WPCS 2?B J-Courier-#Xw PE37WXP#CourierTimes New RomanTimes New Roman BoldX@[X@3|x w Roman#Xw PE37WXP#2@q ZX CourierCG TimesHP LaserJet 4P LPT1 (Local)HPLAS4P.PRS4x  @\ [X@CY~~vCN~sk~CCCddCYdYdYCdd88d8ddddJN8ddddYYdYd4dddddCddddddddd8YYYYYY~Y~Y~Y~YC8C8C8C8ddddddddddYdddddsdXdXXXddx|X~d~d|XdddddddC8ddddCdoddd|8|H~d|8|8dtddddHHdlLlLlLkd|H|8~ddddddddXXXd~ddkd~ddxCddCCCWxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxNdddCYQQddddddFddddFCChhd44ddxxdddvooChdF"dhd9dCCxCddoddCdYds]xUvdYYCCCCx~oxoY~NYdYC8YooYdYxsdxdd~YYxoxxx~CdxYxxxxCCdddddddxCsdYC\   pxtll\tll@\@\`L<?xxx,QQx6X@`7X@}7jC:,ߊXj\  P6G;XP~@|ND,|\  P6G;P&@ND,tI4  pG;2-rZ CourierTimes New RomanTimes New Roman BoldHP LaserJet 5Si rm 500 F1HPLAS5SI.PRSx  @\x$zX@3|x 2KEdvpj"i~'^:DPddDDDdp4D48dddddddddd88pppX|pDL|pp||D8D\dDXdXdXDdd88d8ddddDL8ddddX`(`lD4l\DDD4DDDDDDdDd8XXXXXX|X|X|X|XD8D8D8D8ddddddddddXdbdddpdXXXXXlX~|X|X|X|XdddldldD8DdDDDdplld|8|P|D|D|8dvddddDDDpLpLpLpl|T|8|\ddddddl|X|X|Xd|DdpL|Dd~4ddC$CWxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxNHxxH\dDXddddd8@d<@d<DDXXdDDxddxHxxHvppDXd<"dxtldpxxdBld/UnderlieBold and Underline Text/  a8DocumentgDocument Style StyleXX` `  ` a4DocumentgDocument Style Style . 2k kwva6DocumentgDocument Style Style GX  a5DocumentgDocument Style Style }X(# a2DocumentgDocument Style Style<o   ?  A.  a7DocumentgDocument Style StyleyXX` ` (#` 2t/  = BibliogrphyBibliography:X (# a1Right ParRight-Aligned Paragraph Numbers :`S@ I.  X(# a2Right ParRight-Aligned Paragraph Numbers C @` A. ` ` (#` a3DocumentgDocument Style Style B b  ?  1.  2  ea3Right ParRight-Aligned Paragraph Numbers L! ` ` @P 1. ` `  (# a4Right ParRight-Aligned Paragraph Numbers Uj` `  @ a. ` (# a5Right ParRight-Aligned Paragraph Numbers_o` `  @h(1)  hh#(#h a6Right ParRight-Aligned Paragraph Numbersh` `  hh#@$(a) hh#((# 2L||a7Right ParRight-Aligned Paragraph NumberspfJ` `  hh#(@*i) (h-(# a8Right ParRight-Aligned Paragraph NumbersyW"3!` `  hh#(-@p/a) -pp2(#p Tech InitInitialize Technical Style. k I. A. 1. a.(1)(a) i) a) 1 .1 .1 .1 .1 .1 .1 .1 Technicala1DocumentgDocument Style Style\s0  zN8F I. ׃  2 ~: a5TechnicalTechnical Document Style)WD (1) . a6TechnicalTechnical Document Style)D (a) . a2TechnicalTechnical Document Style<6  ?  A.   a3TechnicalTechnical Document Style9Wg  2  1.   2#!!{"#a4TechnicalTechnical Document Style8bv{ 2  a.   a1TechnicalTechnical Document StyleF!<  ?  I.   a7TechnicalTechnical Document Style(@D i) . a8TechnicalTechnical Document Style(D a) . 2)3#$e(U)Doc InitInitialize Document Stylez   0*0*0*  I. A. 1. a.(1)(a) i) a) I. 1. A. a.(1)(a) i) a)DocumentgPleadingHeader for Numbered Pleading PaperE!n    X X` hp x (#%'0*,.8135@8:a1AgendaAgenda Items87D yP ) I. a3Agenda9para numnumbered indented paragraphs:' Y- 1.(i) 1) 1.#Xw P7[hXP# 1. 1.ҲHeadingChapter Heading;J d  ) I. ׃  2A<?=a@>^@?dUARight ParRight-Aligned Paragraph Numbers<>a݅@  I.   X(# SubheadingSubheading=0\ E A.  FOOTNOTEFootnote - Appearance>PHIGHLIGHT 1Italics and Boldldedd?+. 2!E@AACBXCC1CDRAFT ONHeader A Text = DRAFT and Date@ X =8` (#FDRAFTă r  ` (#=D3 1, 43 12pt (Z)(PC-8))T2Dă  ӟDRAFT OFFTurn Draft Style offA@@    HEADERHeader A - AppearanceBLETTER LANDLetter Landscape - 11 x 8.5C 3'3'Standard'3'3StandardLetter Portrait - 8.5 x 11 ;   2TID1SEE1FF1GGnHLEGAL LANDLegal Landscape - 14 x 8.5Df 3'3'Standard'A'AStandardZ K e6VE L"nu;   LETTER PORTLetter Portrait - 8.5 x 11EL 3'3'Standard3'3'StandardZ K e6VE L"nU9   LEGAL PORTLegal Portrait - 8.5 x 14F 3'3'StandardA'A'StandardLetter Portrait - 8.5 x 119   TITLETitle of a DocumentGK\ * ă2KHXIIiIJdGJKjJFOOTERFooter A - AppearancedHHEADING 33rd Heading LevelI| XHIGHLIGHT 2Large and Bold LargeJB*d. HIGHLIGHT 3Large, Italicized and UnderscoredK V -q2QLGKMEfMN-NO8OLETTERHEADLetterhead - date/marginsLu H XX  3'3'LetterheadZ K e VE L"n3'3'LetterheadZ K e VE L"nE9    * 3'3'LetterheadZ K e VE L"n3' II"n"Tv3'StandarddZ K e VE L"nU9 Ѓ   INVOICE FEETFee Amount for Math InvoiceM ,, $0$0  MEMORANDUMMemo Page FormatND.   ! M E M O R A N D U M ă r  y<N dddy   INVOICE EXPSEExpense Subtotals for Math InvoiceO:A ,p, $0$002TP8BQQzRRXTS[sTINVOICE TOTTotals Invoice for Math MacroPz 4p, $0$00INVOICE HEADRHeading Portion of Math InvoiceQ+C`*   4X 99L$0 **(  ӧ XX NORMALReturn to Normal TypestyleRSMALLSmall TypestyleS2lVT[UU[[UV[UW[VFINEFine TypestyleTLARGELarge TypestyleUEXTRA LARGEExtra Large TypestyleVVERY LARGEVery Large TypestyleW2qYXVYX!XZXyX[XENVELOPEStandard Business Envelope with HeaderX+w ,,EnvelopeZ K e VE L"n,,EnvelopeLarge, Italicized and Under;    ,, 88+  `   MACNormalY,.1ZdfStyle 14Swiss 8 Pt Without Margins[$$D Co> PfQ  )a [ PfQO 2*a\Y]CZ^l"__`Style 12Dutch Italics 11.5\$$F )^ `> XifQ  )a [ PfQO Style 11Initial Codes for Advanced II]J )a [ PfQK  dddn  #  [ X` hp x (#%'b, oT9 ! )^ `> XifQ ` Advanced Legal WordPerfect II Learning Guide   x )^ `> XifQ Advanced Legal WordPerfect II Learning Guide   j-n )^ `> XifQ    Copyright  Portola Systems, Inc. 1987, 1988`6 >Page  jBX )^ `> XifQ    Page ` Copyright  Portola Systems, Inc. 1987, 1988 Style 3oDutch Roman 11.5 with Margins/Tabs^ )a [ PfQO  ddn  # c0*b, oT9 !Style 4 PSwiss 8 Point with Margins_Dq Co> PfQ  dddd  #  2c`\aa|abdbccStyle 1.5Dutch Roman 11.5 Font`4h )a [ PfQO  dddn Style 2Dutch Italic 11.5a$ )^ `> XifQ Style 5Dutch Bold 18 Pointb$RH$L T~> pfQ_  )a [ PfQO Style 7Swiss 11.5c$$V )ao> PfQ ]  )a [ PfQO 2sdcevdf}ignStyle 6Dutch Roman 14 Pointd$$N w [ PfQ   )a [ PfQO Style 10oInitial Codes for Advancede U )a [ PfQK  dddn  ##  [[ b, oT9 !b, oT9 !n )^ `> XifQ ` Advanced Legal WordPerfect Learning Guide   f )^ `> XifQ Advanced Legal WordPerfect Learning Guide   Q" )^ `> XifQ    Copyright  Portola Systems, Inc. 1987, 1988`6 >Page  QN~ )^ `> XifQ    Page ` Copyright  Portola Systems, Inc. 1987, 1988 Style 8PfInitial Codes for Beginninggfi )a [ PfQK  dddn  # X` hp x (#%'b, oT9  [ &e )^ `> XifQ ` Beginning Legal WordPerfect Learning Guide   d )^ `> XifQ Beginning Legal WordPerfect Learning Guide   jH )^ `> XifQ    Copyright  Portola Systems, Inc. 1987, 1988`6 >Page  j )^ `> XifQ    Page ` Copyright  Portola Systems, Inc. 1987, 1988 Style 9Initial Codes for Intermediateg )a [ PfQK  dddn  # X` hp x (#%'b, oT9 Њ [ e )^ `> XifQ ` Intermediate Legal WordPerfect Learning Guide   3 )^ `> XifQ Intermediate Legal WordPerfect Learning Guide   jf )^ `> XifQ    Copyright  Portola Systems, Inc.`+ >Page  jX )^ `> XifQ    Page ` Copyright  Portola Systems, Inc. 1987, 1988 2zhsipxjqAykeyUpdateInitial Codes for Update Moduleh )a [ PfQK  dddn  #  [ X` hp x (#%'b, oT9 !n )^ `> XifQ ` Legal WordPerfect 5.0 Update Class Learning Guide   f )^ `> XifQ Legal WordPerfect 5.0 Update Class Learning Guide   Q" )^ `> XifQ    Copyright  Portola Systems, Inc. 1987, 1988`7 CPage  jN~ )^ `> XifQ    Page ` Copyright  Portola Systems, Inc. 1987, 1988 Document[8]C^iDocument StyleNeF2CC -2( -Ct )Bi` ` ` Document[4]C^iDocument StyleNeF2CCW -2( -Ct )Bj  . Document[6]C^iDocument StyleNeF2CCe -2( -Ct )Bk  2C|leIzmznpA{o{Document[5]C^iDocument StyleNeF2CCs -2( -Ct )Bl  Document[2]C^iDocument StyleNeF2CC -2( -Ct )Bm*    Document[7]C^iDocument StyleNeF2CC -2( -Ct )Bn  ` ` ` Right Par[1]C^iRight-Aligned Paragraph Numbers -2( -Ct )Bo8@  2~pu|q}r}sI~Right Par[2]C^iRight-Aligned Paragraph Numbers -2( -Ct )BpA@` ` `  ` ` ` Document[3]C^iDocument StyleNeF2CC -2( -Ct )Bq0     Right Par[3]C^iRight-Aligned Paragraph Numbers -2( -Ct )BrJ` ` ` @  ` ` ` Right Par[4]C^iRight-Aligned Paragraph Numbers -2( -Ct )BsS` ` `  @  26t(uvweRight Par[5]C^iRight-Aligned Paragraph Numbers -2( -Ct )Bt\` ` `  @hhh hhh Right Par[6]C^iRight-Aligned Paragraph Numbers -2( -Ct )Bue` ` `  hhh@ hhh Right Par[7]C^iRight-Aligned Paragraph Numbers  -2( -Ct )Bvn` ` `  hhh@  Right Par[8]C^iRight-Aligned Paragraph Numbers -2( -Ct )Bww ` ` `  hhh@ppp ppp 2Ȅxhy"z{,Document[1]C^iDocument StyleNeF2CCE -2( -Ct )BxF34   ׃  Technical[5]C^iTechnical Document StyleCCS -2( -Ct )By&56  . Technical[6]C^iTechnical Document StyleCCa -2( -Ct )Bz&78  . Technical[2]C^iTechnical Document StyleCCo -2( -Ct )B{*9:    2X|}~#ӆTechnical[3]C^iTechnical Document StyleCC} -2( -Ct )B|';<   Technical[4]C^iTechnical Document StyleCC -2( -Ct )B}&=>   Technical[1]C^iTechnical Document StyleCC -2( -Ct )B~4?$@     Technical[7]C^iTechnical Document StyleCC -2( -Ct )B&AB  . 