while going through the BSN program. I plan on taking each class one at a time, trying to do my best, and gain the knowledge needed to grow in my field. By August 2009, I should have my BSN which will provide me with new opportunities such as management and educator positions; this degree will also provide me the opportunity to further my education to a master’s level. My second short term goal will begin this summer, that is to initiate the evidence based practice, EBP, project on my progressive care unit, PCU, at Banner Good Samaritan Medical Center, BGSMC. Several of my coworkers and I are currently gathering information on research that suggests that providing patients and their families with written and oral information on the side effects of their medications will improve patient satisfactory scores in a acute care setting. We meet together regularly, learning as a team how to initiate EBP into the workplace. Then possibly in the future we will publish our findings. By fall of 2009 I plan on starting the Masters of Science in Nursing/Family Nurse Practitioner program at the University of Phoenix so I will be able to sit for the national boards certifying exam by the end of 2012. Once I complete the requirements I must submit the documentation to the Arizona State Board of Nursing. I then plan on working for an interventional cardiologist, which will give me the opportunity to work in both the hospital and office setting. Income is not the sole reason for my desire to advance in my profession but it is important to note that the U.S. Census Bureau 2000 data show that income levels rise as educational levels rise (Katz, Carter, Bishop and Kravitz, 2004). Income will enable me to continue my education and to obtain other goals in my future such as going to law school and traveling around the world. When discussing a professional development plan people have to keep in mind a persons support system, resources available to them, their work ethics and what is needed to succeed. While one may be able to fulfill his or her goals without one or more of these things, adversities can deter many from following plans they set forth. Support and understanding from my family and friends would be a significant tool in helping me achieve my goals. It may also be useful to have mentors help to guide me along my chosen path to success. Financial assistance will also be needed to continue on with my learning process. Self-discipline, further education and experience are also required to be successful in my future role as an FNP. Self-discipline and time management skills are crucial to have in our fast pace speed of lives’ today. It becomes increasingly important in the students’ life to use time wisely. Students may have to overcome several hurdles and barriers along the way. It is important to be able to identify these issues; it is the first step to overcoming them. Barriers may be financial, time restraints or lack of support from family and friends; having the knowledge how to overcome these barriers and having backup plans is what makes the difference between meeting your goal versus abandoning the goal. If faced with any of these barriers I will try to have a positive outlook and attitude, I will try to look on the bright side. Michaud (2002) observed that one’s ability to bounce back from disaster and loss depends on the person’s ability to use resiliency skills to conjure up positive emotions when he or she is challenged severely. I will monitor my stress level and use relaxation techniques specific to me and my needs if necessary in order to avoid abandoning the goals that I have set. In conclusion, putting together a professional plan is an important step to obtaining desired outcomes. According to Alexander Graham Bell (2001) â€Å"before anything else preparation is the key to success†. Values and beliefs will change over time, which will influence your original plan to formulate new goals, when this occurs a person must revaluate the resources available and challenge themselves to meet new goals. I will evaluate my plan to ensure I am staying on task meeting my goals that I have set forth so I will be successful in my future. Reference Bell, A. G. (2001). _Quoteland._ Retrieved March 15, 2008, from http://www.quoteland.com/topic.asp?CATEGORY_ID=447 Chitty, K. K. (2007). _Professional Nursing Concepts & Challenges (5th ed.)._ St. Louis: Elsevier Inc. Retrieved March 15, 2008, from University of Phoenix Library. Katz, J., Carter, C., Bishop, J. & Kravitz, S. (2004). _Keys to Nursing Success (2nd ed.)._ Upper Saddle River, NJ: Pearson Prentice Hall. Michaud E. (2000). There’s a secret to recovering from great adversity. The scientists who study it, and the people who’ve done it, share it with you. _Prevention Magazine_ (June). Retrieved March 15, 2008, from Proquest database. Morris, A., & Faulk, D. (2007). Perspective transformation: Enhancing the development of professionalism in RN-to-BSN students. _Journal of Nursing Education,_ 46(10), 445-51. Retrieved March 15, 2008, from Ebscohost database.

