chengyewang/TexOCR-eval huggingface dataset:
\section{SIMULATION AND RESULTS}
Various contingencies are simulated on the TNEB as given below. The contingencies include large transient event like three phase fault and contingencies like single line to ground fault are considered. The system has been modeled with existing AVR, governor and PSS and studies are carried out. Rotor angle, voltage and frequency oscillations are considered as key criteria (parameters) to compare the results. Then this system with various AVR, Governor and PSS model and parameters are considered to evaluate their behavior. Best suitable model and parameters of AVR, Governor and PSS is identified based on the above said criteria.

\subsection{Three phase fault}
Though there are rare, very severe faults in power system, the fault, which in general used to find out the critical clearing time, is three phase faults. In general rotor angle stability is an index, but the concept of transient stability, which is the function of operating condition and disturbances, deals with the ability of the system to remain intact after being subjected to abnormal deviations. Three phase to ground fault at very important 400 kV substations (Sriperumpudur and Salem located in Tamil Nadu, India) in Tamil Nadu Electricity Board (TNEB) system are simulated. Rotor angle oscillations of generators and frequency are verified. The graph shows the rotor angle oscillation of various generators for a fault at 400 kV sriperumpudur substation for the duration of 100 ms with existing system parameters and proposed parameters. Results show that the proposed parameters reduce the rotor angle oscillation to great extent as shown in Figs. \ref{figure_3}--\ref{figure_8}.

\begin{figure}[h]
\centering
\includegraphics{figure_3.pdf}
\caption{Rotor angle Variations of TNEB systems with existing controllers during 3 phase fault.}
\label{figure_3}
\end{figure}

\begin{figure}[h]
\centering
\includegraphics{figure_4.pdf}
\caption{Rotor angle Variations of TNEB systems with proposed controllers during 3 phase fault.}
\label{figure_4}
\end{figure}

\begin{figure}[h]
\centering
\includegraphics{figure_5.pdf}
\caption{Voltage at 400 kV bus in TNEB systems with existing controllers during 3 phase fault.}
\label{figure_5}
\end{figure}

\begin{figure}[h]
\centering
\includegraphics{figure_6.pdf}
\caption{Voltage at 400 kV bus in TNEB systems with proposed controllers during 3 phase fault.}
\label{figure_6}
\end{figure}
Table 1: Students' response to major factors affecting they're practicing fluency in English speaking at home.

\begin{table}[h]
\centering
\caption{Students' response to major factors affecting they're practicing fluency in English speaking at home}
\label{table_1}
\begin{tabular}{|c|l|l|c|c|}
\hline
No. & Questions & Variables & Number of responses & Proportion \\
\hline
1 & What are the major problems affecting your English speaking practice at home? & Lack of partner & 11 & 36.66\% \\
\hline
1 & What are the major problems affecting your English speaking practice at home? & Lack of time & 8 & 26.66\% \\
\hline
1 & What are the major problems affecting your English speaking practice at home? & Lack of excellent study environment & 11 & 36.66\% \\
\hline
\multicolumn{3}{|c|}{Total} & 30 & 100\% \\
\hline
\end{tabular}
\end{table}

It is firmly noticeable that having a lack of a partner to practice speaking and having a lack of an excellent study environment were the main problems which students encountered when they studied at home, followed by 11 (36.66\%) and 11 (36.66\%). Besides that, the figure for having a lack of time for practicing speaking at home was just approximately 27\%. This represented having a lack of partners \& excellent study environment were key factors affecting the ability of oral fluency in English speaking of AV113 students.

