Distributed Generation and Demand Response Dispatch for a Virtual Power Player Energy and Reserve Provision

Recent changes in the operation and planning of power systems have been motivated by the introduction of Distributed Generation (DG) and Demand Response (DR) in the competitive electricity markets' environment, with deep concerns at the efficiency level. In this context, grid operators, market operators, utilities and consumers must adopt strategies and methods to take full advantage of demand response and distributed generation. This requires that all the involved players consider all the market opportunities, as the case of energy and reserve components of electricity markets. The present paper proposes a methodology which considers the joint dispatch of demand response and distributed generation in the context of a distribution network operated by a virtual power player. The resources' participation can be performed in both energy and reserve contexts. This methodology contemplates the probability of actually using the reserve and the distribution network constraints. Its application is illustrated in this paper using a 32-bus distribution network with 66 DG units and 218 consumers classified into 6 types of consumers.

The United Nations Educational, Scientific and Cultural Organisation: Pawn or Global Player?,

This contribution aims at exploring the significance of the new generation of UNESCO conventions for the recognition of higher education qualifications. It discusses three possible scenarios and links them to the empirical findings of a study that compares the enabling conditions of the first generation of recognition conventions established in the 1970s and 1980s with the ones establishing the second generation today. Taking an interdisciplinary approach, the paper argues that the changes illustrate a more general shift in the architecture of the global order and highlights a new role of UNESCO.

Trio - sonate pour flûte, violon et piano / Georg Philipp Telemann, comp. ; Trio Moyse, ens. instr.

Titre uniforme : [Sonates en trio. Flûte, violon, basse continue. TWV 42 E 4. Mi majeur]

Groung : Armenian folksong ; In sireli zavagounks : Armenian folksong / Zabella Panosian, S ; violin & piano accomp.

[Traditions. Asie. Arménie]

Anouche. Partzer Sarer / [Armen Tigranian, comp.]. Ousdi goukas / Sayat Nova, comp. ; H. Serïdarian, chant ; acc. piano et violon

Comprend : Anouche ; Ousdi goukas

Dzov hoknadz : [la mer fatiguée] ; Antzir sev amb : [Passe le sombre nuage] / T. Babikian, T ; acc. piano et violon

[Traditions. Asie. Arménie]

Premier recueil de Romances avec accompagnement de forte-piano où harpe... par A. Boïeldieu. Paroles de divers auteurs

Donateur : Weckerlin, Jean-Baptiste (1821-1910)

Variazoni. Deh torna, mio bene / Proch, comp.. I puritani. Qui la voce sua soave : aria di Enrichetta / Bellini, comp. ; Régina Pacini, S ; avec piano ; avec document photographique

Comprend : Variazoni ; I puritani

Trainer, Coach, Player, and Manager

Likely a picture of Tom Kearney (Trainer), Al Kellogg (Coach), Eric Stevens (Player), and Randy Olling (Manager) circa 1971.

For whom the cruiser rolls: a retrospective analysis of factors relating to recidivism in a sample of graduates from a court-ordered alcohol education and awareness program

This study investigated, retrospectively, whether recidivism in a sample of court-ordered'graduates of an alcohol education and awareness program could be predicted. This alcohol education program was based on adult education principles and was philosophically akin to the thoughts of Drs. Jack Mezirow, Stephen Brookfield, and Patricia Cranton. Data on the sample of 214 Halton IDEA (Impaired Driver Education and Awareness) graduates were entered into a spread sheet. Descriptive statistics were generated. Each of the 214 program graduates had taken several tests during the course of the IDEA program. These tests measured knowledge, attitude about impaired driving, and degree of alcohol involvement. Test scores were analyzed to determine whether those IDEA graduates who recidivated differed in any measurable way from those who had no further criminal convictions after a period of at least three years. Their criminal records were obtained from the Canadian Police Information Centre (CPIC). Those program graduates who reoffended were compared to the vast majority who did not reoffend. Results of the study indicated that there was no way to determine who would recidivate from the data that were collected. Further studies could use a qualitative model. Follow-up interviews could be used to determine what impact, if any, attendance at the IDEA program had on the life of the graduates.

Factors affecting performance proficiency : a case study involving intermediate piano students

The goal of this study was to determine the effect of a number of factors on the performance proficiency of three intermediate piano students having different learning styles, all of whom shared the same teacher. Four sets of data were collected in this investigation: the methodology of the teacher; the practice behaviour of the participants; the effect of intrinsic factors, such as participant attitude, motivation, and ownership of learning; and the effect of extrinsic factors that included parental influence, and participants' school- and employment-related responsibilities. Performance proficiency and assessment of practice behaviour were measured by three external, professionallyqualified music examiners. Performance proficiency varied to some extent between participants, but they shared similar practice behaviours. Learning style does not, therefore, affect practice behaviour. Although they planned their practice time, participants did not show much evidence of monitoring the quality of their practice. On the other hand, participants showed positive attitude; they were motivated to learn; and they were observed to plan their practice time, all indicators of, among other things, positive influence of the teacher and parents. Participants showed evidence that these constructive habits were a denominator common to both their schoolwork and piano practice. It was apparent that, except for learning style, all factors examined had an effect on performance proficiency. Performance proficiency is, therefore, influenced by a large web of factors, a finding that is instructive for classroom teachers. Teachers need to avoid the temptation to teach toward performance expectations. Emphasis should be placed instead on teaching and assessing formative learning strategies.