zilongwang/ReadingBank huggingface dataset:
................................................................................................................................ 5-6 v
Office/Division Vital File, Record, or Database Form of Record (e.g., hardcopy, electronic) Pre-Positioned at Devolution Facility Hand Carried to Devolution Facility Storage Locations [Office/Division Name] Continuity Support Team Checklist Electronic X X Continuity Server [Office/Division Name] Continuity Phone Directory Electronic X N/A Continuity Server [Office/Division Name] Continuity Status Reporting Form Electronic X N/A Continuity Server [Office/Division Name] [Organization Name] Continuity Status Report Shell Electronic X N/A Continuity Server [Office/Division Name] HSPD Electronic X N/A Internet [Office/Division Name] HSPD Electronic X N/A Internet [Office/Division Name] HSPD Electronic X N/A Internet [Office/Division Name] SIPRnet/NIPRnet Electronic X N/A LAN Internet [Office/Division Name] JWICS Electronic X N/A LAN Internet [Office/Division Name] HSDN Electronic X N/A LAN Internet
First, the below table identifies the distribution of interviews with members of the Senior Management Group; SMT Participant Sweep 1 April-June 2014 Sweep 2 July-August 2014 Sweep 3 Dec-January 2015 Sweep 4 Feb-March 2015 Sweep 5 May-June 2015 SMT01 SMT01_Int01 SMT01_Int02 SMT01_Int03 SMT01_Int04 SMT01_Int05 SMT02 SMT02_Int01 SMT02_Int02 SMT02_Int03 SMT02_Int04 SMT02_Int05 SMT03 SMT03_Int01 SMT03_Int02 SMT03_Int03 SMT04 SMT04_Int01 SMT04_Int02 SMT04_Int03 SMT05 SMT05_Int01 SMT05_Int02 SMT05_Int03 SMT05_Int04 SMT05_Int05 SMT06 Int01 SMT06_Int02 SMT06_Int03 SMT06_Int04 SMT07 SMT07_Int01 SMT07_Int02 SMT07_Int03 SMT07_Int04 SMT07_Int05 SMT08_Int01 SMT08_Int02 SMT08_Int03 SMT08_Int04 SMT08_Int05
SOUTH HAMS 1 Monthly Antenatal drop in Session with Helen Showbrook, NCT Breastfeeding Counsellor Totnes Library, The Mansion, Fore Street, Totnes TQ9 5RP, 01803 862210 2 Weekly Breastfeeding support group with Helen Shoebrook, NCT Breastfeeding Counsellor Totnes Library, The Mansion, Fore Street, Totnes TQ9 5RP, 01803 862210 Wednesday 10-12 3 Breastfeeding Support, Centre, 24 Lansdowne Park, Totnes TQ9 5UP Friday 10-12.30 4 Breastfeeding Support Daisy Centre, 24 Lansdowne Park, Totnes TQ9 5UP Wednesday 9.30-11.30 5 Breastfeeding Support Dartmouth Hub, Milton Lane, Dartmouth, TQ6 9HW, Tuesday 10.00 - 11.30 6 Child Health Clinic The Den Brent Primary School, South Brent, TQ10 9JN 1st and 3rd Mondays 13.30-15.00 7 Health Clinic South Hams Hospital, Plymouth Road, Kingsbridge, TQ7 1AT Tuesday 9.30-11 8 Child Health Clinic Modbury Health Centre, Poundwell Meadow, Modbury PL21 0QL 1st Tuesday 9.30-11.00 9 Child Health Clinic Salcombe Health Centre, Shadycombe Road, Salcombe TQ8 8DG 3rd Tuesday 14.00-15.00
Monday Tuesday Wednesday Thursday Friday Saturday Sunday 1000-1045 Simple Stretch with Robson 0930-1015 Body Hit with Chris 0915-0945 LBT With Tiff 0645-0730 Indoor Cycling With Tiffany 1830-1915 Indoor Cycling With Tiff 1730-1815 Kettle Circuits With Tiff 0945-1030 Indoor Cycling With Tiff 0930-1015 Boxer Circuits With Tiff 1230-1315 Aqua Fit With Chris 1915-1945 Boxer circuits with Tiff 1830-1915 Indoor Cycling With Tiff 1230-1315 Aqua Fit With Chris 1830-1900 Body Hit with 1830-1900 Body Hit With Tiffany The Punisher With Tiff starting on the 9th of Jan 2000-2100 1930-2045 Zumba coming soon The Punisher With Tiff 1900-2000 1900-1945 Aqua Fit With Robson The Punisher With Tiff 1900-2000
Video recorded was enacted into section 54 of the Criminal Justice Act 1991 but the Government rejected pre-recorded on the basis that recalling a child would impose further upset. It is also plausible to suggest that the possibility of undergoing multiple would fail to overcome the reluctance to report offences and ensure successful prosecutions. This rejection faced considerable scrutiny because children are still required to attend the trial, an evidentially traumatic ordeal. In 1997, the Labour Government sought to provide greater protection for vulnerable and intimidated witnesses through the Special Measures Provisions ; albeit, cross-examination by way of section 28 of the Youth Justice and Criminal Evidence Act 1999 remains inactive. On 2nd December 2013, the Ministry of Justice announced its decision to pilot the measure in Leeds, Liverpool and this is still currently taking place. However, strong debate exists as to whether or not section 28 should be activated. There are no updates about of the pilot available yet. However, the length of the trial period has been extended due to the lack of cases required to gain a credible insight into its potential success. Some contend that evidence so soon after the child’s initial police interview would elicit fresh evidence and thus would remove the risk of deterioration of memory. In R v Powell [2006] EWCA Crim 3 a conviction of indecent assault against the three and a half year old complainant was quashed on the basis that the seven month interval between initial interview and trial rendered her incompetent under section 53 YJCEA 1999. Subsequently, the Court of Appeal followed this decision in R v Malicki [2009]
