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4A0-M01 Alcatel-Lucent IP/MPLS Mobile Backhaul Transport syllabus |

4A0-M01 syllabus - Alcatel-Lucent IP/MPLS Mobile Backhaul Transport Updated: 2024

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Exam Code: 4A0-M01 Alcatel-Lucent IP/MPLS Mobile Backhaul Transport syllabus January 2024 by team
Alcatel-Lucent IP/MPLS Mobile Backhaul Transport
Alcatel-Lucent Alcatel-Lucent syllabus

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Alcatel-Lucent IP/MPLS Mobile Backhaul(R) Transport
Question: 139
Click on the exhibit.
Each numbered item, 1, 2, 3, and 4, represents a message exchanged between an IEEE
1588v2/Precision Time Protocol (PTP) v2 master and slave. With which message does
the master pass its t1 timestamp to the slave clock at item 2?
A. Announce
B. Delay_request
C. Delay_response
D. Sync
Answer: D
Question: 140
Click on the exhibit.
You wish to configure a preferred and a secondary static route on CSA1. targeting the
MLS1 system interface. The preferred route must forward packets over the preferred
route path as shown in the diagram. Given the following:
• BFD must be enabled on the preferred route
• BFD is configured on the interfaces
• The BFD interface transmit and receiver timers are 500 ms
• The BFD interface multiplier is 3
• The CSA1 router must choose the preferred route in normal operations
Which command example correctly configures the PREFERRED static route on
A. configure router static-route 192 0.2.0/32 next-hop bfd-enable
B. configure router static-route next-hop bfd-enable
C. configure router static-route next-hop 500 receive 500
multiplier 3
D. configure router static-route next-hop bfd-enable
precedence 10
Answer: B
Question: 141
Click on the exhibit.
Given the configuration shown, and the following condition:
• The next hop interface on the preferred path to prefix failed
• Label Distribution Protocol (LDP) is enabled on the interfaces
How long does the router wait before it moves traffic to the secondary route for this
A. 900 ms
B. 1.5 seconds
C. 45 seconds
D. 60 seconds
Answer: A
Question: 142
Click on the exhibit
Given the diagram and the following information:
• Virtual Private Routed Network (VPRN) 5 spans the routers Point of Concentration
(POC) 3-1 and 3-2 and the Multilevel Switch (MLS) routers MLS1 and MLS2
• Multiprotocol Border Gateway Protocol (MP-BGP) is configured and operational
• Pseudowire status is signaled, as shown, on the ePipe/VPRN spoke Service
Distribution Points (SDPs)
What might you configure on the services illustrated to hold down the primary VPRN
NodeB loopback interface static route in case of an intermittent or rapid spoke SDP
failure and recovery?
A. Set port hold down timers on the CSA to POC3-1 link
B. Configure Label Distribution Protocol (LDP) Sync on the VPRN static routes
C. Enable BGP next-hop tracking in the VPRN BGP peer groups
D. SetareverttimervalueontheCSAePipe50endpoint
Answer: A
Question: 143
Which three are components found in the backhaul transport Mobile Telephone
Switching Office (MTSO) functional area? (Choose 3)
A. 2G Base Station Transceiver (BTS)
B. LTE Radio Network Controller (RNC)
C. EV-DO Radio Network Controller (RNC)
D. MSP Aggregation Gateway (MG)
E. GSM Base Station Controller (BSC)
F. Ethernet over SONET (EoS) UNI
Answer: C, D, E
Question: 144
In a Mobile Service Provider (MSP) network, which device aggregates traffic for
delivery to the control elements?
A. BTP Aggregation Gateway (BG)
B. BTP Termination Device (BT)
C. MSP Aggregation Gateway (MG)
D. MSP Termination Device (MT)
Answer: C
Question: 145
Click on the exhibit.
Given the topology shown:
Which Border Gateway Protocol (BGP) feature must be configured on MLS1 and
MLS2 to allow them to act as iBGP route reflectors?
A. BGP peer tracking
B. Cluster IDs
C. BGP Route Reflection
D. Autonomous System (AS) Number
Answer: B
Question: 146
Which statement describes an instance where a control word would be required in an
aPipe service?
A. ATM cell mode is used to map multiple virtual circuits into a single aPipe service
B. The aPipe service transports concatenated cells from an entire virtual path
C. The service carries just the cell payload and Equal Cost Multipath (ECMP) is used
in the transport
D. A cell mode service must map different ATM virtual circuits to a service based on
Quality of Service (QoS) profiles
Answer: C
Question: 147
The 3rd Generation Partnership Project (3GPP) wireless standards cover which three
technologies? (Choose three.)
A. 2G Global Systems for Mobile (GSM)
B. 2G Code Division Multiple Access (CDMA)
C. 3G Universal Mobile Telecommunications System (UMTS)
D. 3G Evolution-Data Optimized (EV-DO)
E. 4G Long Term Evolution (LTE)
F. 3G High Rate Packet Data (HRPD)
Answer: A, C, E
Question: 148
Click on the exhibit.
Given the following:
• On the OC-3 port, each provisioned channel group contains all available timeslots.
The command result illustrates which OC-3 port characteristic?
A. On STS1-3,the second DS1 channel group in the fourth VTG is set for atm
B. On STS1-3, the second E1 channelgroup in the fourth VTG uses onlythe first 24
C. On STS1 -3, the second DS1 channel group i n the fourth TUG-2 is set for 32
D. On STS1-3, the second VT2 in the fourth TUG-2 is set for atm encapsulation
Answer: A
Question: 149
Click on the exhibit.
Given the topology shown:
Which timing solution would deliver time of day information to the NodeB connected
lo the ATM/IMA link labeled 4 in the diagram?
A. TDM Line Timing
B. Adaptive clock recovery (ACR)
C. Synchronous Ethernet
D. Global Positioning System (GPS)
Answer: D
Question: 150
Click on the exhibit.
Which condition would cause the bundle Oper Status: shown?
A. The bundle local and remote peer endpoint discriminators are mismatched
B. The bundle remote peer Layer 3 (L3) interface is down
C. The local and remote bundle MRRU values are mismatched
D. The ML-PPP bundle member links have dropped below the minimum threshold
Answer: B
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Alcatel-Lucent Alcatel-Lucent syllabus - BingNews Search results Alcatel-Lucent Alcatel-Lucent syllabus - BingNews Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more. 

