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With 30-kHz spacing, this yields 416 channels However, nominally 21 channels are used for control purposes with the remaining 395 channels available for cellular end-users Common practice with AMPS is to assign 10 50 channel frequencies to each cell for mobile traf c Of course the number of frequencies used depends on the expected traf c load and the blocking probability Radiated power from a cell site is kept at a relatively low level with just enough antenna height to cover the cell area This permits frequency reuse of these same channels in nonadjacent cells in the same CGSA with little or no cochannel interference A well-coordinated frequency reuse plan enables tens of thousands of simultaneous calls over a CGSA Figure 162 illustrates one frequency reuse method Here four channel frequency groups are assigned in a way that avoids the same frequency set in adjacent cells.

The mean score difference (d ), 95% CI for d , and correlations between the base measure and the retrospective measures, as well as the estimates of RMSD, SEM, SRMSD, SSD, and the corresponding p values are summarized in Table 347 SRMSD was computed using equation 345 In this example, the PNA reliability coefficient ( XX = 76) was.

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If there were uniform terrain contours, this plan could be applied directly However, real terrain conditions dictate further geographic separation of cells that use the same frequency set Reuse plans with 7 or 12 sets of channel frequencies provide more physical separation and are often used depending on the shape of the antenna pattern employed With user growth in a particular CGSA, cells may become overloaded This means that grade of service objectives are not being met due to higher than planned traf c levels during the busy hour (BH; see Section 421) In these cases, congested cells can be subdivided into smaller cells, each with its own base station, as shown in Figure 163 With smaller cells, lower transmitter power and antennas with less height are used, thus permitting greater frequency reuse These subdivided cells can be split still further for even greater frequency reuse.

However, there is a practical limit to cell splitting, often with cells with a 1-mi (16-km) radius Radio system design for cellular operation differs from that used for LOS microwave operation For one thing, mobility enters the picture Path characteristics are constantly changing Mobile units experience multipath scattering, re ection, and/ or diffraction by.

Such innovation was counterbalanced by staunch efforts to maintain a uniform, classical course of study as espoused in the Yale Report of 1828 In the post-Jacksonian era, higher education languished with declining enrollments; the Civil War brought some of the oldest and most distinguished institutions (eg, The College of William and Mary) to the brink of economic bankruptcy Then, as Rudolph s analysis suggests, complex external forces in American society produced positive internal effects on the institutions Veysey (1973) described the period from 1870 to 1910 as the most revolutionary time for American higher education, the fruit of which was the establishment of almost all of the principles and processes that remain today He attributed change to three catalytic, often competing forces: the utilitarian needs of American society to educate a democracy of talents and a democracy of vocations (as cited in Rudolph, 1977, p.

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111), the advent of science and an increasing respect for empirical evidence in the construction and applications of knowledge, and a widespread belief in the virtues of liberal education in creating a responsible citizenry The rst force was exempli ed in the Morrill Land-Grant Act of 1862 and its effect on creating state universities and a broader understanding of the academic curriculum The second force was illustrated in the acceptance of the German university as a model for the American research university with its emphasis on graduate training and increased specialization in undergraduate education The third force was embodied in the 1904 Wisconsin Idea, which linked universities to their state and local communities through extension education and what could be described as distance learning programs before the advent of technology.

PRELIMINARY ISSUES Historians of this eld face several major problems, including the de nitions of psychopathology and the availability and authenticity of information about the past. Also, any written history of psychopathology must consider how culture and class difference affect de nition and treatment of psychopathology, as well as the in uences of contemporary external factors in other elds, principally medicine, science, and law. Broadly speaking, practical de nitions of psychopathology include behavior that (a) appears injurious to the interests of the person concerned and/or to others, (b) lacks a rational relationship to the realities of the environment in which it occurs, and (c) has behavioral characteristics that deviate signi cantly from the norm of the culture. What may appear pathologically deviant in one culture may appear desirable in