Chambers acts in accordance with the Bar Standards Board guidance and operates an Equal Opportunities Policy in relation to all recruitment, including pupils. When recruiting a Devon Chambers advertises the vacancy in accordance with the rules and procedures detailed in the Bar Standards Board Pupillage Handbook. Advertisements will be placed on the Pupillage Gateway and Chambers’ website. The advertisements will clearly detail the application window. The application window will be open for a period of at least three weeks. Any applications received before the window opens and after the window closes will not be considered. Once an application has been submitted, Chambers will not accept any alterations or amendments to any application. In to apply for a pupillage at Devon Chambers the pupillage application form should be completed and returned to Chambers. The application form can be found on Chambers’ website. You are required to return the application form via email to Please note that Devon Chambers does not accept hard copy applications or applications by fax. Chambers selects only pupils that have participated in the full application process. In accordance with Fair Recruitment principles, Devon Chambers does not accept applications by way of covering letter and CV, or application forms that simply refer to an attached CV.
will best meet the learning needs of students. Document this approach. Mathematics Teachers to incorporate number component to the tuning in phase of each maths lesson. Teachers using CAFÉ model to teach reading comprehension. Planning for mathematics lessons will incorporate a number component at the commencement of each lesson. Teaching and Learning Teams. Teaching and Learning Teams. School Improvement Team. Introduced at the beginning of term 1 and then implementation over the year. Teachers personalising learning for students in reading. Improving reading outcomes for students across the school. Evidence of teachers incorporating number into each maths lesson in planning documentation and in classroom observations. Teachers introducing the language of mathematics as vocabulary building and oral language skills. Improving number outcomes for students. Streamline Mathematics Learning Ladder to provide a guaranteed and viable curriculum. Examine the existing Mathematics Learning Ladder in light of Victorian Curriculum to derive a set of essential standards. Review whole school assessment schedule. Whole staff sessions to derive the essential standards using PLC model. Standardise the Common Formative Assessment Tasks with time set aside in meeting schedule. School Improvement Team. Teaching and Learning Teams. Over the year as per meeting schedule. Over the year as per meeting schedule.
11. Did your ‘mouth’ on their toys, etc? 12. At what age was your toilet trained? 13. Which of these words would describe your child as an infant: (tick as appropriate) Alert Quiet Good sleep patterns Irregular sleep patterns Cried at first/fussy/irritable Non-demanding being held Resisted being held Medical and health history: Yes No 1. Does your child have a diagnosis to describe some of their difficulties? If so, what? 2. Does your child wear glasses or have any visual problems 3. Does your child have hearing difficulties or has suffered with lots of ear infections? 4. Has your child had any significant childhood illnesses? If so, what? 5. Is your child on any medication? If so, what? 6. Has your had any surgery or tests carried out and if so, what? 7. Is your child being seen by a Paediatrician; and if so whom? School staff – please complete the questions on this page Educational history:
Movement: Unable to do Can do with difficulty Can do well Comments Walking Running Jumping Hopping Balancing Unable to do Can do with difficulty Can do well Comments Riding a bicycle Throwing a ball Catching a ball Climbing Judging speed and force Swimming Drawing and writing Using a mouse and keyboard scissors Construction activities Sensation: Likes a lot Likes Dislikes Dislikes a lot Don’t know Comments Being tickled Being hugged Woolly jumpers Walking barefoot Strong tastes Strong smells