2}Technical[8]C^iTechnical Document StyleCC -2( -Ct )B&CD  . Paragraph[1]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )B$ab Paragraph[2]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )B/cd` ` ` Paragraph[3]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )B:ef` ` `  2ىw ԋParagraph[4]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )BEgh` ` `  Paragraph[5]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )BPij` ` ` hhh Paragraph[6]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )B[kl Paragraph[7]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )Bfmn 2ŌˑParagraph[8]C^i1. a. i. (1) (a) (i) 1) a)C -2( -Ct )Bqop toc 1toc 1` hp x (#44` hp x (#toc 2toc 2` hp x (#4 4 ` hp x (#toc 3toc 3` hp x (#4 4 ` hp x (#29Wvutoc 4toc 4` hp x (#4 <4 <` hp x (#toc 5toc 5` hp x (#4<4<` hp x (#toc 6toc 6` hp x (#44` hp x (#toc 7toc 7 2;Ywtoc 8toc 8` hp x (#44` hp x (#toc 9toc 9` hp x (#44` hp x (#index 1index 1` hp x (#4 4 ` hp x (#index 2index 2` hp x (#4 4 ` hp x (#2#ǣctoatoa` hp x (#` hp x (#captioncaption;1#XP\  P6QXP##C\  P6QP#_Equation Caption_Equation Caption11#XP\  P6QXP##C\  P6QP#endnote referenceendnote reference44#XP\  P6QXP##C\  P6QP#2#qUeƨe+2S&C6C^fDocument StyleNF2CC -2( -Ct )s t . 3S&C7C^fDocument StyleNF2CC -2( -Ct ) uv 4S&C8C^fDocument StyleNF2CC! -2( -Ct ) wx 5S&C9C^fDocument StyleNF2CC/ -2( -Ct )*yz   2pUŪW6S&C:C^fDocument StyleNF2CC= -2( -Ct ){|` ` ` 7S&C;C^fRight-Aligned Paragraph NumbersK -2( -Ct )8}~@  8S&C<C^fRight-Aligned Paragraph NumbersY -2( -Ct )A@` ` `  ` ` ` 9S&C=C^fDocument StyleNF2CCg -2( -Ct )0    2] 10S&C>C^fRight-Aligned Paragraph Numbersu -2( -Ct )J` ` ` @  ` ` ` 11S&C?C^fRight-Aligned Paragraph Numbers -2( -Ct )S` ` `  @  12S&C@C^fRight-Aligned Paragraph Numbers -2( -Ct )\` ` `  @hhh hhh 13S&CAC^fRight-Aligned Paragraph Numbers -2( -Ct )e` ` `  hhh@ hhh 2yJ14S&CBC^fRight-Aligned Paragraph Numbers -2( -Ct )n` ` `  hhh@  15S&CCC^fRight-Aligned Paragraph Numbers -2( -Ct )w` ` `  hhh@ppp ppp 16S&CDC^fDocument StyleNF2CC -2( -Ct )F   ׃  17S&CEC^fTechnical Document StyleCC -2( -Ct )&  . 2@ܳq18S&CFC^fTechnical Document StyleCC -2( -Ct )&  . 19S&CGC^fTechnical Document StyleCC -2( -Ct )*    20S&CHC^fTechnical Document StyleCC -2( -Ct )'   21S&CIC^fTechnical Document StyleCC -2( -Ct )&   2n7l}22S&CJC^fTechnical Document StyleCC -2( -Ct )4$     23S&CKC^fTechnical Document StyleCC+ -2( -Ct )&  . 24S&CLC^fTechnical Document StyleCC9 -2( -Ct )&  . 25S&CMC^f1. a. i. (1) (a) (i) 1) a)CG -2( -Ct )$ 2(Y26S&CNC^f1. a. i. (1) (a) (i) 1) a)CU -2( -Ct )/` ` ` 27S&COC^f1. a. i. (1) (a) (i) 1) a)Cc -2( -Ct ):` ` `  28S&CPC^f1. a. i. (1) (a) (i) 1) a)Cq -2( -Ct )E` ` `  29S&CQC^f1. a. i. (1) (a) (i) 1) a)C -2( -Ct )P` ` ` hhh 2?4q30S&CRC^f1. a. i. (1) (a) (i) 1) a)C -2( -Ct )[ 31S&CSC^f1. a. i. (1) (a) (i) 1) a)C -2( -Ct )f 32S&CTC^f1. a. i. (1) (a) (i) 1) a)C -2( -Ct )q Default ParaC^fDefault Paragraph Font2CC -2( -Ct );;#PP##PP#2q?v_Equation CaC^f_Equation CaptionF2CC -2( -Ct );;#PP##PP#endnote refeC^fendnote referenceF2CC -2( -Ct )>>#PP##PP#footnote refC^ffootnote referenceF2CC -2( -Ct )>#PP#heading 4heading 4 2)vQvv=vheading 5heading 5 heading 6heading 6 heading 7heading 7 heading 8heading 8 2v[ZdIendnote textendnote text toa headingtoa heading` hp x (#(#(#` hp x (#1, 2, 3,?@65NumbersO@/"=(1*1÷$t ?.E1.A, B,t ?@65Uppercase Letters1 ?*1÷$t ?.E .2pqerfootnote tex6footnote text̺=(?. 0&ܺ*?.ںd 0E2(33`O5hT(G2PDocument Style&^aO5h.K+&,$@`O5Bȗ+&>` ` ` 34`O5iT(G2PDocument Style&^aO5i.K+&,$@`O5Bȗ+&>  . 35`O5jT(G2PDocument Style&^aO5j.K+&,$@`O5Bȗ+&>  2e npq36`O5kT(G2PDocument Style&^aO5k.K+&,$@`O5Bȗ+&>  37`O5lT(G2PDocument Style&^aO5l.K+&,$@`O5Bȗ+&>*   38`O5mT(G2PDocument Style&^aO5m.K+&,$@`O5Bȗ+&>` ` ` 39`O5nT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>8@   25e 40`O5oT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>A@` `  ` ` ` 41`O5pT(G2PDocument Style&^aO5p.K+&,$@`O5Bȗ+&>0    42`O5qT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>J` ` @  ` `  43`O5rT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>S` `  @  2]%44`O5sT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>\` `  @hh# hhh 45`O5tT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>e` `  hh#@( hh# 46`O5uT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>n` `  hh#(@- ( 47`O5vT(G2PRight-Aligned Paragraph NumbersK+&,$@`O5Bȗ+&>w` `  hh#(-@pp2 -ppp 2(g48`O5wT(G2PDocument Style&^aO5w.K+&,$@`O5Bȗ+&>F *  ׃  49`O5xT(G2PTechnical Document Stylex.K+&,$@`O5Bȗ+&>&  . 