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include. 

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus.  Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course texts
b. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information
  • An expanded description of the course, its priorities, key concepts, etc.
  • Course schedule with due dates for assignments, exams, reading, and other activities
  • Disclaimer about the possibility of changes to the course schedule
Information about Learning Activities/Assignments
  • Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
  • Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies
Additional Information about Academic Honesty
  • Unit-level academic honesty policies and practices [if applicable]
  • Course-specific guidance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable]
Other Course-Specific Information
  • Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
  • Course etiquette/civility policies or other expectations about interactions between and among members of the class
    • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
  • Information about what will happen in cases of inclement weather
  • Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
  • Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]
  • Statement that student work in the course may be used in course/program assessment
  • Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can give students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or reading strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

Wed, 14 Jun 2023 00:34:00 -0500 en text/html
Syllabus Development

The Syllabus area of the myCourses course template is organized into the following sections:

  1. Course Information and Expectations
  2. Instructor Contact Information
  3. Course Requirements and Resources
  4. Activities and Assignments
  5. Assessment and Grading
  6. Course Policies
  7. Course Schedule

Much of the information needed for the Course Information and Expectations section—particularly the all-important learning outcomes and assessment methods—should be taken directly from the official Course Outline Form for your assigned course(s). Your department chair or program head can provide you with the form(s) and guidance on what is and is not modifiable in the transition to a course syllabus. If you are designing a new course, however, you will need to successfully complete the RIT course proposal process. 

Before completing the Course Policies section, we encourage you to first consult our companion webpage, RIT Policies for Your Syllabus. The External Resources section (below) provides helpful information, advice, and examples for developing the remaining sections of your syllabus.

Regardless of where you are in the syllabus-design process, you can always request one-on-one consultations with a CTL staff member.

Sun, 30 Jan 2022 08:56:00 -0600 en text/html
Channel Ponders Lucent-Alcatel Merger

Alcatel and Murray Hill, N.J.-based Lucent last week announced the $13.4 billion stock deal. Lucent Chairman and CEO Patricia Russo will become the CEO of the combined company, which will have approximately $25 billion in revenue. Alcatel Chairman and CEO Serge Tchuruk will become non-executive chairman.

The companies are not yet providing details on how the proposed merger would impact their channel strategies, an Alcatel spokesperson said.

With Lucent’s focus on wireless service provider equipment, the merger ups Alcatel’s ante in the carrier infrastructure market.

Several solution providers said they expect the merger’s impact on their Alcatel enterprise business to be positive and that it does not likely signal diminished focus on Alcatel’s enterprise efforts.