SUPERVISOR(S) ENDORSEMENT: NOTE: This form will not be processed without proposed supervisor's endorsement. Where supervisor/s is/are unavailable to sign this document, please attach an email from your supervisor/s with their agreement to supervise your project. I have read the attached research outline and am willing to supervise this student’s thesis. Signature(s) of Proposed Supervisor(s): ___________________________________ ___________________________________ Signature Signature ___________________________________ ___________________________________ Name of Supervisor Name of Supervisor ________________ ________________ Date Date PROPOSED RESEARCH QUESTION
The electronic speed controller and motor are off the shelf components that are controlled by the Atheris control board. The electronic speed controller handles all of the power management for the motor. IR Four IR sensors (2x Sharp GP2Y0A02YK0F and 2x Sharp GP2D120) were used to provide mid to short range obstacle detection. Figure . Detail of IR sensors Although the datasheet described the sensors as having a maximum range of 150cm, the sensors actually were useful for roughly half of that range. Additionally, the sensors were virtually useless in daylight or for detecting black surfaces due to heavy interference from the former and almost complete absorption in the latter. Some characteristic that proved critical for the robot were the low speed and noisiness of the sensors – the robot moved fast enough that it would collide with an obstacle while it was being detected or before the sensors could “see” it. A Hall effect sensor, coupled with magnets embedded in the rear wheel, provided a means of calculating the velocity of the robot. It was connected to the input capture peripheral, which in turn was clocked from a real time clock, so as to provide an accurate measurement of the time take for a revolution of the rear wheel. Only two magnets were used, and they were placed on opposite ends of a diameter of the rear tire and in opposite polar configurations so that they would set and unset the Hall effect sensor over the course of one revolution. An ADXL345 digital 3-axis accelerometer was used for collision detection in the robot. It features tap and double tap detection, which were used to detected acceleration impulses arising from collision events. The tap and double tap detection were also used as option means of arming and starting the robot. High torque, digital servo (TRA2070) was used for steering. A wireless XBee module provided a means of meshed networking, untethered debugging, and a master override. A general purpose payload bay allowed simple reconfiguration of the robot to fit different mission requirements. The payload was a GPS module and compass monitored via a custom Propeller-based PCB.
Treatment – Maximum 6 pages Episode outline in case of a series – Maximum 10 pages Director's and/or producer's note – Maximum 3 pages Proof of ownership of the rights to the project (the document must correspond to the type of document chosen in section C.3 of the eForm) In case of an animation project: Logline – Maximum 2 to 3 sentences Link to trailer/teaser (if available) Synopsis – Maximum 1 page Description of characters, backgrounds/worlds, themes, sound treatment, visual approach, artistic approach, mood board, concept art/graphic pitch bible – Maximum 15 pages Treatment – Maximum 10 Episode outline in case of a series – Maximum 10 pages Director's and/or producer's note – Maximum 3 pages The latest script Proof of ownership of the rights to the project (the document must correspond to the type of document chosen in section C.3 of the eForm) The material could be structured as follows List of contents (example) Project 1: [Insert title of the project] 1. Synopsis 2. Characters' descriptions 3. Treatment 4. Visual approach 5. Director's note 6. Script 7. of ownership of rights Project 2: [Insert of the project] 1. Synopsis
YES producer, a shareholder or an employee of the company; a co-production or co-development agreement duly dated and signed by the parties and clearly showing that the applicant company holds the majority of the rights at the date of the application. YES rights contract duly dated and signed? YES 1.2. Is my project eligible? Is the project: a feature film, animation or creative documentary of a minimum length of 60 minutes intended primarily for cinematic release? a fiction project (one-off or series) of a duration of minimum 90 minutes, an animation (one-off or series) of a total duration of minimum 24 minutes or a creative documentary (one-off or series) of a total duration of minimum 50 minutes intended primarily for the purposes of television? a fiction project of a total duration or user experience of minimum 90 minutes, an animation of a total duration or user experience of minimum 24 minutes or a creative documentary of a total duration or user experience of minimum 50 minutes intended primarily for the purposes of digital platform exploitation? In