Table 2: Students respond to how often they practice speaking skills by following methods such as reading books, watching movies, and writing paragraphs.

\begin{table}[h]
\centering
\caption{Students respond to how often they practice speaking skills by following methods such as reading books, watching movies, and writing paragraphs}
\label{table_2}
\begin{tabular}{|c|l|l|c|c|}
\hline
No. & Questions & Variables & Number of responses & Proportion \\
\hline
1 & How often do you practice speaking skills by following methods such as reading books, watching movies, and writing paragraphs? & Always & 12 & 40\% \\
\hline
1 & How often do you practice speaking skills by following methods such as reading books, watching movies, and writing paragraphs? & Sometimes & 8 & 26.66\% \\
\hline
1 & How often do you practice speaking skills by following methods such as reading books, watching movies, and writing paragraphs? & Never & 10 & 33.33\% \\
\hline
\multicolumn{3}{|c|}{Total} & 30 & 100\% \\
\hline
\end{tabular}
\end{table}

As the information depicted in the above table, 12 (40\%) and 10 (33.33\%) students always answered and never, respectively. Plus, eight students who spent lack of time for those activities was just around 26.66\%. Indeed, these figures led to the imbalance between helpful activities for English speaking practice, and it also wreaked havoc on the student's oral fluency improvement.
\begin{table}[h]
\centering
\caption{جدول 1. طول مراحل مختلف سنی و رشدی سنک قره‌پیه و سنک شکارگر نایس (میانگین ± خطای معیار)}
\label{table_1}
\begin{tabular}{lll}
مرحله رشدی و سنی & C. pallidus & N. capsiformis \\
دوره جنینی تخم & 5.985 $\pm$ 0.038$^{b}$ & 7.729 $\pm$ 0.05$^{a}$ \\
پوره سن 1 & 2.56 $\pm$ 0.06$^{b}$ & 2.934 $\pm$ 0.06$^{a}$ \\
پوره سن 2 & 2.88 $\pm$ 0.05$^{a}$ & 2.633 $\pm$ 0.53$^{b}$ \\
پوره سن 3 & 2.13 $\pm$ 0.05$^{b}$ & 3.124 $\pm$ 0.64$^{a}$ \\
پوره سن 4 & 2.05 $\pm$ 0.25$^{b}$ & 2.905 $\pm$ 0.18$^{a}$ \\
پوره سن 5 & 2.84 $\pm$ 0.05$^{b}$ & 3.410 $\pm$ 0.16$^{a}$ \\
کل دوره پورگی & 10.82 $\pm$ 0.11$^{b}$ & 14.05 $\pm$ 0.37$^{a}$ \\
کل مرحله رشدی (تخم تا حشره کامل) & 16.86 $\pm$ 0.11$^{b}$ & 21.35 $\pm$ 0.34$^{a}$ \\
دوره قبل از تخمریزی & 6.57 $\pm$ 0.33$^{b}$ & 12.33 $\pm$ 0.97$^{a}$ \\
دوره تخمریزی & 9.90 $\pm$ 1.20$^{b}$ & 18.40 $\pm$ 2.40$^{a}$ \\
دوره پس از تخمریزی & 1.20 $\pm$ 0.19$^{b}$ & 2.55 $\pm$ 0.35$^{a}$ \\
طول عمر حشرات ماده & 14.45 $\pm$ 1.30$^{b}$ & 27.60 $\pm$ 2.50$^{a}$ \\
طول دوره زندگی & 28.76 $\pm$ 1.10$^{b}$ & 44.90 $\pm$ 2.60$^{a}$ \\
\end{tabular}

* حروف غیرمشابه در هر ردیف نشانگر وجود اختلاف معنی‌دار در سطح 0/1 است.
\end{table}