“The merger may help us in other aspects, having a stronger presence in North America with Lucent,” said Ron Goodband, COO of Advance2000, a Buffalo, N.Y.-based Alcatel partner.

However, Lucent partners are approaching the merger with more caution. Lucent has a small channel effort that has seen cutbacks over the past year, while Alcatel is not known for the strength of its channel, Lucent partners said.

“Alcatel is not exactly a channel-friendly company, so that concerns us,” said Maggie Petro, vice president of services at Solunet, a Lucent partner in Miami. Solunet has a good relationship with Lucent, but recent downsizing in the vendor’s channel support infrastructure did have a negative impact for the partner, Petro said.

“Alcatel is not known for being friendly to the channel ... and Lucent is only marginally friendly to the channel,” said another Lucent channel partner, who asked not to be identified. “I have concern about their supporting any channel going forward,” the partner said.

Mon, 01 Jan 2024 05:21:00 -0600 text/html

Alcatel-Lucent Alcatel-Lucent helps utilities evolve their communications networks to optimize real-time applications that drive smarter energy management and usage. As a leading partner in Smart Grid projects around the world, Alcatel-Lucent offers end-to-end communications solutions that combine power utility industry specific knowledge and experience with Bell Labs innovations and mission-critical grade communications technology and expertise. These feature Alcatel-Lucent IP/MPLS, microwave radio, WDM...

Mon, 11 Dec 2023 19:44:00 -0600 text/html
Alcatel, Lucent Confirm Merger Talks

The deal could potentially create a communications powerhouse, with combined sales of more than $25 billion.

"We can confirm that Lucent and Alcatel are engaged in discussions about a potential merger of equals that is intended to be priced at market," according to a statement issued by the companies.

"There can be no assurances that any agreement will be reached or that a transaction will be consummated," according to the companies. "We will have no further comment until an agreement is reached or the discussions are terminated."

The communications market has already seen one mega-merger in 2006. Earlier this month, AT&T Inc. acquired rival BellSouth Corp. for $67 billion.

Franced-based Alcatel and U.S.-based Lucent are no strangers to each other. In 2001, the companies were on the verge of a $23 billion merger, but the talks fell apart.

Both Lucent and Alcatel have changed in significant ways since their 2001 merger attempt, in dimensions that go beyond mere contraction in size. Lucent spun off its enterprise voice products as Avaya, as well as microelectronics products in the group that later became Agere Systems Inc. Optical transport products were reduced to those emphasizing add-drop multiplexing and multi-service switching, with the highly-touted Lambda router cross-connect dropped from Lucent's portfolio.

Lucent expanded its metro routing products, first with a Juniper alliance, and later by acquiring Riverstone Networks Inc. assets from bankruptcy court, with the latter routers and switches won in a bid against Ericsson on March 20.

Alcatel pulled together a range of enterprise and metro-carrier products for Internet Protocol switching, ranging from the 1999 acquisition of Ethernet switching company Xylan, to the 2003 acquisition of service-router startup TiMetra Networks. Both companies place more emphasis on IP routing and IP Multimedia Subsystem platforms, reflecting the phasing out of time-division multiplexed technology in public networks.

Because the Lucent and Alcatel products address a smaller sector of the overall networking market, a merger may have an easier time being approved by both the U.S. Justice Department and European Union.

However, the similarity in consolidations both companies implemented in the 2001 to 2006 time frame means that a combined Alcatel-Lucent would need to prune overlaps in their product lines, particularly in DSL access multiplexers and mid-sized routers.

After spinning off from AT&T in 1996, Lucent was once a high flyer in the booming communications equipment market. But the company has fallen on hard times. In January, Lucent reported a first-quarter loss of $278 million as sales fell $21 million from a year earlier to $2.05 billion, due to the slumping China market.

Lucent lowered its fiscal 2006 year guidance, calling for revenue to increase in the low single digits rather than mid single digits as forecast previously.

Alcatel recently paid its first dividend in four years on the back of better-than-anticipated profits at almost all of its divisions, but in particular broadband access and mobile infrastructure.

Fourth-quarter profits jumped to 541 million euros ($655 million) from 466 million euros ($564 million) a year earlier. Sales rose 7.6 percent to 4.1 billion euros, and the operating margin climbed to 13.2 percent from 12 percent in the year-ago quarter.

For the year as a whole, revenues increased from 12.2 billion euros ($14.8 billion) in 2004 to 13.1 billion euros ($15.9 billion) last year.

The company said its results were helped by a turnaround in its fixed-line business on increased demand for "triple play" services that operators use to offer a mix of voice, data and video.