case of projects presenting a non-linear user experience (e.g. virtual reality) these minima do not apply. YES Is the project: a live recording, TV game, talk show, reality show or educational, teaching or 'how-to' programme? a documentary promoting tourism, "making-of', report, animal reportage, news programme or "docu-soap"? a project including pornographic or racist material or advocating violence? a work of a promotional nature? an institutional production to promote a specific organisation or its activities? a music video or video-clip? a video game, e-book or interactive book? a student film or graduation work? NO Is the day of principal photography (or equivalent) of the project scheduled to occur within 8 months from the date of application? NO 1.3. Is my application eligible? My company is eligible as I could tick all the boxes under question 1.1. YES My project is eligible as I could tick all boxes under question 1.2. YES The EU grant requested (lump sum) is not higher than the development budget for the project My company does not have an Slate Funding grant (Only in case you are applying for the second deadline for Call 22/2018) I have not submitted a Single Project application for the 1st deadline of Call EACEA 22/2018 nor a Slate Funding application for Call EACEA 23/2018
St. Mary’s University School of Graduate Studies 2007 Semester II Class Schedule Development Economics 1st Batch Course Code Course Cr. Hrs Contact Hr per Week Instructor Day Starting Time Ending Time Room MDE-622 Development and International Economics 3 3 Girma Estifanos (PhD) Saturday 2:00PM 5:00PM 301 MDE -611 Development Macroeconomics 3 3 Milkessa Wakjira (PhD) Monday 5:30PM 7:00PM 301 Friday 5:30PM 7:00PM 301 MDE-632 Development Planning and Project Analysis 3 3 Worku Tessema (PhD) Sunday 9:30AM 12:30PM 301 MDE-642 Research Methods in Development Economics 3 3 Maru Shete ((Asst Prof) Tuesday 5:00PM 6:30PM 301 Thursday 5:00PM 6:30PM 301 Agricultural Economics 5th Batch Course Code Course Title Cr. Hrs Contact Hr per Week Instructor Day Starting Time Ending Time Room AEC:512 Advanced Macro-Economics 3 3 Girma Teshome (PhD) Tuesday 5:30PM 6:30PM 302 Friday 5:30PM 6:30PM 302 AEC:522 Agri.Project Planning and Analysis 3 3 Worku Tessema (PhD) Saturday 2:00PM 5:00PM 302 AEC:532 Econometrics 3 3 Gomoraw (PhD) Wednesday 5:30PM 6:30PM 302 Thursday 5:30PM 6:30PM 302 AEC:542 Research Methods and Scientific Writing 3 3 Maru Shete (Asst Prof) Monday 5:30PM 7:00PM 302 Saturday 10:30AM 12:30PM 302
Developmental Psychology (Evaluation) Looks at the development of human over a life span or the scientific study of changes that occur in human beings over a lifespan. BANDURA NELSON LANGLOIS Psychodynamic theory Oedipus complex/Electra Psychosexual stages Id/Ego/ SuperEgo Defence mechanisms Unconcious Leading Questions TYPE OF EXP study DATA: Qualitative SAMPLE: 1 CONTROLS: Low EV: High Ethnocentric bias: High DEBATES: Nature Individual Red- Qual, psychodynamic Deterministic- psychodynamic theory Social Learning theory Imitation Reinforcement Aggression Innate-nature vs nuture TYPE OF EXP Lab DATA: Quantitative/Qualitative SAMPLE: 72 (B/G) CONTROLS: High EV: Low EB: Low and high DEBATES: Nature and Nuture Ind and Sit Red- Situation/Imitation social learning Deterministic Motive/Outcome Valence/ cue -Congruent/ Incongruent Moral judgement Piaget’s theory TYPE OF EXP Lab DATA: Quan/Qual SAMPLE: 1) 60/27 2) 30 CONTROLS: High EV: Low EB: Low and high DEBATES: Nature and Nuture Ind and Sit Red- Paiget’s Holistic- 4 stories, 3 pic pictures, valences Free will Cog abstraction Evolutionary Bio DATA: Quan SAMPLE: 110/43/52 (B/G) CONTROLS: High EV: High EB: Low and High DEBATE: Hol: Nature but also maternal attractiveness Age /Race/Sex Yes- deterministic
Developmental Screening Tracker DATE AGE SCREENING TOOL USED WHO TOOL* NO REFERRAL MONITORING REFERRAL COMMUNICATION GROSS MOTOR FINE MOTOR PROBLEM SOLVING PERSONAL-SOCIAL SOCIAL-EMOTIONAL OTHER *Doctor, child care, teacher, or other Child’s Name: Birth Date: Parent’s Name: My child’s care providers Health Care Provider/Doctor: (Phone) Child Care/Education Provider: (Phone) Home Visitation Program: (Phone) Other Provider: (Phone) Other Provider: (Phone)
Question Choices What should be done to improve transportation within the City of DeWitt? Increase River Bend Transit Services Create Rail Road Zone Reevaluate Casey’s Turn No Parking on 17th Street Improve/Expand Sidewalks Create Bike Lanes on 6th and 11th Limit Curb Cuts on 11th Create Better Senior Public Transportation Create Public Transportation Attract a Taxi Service Attract a Car Share Service Perform an ADA Assessment and Plan Repair Old and Broken Streets Construct Wider Streets More Downtown Parking More Bicycle Parking Promote Bicycling and Walking Allow Community Golf Cart Use Voter Choices Key Question Choices How should the City of DeWitt’s community and public facilities and infrastructure be improved or expanded? Improve Drainage/Sanitary Sewer Replace Outdated Streets and Create Additional Park Benches Update/Expand Fitness Center Develop Free Public Wifi Update/Expand Community Center Update/Expand Library Create Indoor Pool Conduct ADA Transition Plan Create More Green Space in Parks Voter Choices Key Question Choices
