920-552 learning - GSM BSS Operations and Maintenance Updated: 2023
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Exam Code: 920-552 GSM BSS Operations and Maintenance learning November 2023 by Killexams.com team|
|GSM BSS Operations and Maintenance|
Nortel Maintenance learning
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GSM BSS Operations and Maintenance
What is the meaning of an SCN?
A. Signal Centre Node
B. System Centre Node
C. State Change Notification
D. Synchronous Change Notification
Click on the Exhibit button.
Where is the component name in the PCUSN alarm format indicated in the exhibit?
Which alarm indicates a lack of available Agprs resources compared with the number of GPRS
radio resources defined on all GPRS cells of the BSC?
Which object assigns the alarms related to the PCU OAM server?
A. MD object
B. PCU object
C. PCUSN object
D. bscMDInterface object
Which board is in charge of collecting the external alarm in a BTS S8000?
Click on the Exhibit button.
Which hardware failure could result when a 1067(Abis Event Reporting Fault - cause: DRX Link)
Click on the Exhibit button.
Which object is reporting a failure 1067 (Abis Event Reporting a HW fault - cause: link ko)?
What is the severity of the 1052 fault (GSM entity downloading failure)?
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Dr. Pamela Sari
Dr. Pamela Sari is the Director of the Asian American and Asian Resource and Cultural Center (AAARCC) at Purdue University. In IDIS 491/AMST 301: Practicum in Asian American Studies, Dr. Sari’s students helped Asian and Asian American business owners in Indiana promote their history, business stories, and impact by conducting oral history interviews, creating as a YouTube series for Purdue AAARCC, and drafting a policy for Purdue’s Office of Diversity, Inclusion, and Belonging. Dr. Sari strives to foster understanding and collaborations between Asian and Asian American communities.
Service-Learning Course Attribute Criteria
"The biggest praise I can provide Community Writing, and service learning, is that you can’t Google the answer."
Service-Learning courses are offered ever fall and spring semester in a multitude of majors. If you are faculty looking to find out more about implementing Service-Learning into a course, or a student interested in taking a Service-Learning course, please contact the Service-Learning and Community Co-op Resource Office, and/or use our Service Faculty Guide (pdf).
A Definition of Service Learning
“A credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility.” (Bringle & Hatcher, 1995).
For information on adding a Service-Learning Attribute to your course, campus-wide events and more, please visit our campus-wide Service-Learning page.
In the College of FAHSS we have two specific Experiential Learning programs that engage students from all our colleges majors. In both programs students learn valuable professional skills, build their resume and expand their network, while also providing a meaningful service to the local community.
Immersive Scholars (formerly known as Co-op Scholars) - A scholarship program given to a small number of incoming freshmen every year across all disciplines at UMass Lowell. Students are given the choice to work alongside a faculty member, or at a community-based organization of their choice. For more information, visit Undergraduate Research Opportunities and Collaborations.
FAHSS Community Internships- The Community Internship Program provides students with paid experiential learning opportunities by partnering with local Community-Based Organizations (CBOs). Each semester CBOs are offered the opportunity to submit a job description to hire UMass Lowell students to assist with marketing, social media, program planning, volunteer management research, and technology. Students can apply for positions that interest them. The intern’s pay is split between the CBO and the University.
“I will forever sing the praises of UMass Lowell’s Community Internship Program. The organization I worked for hired me back for next semester, with the potential of being hired full-time once I graduate.”
“My internship helped me gain experience working in a community center and helped me learn so much about my future career. None of it could have been possible without the FAHSS Community Internship Program.”
For more information on either of these programs, please use the below contact information.
Service-Learning and Community Co-op Resource Office, Mahoney 212
Other Service-Learning and Community Outreach Information
If you are interested in specific questions related to Service-Learning and Community Outreach in specific majors, please see additional website information below.