\begin{table}[h]
\centering
\caption{جدول 2. درصد زنده‌مانی مراحل مختلف رشدی سنک قره‌پیه و سنک شکارگر نایس}
\label{table_2}
\begin{tabular}{lll}
مرحله رشدی & C. pallidus & N. capsiformis \\
تبدیل جمعیت اولیه (تخم) به پوره سن 1 & 70.71$^{b}$ & 77.78$^{a*}$ \\
تبدیل جمعیت اولیه به پوره سن 2 & 52.50$^{a}$ & 52.59$^{a}$ \\
تبدیل جمعیت اولیه به پوره سن 3 & 45.36$^{a}$ & 44.44$^{a}$ \\
تبدیل جمعیت اولیه به پوره سن 4 & 37.50$^{a}$ & 34.07$^{a}$ \\
تبدیل جمعیت اولیه به پوره سن 5 & 30.71$^{a}$ & 31.11$^{a}$ \\
تبدیل جمعیت اولیه به حشره کامل & 23.93$^{a}$ & 29.63$^{a}$ \\
تبدیل تخم به پوره سن 1 & 70.71$^{b}$ & 77.78$^{a}$ \\
تبدیل پوره سن 1 به سن 2 & 74.74$^{a}$ & 67.62$^{a}$ \\
تبدیل پوره سن 2 به سن 3 & 86.39$^{a}$ & 82.51$^{a}$ \\
تبدیل پوره سن 3 به سن 4 & 82.68$^{a}$ & 76.67$^{a}$ \\
تبدیل پوره سن 4 به سن 5 & 81.90$^{b}$ & 91.30$^{a*}$ \\
تبدیل پوره سن 5 به حشره کامل & 77.91$^{b}$ & 95.34$^{a**}$ \\
\end{tabular}

* حروف غیرمشابه در هر ردیف نشانگر وجود اختلاف معنی‌دار است (* در سطح 0/05 و ** در سطح 0/01).
\end{table}
\title{Redmine - Defect \#28565: PDF export has too many whitespaces}
\author{Tyler Nguyen}

\section{Issue Details}
Status: Closed

Priority: Normal

Assignee: Go MAEDA

Category: PDF export

Target version: 3.3.9

Resolution: Fixed

Start date:

Due date:

\% Done: 0\%

Estimated time: 0.00 hour

Affected version: 3.1.7

\section{Description}
When exported in pdf format, there are too many whitespace under each note (attached).

As far as I can see, white space is automatically generated equal to the line number of the note.

I tested on Redmine 3.4.4.stable.17198 and Redmine 3.1.7.stable.17140, this issue persists.

Hope this issue is fixed soon.

Thank you !

\section{Associated revisions}
\textbf{Revision 17574 - 2018-10-06 02:11 - Go MAEDA}

PDF export has too many whitespaces (\#28565).

Contributed by Jun NAITOH.

\textbf{Revision 17575 - 2018-10-06 02:17 - Go MAEDA}

Merged r17574 from trunk to 3.4-stable (\#28565).

\textbf{Revision 17576 - 2018-10-06 02:18 - Go MAEDA}

Merged r17574 from trunk to 3.3-stable (\#28565).

\section{History}
\textbf{\#1 - 2018-04-17 12:49 - Guillermo ML}

I can confirm this behaviour on 3.3.1.stable, 3.4.3.stable and 3.4.4.stable

The number of blank lines after each note seems to be identical to the number of lines of text in the note.

\textbf{\#2 - 2018-04-30 02:40 - Go MAEDA}

Status changed from New to Confirmed

Target version set to Candidate for next minor release

Reproducible in the current trunk (r17315).

\textbf{\#3 - 2018-08-01 04:28 - Tyler Nguyen}
\section{7. Award of Contract}
Awards will be made to the bidder whose bid (1) complies with all mandatory specifications and requirement of the IFB and (2) is the lowest and best bid, considering price, responsibility of the bidder and in the best interest of the University.

\section{8. Price}
All prices shall be as indicated on the Pricing Page. The University shall not pay nor be liable for any other additional costs including but not limited to taxes, shipping charges, insurance, interest, penalties, termination payments, attorney fees, liquidated damages, etc.

\section{9. Freight, Shipping and Handling Charges}
\begin{enumerate}
\item All prices shall include all packing, handling, shipping and freight charges, FOB Destination, Freight Prepaid and Allowed. The University shall not make additional payments or pay add-on charges for freight or shipping unless specifically described and priced in the bid, or as otherwise specifically stated and allowed by the IFB.

\item The contractor shall be paid in approximately thirty (30) days from receipt of the equipment and valid invoice(s). The contractor shall submit all invoices to:

Lincoln University of Missouri\\
Accounting Department\\
Room 204 Young Hall\\
PO Box 29\\
Jefferson City MO 65102-0029
\end{enumerate}

\section{10. Contractor Liability}
\begin{enumerate}
\item The contractor agrees that Lincoln University shall not be liable for any damages or costs or injury incurred by the contractor of his/her employees arising of the ownership, selection, possession, leasing, rental, operation, control, use, maintenance, delivery, return, and/or installation of equipment provided by the contractor, except as otherwise provided in the contract.