Time DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 Workshop Introduction Activity and Review Active Learning Activity and Review Giving Clear Instructions Prepare for practice lesson Activity and Review Responding to Participants Activity and Review Trainer Identity 15 min BREAK BREAK BREAK BREAK Qualities of an Effective Trainer Safe Learning Environment Lesson Effective Questioning and Think Time Practice Delivering Lessons Adapt Lessons Practice Delivering Adapted Lessons Overcoming Barriers to Participation 1 hour LUNCH LUNCH LUNCH LUNCH Motivation The 4 Things Learners Need Active Listening Practice Delivering Lessons Optional: Analysing Energizers Practice Delivering Adapted Lessons (continued) Optional: Managing Training Challenges Action Planning 15 min BREAK BREAK BREAK BREAK BREAK Stages of Learning Daily Closing Presentation Skills Daily Closing Learning Styles Daily Closing - Midweek Evaluation Optional: Working with an Interpreter or Workshop Planning Daily Closing Workshop Closing
When Export as a PDF is selected from the options pop up box, the PDF settings pop up box will display. 15 – PDF Select the drop down arrow to change the Paper size and Orientation fields. Use the radio buttons to change the Aspect ratio options. Select . Select the here to download your data file hyperlink that displays in the PDF settings pop up box (Figure 16): 16 – PDF Select the options required for the download. 17 – If required, select to stop the download. When is selected, the PDF screen will display. Figure 18 – PDF view from Open option When is selected the “Open” options become available (Figure 19): Figure 19 – Open options When is selected, the PDF screen will display. Figure 20 – PDF view from Open option When is selected your File explorer will display with the file saved in the Downloads folder (Figure 21): 21 – Once opened or the image will display as below. 22 – PDF When is selected the View Downloads – Internet Explorer pop up box displays with your download included: Figure 23 - View Downloads – Internet Explorer pop up box Exporting data to Excel Select from the options pop up box, and the Export complete pop up box will display. 24 – Select the Click here to download your data file hyperlink (Figure 24). Select the options required for the download (Figure 25). 25 – If required, select to stop the download.
Teacher Guide to Text-Dependent Questions Phase 1: Read Aloud/ Vocabulary Phase 2: Re-Read Aloud/ Questions/Activities/Tasks Phase 3: Partner Read/ Questions/Activities/ Tasks Dex: The Heart of a Hero by Caralyn Buehner, illustrated by Mark Buehner 2.5 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (B) use context to determine the relevant meaning of unfamiliar words or words. Figure 19.110.13 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. Students are expected to: (E) retell important events in stories in logical order. 2.9 Reading/ Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions the structure and elements of fiction and provide evidence from the text to support their understanding. Students are expected to: (B) describe main characters in works of fiction, including their traits, motivations, and feelings. Pull the students together or use a document camera so that all can enjoy the illustrations. Read aloud the entire book with minimal interruption. The goal here is for students to enjoy the book—the words, the rhythm, and the pictures, and to experience it as a whole. Don’t be concerned if students understand very little on this first reading. The idea is to give them some context and a sense of the characters and story before they dive into examining parts of the book more carefully. P. 152 Dexter was a little dog. His legs were little, his tail was little, his body was little. He looked like a plump sausage sitting on four little meatballs. Being the size that he was, Dex was often overlooked. The other dogs grew tired of waiting for Dex to catch up when they played chase, and after a while they forgot to invite him at all. No one really seemed to notice him, except P. 152 Overlooked means that the other animals are not noticing or paying attention to Dex. Reread p. 152 What evidence is provided to tell the reader about Dex’s relationship with the other animals?