Service-learning is a pedagogical and andragogical approach in which student learning outcomes are realized concomitantly with meeting the needs of a community organization. Service-learning also encompasses instructor-mediated reflection (Garcia and Robinson, 2005), which helps students develop metacognitively while also gaining civic-mindedness. Civic engagement is commonly a learning outcome for academic programs, departments and universities and there is much evidence that students are able to meet this outcome when they have the opportunities to engage with the community (Colby, Beaumont, Ehrlich, and Corngold, 2007). Said clearly, if we want students to become civically minded citizens, we need to offer them the chance to practice authentic civic engagement, and service-learning offers that practice!
One key to designing successful service-learning curriculum is nurturing reciprocal relationships between student learners, community partners and other stakeholders. In her writing, Implementing Reciprocity for Collaborative Community Partnerships, Sherrie Steiner gives fifteen principles for implementing reciprocity in service-learning. These principles include advice on how to formalize, honor and build diverse networked relationships with community partners, create virtual resources to provide clear and accessible information to students, honor partners’ expertise (evidence for which may often be very different from that seen in academia), collaborate with diverse partners to design projects, avoid faculty overcommitment, and inspire broader university buy-in.
In the reciprocal nature of service-learning, it is important to recognize that students are partners. The service in which they engage should equip them to take on real, multidimensional and complex needs in their communities. Additionally, their reflection on this service should promote their understanding and application of the academic curriculum (M. Gail, 2016). I like to envision this as a reciprocity triangle in which the student, instructor and community partner all articulate around the central learning outcomes which interface with the community need. When service is the guiding curriculum and when students are working with partners towards meeting authentic needs, the flow of the learning experience is likely to be unpredictable (Bryant, Schonemann and Karpa, 2011) and it is important to enter the learning alongside your students with a sense of adventure and willingness to adapt.
Simon et al. (2013) call for higher education curriculum that integrates systems theory with service-learning to enable an interdisciplinary approach to solving complex environmental problems. Systems theory, originally proposed by Bertalanffy (1968), brings together cross-disciplinary expertise to solve complex environmental problems encouraging a holistic, non-reductionist mode. This approach integrated into pedagogy mirrors the broader recognition that the Earth’s most urgent problems cannot be effectively solved by only one discipline; interdisciplinary approaches will be required (Fortuin, 2011). When systems theory is coupled with service learning and students share their research with community members or stakeholders, they gain skills in communicating both within and outside of the field as well as further environmental awareness and a sense of civic responsibility (Simon et al, 2013).
References and Resources
Campus Compact of the Mountain West provides resources to support service-learning. [In case you need to copy and paste into your browser, here is the full URL for Campus Compact: https://compact.org/?gclid=CjwKCAjwjLD4BRAiEiwAg5NBFm0GyKOUuRjR03Z4tmXaWTfjEkVHznGFZ-WLigcOPq_Y9dzcpdvpmxoCpbIQAvD_BwE]
Bertalanffy, L. V. (1968). General system theory: Foundations, development, applications. New York, NY: Braziller.
Bryant, J. A., Schonemann, N. and Karpa, D. (2011) Integrating Service-Learning into the University Classroom. Sudbury, MA: Jones and Bartlett.
Colby, A., Beaumont, E., Ehrlich, T. & Corngold, J. (2007). Educating for Democracy: Preparing Undergraduates for Responsible Political Engagement. San-Francisco, CA: Jossey-Bass.
Fortuin, K. P. J., van Koppen, C. S. A.,& Leemans, R. (2011). The value of conceptual models in coping with complexity and interdisciplinarity in environmental sciences education. Bioscience, 61, 802–814.
Garcia, Rudy M. and Robinson, Gail, "Transcending Disciplines, Reinforcing Curricula: Why Faculty Teach With Service Learning" (2005). Higher Education. 190.