50`O5yT(G2PTechnical Document Styley.K+&,$@`O5Bȗ+&>&  . 51`O5zT(G2PTechnical Document Stylez.K+&,$@`O5Bȗ+&>*    2O52`O5{T(G2PTechnical Document Style{.K+&,$@`O5Bȗ+&>'   53`O5|T(G2PTechnical Document Style|.K+&,$@`O5Bȗ+&>&   54`O5}T(G2PTechnical Document Style}.K+&,$@`O5Bȗ+&>4$     55`O5~T(G2PTechnical Document Style~.K+&,$@`O5Bȗ+&>&  . 2gJ}L56`O5T(G2PTechnical Document Style.K+&,$@`O5Bȗ+&>&  . 57`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>$ 58`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>/` ` ` 59`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>:` ` `  2S760`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>E` ` `  61`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>P` ` ` hhh 62`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>[ 63`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>f 27OE;64`O5T(G2P1. a. i. (1) (a) (i) 1) a).K+&,$@`O5Bȗ+&>q 65`O5T(G2PDefault Paragraph Font5.K+&,$@`O5Bȗ+&>OO#P P##P P#66`O5T(G2P_Equation Caption^aO5.K+&,$@`O5Bȗ+&>OO#PP##PP#67`O5T(G2Pendnote reference^aO5.K+&,$@`O5Bȗ+&>RR#PP##PP#2ipq68`O5T(G2Pfootnote reference^aO5.K+&,$@`O5Bȗ+&>R#PP#69 _5(_>7footnote text _5dK+b70t _5xŗ+tZP70 _5(_>7Document Style _5dK+b70t _5xŗ+t` ` ` 71 _5(_>7Document Style _5dK+b70t _5xŗ+t  . 2e(ep72 _5(_>7Document Style _5dK+b70t _5xŗ+t  73 _5(_>7Document Style _5dK+b70t _5xŗ+t  74 _5(_>7Document Style _5dK+b70t _5xŗ+t*   75 _5(_>7Document Style _5dK+b70t _5xŗ+t` ` ` 2'T76 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+t8@   77 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+tA@` `  ` ` ` 78 _5(_>7Document Style _5dK+b70t _5xŗ+t0     79 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+tJ` ` @  ` `  2l"80 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+tS` `  @  81 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+t\  ` `  @hh# hhh 82 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+te  ` `  hh#@( hh# 83 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+tn ` `  hh#(@- ( 2pf84 _5(_>7Right-Aligned Paragraph NumbersK+b70t _5xŗ+tw` `  hh#(-@pp2 -ppp 85 _5(_>7Document Style _5dK+b70t _5xŗ+tF *  ׃  86 _5(_>7Technical Document StyledK+b70t _5xŗ+t&  . 87 _5(_>7Technical Document StyledK+b70t _5xŗ+t&  . 2>Kg88 _5(_>7Technical Document StyledK+b70t _5xŗ+t*    89 _5(_>7Technical Document StyledK+b70t _5xŗ+t'   90 _5(_>7Technical Document StyledK+b70t _5xŗ+t&   "i~'^DO]uuĶOOOu=O=AuuuuuuuuuuAAgרOYͨۨOAOkuOgugugOuuAAuAuuuuOYAuuuugp/p~O=~kOOO=OOOOOOuOuAggggg͘gggggOAOAOAOAuuuuuuuuuuguruuuuggggg~ggggguuu~u~uOAOuOOOu~~uA]OOAuuuuuͨOOOYYY~bAkuuuuuuۨ~ggguOuYOu=uuN*NWxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxNTTkuOguuuuuAKuFKuFOOgguPPuu匱T錌TOguF"u錇~u匌u2KK/KzZ"i~'^DOuuOOOu=O=AuuuuuuuuuuOOuۨYuۨ騨OAOuOuggOuAOAăugYOuuug]3]yO=yOOO=OOOOOOuOAuuuuu騨gggggVAVAVAVAuuuuuuuuuuuuuggyggggguuuyuYAYYOYyyAiO]Auu稨gggYYYywO騨ygggOYOu=uuN?NWxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxNTT|uOuuuuuuFOuFOuFOOuuuPPuu錱T錌TOuuF"u錊~u匌u"i~'^5>I\\>>>\g0>03\\\\\\\\\\33gggQyyrg>Frgygrr>3>T\>Q\Q\Q>\\33\3\\\\>F3\\\\QX%Xc>0cT>>>0>>>>>>\>\3QQQQQwyQrQrQrQrQ>3>3>3>3\\\\\\\\\\Q\Z\\\g\QQQyQyQycyQtrQrQrQrQ\\\c\c\>3>\>>>\gcc\r3rIr>r>r3\l\\\\y>y>y>gFgFgFgcrMr3rT\\\\\\crQrQrQ\r>\gFr>\t0\\=!=WxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxNBnnBT\>Q\\\\\3;\7;\7>>QQ\??n\\nBnnBmgg>Q\7"yyyy\njc\gnn\"i~'^5>g\\>>>\g0>03\\\\\\\\\\>>ggg\yyrF\yrgyy>3>j\>\gQgQ>\g3>g3g\ggQF>g\\\QI(I_>0_j>>>0>>>>>>\>g3\\\\\QyQyQyQyQD3D3D3D3g\\\\gggg\\g\\\\pg\\\QQ_QyQyQyQyQ\\\_\gjF3FgF>Fgg__gy3ySy>yIy3ggg\\QQQgFgFgFg_y^y>yjgggggg_yQyQyQgy>ggFy>\0\\=2=WxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxNBnnBa\>\\\\\\7>\7>\7>>\\\??n\\nBnnBsgg>\\7"yyyy\nlc\gnn\<?xxx,QQx6X@`7X@}7jC:,ߊXj\  P6G;XP~@|ND,|\  P6G;P&@ND,tI4  pG;2a=5,/&a\  P6G;&P&2e=5,&e4  pG;&Ogp8 @{`AƁ? ~>Po old 2Q a<  #Xj\  P6G;ߊXP##|\  P6G;P#i  Remarks of William E. Kennard -Chairman, b Federal Communications Commission Lto 6LEducom Networking '98 April 16, 1998  a <eWashington, D.C.  X -#Xj\  P6G;ߊXP#(as prepared for delivery) T TP  S-#&a\  P6G;/&P#xGood Morning. Thank you for the invitation to be here today to address the Educom Conference. This group remains on the cutting edge in bringing technology to America's colleges and universities.  