\item The contractor shall be responsible for any and injury or damage as a result of the contractor's negligence involving any equipment or service provided under the terms and conditions of the contract. In addition to the liability imposed upon the contractor on account of personal injury (including death), or property damage suffered as a result of the contractor's negligence, the contractor assumes the obligation to save Lincoln University, including its agents, employees, and assigns, from every expense (including attorney fees), liability, or payment arising out of such negligent act. The contractor also agrees to hold Lincoln University, including its agents, employees, and assigns, harmless for any negligent act or omission committed by any subcontractor or other person employed by or under the supervision of the contractor under the terms of the contract and indemnifies Lincoln University for all costs, expenses (including attorney fees), damages and payment.
\end{enumerate}

\section{11. Replacement of Damaged Product}
The contractor shall be responsible for replacing any item received in damaged condition at no cost to the university. This includes all shipping costs for returning non-functional items to the contractor for replacement.

\section{12. Substitutions}
The contractor shall not substitute any item(s) that has been awarded to the contractor without the prior written
employability is wrongly positioned as consisting of aspects of the work context and the employee, while the unit that is employable can only be the employee; iii) it assumes that achieving value at work automatically leads to (or can even equated to) sustainable employability; iv) sustainable employability within the definition does not generalize to unemployed individuals; and v) the longitudinal aspect of sustainable employability is not clearly specified concretely. These aspects as discussed in Chapter 2 provide several directions to achieve a more comprehensive and clear definition of sustainable employability.

\section{Chapter 3}
Chapter 3 builds on the aforementioned directions and other existing literature on sustainable employability to achieve a comprehensive conceptual framework. First, the general meaning of the elements `sustainable' and `employability' are considered to achieve a rough general working definition of sustainable employability as the ability of an individual to function at work and in the labor market not being affected negatively by the employment of that individual over time. This working definition already matches most of the requirements as formulated in Chapter 2. Subsequently, an interdisciplinary perspective on functioning at work and in the labor market is used to achieve a set of nine complementary indicators of an individual's `employability' (i.e., perceived health status, need for recovery, fatigue, work ability, job satisfaction, motivation to work, job performance, perceived employability, and the match between the required competences and the competences an individual has). This employability construct should then be captured repeatedly over a longer period of time, so that the `sustainability' (i.e., positive growth or stability over time) in the development of employability can be captured and predicted. Finally, the framework suggests that aspects of the employment situation that have a positive effect on- or safeguard the stability in employability over time can be considered conditions of sustainable employment of an individual in work. Hereby, the resulting conceptual framework provides clear guidelines for research on sustainable employability.

\section{Chapter 4}
Chapter 4 examines whether the proposed definition of sustainable employability can be validly translated into a measure combining the nine complementary indicators (i.e., perceived health status, need for recovery, fatigue, work ability, job satisfaction, motivation to work, job performance, perceived employability, and the match between the required competences and the competences an individual has). To this end, Chapter 4 emphatically considers the distinction between reflective and formative measurement models, as it is essential in determining the validity of complex construct such as sustainable employability. Using an adapted checklist to
\begin{table}[h]
\centering
\begin{tabular}{|c|c|l|c|c|c|c|c|c|c|c|}
\hline
Line & Qty. & Item Description & \multicolumn{2}{c|}{J P SIMONS \& CO.} & \multicolumn{2}{c|}{TRANSITAIR SYSTEMS, LLC.} & \multicolumn{2}{c|}{ATLAS \& ASSOCIATES, INC.} & \multicolumn{2}{c|}{ } \\
\hline
 &  &  & Unit Price & Total & Unit Price & Total & Unit Price & Total & Unit Price & Total \\
\hline
1 &  & HVAC PARTS &  & \$503,458.80 &  & \$2,497,995.60 &  & \$3,782,162.40 &  & \$0.00 \\
\hline
2 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
3 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
4 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
5 &  &  &  & \$0.00 & za & \#VALUE! &  & \$0.00 &  & \$0.00 \\
\hline
6 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
7 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
8 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
9 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
10 &  &  &  & \$0.00 &  & \$0.00 &  & \$0.00 &  & \$0.00 \\
\hline
\multicolumn{3}{|c|}{Total Price} & \multicolumn{2}{c|}{\$503,458.80} & \multicolumn{2}{c|}{\#VALUE!} & \multicolumn{2}{c|}{\$3,782,162.40} & \multicolumn{2}{c|}{\$0.00} \\
\hline
\end{tabular}
\label{table_1}
\end{table}
\section{Developing a Program of Research in Nursing}