Hickey, G. M. (2016). Reflecting on Service-Learning Experiences: A Three-Stage Model. In Hickey, G. M. (Ed), Reflecting on Service-learning in Higher Education: Contemporary Issues and Perspectives. (pp. 3-15). Lanham, MD: Lexington Books.
Simon, G., Shao-Chang Wee, B. Chin, A., Depierre Tindle, A., Guth, D. and Mason, H. (2013). Synthesis for the interdisciplinary environmental sciences: integrating systems approaches and service learning. Journal of College Science Teaching Vol. 42, No. 5, 2013, pp. 46-49.
Steiner, S. (2016). Implementing Reciprocity for Collaborative Community Partnership. In Hickey, G. M. (Ed), Reflecting on Service-learning in Higher Education: Contemporary Issues and Perspectives. (pp. 3-15). Lanham, MD: Lexington Books.
Service Learning connects your students to non-profit partners, giving UAB students the opportunity to apply classroom knowledge and make a real difference in the local and global community. Students will see the real world impact of social issues like poverty, climate change, and educational inequities. It is one thing to know these problems exist and another to experience them first-hand. Through these experiences, our students gain empathy, cultural awareness, and — almost without exception — a passion for helping others and working for change.
Service Learning provides an amazing opportunity for faculty members to by creative while engaging their students on an entirely new level. This is the space where teaching, research, and service meet.
The Gary Horowitz Service Learning Program supports Alfred University’s annual non-partisan voter registration efforts, working in collaboration with the Center for Student Involvement and the Judson Leadership Center, as well as with other offices and with other partners on campus. The Voter Registration Team also collaborates with off-campus partners, such as the ALL-IN Campus Democracy Challenge, NASPA and the Campus Vote Project, the League of Women Voters, and the Allegany County Board of Elections. Alfred University’s annual voter registration drive includes email, social media, and poster campaigns; tabling; voter education and civic engagement programming; and get-out-the-vote efforts leading up to and including primary elections and Election Day.
Alfred University has received several recognitions for its voter registration efforts, including recognition as a Voter-Friendly Campus (2018) from the Campus Vote Project, a Silver Seal (2019) from the ALL-IN Campus Democracy Challenge, and designation as one of America’s best colleges for student voting (2020) from Washington Monthly.
Students, faculty, and staff with questions about registering to vote, voting, or partnering in support of the AU Voter Registration Team’s annual efforts are encouraged to contact the Service Learning Coordinator for more information.
Service learning goes beyond volunteering or fundraising. It has explicit learning objectives and involves real-world skills and critical analysis. As service learning has taken root in schools and afterschool programs, its primary focus has been local and national.
However, examining global issues can motivate a greater understanding of and involvement in local issues, and vice versa. If you already have a service component to your program, look for the global implications of the issues you already address. Or, help youth identify causes that are inherently global, such as protecting the environment, rebuilding after natural disasters, assisting those in poverty, or expanding educational opportunity, and create local projects that take into account broad perspectives and implications.
Global learning programs can help youth connect local issues that concern them with the people, communities, and countries facing the same issues. provide participants the chance to consider how they want to make a difference in the world, and provide background knowledge on issues that are appropriate in order to ground the learning and help them make informed choices.
It is also important to provide structure, focus, and clear learning objectives for knowledge acquisition as young people embark on international service projects. Remind students always to respect the people and causes you are taking on. Youth should see themselves not as heroes who set out to rescue a victim, but as citizens who share an equal part in the challenges and responsibilities of a global age.
Steps to get started
Organize committees and groups to work on project planning, and create an oversight structure that considers which decisions youth can make and which adults must make. Use the Guidelines document linked above as a planning tool.
Identify the kinds of skills that will make young people effective agents of change. As participants help to structure service learning projects, encourage them to consider the full scope of their involvement by asking the following questions:
Consider discussing these elements with the students and get their input from the conceptual stage through completion. Some schools draw up a student agreement based on these conversations to make—for all involved parties—expectations are very clear.
Many schools that are serious about global learning have made service learning a graduation requirement.