S6- xStanding before you today reminds me of my days at Stanford. I'll never forget the time two of my buddies decided to drive all the way to Los Angeles for a long weekend. They had an exam on Monday morning and they fully intended to get back in time. But they had a little too much fun in L.A. and didn't get back until Monday afternoon, too late for the exam. So they slinked into the  Sn-professor's office and one of them told a little fib. He said they had been on their way to class to take the exam but had gotten a flat tire and that's why they were late. They begged the professor for a chance to take the exam. To their surprise, the professor seemed rather accommodating. "A flat tire, eh? OK, you can take the test." My friends were amazed that the professor had fallen for the flat tire story. And so after putting each of the students in a separate classroom, the professor gave them an  S-exam that consisted of a very simple question: which tire? x xIt truly is an honor to be the Chairman of the Federal Communications Commission at such an interesting and challenging time in the communications industry. Every FCC Chairman says how interesting times are, I know, but I do believe this is a particularly challenging time to be Chairman of the Federal Communications Commission. Having been a communications lawyer for over 15 years, there is something special about these times. x xTechnological changes continue to revolutionize telecommunications. The digitization of communications is breaking down barriers among communications services, and giving providers a wider array of options of delivering services to consumers. And competition, as it comes slowly but surely to monopoly markets and continues to grow others, will be the gasoline that fuels this engine of tremendous technological growth. x xBut I know that I'm preaching to the choir here. From the Internet to digital cable to digital television, you know that all communications are becoming bits. Bits that can be voice, video, audio, data or more. Bits that can be massaged, processed, and manipulated to allow telephone calls to begin"&'0*((("   in English and end in Spanish. Bits that can revolutionize the way our children learn in school, in libraries after school, and at home. x xBut those bits do little good if they can't reach us. So as communications become bits, an important focus of communications policy must be to ensure that our country has the bandwidth to transport the bits. x xI believe that bandwidth will be like computing power you can never have too much of it. And each of our communications mediums the telephone network, the cable network, terrestrial and satellite wireless networks, and television and radio broadcast stations are increasingly going to become different high speed delivery methods for the bits to travel our country. x xThis is a profound challenge for the FCC. And a profound opportunity. x xTo step up to this opportunity, we must keep in mind, as the saying goes, "to govern is to choose." And in the area of telecommunications policy, the choices can seem bewilderingly complicated, as they are lobbied in technological detail with billions of dollars at stake. x xThe key to success will be to separate the false choices from the hard choices, and not to lose sight of our bottom line. The false choices are those that the opponents of change use to try to distract us from moving forward. The hard choices are those that involve the truly difficult issues on which reasonable, wellintentioned people can disagree. The bottom line is that we must have the courage of our convictions to find ways to facilitate the deployment of new technologies and to ensure that these technologies are available to everyone all Americans. Especially to the nearly 86% of  S@-students from economically disadvantaged homes who don't have access to advanced communications technology at home, and who won't be able to compete with the nearly identical percentage of  S-students from affluent homes who do. x  S-xA false choice is the notion that policymakers have to choose between fostering competition or fostering innovation. This is also sometimes packaged as "just protect my monopoly, and I'll give you innovation." In fact, this is exactly wrong. It is competition that spurs innovation as firms constantly seek to innovate in order to gain an advantage in the marketplace.  