Wind generator behaviour in a pay-as-bid curtailment market

A pay-as-bid curtailment market, where Wind Power Plants (WPPs) may offer prices to have their output reduced in the event of network balancing or stability constraints, is one approach towards the market integration of a high proportion of wind energy onto a power system. Such a market aims to procure curtailment at a cost close to the marginal value of the electricity plus renewable subsidies and incentives, reducing risks for WPPs while minimising costs to the Independent System Operator (ISO). Through the use of game theory and market modelling, a key set of bidding strategies are identified that may evolve within such a market, which may act in opposition to the goals of the ISO. These are applied to a variety of network conditions in order to determine their likely impact and the resulting bidding signals provided to market participants. Bidding behaviours and market fluidity may also be affected by factors particular to wind power plants. Through analysis of both ex ante and ex post case studies, the existence of these behaviours is demonstrated, illustrating that a pay-as-bid curtailment market may not be efficient at price discovery in practice

Letter from Laura Bell to John Muir, 1904 Oct 12.

1428 Spruce Street,Philadelphia, October 12, 1904.My dear Mr. Muir:We have been in our house just two days after an absence of sixteen months, and it is lovely to be at home again and to see all our friends, although we are so busy superintending getting our house in order that we have not had much time to devote to them. In looking over our mail I have found your book and thank you exceedingly for having sent it to me, and it will indeed bring me among pleasant memories, not only of Egypt and the Philippines, but California as well. I shall find it doubly interesting now having seen all those big trees, for we went to the Yosemite despite the choking dust at that season.We also went to the Grand Canyon, which is wonderfully strange and beautiful, and wound up our trip by spending two weeks at the St. Louis Exposition, having had a most varied tour around the world, an experience never to be forgotten.With kindest regards to your wife and daughter and yourself, from the three Bells, I am, with renewed thanks,Very sincerely yours,Laura Bell.0345

Letter from Laura Bell to John Muir, 1903 Dec 5.

Our address will be CareHong - Kong & Shanghai BankingCorporationCalcuttaIndia[1][letterhead]Dec 5 1903My dear Mr. Muir: -Enclosed you will phase find the letter for Mrs. Alexander Scott whose romantic story we told you, and if you have time, and can find her in Auckland I think it is she was living the last we heard about her, I am sure you would like her, and I only wish I could be there too so as to see her again and meet her husband.We have just returned from03112 3. 408turned out, in fact we heard from a tea man that it might not sail until noon as the tea could not be loaded in the rain.We had afternoon tea at his bungalow, his sister doing the honors, and the house and grounds are charming. He was interested in your name as you were in the Muir in his firm. It was very kind in him to take charge of us as he did and we have had a very pleasant impression of Colombo at once, in consequence. I am giving this to the gentleman at our table to deliver to you, and now you have received one letter at any rate Wishing you a safe and pleasant journey home, and with regards from us all and pleasant recollections of our experiences together in Egypt and on the high seas, I am Sincerely, Laura Bell. 2.saying goodbye to our four American friends who waited for us here, taking the train to Kandy this afternoon so as to see us as soon as we landed. We shall probably [join?] them there in a few days.I am so sorry that you did not take the risk of going up there this morning so as to see the talipes palms and other uncommon trees - probably you will scoff at this and say they are not uncommon in this part of the world - however, I wish you had gone, as it is now posted up in the hotel that the Barbarossa does not sail until 8. A.M tomorrow and you would have enjoyed it so and had plenty of time as i

Letter from Laura Bell to John Muir, 1909 Nov 7.

1428 Spruce Street, Philadelphia,November 7, 1909.My dear Mr. Muir:This summer when in Europe we were sorry to read in the newspapers of the great forest fires, destroying so many of those fine old trees which take so long to grow, and I trust our western forests have not been entirely denuded. I always associate the Sequoia gigantea with you!I understand that you are now the President of the American Alpine Club which has its meetings in this city, and as their annual dinner takes place in December, I think, I am wondering if you are coming on to it. If so, we shall hope to see you. We are not members of it, but know a number of people who are.We spent some tine in Switzerland, France and Germany this year and had a very nice time, finishing up with an automobile trip from the south of France up to Paris, a most delightful way of traveling.Has San Francisco taken on a more normal appearance by this time, recovering from the earthquake and fire?Hoping you and your daughters are well, and with kind regards from my sister and brother and myself, I am,Very truly,Laura Bell0462

How Do You Handle That? How Graduate Teaching Associates Engage in Sensemaking Practices to Overcome Challenges

The aim of this study is to explore the experiences of Graduate Teaching Associates (GTAs) and how they communicate about the challenges they face. Initially, I examined how GTAs describe difficult experiences they have during and outside of the classes that they teach or help facilitate. Then, I investigated how GTAs describe the way they recover readily from these challenging situations and continue to learn from them through the process of sensemaking. Drawing on data from in-depth interviews with 13 GTAs from six different departments at San Jose State University, a thematic analysis was conducted to connect the information shared by all of the participants. Using Weick’s sensemaking theory as a framework, I analyzed the themes present within the interview responses to further illuminate the communication about GTA experiences within this specific university. The research identifies ways in which GTAs talk about their challenges: using open communication to talk with others, engaging in sensemaking, and reflectively thinking about their actions. Further, it highlights examples of actions GTAs take, such as leaning on their community, talking to their students and professors, and taking care of their mental health. This research provides updated data in communication studies on the experiences of GTAs while simultaneously illustrating the sensemaking practices that they use to help them overcome challenges. After discussing the implications of this research for practitioners, the study offers suggestions for how the data could help bridge gaps in subfields of communication