make recommendations for changing energy choices and consumption; and calculate and analyze subsidies provided for energy sources. Calculate the land and food energy requirements of a growing population; describe potential solutions for increasing the future food supply; explain and recommend sustainable practices for conserving natural resources in agricultural production; measure the biodiversity in soil from different agricultural environments; and research the effects of genetic modification on agriculture and the environment. Test the effects of nitrogen and phosphorus on eutrophication; identify and sources of pollutants in a river watershed; plot correlations between pollutants and physical and chemical stream characteristics; and compare fertilizer runoff in soils with different textures. Explain how federal regulations affect communities, agriculture, and the environment; identify actions to take to follow environmental laws and policies; use Global Positioning System (GPS) and GIS technologies to map environmental data; use GIS maps to identify and solve a potential environmental issue; complete an engineering design project to a solve water pollution issue in a specific area of the world; and design and test a water purification system. Research an environmental with public interest; define a question and hypothesis to study in order to frame research; collect and summarize similar research conclusions; conduct a research project and collect data for results and analysis; and present research findings. End-of-Course Assessment(s): Teacher designed assessment LEA designed assessment Certification/credentialing exam (specify): Licensing exam (specify): Nationally recognized exam (specify): CASE End of Course Assessments - ESI (specify): Supervised Agriculture Experience (SAE) Program Course title: AP Environmental Science (ES) Course description (include prerequisites): This course provides students with the scientific principles and methods required to understand the interrelationships of the natural world, identify and analyze environmental problems that are natural and human-made, evaluate risks associated with these problems, and examine alternative solutions for resolving or preventing these issues. Students will apply their knowledge of the environment to current environmental issues in their own communities. Prerequisites: Environmental Science Issues (ESI), Algebra, and Biological Sciences © 2014 The College Board. Visit the College Board on the Web:
14045 Youhan Kim 28.2.5 351.14 Table 28-3 indicates how to transmit various different PPDU BWs as indicated by the CH_BANDWIDTH TXVECTOR parameter. However, HE MU PPDU has other CH_BANDWIDTH values which are missing here. Add rows in Table 28-3 for CH_BANDWIDTH of Revised – As proposed change TGax editor to make the changes shown in under all headings that include CID 14045. 12645 Mark RISON 28.2.6.1 352.00 There are 4 instances of "20 MHz-only non-AP STA", and one instance of "A non-AP STA with 20 MHz-only capability" Add "HE" before "STA" in each of the instances Revised – As proposed change but cannot find the one instance of "A non-AP STA with 20 capability" TGax editor to make the changes in under all headings that include CID 12645. 13013 Massinissa Lalam 28.2.6.2 353.62 Remove the extra blank line. As in comment Revised – As proposed change TGax editor to make the changes in under all headings that include CID 13013. 13623 Tianyu Wu 28.2.6.1 352.18 Some sub clause number is wrong in the figure Change 28.2.5.4, 28.2.5.3, 28.2.5.2 in the figure to 28.2.6.4, 28.2.6.3, 28.2.6.2 Revised – As proposed change. TGax editor to make the changes shown in under all headings only
that include CID 13623. 13624 Tianyu Wu 28.2.6.1 352.42 Some sub clause number is wrong in the figure Change 28.2.5.2, 28.2.5.3, 28.2.5.4 in the figure to 28.2.6.2, 28.2.6.3, 28.2.6.4 Revised – As proposed change. TGax editor to make the changes shown in under all headings that include CID 13624. 13625 Tianyu Wu 28.2.6.1 353.08 Some sub clause number is wrong in the figure Change 28.2.5.2, 28.2.5.3, 28.2.5.4 in the figure to 28.2.6.2, 28.2.6.3, 28.2.6.4 Revised – As proposed change. TGax editor to make the changes shown in under all headings that include CID 13625. 14046 Youhan Kim 28.2.6.3 354.60 The additional requirements on HT format (coming from VHT) should be applicable only for 5 GHz operation. Add "when operating in the 5 GHz band" at the end of P354L60 and 62. As proposed change. TGax editor to make the changes shown in under all headings that include CID 14046. Propose: Revised the following CIDs per editing instructions in 11-18/0023r0. To the TGax Editor: modify P.L. 351.04 as following (CID 14044). 28-2 28-3 (Interpretation of FORMAT, NON_HT Modulation and CH_BANDWIDTH parameters) shows. To the TGax Editor: add the following rows to table 28-3 (CID 14045). Table 28-3— Interpretation of FORMAT, NON_HT Modulation and CH_BANDWIDTH parameters NON_HT_ CH_BANDWIDTH PPDU format