S-x xThat's not to say that getting there will be easy. There are many hard choices before us in this area. Most will come as we make decisions about the intersection of old technologies and new technologies. x xThe bottom line for me, however, is that the best way to ensure America has sufficient bandwidth to meet the growing demand from new users, new uses, and new applications is to harness the competitive engine that has already served us so well in this area. The best way to ensure more bandwidth is to encourage local competition, by having as many providers new players as well as incumbents competing to deploy faster access networks. They should compete with their technologies as well as their services and prices. And we in government, whether at the FCC or at state commissions, should examine our rules to make sure that we're not standing in the way of new investment in higher bandwidth networks. x xYou clearly understand the importance of increasing bandwidth and making it widely available. Your institutions represent some of the largest users and creators of high bandwidth"'0*((PPO)" applications. America's colleges led the way in developing and using the Internet. And now you are at the forefront of creating the demand for and developing Internet 2. x xYour students and faculty benefit from easy access to highbandwidth networks linking them together on campus and off, and to the rest of the world. But the benefits of bandwidth can't stop with your students and faculty. The benefits of bandwidth can't stop at the edges of your campus. Unlike 10 years ago, when the Internet was primarily a research network connecting islands of university and government computer networks, today the Net is an important tool for commerce, entertainment and, most importantly, learning, for all Americans. x xYour next generation of students is in primary and secondary schools today. These students need access to the highbandwidth networks that you and your college students have come to rely upon over the last decade. Today's school children and their teachers and parents need access to the learning tools that you take for granted at colleges and universities today. x xA bipartisan majority in Congress recognized this when it updated the concept of universal service for a competitive marketplace and an information age. It recommitted our nation to providing affordable telephone service to rural and high cost areas in the country and directed for the first time that universal service be extended to provide advanced telecommunications to schools and libraries. x xWhether it's serving the farm laborer in Mississippi, the ranchhand in Wyoming, the poor family in Indiana, the community library in rural Arizona, the rural health care clinic in Appalachia, or the school in innercity Atlanta I am committed to ensuring that each and every aspect of universal service is implemented to the full extent of the Act. It's the law. And, it's the right thing to do. x xWith respect to schools and libraries, we are implementing Congress's vision as well. The National Governors Association said it best. In February it sent a letter to Senators Lott and Daschle, and Representatives Gingrich and Gephardt, where the governors commended the House and Senate leadership and members of Congress for establishing the discount for schools and libraries. The Nation's governors urged Congress to "maintain the integrity of the program as contained in the original Act, including providing adequate funding for the first year of the program and thereafter." x xNow Congress didn't give us specific guidance about how it wanted this job accomplished. It did not give the FCC a detailed blueprint on how to implement a funding mechanism for schools,  S-libraries, and rural health care clinics. And while we cannot be certain exactly what Congress envisioned, in my six months as Chairman of the FCC, it has become very clear to me what Congress  S`-did not intend. Congress did not