Follow-up and Reflection
Reflection is a critical piece of any service learning initiative—both during the project and afterwards. It also gives students the opportunity to practice their research, writing, presentation, and technology skills. Other students in the school, in turn, will be able to learn more about global challenges. Consider some of these activities for students:
Attached above are a student reflection sheet and a program evaluation tool.
Service Learning in Action
One example of service learning is the Building with Books program at Marble High School for International Studies in the Bronx, New York. This elective course encourages students to investigate contemporary issues, such as sustainability, health, human migration, and the environment, from multiple perspectives, while fulfilling core global history and geography curriculum requirements. Students raise money by participating in related service-learning projects. The money raised—and the new knowledge and experiences—are put towards a culminating trip to a developing country where they help build a school.
At Crooked Creek Elementary in Indiana, each grade level selects a country to study throughout the school year, and then designs an international product, creating a class business through which it advertises and sells the product. The annual Global Marketplace is the culminating event for the yearlong study. Parents, community members, students, and staff are invited to participate. Students donate their profits to global philanthropic causes, for example: the AIDS relief project in Eldoret, Kenya; the Inuit schools in Canada; Food for the Poor in Haiti; and an initiative to purchase bicycles for students in remote Mexican villages so they can attend school.
Resources to Help You Get Started
See Barbara Lewis' book, The Teen Guide to Global Action: How to Connect with Others (Near & Far) to Create Social Change. (Minneapolis: Free Spirit Publishing, 2008.)
These organizations offer assistance on issues ranging from effective practices to project ideas to curriculum resources to teacher training and professional development:
Generator School Network
Corporation for National and Community Service
The organizations listed above are good sources for project ideas and can offer suggestions for ways to form partnerships with the local community. In addition, the following organizations all offer internationally oriented service opportunities or serve as information clearinghouses for other organizations that do implement such programs.
Author: Heather Singmaster. Deborah Agrin contributed to this story.
What has been your school's experience in service learning? Were there local-global connections? Please share!
Service-Learning is a specially designed model of experiential-learning which combines service at a community organization with intentional learning outcomes achieved through critical, reflective thinking. Hence, equal emphasis is placed on both the service and the learning (service-learning). Essential components of service learning include: critical reflection, reciprocity, collaboration, and evaluation.
Service-Learning at the University of Nevada, Reno is a course or competency-based, credit-bearing educational experience in which student do the following:
Civic engagement at the University of Nevada, Reno involves working to enhance and promote the quality of life in our local and global community. "Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and motivations to make that difference. It means promoting the quality of life in a community, through both political and non-political processes." (Ehrlich, 2000).
Service Learning is a teaching method that faculty use to help students deepen their understanding of course material. Students participate in on- or off-campus activities and experiences at a business, non-profit, or governmental setting (also known as Community Partners). They participate in these activities in order to respond to social problems.
If you can answer yes to any of the following, then Service Learning may be for you!
Engage in Service Learning
Benefits for Students
In Service Learning, students are asked to articulate how their service experience affirms, expands, integrates, or calls into question the academic content of their course. Students consider these issues through the process of structured reflections. This form of experiential learning is mutually beneficial to both the student and the Community Partner.
Services for Faculty
Community Engagement Center staff may assist interested faculty with:
When can you expect to see your course in CEC Connect, and start placing students?
For Fall semester, approximately 126 days prior to the beginning of fall semester
For Spring semester, approximately 70 days prior to the beginning of spring semester
For Summer session, approximately 54 days prior to the beginning of summer session
Faculty Learning Communities
Faculty Learning Communities (FLCs) provide faculty with a series of workshops focused on a specific aspect of professional development. In this year-long workshop series, faculty learn about:
The FLC concludes with a new, fully developed syllabus for a course that integrates a service learning component.
For more information about Faculty Learning Communities, please contact Dr. Choe- Smith, CEC Faculty Associate.
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