America Essay

It has been taught in American schools that the war fought in order to stop slavery and that the American South did the right thing by seceding from the Union because of its support in slavery. Subsequently, the Civil war was a result of the Founding Fathers’ failure to address the institution of slavery in a republic that proclaimed in its Declaration of Independence that all men are created equal. Nonetheless, the necessity of the war has been questioned because the four-war to abolish slavery ravaged the country and destroyed nearly half of the American people. Among the countries that practiced slavery, only America and Haiti freed their slaves by war. The rest were freed peacefully. Hence, it can be concluded that the South could have gained its independence without the war. The rising alone of keeping and posting guards on the constantly escaping slaves would have resulted in the gradual decline for the demand of slaves. The absence of a fugitive slave laws in other states that would force the return of the slaves to their owners has added to the decreasing value of the slaves. As such the institution would have been unsustainable regardless of the moral and humanitarian perspectives. On the other hand, the American North would still have achieved its goals without resorting to war. Apparently, the North slaughtered a large number of American young men in the battles against the South. Nonetheless, it is evident that the South posed no military threat to the North. Its aim of preserving the Union was considered as not a compelling reason to continue the war. The North wanted to keep the Union intact solely on the basis of economy and fiscal matter. Since the principal source of tax revenue for the federal government before the Civil war was a tariff on imports, they needed to keep these tariffs in which the federal government accounted its federal budget. The North did not need to take the bait by Lincoln who dispatched southerners to forestall the supplies for Fort Sumter. Hence, its attack on the South could have been prevented had not depended on the Union being intact and the economic advantages it provided them.

Best Part Time MBA Programs Essays

Best Part Time MBA Programs Essays Best Part Time MBA Programs Paper Best Part Time MBA Programs Paper Best Part Time MBA Programs  as well as accelerated masters programs can be completed in anywhere from four years all the way down to one year working full time. The part-time programs take a bit longer allow the flexibility of the student to maintain a full time job and/or care for his or her family while pursuing an advanced education. The first university on our list of the best part time MBA programs isNorthwestern  University. The 5  Best Part Time MBA Programs Simply click any of these schools corresponding banners below to be taken directly to the associated University program. 1)  Northwestern University  Part Time  MBA Program Overview   Business school at Northwestern University can be completed as quickly as one year. However there are other programs that offer flexibility depending on these students situation or educational requirements. Northwestern also has a two-year program that can be worked part time on Saturdays and in the evenings with a flexible class schedule. Students can also pursue joint degrees like an accelerated MBA/JD in as little as three years or up to four years with a PhD. in sociology as well as organizations and management at WeinbergCollege. NorthwesternUniversityis definitely one of the  best part time MBA programs  available they are a class leader in advanced education with world-class faculty and facilities to foster a healthy learning environment with great results that will translate into a better future for its alumni. Kellogg school of management additionally offers a two-year program to earn a joint degree of a Master of engineering management and an MBA degree. These courses focus on exceptional learning as well as teamwork and include a course in global studies that is also mandatory. The acceptance rate atNorthwesternUniversityis just under 50%. 2)  University of Chicago Part Time MBA Program  Overview The Booth business school at the University in Hyde Park Illinois is literally a hub of culture and arts that is right next to downtownChicagoandLake Michiganwith beautiful beaches. An MBA can be earned part-time or through the traditional two-year program via evening and weekend classes. The University of Chicago in conjunction with the booth school of business also offer joint degrees in various capacities as well as an executive MBA program which can be completed in just under two years. Our MBA program students use their instincts and competitive nature outside the classroom in various campus activities including volleyball games, three-legged races and tug-of-war challenges. theUniversityofChicagosees just over 1500 part-time enrollments of their MBA program per year. 3)  University of California Berkeley  Part Time  MBA Program  Overview Students at the   University of California Berkeley will enjoy the schools very unique location right by San Franciscowhich is an international hub for large businesses like Visa and Google. This area offers the convenience and opportunity of jobs and internships to assist with your advanced education. our students are assigned projects to both global and local companies and in about 21 months can earn their MBA degree via the traditional program. If a student would like to go through the part-time program using Saturdays and evenings for class time the masters degree can be had in about three years. More than half of the NBA is made up from elective this students can choose various courses at our facility and or both on campus or other divisions of UC Berkeley. For those ambitious students they have MBA programs on the east and west coasts. At UC Berkeley international students make up to a third of our MBA enrollments so many of our business classes are of global focus. 4)  New York University Part Time MBA Program Overview Business school students at New York University are grouped in classes of about 60 using these groups will shape their two years of graduate school education while fostering friendships and classmates as well as eating lunches together, taking courses together and competing in annual events. Students can choose from a broad range of electives across New York Universitys highly-ranked school system. An MBA in general management is a stern degree and students can choose to specialize in several areas such as luxury marketing, data as well as models and decisions. They also offer dual degrees and accelerated programs with the JD/MBA that takes about four years at theNYUUniversity. While an biology/MBA otherwise known as an MS will take about three years at the arts and sciences graduate school. An MS/MBA in finance and mathematics will take about three years at the Institute of mathematical sciences. These are just a few of their dual degrees that come with a part-time component. 5)  University of Michigan Part Time MBA Program Overview The University of Michigan business school program is an action-based program designed specifically to encourage its students to ask relevant yet important questions, identify specific problems and groom its students to become effective leaders. The university offers several MBA or executive MBA programs with a part-time MBA, full-time MBA and executive MBA degrees while working on weekends and evenings with the EMBA courses meeting just monthly. They also have degree programs for master of supply chain management as well as master of accounting and a PhD program. University of Michigan students can get involved in various institutes and centers at school including the global sustainable enterprise Institute with more than 70 clubs and organizations as well as the womens initiative that offers programming and counseling to women at the University. Stay tuned for our next article on the Economist MBA rankings and for now we hope you enjoyed our top five  best part time MBA programs  and remember if you have anything you would like to add or simply want to chime in maybe offer another school in the lineup we would be happy to hear from you as well as make any recommended additions to our best part-time MBA programs lineup.