want local and long distance rates going up. Congress did not want  S8-the rural and poorest schools to be left out or left behind. Congress did not want consumer confusion  S -about their telephone bills. Congress did not want a big government bureaucracy to administer the  S -universal service program. And Congress did not want the schools and library discount mechanism to undermine the support that ensures that telephone service in high cost areas is affordable. x  Sp#-xVery simply, we can and we will have a program that fulfills Congress's vision. I am committed to making that happen. Let me address each of these concerns. x  S%-x1)` ` Congress did not want local and long distance rates going up nor did it want customer confusion about telephone bills. x"'0*((PPO)"ԌxThis point is crucial: the introduction of the new universal service support mechanisms for schools, libraries, rural health care providers, and high cost areas cannot and will not force local telephone companies and long distance companies to make acrosstheboard rate hikes for local and  S-toll services. But it is another false choice to say that we must either increase rates or have no changes in universal service. Our communications sector enjoys tremendous growth and everincreasing productivity. We can both support the universal service system our country needs, and continue the historic downward trend of overall telecommunications rates. x xAnd going forward, I am committed to ensuring that we implement universal service in a way that does not increase local or long distance rates overall. The Commission should not fund universal service at a level that is more than what we need. Which is to say, funding should not exceed demand. Likewise, the Commission should not fund universal service at a level that is more than we can afford. x xThe variable in all this, frankly, is demand. The initial window in which schools and libraries could apply for universal service support just closed. We should know in the next two weeks what the  S -total demand is. And then the Commission can do what it takes and we will do what it takes to make sure that universal support does not end up increasing everyone's phone bill. x xBut there are also limits to what the Commission can do, particularly in largely deregulated markets such as long distance. We have not raised, and we will not raise, long distance companies' overall costs of doing business. New universal service contributions have been more than offset by other cost reductions. But, in a deregulated business, the competing firms determine the rates that they  Sh-charge for the services they offer. And the way they charge for their services varies. x xWhich brings me to consumer confusion. In this instance, some carriers have introduced new charges on their bills that have produced widespread consumer confusion. While this does not mean  S-that rates went up, I am troubled by the complaints the FCC has received about consumer confusion. With all these changes, it is important that carriers not just tell half the truth, but the full truth -- cost decreases as well as cost increases. And carriers should not be precluded from doing so simply because other carriers perform their billing services. Consumers must be wellinformed in order to reap the benefits that a competitive market offers. The National Association of Regulatory Utility Commissioners expressed similar concerns about this problem in a resolution about carrier billing practices that was passed at the recent NARUC meeting in Washington. In light of these concerns, I have asked the FCC's Common Carrier Bureau to gather information about industry billing practices so that the Commission can consider whether the industry needs to undertake consumer education initiatives. x  S -x2)` ` Congress did not want rural and poor schools to be left out or left behind. x xI am absolutely committed to ensuring that schools in rural areas and schools in the poorest school districts are able to take full advantage of the benefits provided by the universal service support mechanism for schools and libraries. The discount must let me repeat must go first and foremost to those places