Loring Wirbel contributed to this story from Colorado Springs, Co.

Mon, 11 Dec 2023 04:42:00 -0600 text/html
Sample Syllabus Accessibility Statement
  • Signal to all students in a course (not just those with disabilities) that you welcome discussion about individual differences in learning, encountered barriers, and ways to maximize access.
  • Send a message that you value diversity and an inclusive learning environment.
  • Open the door to communication and help students feel more comfortable approaching you.
  • Normalize the accommodations process as just another part of the course.
  • Inform students about college procedures and available resources.
  • Many typical “disability” or “accommodation” statements:
    • Single out students with disabilities, provide information for how they can request accommodations, and reference a college’s legal obligations but not much beyond that.
    • Use language that focuses on limitations caused by a disability as opposed to barriers encountered in course design or requirements.
    • Presume the Accessible Education office must always be involved.
  • A more inclusive “accessibility” statement:
    • Recognizes disability as an aspect of diversity and equity.
    • Places emphasis on inclusive course design.
    • Empowers the student and faculty member to work together to find solutions, involving the Accessible Education office when needed or desired.

Language has been adapted in part from the following resources:

Project ShIFT/Refocus: Syllabus Statement

Suggested Practice for Syllabus Accessibility Practices (T. Wood & S. Madden)

Sample 1

Bates College is committed to creating a learning environment that meets the needs of its diverse student body. If you anticipate or experience any barriers to learning in this course, please feel welcome to discuss your concerns with me.

If you have a disability, or think you may have a disability, you may also want to meet with Carson Dockum, Director of Accessible Education, to begin this conversation or request an official accommodation. You can find more information about the Office of Accessible Education and Student Support, including contact information, here: If you have already been approved for accommodations through the Office of Accessible Education, please meet with me so we can develop an implementation plan together.

Sample 2

It is my goal to create a learning experience that is as accessible as possible. If you anticipate any issues related to the format, materials, or requirements of this course, please meet with me outside of class so we can explore potential options. Students with disabilities may also wish to work with the Office of Accessible Education to discuss a range of options to removing barriers in this course, including official accommodations. Please visit their website for contact and additional information: If you have already been approved for accommodations through the Office of Accessible Education, please meet with me so we can develop an implementation plan together.

Sample 3

I am committed to creating a course that is inclusive in its design. If you encounter barriers, please let me know immediately so we can determine if there is a design adjustment that can be made. I am happy to consider creative solutions as long as they do not compromise the intent of the assessment or learning activity.

If you are a student with a disability, or think you may have a disability, you are also welcome to initiate this conversation with Carson Dockum, Director of Accessible Education. The Office of Accessible Education works with students with disabilities and faculty members to identify reasonable accommodations. Please visit their website for contact and other information:  If you have already been approved for accommodations through the Office of Accessible Education, please meet with me so we can develop an implementation plan together.

Please consider reading this statement or discussing it in class at the beginning of each semester. This can further normalize the accommodations process and encourage students to feel comfortable approaching you.

Mon, 03 Apr 2023 01:19:00 -0500 en text/html
Purdue Syllabus Guidelines

Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.

The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other sample language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.

Tips for creating your syllabus:

  • Don’t revise what you don’t have to. Resources listed under University Policies and Statements and the Student Services widget in the Brightspace shell are updated each semester and automatically populated. You may call these resources to your students’ attention.
  • Instructors cannot see the Student Services widget in Brightspace, but you can see the most recent version of it here.
  • Feel free to add additional resources that might help your students to your syllabus.

Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email

Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.


Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.

Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).

Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Improve the Academy: A Journal of Educational Development, 33 (1), 14-36.

Thu, 11 May 2023 08:33:00 -0500 en-US text/html
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Thu, 26 Oct 2023 19:03:00 -0500 en text/html
Alcatel-Lucent Stock Hits New 52-Week High (ALU) No result found, try new keyword!Alcatel-Lucent is changing hands at $5.14 with 45.8 million shares traded as of 2:25 p.m. ET. Average volume has been 25.1 million shares over the past 30 days. Alcatel-Lucent has a market cap of ... Tue, 01 Mar 2011 17:25:00 -0600 text/html Why Alcatel-Lucent (ALU) Stock Hit a One-Year Low Today No result found, try new keyword!Shares of Alcatel-Lucent (ALU) hit a one-year low Thursday as the IP and cloud networking provider suffered from a continuing decline in the telecommunications sector. Shares of Alcatel-Lucent ... Thu, 09 Oct 2014 03:56:00 -0500 text/html

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