Grounded in the author's 30 years of experience as a highly esteemed nurse researcher, the book guides nurses step by step through all aspects of program development.

Numerous examples of various types of nursing research programs provide insight into potential research paths, and information from the author's own long-term research on postpartum mood and anxiety disorders is used to illustrate concepts throughout the book. The text also includes suggestions for sustaining a research trajectory and provides detailed strategies for publishing successive studies. With an eye to exploring every possible research avenue, the book addresses interdisciplinary collaborative research and international research collaboration.

\subsection{Key features}
\begin{itemize}
\item Provides specific steps for developing a successful research program in nursing and the health sciences
\item Demonstrates how to use both quantitative and qualitative research methods to produce a knowledge-driven research trajectory
\item Provides time-management strategies for research productivity
\item Explains how to plan for sequential studies and sustain a successful research trajectory
\item Uses concrete examples of research programs, including the author's own programs on postpartum mood and anxiety disorders
\end{itemize}

Publication Year: 2015

Edition: 1st Ed.

Author/Editor: Beck, Cheryl Tatano

Publisher: Springer Publishing Company

ISBN: 978-0-826-12325-1

Doody's Star Rating: Score: 98

Doody Core Title Score: 2.6 (Research)

Platform: Ovid

Product Type: Book

Speciality: References; Research \& Theory

Language: English

Pages: 178

Illustrations: 0
\section{810 Portable Stand}

\textbf{Flexible Use, Heavy Duty Portable Stand Kit}

Our 810 is a heavy duty portable stand which may be assembled by the user into a variety of configurations. It consists of a number of components which give you the flexibility to "build" the stand to the specification of any job which calls for portable or unique setups. It is relatively lightweight and disassembles for mobility, yet is extremely rigid while being used. Various combinations of the 810's components allow instrument mounting heights of 2" to 55 1/2" (5 -- 141 cm) from the floor. The stand allows you to make precision vertical and horizontal adjustments to solve a multitude of instrument location problems. [In case you're scratching your head, an instrument height of 2" is possible by installing the instrument mount tube -- and the instrument -- upside down between the legs of the stand.]

The 810 comes with a set of short legs, a set of long legs, and a set of trivet points that may be mounted directly in the three sockets on the tribrach plate, for setting the stand almost directly on the floor or other work surface. Both point and pad feet are interchangeable with the short and long legs. It is also supplied with a short and long intermediate tube. The photo above (right) shows the stand with the long legs and long intermediate tube; the photo below (left) shows the stand with the short legs and short intermediate tube.

\begin{figure}
\centering
\includegraphics{figure_1.pdf}
\caption{810 portable stand assembled with long legs and long intermediate tube.}
\label{figure_1}
\end{figure}

\begin{figure}
\centering
\includegraphics{figure_2.pdf}
\caption{The 810 stand assembled with the short instrument mount tube and the short legs.}
\label{figure_2}
\end{figure}

\begin{figure}
\centering
\includegraphics{figure_3.pdf}
\caption{The 810 comes in a sturdy polyethylene case with foam inserts to hold all parts securely.}
\label{figure_3}
\end{figure}
9. Find $x$.

\begin{figure}
\centering
\includegraphics{figure_9.pdf}
\label{figure_9}
\end{figure}

Answer: $\frac{9}{2}$.