Commercial integration of storage and responsive demand to facilitate wind energy on the Shetland Islands

The Northern Isles New Energy Solutions (NINES) project seeks to implement Active Network Management (ANM) on the Shetland Islands in a manner which reduces customers’ energy consumption, lowers peak demand and facilitates an increase in the proportion of electricity from wind, in order to take advantage of the unique wind resource of the islands. This presentation focuses on the commercial frameworks and trading arrangements necessary to permit additional wind capacity onto the islanded network through the active use of storage and responsive demand technologies. The network is modelled using a Dynamic Optimal Power Flow (DOPF) framework, which allows the unit scheduling of different combinations of generation, storage and demand to be optimised according to different optimisation goals. This is used as a foundation to explore the value of wind energy and storage in meeting the long-term goals of the network, the forms of trading and markets which may be used to contract services, and the potential for responsive demand to facilitate different forms of connection agreements and curtailment strategies for new wind farms. In modelling the Shetland network using Dynamic Optimal Power Flow (DOPF), the optimum unit commitment schedule is determined across a daily horizon for different network topologies, including variable levels of wind generation, storage and demand-side response - primarily storage heaters and water tanks controllable by the Distribution System Operator via Active Network Management. This informs the level of wind generation which may be accepted onto the network, and allows the creation and testing of commercial agreements both for wind generators keen to utilise the unique resource of the islands, as well as allowing third-party operation of storage, and reducing the peak energy demand of domestic consumers. This allows a greater level of demand to be supplied by non-thermal sources through the time-shifting of demand against the availability of the wind resource. Support of the grid through reserve and response is considered in the context of maintaining system stability, with the aim of procuring services through third-party contractual arrangements. Data collected from the operational history of the islands and technology trials demonstrate the feasibility of these approaches and their potential applicability to other constrained distribution networks with the potential for high levels of wind generation. The data from trials of domestic storage equipment and modelling of wind curtailment demonstrate quantitatively the ways in which commercial integration of modern storage and responsive demand can be used to increase the utilisation of wind energy on islanded networks, which may often have increased renewable resources but limited grid capacity. It is shown that there are a number of trading and connection agreements which can be used to contract for generation and ancillary services to meet these goals

Psychopathology and neuropsychological functioning among male and female prisoners in England and Wales

PhDGender differences in the presentation and psychological function of prisoners is an increasingly prominent issue in day to day management, treatment outcome, and risk reduction. However, research in this area is not well developed, and little is known about the gender-specific associations between psychopathy, personality disorder (PD) and criminal histories, or differences in neuropsychological function between male and female prisoners. This is an important area to evaluate when considering recent government initiatives to develop services for individuals with dangerous and severe personality disorder (DSPD), where male and female offenders are seen as having an equivalent level of risk and need. For intervention and management strategies to be most responsive to the needs of these individuals, we need to know more about the gender-specific differences in psychopathology and neuropsychological functioning. This study explored psychopathy, PD, criminality, and neurocognitive performance in a large cohort sample of 620 serious male and female prisoners incarcerated in penal establishments across England and Wales. It examined prevalence and performance rates and the associations between these measures, paying particular interest to gender-specific relationships. Multivariate regression analysis demonstrated divergent relationships between facets of psychopathy, features of PD, criminality, and neuropsychological functioning among male and female prisoners. Female prisoners scoring highly on antisocial features of psychopathy were more antisocial than their male equivalents regarding Antisocial PD and lifetime robbery offences. Affective features of psychopathy were associated with a higher degree of Borderline PD traits and violent history in women specifically. Additionally, deficient emotional processing among female prisoners was further impaired by high rates of Borderline PD. In contrast, risky decision-making in men was specifically linked to affective features of psychopathy and antisocial behavioural traits. These results are discussed in terms of gender-specific interventions and treatment efficacy, which may help inform needs analysis for treatment providers

Teaching 21st Century Learners Using 21st Century Tools

Teaching students in the 21st century is a challenge many teachers are facing. There are many factors involved in this task. In order to reach students in the 21st century teachers must take a different approach. This new approach might find some veteran teachers outside of their comfort zone or that it very different from the traditional roles teachers fill in the classroom, this change is needed to actively reach and engage digital natives. This challenge is one felt by teachers all over the nation, not solely from a particular area. It is also one that teachers both new and veteran are facing. When delving into this topic, many themes emerged. The most relevant was the need for understanding the 21st century learner, and the New Tech model for teaching. This lead to understanding collaborative learning; what does that look like in the classroom, and to recognize its significance in students\u27 academic lives. New teacher development was yet another theme that came up in the research, and realizing that teacher both with experience and new to their careers had an influence on student learning is one of the important key factors in 21st century learning. Some topics like class size and integrated instruction, have always found a place in education research. Their role in student learning has developed over time. The Problem Based Learning model is new to schools, and one that schools from around the nation are looking into and adopting into their school culture and with that comes the use of technology. All of topics researched brought questions and new ideas when trying to figure out what the 21st century leaner was all about, how they are different than non-21st century learners and understanding what tools exist to help reach all the different types of students out there. Understanding the 21st century learner, and how teachers can make the iv shift to help them gain control of the education, lead to the creation of an online website or resources. On the website teachers have access to a variety of lessons, and tools that help teachers gain access to build relationships with the student, as well as help the student take control of their education. While most think 21st century involves a computer, there are other areas and skills necessary for a student to function in the 21st century that does not involve technology. Technology integration is just one piece to a giant puzzle that is their education and future