Examples of Plural Tantum in English

Examples of Plural Tantum in English Plurale tantum is a  noun that appears only in the plural and doesnt ordinarily have a singular form (for example, jeans, pajamas, tweezers, shears, and scissors). Also known as a lexical plural. Plural:  pluralia tantum. Jeans, scissors, trousers, and glasses are great examples of plural tantum  nouns in the English language. Singular Tantum A noun that appears only in the singular formsuch as dirtis known as singulare tantum. Etymology of Plural Tantum Latin  for plural only Examples and Observations Richard Lederer [in Crazy English, 1990] asks, Doesnt it seem just a little loopy that we can make amends but never just one amend; that no matter how carefully we comb through the annals of history, we can never discover just one annal; that we can never pull a shenanigan, be in a doldrum, or get a jitter, a willy, a delerium tremen, a jimjam, or a heebie-jeebie? Lederer is alluding to pluralia tantum: Nouns that are always plural. Because they are not the result of pluralizing a singular, the complete plural form, -s and all, has to be stored in memory. Pluralia tantum in a sense are irregular regulars, and indeed they are happy to appear inside compounds: almsgiver (not almgiver), arms race (not arm race), blues rocker (not blue rocker), clothesbrush, Humanities department, jeans maker, newsmaker, oddsmaker, painstaking.(Steven Pinker, Words and Rules. Basic Books, 1999) Items of Clothing Lets take a look at other pluralia tantum in the pants/trousers family:(Mark Liberman, Language Log, Feb. 15, 2007) Outergarments: pants (orig. pantaloons), trousers, slacks, breeches/britches, bloomers, jeans, dungarees, bell bottoms, chinos, tights, shorts, trunks, Bermudas (extended to brand names: Levis, 501s, Wranglers, Calvins)Undergarments: underpants, long johns, skivvies, drawers, panties, knickers, boxers, briefs, undies, tighty-whities (extended to brand names: BVDs, Fruit of the Looms, Jockeys) How to Turn Lexical Plurals Into Count Nouns Nouns for articles of dress consisting of two parts are also treated as plural: [A] Where ​are my trousers?[B] They are in the bedroom where you put them. But such plural nouns can be turned into ordinary count nouns by means of a pair of or pairs of: I need to buy a new pair of trousers.How many pairs of blue jeans do you have? (Geoffrey Leech and Jan Svartvik, A Communicative Grammar of English, 3rd ed. Routledge, 2013) Lexical Concepts, Not Linguistic Classes The definitional property of having no singular turns out to be shallow and sometimes accidental, often (as in English) practically impossible to define and circumscribe. The state of affairs resembles the status of the mass-count distinction. . . . While they remain necessary as descriptive concepts, mass and count cannot be defined as grammatical properties of lexical items outside of a context, as Borer (2005) cogently shows. In the same way, I think, pluralia and singularia tantum are indispensable descriptive concepts, but they are not genuine linguistic classes. Therefore, we cannot build a notion of lexical plurals around that of pluralia tantum.(Paolo Acquaviva, Lexical Plurals: A Morphosemantic Approach. Oxford University Press, 2008)

Analyzing Market Segment Opportunities Essay Example | Topics and Well Written Essays - 750 words