10. Find $A(ABCD)$.

\begin{figure}
\centering
\includegraphics{figure_10.pdf}
\label{figure_10}
\end{figure}

Answer: $168$.

11. $\alpha > 90^{\circ}$, and the total area (T.A) is $36$. Find $x$.

\begin{figure}
\centering
\includegraphics{figure_11.pdf}
\label{figure_11}
\end{figure}

Answer: $17$.

12. $K, L, M, N$ are midpoints. $ABCD$ is a kite (deltoid). Find $A(ABCD)$.

\begin{figure}
\centering
\includegraphics{figure_12.pdf}
\label{figure_12}
\end{figure}

Answer: $96$.

13. $ADFE$ is a kite. Find the perimeter $C(ABC)$.

\begin{figure}
\centering
\includegraphics{figure_13.pdf}
\label{figure_13}
\end{figure}

Answer: $21$.

14. Quadrilateral. Find $x$.

\begin{figure}
\centering
\includegraphics{figure_14.pdf}
\label{figure_14}
\end{figure}

Answer: $12$.

15. Find $\dfrac{T.A}{A(ABCD)}$.

\begin{figure}
\centering
\includegraphics{figure_15.pdf}
\label{figure_15}
\end{figure}

Answer: $\frac{1}{5}$.

16. Find $\dfrac{x}{y}$.

\begin{figure}
\centering
\includegraphics{figure_16.pdf}
\label{figure_16}
\end{figure}

Answer: $\sqrt{2}+1$.
— Por que você brigou com o André? — a Camilla quis saber, quando a convidei para dançar. Eu já estava me sentindo melhor, tinha tomado um banho quente e trocado de roupa.

— Eu precisava acertar umas contas com ele.

Por minha causa? — ela disfarçou uma ponta de vaidade por trás do olhar de preocupação.

Por minha causa. Por auto-respeito — afirmei.

Como assim? — ela me olhou surpresa.

— Porque ele se achava o bonzão, estava sempre me humilhando e me chantageando. E cuspindo Nyfs em cima de mim... Hoje mesmo, ele me chantageou para poder participar da festa. Ameaçou contar para todo mundo uma coisa chata que me aconteceu e que só ele sabia. Engoli a chantagem, com medo que você... que o pessoal da escola fosse rir de mim. Agora não tenho mais medo disso. Já sei rir das minhas próprias trapalhadas.

— E por que você sumiu no começo da festa?

— Eu me senti mal e acabei adormecendo — resumi. Em outra situação, até contaria para ela tudo o que aconteceu. Mas naquela hora eu tinha outras prioridades: me concentrar para não pisar nos pés dela, descobrir o que ela sentia por mim de verdade. E sentir minhas mãos tocando o corpo dela pela primeira vez.

— Plínio, aquela pergunta que você me fez antes de eu ir dançar com o André... Você descobriu sobre os telefonemas, não descobriu?

— Sobre os telefonemas? — repeti, tentando pensar rápido.

— Sobre a Associação de Proteção aos Baixinhos... — ela começou a rir.

— Era você?!...

— Era... quer dizer, não... Deixa eu te explicar... Eu liguei uma vez, sem saber de nada, liguei só para bater papo. A Pat estava comigo, estávamos estudando juntas. Então falamos sobre você, eu falei sobre você... — ela ficou vermelha. — Ela disse que tinha o seu telefone, que vocês já tinham feito grupo juntos... Então ela me convenceu a ligar para você, falou que você era supertímido. Eu também sou supertímida, por telefone seria mais fácil... Então você atendeu daquele jeito engraçado e eu comecei a rir e passei o telefone para ela.

Eu estava adorando ouvir tudo aquilo. Foi aquela vez em que estranhei por que não perguntaram pelo Dênis... — Estou lembrando. Depois vocês ligaram de novo, falando que era da Associação de Proteção aos Baixinhos.

— É. Foi ideia da Pat, ela é mais corajosa. Foi ela quem ligou nas outras vezes. Eu ficava ouvindo pela extensão, morrendo de rir das coisas que vocês falavam.

Eu vibrava por dentro. Estava começando a ter algumas respostas para as minhas dúvidas.