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Carrier-to-noise ratio (CNR), another name for signal-to-noise ratio.
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Finally, some survey respondents were simply at companies that needed to cut costs. For these respondents, necessity was the mother of invention, forcing them to manage the flow of accounting information with fewer resources. These comments illustrate this predicament: We reduced our staff and then cross-trained. This has not improved our morale. But we have saved money by allocating the work among fewer better trained people. Controller, manufacturing, 100 employees, Wisconsin. One accounting staffer left. Then, we eliminated a second position. Since we have a hiring freeze, we had to split duties among our remaining staff. So far, so good, thanks to some process streamlining and the elimination of special
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In this model, several LFSRs are considered. The output of these are combined by a Boolean function to produce the keystream. This is one of the most commonly used stream cipher models. The strength of this model lies in the choice of the combining function. In the next subsection, we will discuss some of cryptographic properties of Boolean function. Boolean functions play a basic role in questions of complexity theory as well as the design of circuits and chips for digital computers. In both nonlinear lter generator and nonlinear combiner model, the security depends largely on the choice of the Boolean functions. Therefore, the study of cryptographic properties of Boolean functions is extremely relevant and important (Fig. 13.4). 13.2.11 Cryptographic Properties of Boolean Function
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brand. Sometimes in his own rejection of an idea, he was flat out wrong, as was the case with Bill Echols and the RE/MAX balloon. But at such junctures, he was not intractable; and people knew that if they believed firmly in an idea, he was not going to stop them. Liniger encouraged RE/MAX to function as a mass laboratory of ideas. There were always experiments going on here and there and RE/MAX saw that as a good thing. The brokers and agents were incredibly entrepreneurial and threw tremendous passion and energy into doing what they felt was right. Why stifle that commitment and creativity The brokers and agents were the ones with local knowledge. They were the ones grappling with the competition, house by house. In an everybody wins universe, people needed free rein to act in their own best interests under the rubric of clear principles. That didn t mean Liniger had to endorse every idea. He had too much responsibility for the system as a whole to tilt at every windmill. In fact, RE/MAX was such a vibrant marketplace of ideas that Liniger s very act of looking favorably on something was bound to tip the balance and send other brokers and agents scrambling to follow suit not unlike what would happen if Alan Greenspan were to recommend one particular stock over another. In other words, Liniger had to be careful in his stewardship of this community of very eager entrepreneurs. To exercise this caution appropriately, Liniger had learned to take on a persona that people referred to as the pope. Liniger turned a blind eye to many experiments in the field that he did not necessarily want to endorse but also did not want to squelch. Only when he thought something was harmful to the values and the brand of the network did Liniger ever step in and use his considerable powers of persuasion to avert a wrong move. He was fiercely protective of the brand, and he was a formidable foe to those who tread on the RE/MAX flag. But unless important lines were crossed, Liniger did not exert a heavy hand because he wanted to encourage people to be creative and energetic in their pursuit of success. Whenever he did see something that he thought would be valuable to the rest of the organization and deserved public sanction, he gave his blessing, like the Pope. At such times, ideas would be picked up and spread quickly through the various communication channels at RE/MAX its host of conferences, conventions, audio tapes, videos, and speaking lectures. And then there were those times when an idea was so important that it
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attempted to address the problem of discrimination against pupils with handicapping conditions was through antidiscrimination laws. One of the first bills that attempted to ensure equal educational opportunity for children with handicaps in the public schools was an amendment to Title VI of the Civil Rights Act of 1964. The bill was introduced in the House of Representatives by Congressman Vanek and in the Senate by Senator Humphrey and later became part of The Rehabilitation Act of 1973 (Pub. L. No. 93 112) (Martin, 1979). Section 504 of The Rehabilitation Act of 1973 states that No otherwise qualified handicapped individual in the United States shall, solely by reason of his handicap, be excluded from the participation in, or be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance (29 U.S.C. 794). Both Vanek and Humphrey saw Section 504 as requiring all states to provide educational services to all children. However, The Rehabilitation Act of 1973 is concerned primarily with discrimination in employment settings, and many interpreted Section 504 as a prohibition against employment discrimination in the schools. The 1974 amendments to The Rehabilitation Act of 1973 (Pub. L. No. 93 516) clarified the intent of the law by specifically prohibiting discrimination against physically or mentally handicapped pupils in federally supported school systems (Martin, 1979).2 There was still no immediate impact on school policies regarding children with handicaps, however. Advocates for the rights of handicapped pupils staged wheelchair sit-ins to encourage the quick development of regulations implementing the law, while school officials quietly protested this legislation as too costly for the public schools (Martin, 1979). The Department of Health, Education, and Welfare (HEW), caught in the middle, was slow to develop and approve regulations implementing Section 504. As Martin (1979) noted, HEW did not require compliance with Section 504 until the 1978 1979 school year, a full five years after the law was passed. Rules and regulations implementing Section 504 appear at 34 Code of Federal Regulations (C.F.R.), Part 104. The Office for Civil Rights (OCR), an agency within the U.S. Department of Education, is charged with investigating Section 504 complaints pertaining to department programs or activities. Although an OCR investigation may be triggered by a complaint regarding possible discriminatory treatment of an individual student with handicaps, OCR may choose to expand its investigation to encompass school policies and practices regarding all students within the district who have a particular type of handicapping condition (e.g., mental retardation, attention deficit disorder).
Service Creation Functions
Exhibit 8.1
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