Analyzing Market Segment Opportunities - Essay Example Recreational Tennis Players play tennis for fun with their families and friends, say at clubhouses, at homes, at schools, and other private tennis instillations. Therefore, these players do not have the ability to go for the most professional racquets for playing the game. Most of them merely settle for any racquet that can enable them play and enjoy the game. However, other recreational players are staunch lovers of the game. They do not play tennis professionally because they have other priorities in their lives, e.g. as professionals in other fields such as medicine, business and finance (Lipsey, 2006). Nevertheless, these players put all their efforts during free times to play tennis both professionally, i.e. in small local tennis leagues or with friends, and for fun. Consequently, they are more particular about the racquets they while playing tennis. In this case, they are always willing and able to part with a significant amount of their income to purchase a good tennis racquet . Prince Incorporation can reach out to these recreational players through social media sites such as Facebook and Twitter. Social media sites are the most common place where these players converge to read news about their favorite tennis players and their performance in various league games. They prefer emulating their ‘tennis idols’ by using similar racquets as those used by professional players (Babin & Zikmund, 2012). (b) Junior players Junior tennis players are those players who are still in colleges and high schools. These youngsters have a passion of playing tennis in future whether professionally or otherwise. They have tennis idols who are professional tennis players whom they look up to as their role models and hope to be like them when they grow up. This is the stage where most youngsters develop their talents in playing tennis. However, the only hindrance for these players in exploiting their passion for tennis is the fact that they cannot afford to purchase the tennis racquets they fancy or wish they could have. This is because most of them cannot accumulate enough savings from their pocket money to purchase these racquets. In addition, their parents or guardians might not be willing to part with significant amount of money to buy them a professional racquet, especially if they are not that talented (Stevens, 2012). As such, professional racquet companies such as Prince Incorporation can reach out to this segment of tennis players either through their parents or through their schools and colleges. They can collaborate with schools as well as other learning institutions to sponsor inter-school tennis competitions, or set up promotions for young tennis lovers within learning institutions. This will enable them reach out to a large number of students, i.e. the junior players, who will get to know of the existing racquets on offer by the company and how much they cost. In fact, they may even get to test some of these racquets during these promotional drives. Apart from schools and learning institutions, these companies can also market their products through established companies where parents and guardians of these children work, or spent their social time. In addition, broadcast media also provides a lucrative platform for these companies to reach out to their clients (Lipsey, 2006). What might Prince do to help it gain distribution and sales in (a) Mass merchandisers like Target and Wal-Mart Mass merchandisers of tennis racquets such as Wal-Mart and Target already have a brand name in which they trade in. This brand name enables these stores to market their pro

Audit of School Community Resources and Supports Assignment

Audit of School Community Resources and Supports - Assignment Example This makes the school administration to document the resources that it has and identify the gaps and weaknesses. Using this information, it can devise viable ways through which it can source for important resources. It is against this background that this paper provides an audit of the school in light of the community services and supports. To ensure a coherent consideration, it analyses the relative strengths and gaps in a bid to underscore the extent of these inconsistencies to the performance of the school and improvement of student behavior. Activities Conducted During the Audit The researcher spoke to about 50 individuals to determine the type of resources and support systems that were in place as well as their importance to the school. This also sought to determine the resources that were missing and what would be done to ensure that they are sourced. Further, the researcher interviewed the students to determine the manner in which they benefit from the available resources. The interviews were aimed at establishing whether the students are comfortable with the available resources and what they think should be done to improve performance. The researcher then spoke with the key stakeholders in the industry and specifically, those that were directly involved in the support system. These ranged from the school administrators such as the superintendants, teachers, chief academic officers, parents and a host of other education officials. Further, the researcher conducted a survey of the fifth grade students to determine whether they feel both physically and emotionally supported, safe, challenged or connected. Underlying efforts in this regard were also geared towards underscoring the nature of the learning environment and to what extent it encourages, inhibits or and supports social responsibility. Finally, the researcher reviewed the reports that had been previously made regarding the current support systems, their impacts on the behavioral wellbeing of the s tudents as well as their contribution to the academic performance of the students. The preceding activities had insightful views about the state of the support system and its contribution and influence on the overall performance of the students. They identified the support systems and services currently available and those that are missing. Most importantly, the findings underscored the strengths and weaknesses of each. At this point, it is worth noting that the preceding information is vitally important. Essentially, Scott and Hunter (2001) assert that it would act as a basement upon which critical decisions would be made. In particular, it would be important to positively emphasize the strength and eliminate or discourage the weaknesses. This way, the support systems and services would yield desirable outcomes. Critique of Strengths and Gaps One of the strengths that the institution has pertains to the active parent involvement in the education of the students. In this regard, the parents are well informed about their roles in the learning process. They attend all the meetings that are geared towards addressing the challenges that the students face. In addition, there is a cordial relationship between the teachers and the parents. In this respect, Lawson and Sailor (2000) assert that active involvement of the parent in the life of the student enables the former to understand the challenges being faced by the