where it is most desperately needed. If there is more demand for discounts than we can afford, we must make sure that the poor and rural schools come first. This is something I am not willing to compromise on. Not now. Not ever. x  S'-x3)` ` Congress did not want a big government bureaucracy to administer the universal"'0*((PPO)" service program. x xAnd we don't have one. You know it's as easy to make jokes about bureaucracy in government as it is to make jokes about lawyers. Believe me, I hear both kinds. But this is no joke: the Schools and Libraries Corporation has 13 employees. That's 13 employees who have coordinated the processing of over 45,000 applications for the universal service discount to date. I am so proud of their accomplishments. Because of the hard work of a small but diligent staff, the interest and enthusiasm about the SnoweRockefellerExonKerrey provision has been overwhelming. Everywhere I go, principals, teachers, and parents tell me how excited they are to take advantage of the opportunity afforded them by Congress. x xNow recently some in Congress have asked that we reorganize the administrative structure of the U.S. support mechanism for schools, libraries, and rural health care facilities. I intend, in the next few weeks, to propose ways to consolidate and streamline universal service administration further so that we have the most effective, efficient and accountable universal service administrative process possible. The American public deserves no less. xBut there are a few bottom line principles we must follow here as well. I will not propose that we run all administrative tasks from the FCC. That is neither workable, nor good policy. I will not propose to throw out the baby with the bath water. We need to preserve the expertise and systems that have already been built to deliver universal service. And any changes must be implemented in ways that do not disrupt the delivery of universal service to the country. x  Sh-x4)` ` Congress did not want the schools and library program to undermine the support that ensures that telephone service in high cost areas is affordable. x xIt won't. Plain and simple. Those who fear the changes that must take place to achieve Congress's universal service mandate are trying to frame the debate around the false choice that we  S-have to choose between providing connections to schools and libraries or continuing support to rural America. This is a classic example of the zerosum thinking that will lead our country down a technological dead end. x xCongress has directed us to fund service to rural America, while at the same time ensuring that schools, libraries, and rural health care providers have affordable access to advanced telecommunications. That's the law. It's our duty and I am committed to fulfilling it. x xWhen I thought about these issues in preparing for this speech, I started to think about a bunch of sixth graders running around on a playground somewhere. A bunch of sixth graders that you folks might think of as the Class of 2008. And I thought about them in relation to an article in the newspaper the other day that said that after scrapping an affirmative action admissions program, the University of California will see a huge drop in the number of minorities in next year's entering class.  Sp#- xNow some commentators hailed it as an end of reversediscrimination. They said the playing field was now level. But what does it mean to say we have a level playing field in college admissions, if we do not have a level playing field in the elementary and high schools that are trying to prepare kids for college? x xHow on earth can the inner city black child sitting in sixth grade math class today, who has"'0*((PPO)"  S-only a 1 in 2 chance of having Internet and computer access in classs, hope to compete for a space in the Class of 2008 with the nearly 80% of students in schools in affluent areas who have computers? x xThe only answer is that we make sure that the universal service discount for schools and libraries reaches everyone. That's the bottom line. Those kids are the future of our nation. And it is  S8-on their behalf that I thank you for your support.#Xj\  P6G;ߊXP#