Youhan Kim 28.2.5 351.14 Table 28-3 indicates how to transmit various different PPDU BWs as indicated by the CH_BANDWIDTH TXVECTOR parameter. However, HE MU PPDU has other CH_BANDWIDTH values which are missing here. Add rows in 28-3 for CH_BANDWIDTH of Revised – As proposed change TGax editor to make the changes shown in under all headings that include CID 14045. 12645 Mark RISON 28.2.6.1 352.00 There are 4 instances of "20 MHz-only non-AP STA", and one instance of "A non-AP STA with 20 MHz-only capability" Add "HE" before "STA" in each of the instances Revised – As proposed change but cannot find the one instance of "A non-AP STA with 20 capability" TGax editor to make the changes shown in under all headings that include CID 12645. 13013 Massinissa 28.2.6.2 353.62 Remove the extra blank line. As in comment Revised – As proposed change TGax editor to make the changes in under all headings that include CID 13013. 13623 Tianyu Wu 28.2.6.1 352.18 Some sub clause number is wrong in the figure Change 28.2.5.4, 28.2.5.3, 28.2.5.2 in the figure to 28.2.6.4, 28.2.6.3, 28.2.6.2 Revised – As proposed change. TGax editor to make the changes shown in under all only
such block diagram. 11567 Dorothy Stanley 28.3.5 376.26 the transmitter diagrams for the Data fields are essentially the same as 802.11ac. It would be more informative to provide diagrams for UL OFDMA and UL MU-MIMO. as in comment Rejected – UL OFDMA and UL MUMIMO are the same as SU PPDU as mentioned above Figure 12585 Mark RISON 28.3.5 374.19 "repeated is not accurate as the HE-SIG-A is not repeated (see Figure 28-10); it's just longer with repeated information. Ditto "repeated HE-SIG-A field OFDM symbols" below Change "the repeated HE-SIG-A symbols (i.e. the 2nd and the 4th OFDM symbols of HE-SIG-A field)" to "the 2nd and the 4th OFDM symbols of the field" and similarly on the next page Revised – As proposed change TGax editor to make the changes shown in under all headings that include CID 12585. 13349 ron 28.3.5 374.00 Duplication over multiple 20MHz is subject to conditions when using preamble puncturing (HE MU PPDU). HE TB PPDU has a separate figure (28-15) for having Add a note to fig 28-13 for duplication when preamble puncturing in HE MU PPDU or add separate fig Revised – Add notes to figure 28-13 and figure 28.14 for preamble puncturing. TGax editor to make the changes shown in under all headings that
distinct duplication requirements, so it would be logical to add a separate figure for HE MU PPDU with preamble puncturing. for HE MU PPDU with preamble puncturing.. include CID 13349. 13350 ron porat 28.3.5 376.01 Mentioning of DCM tone mapper, but not in figure Remove remark, or mention that DCM tone mapper is part of the constellation mapper and BCC interleaver. Revised – As proposed change. TGax editor to make the changes shown in under all headings that include CID 13350. 13351 ron porat 28.3.5 376.33 Mentioning of DCM tone mapper, but not shown in figure 28-17 Remove remark, or mention that DCM tone mapper is part of the constellation mapper and BCC interleaver. Revised – As proposed change. TGax editor to make the changes shown in under all headings that include CID 13351. 13352 ron porat 28.3.5 378.01 Mentioning of DCM tone mapper, but not shown in figure 28-18 Remove remark, or mention that DCM tone mapper is part of the constellation mapper and LDPC tone mapper. Revised – As proposed change. TGax editor to make the changes shown in under all headings that include CID 13352. 13353 ron porat 28.3.5 Missing diagram for 160MHz Add diagram for 160MHz Rejected- Don’t need to exaust all scenarios. We have 160MHz already for SU. We have the following text in the segment parser clause: “For an MU transmissions, the rearrangements are carried out in the same way but per user.”
Better to give reference from the fields in trigger frame for the reserved bit setting As in comment Revised— TGax Editor to make the changes for CID13366 as suggested here in IEEE “Reserved and set to value indicated in the HE-SIG-A Reserved subfield in Trigger frame” "Doppler" field should be renamed to "Midamble". See comment Reject— Midamble is a procedure adopted in 11ax D2.0 to address the situations where wireless medium experiences Doppler. Replacing “Doppler” with “Midamble” does not offer any benefit with respect to the D2.0. There are multiple lines saying the same thing. Change "STBC is not applied in MU-MIMO RUs. STBC does not apply to HE-SIG-B. STBC is not applied in RUs that are used for MUMIMO allocation." to "STBC is not used if any of the RUs use MU-MIMO. STBC does not apply to Revised— TGax Editor to make the changes as in CID11406 in doc 11-18/0006r3. TGax Editor: Please edit description column corresponding to “BSS Color” in Tables 28-18, 28-19, and 28-20.(#13306) “BSS Color field is an identifier of the BSS. <Para break> Set to the value of the BSS_COLOR parameter of the TXVECTOR.” TGax Editor: Please edit description column corresponding to “Reserved” in Tables 28-20 pg 416/ln23.(#13366) “Reserved and set to value indicated in the HE-SIG-A Reserved subfield in Trigger frame” References: IEEE P802.11axTM/D2.0, Oct 2017.
