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market. The demand-side bidding of the integrated energy company is identical to that of the retailer. Below is a description of the supply-side bidding. The supply-side bidding of the integrated company is somewhat different from that of the producer having a portfolio without market instruments. The integrated company must rst assess its position and determine whether it will be a net seller or a net purchaser from the ISO. The company is a net seller if the volume of its demand bids that clear the market is lower than its volume of supply bids that clear the market. Conversely, the company is a net purchaser if the volume of its demand bids that clear the market is higher than its volume of supply bids that clear the market. If the company anticipates that it will be a net seller, the company prefers a high ISO index. Alternatively, if the company anticipates that it will be a net purchaser, it prefers a low ISO index. The company does not want its supply bids to increase the market clearing price in the event that it is a net purchaser. Alternatively, the company does want to maximize pro t from energy sales in the event that it is a net seller. One approach toward supply-side bidding that takes into account the position of the integrated company is the following: The company performs an economic dispatch of its own generation resources against a load forecast for its own costumers. The resources that are selected for the dispatch are then bid in at cost. The remaining resources may be bid in order to maximize pro t.

the weights or reference vectors of each unit match the corresponding values of the input pattern. The matching value for each unit i is k^ wi k, which is the distance e between vectors ^ and wi and is computed by e s X ^j wij 2 e

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Imagine living your life within the con nes of the region that surrounds you. You could call this region your personal space the physical space that surrounds you. As you travel from place to place, this designed region travels with you just like a bubble connecting you to other people, places, and things. If you look around this space, what kinds of electronic devices would you nd and how would they function With the introduction of wireless communications and networking technologies, we are beginning to see the impact of readily connecting devices to all aspects of our activities. Our cell phones can now connect us to the Web, as well as to other people. And this technology also demonstrates the new mobility of wireless appliances. As devices with microprocessors permeate our world and become interconnected, we see the dawn of the era of ubiquitous computing. Beyond the interconnection of devices (ubiquitous computing), we can also anticipate two subsequent trends simultaneously emerging: the introduction of Web control of ubiquitous devices, or the ubiquitous Web; and the introduction of arti cial intelligence on the Web, offering ubiquitous intelligence. In this chapter, we tell the story of Mark Weiser and Jeff Hawkins, key players in the introduction of networking and small device technology, and how the ability to wirelessly connect our devices is leading the way toward ubiquitous computing. The associated stories of the ubiquitous Web and ubiquitous intelligence follow naturally in the subsequent chapters.

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This chapter provides a summary of law pertinent to providing services to children with disabilities. It focuses on the Individuals with Disabilities Education Act (IDEA). Special education services for children with disabilities ages 3 through 21 are discussed first in some detail (IDEA-Part B). This is followed by a summary of the federal legislation that provides funds for early intervention services for infants and toddlers with disabilities (IDEA-Part C). EDUCATION OF CHILDREN WITH DISABILITIES: A HISTORICAL PERSPECTIVE It is important for school psychology practitioners to have some knowledge of the history of IDEA in order to appreciate fully the meaning of current law. In the text that follows, we have summarized case law and early legislation that foreshadowed the most important special education law, the Education of All Handicapped Children Act of 1975 (Pub. L. No. 94 142), renamed the Individuals with Disabilities Education Act in 1990. Right-to-Education Case Law As discussed in 2, no fundamental right to an education is mentioned in the U.S. Constitution. Public education is an entitlement granted to citizens of a state under state law. However, on the basis of state laws, all

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Communication for train speeds of up to 500 km/h; Fast and guaranteed call set-up;

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