tvht (10), edmg (11)} MAX-ACCESS read-only STATUS current DESCRIPTION "This is a status variable. It is written by the SME when a measurement report is completed. This attribute indicates the PHY Type for this row of Beacon Report." ::= { dot11BeaconReportEntry 9 } dot11FrameRprtPhyType OBJECT-TYPE SYNTAX INTEGER { fhss(1), dsss(2), irbaseband(3), ofdm(4), hrdsss(5), erp(6), ht(7), dmg(8), vht (9), tvht (10), edmg (11) } MAX-ACCESS read-create STATUS current DESCRIPTION "This is a status variable. It is written by the SME when a measurement report is completed. This attribute indicates the PHY used for frame reception in this row of the frame report." ::= { dot11FrameReportEntry 10 } dot11RMNeighborReportPhyType OBJECT-TYPE SYNTAX INTEGER { fhss(1), dsss(2), irbaseband(3), ofdm(4), hrdsss(5), erp(6), ht(7), dmg(8), vht (9), tvht (10), edmg (11) } MAX-ACCESS read-create STATUS current DESCRIPTION "This is a status variable. It is written by the SME when a measurement report is completed. This attribute indicates the PHY Type of the neighbor AP identified by this ::= { dot11RMNeighborReportEntry 15 } Change the definition of “dot11PhyType” in the “dot11PhyOperation TABLE” in C.3 as follows: dot11PHYType OBJECT-TYPE SYNTAX INTEGER { fhss(1),
IEEE P802.11 Wireless LANs Resolution for the TBD in Annex C.3 Date: 2017-11-08 Author: Name Affiliation Address Phone Email Edward Au Huawei Technologies 303 Terry Fox Drive, Suite 400, Ottawa, Ontario K2K 3J1 This submission present a resolution for CIDs 12107, 12118, 13021, 13054. The proposed changes are based on P802.11ax D2.0 on Annex C.3 Revision history: R0 – initial version CID Clause Page Line Comment Proposed Change Resolution 12107 C.3 580 19 Unresolved "TBD". Resolve it. Revised Agree that the TBD needs to be resolved. TGax Editor: Please change the text as indicated in doc.: IEEE 12118 C.3 580 19 There should be no "TBD"s in the draft - remove the "TBD" from the description of and replace it with a meaningful description. Proved a meaningful description of MIB variable Rejected is no TBD for the description of 13021 C.3 580 11 The dot11HEDeviceClass object description is imcomplete. No clear Correct and complete the description of the Revised Agree that the syntax type is
CID PP LL Comment Proposed Change Resolution 11030 246 27 Usage of MinTrigProcTime doesn't align with its definition in HE Cap. Remove reference to MinTrigProcTime Revised TGax editor to make changes in 11-18/0075r2 under CID 11030 11100 247 32 This para is lousy with magic numbers. Magic numbers are inherently evil because: 1. They obscure the meaning of the value 2. They are occasionally wrong - and reviewers will find it hard to spot such mistakes. De-louse Revised TGax editor to make changes in 11-18/0075r1 under CID 11100 11312 246 2335 The wording of these two paragraphs has to be inline with that of the first paragraph. For it to be so the MinTrigProcTIme should refer to the duration of the PPDU Use the same terminology that is used in the first paragraph in these two paragraphs as well. Revised TGax editor to make changes in 11-18/0075r2 under CID 11312
CID PP LL Comment Proposed Change Resolution 11314 247 Organize these paragraphs as a bulleted list (technical content to remain the same): One for TID aggregation limit set to 0, one for TID Aggregation Limit set to 1, one for TID Aggregation limit greater than 1. As in comment. Revised TGax editor to make change in 11-18/0076r3 under 11314 11315 248 1 This paragraph is not related to the settings of the fields of the Trigger frame but rather of what can carry the TF. As such it belongs to the general section. Move the paragraph to 27.5.3.2.1. 11316 248 8 Logically the third paragraph should be the first paragraph. And the first and second Organize three paragraphs as suggested in the comment.
TGax editor to make the changes shown in 11-18/0081r0 under all headings that include CID 14145. 14146 noh 27.13 Tx BF subfield to be added in addition to "Packet Format, Coding Type, and Tx BF subfields" as in comment Revised. Agree with the comment. Proposed resolution lists all subfields as suggested. TGax editor to make the changes shown in 11-18/0081r0 under all headings that include CID 14146. 14147 noh make the meaning of the RU subfield simple like "Recommended RU" because all the detail is shown in Definition of colum of the same table. as in comment Rejected. RU has two different meanings, as recommended in unsolicited MFB or as requested in solicited MFB. Specifying the difference in the meaning column avoids ambiguity in the definition. 14148 yujin noh make the meaning of the BW subfield simple like "Recommended BW" because all the detail is in Definition of colum of the same table. as in comment Rejected. BW has two different meanings, as recommended in unsolicited MFB or as requested in solicited MFB. Specifying the difference in the meaning column avoids ambiguity in the definition. 14149 yujin noh PPDU type seems to have nothing to do with Coding Type information. The meaning of the MSI/PPDU type subfield does not represent its meaning well enough because it virtually shows MSI/Preamble Format/Coding Type. Change the name. as in comment Revised. Agree with the comment. Proposed resolution changes the namings of “PPDU Type” to “Partial PPDU Parameters” and “Packt format” to “PPDU format”. TGax editor to make the changes shown in 11-18/0081r0 under all headings that include CID 14149. Discussion: None. Propose: TGax editor: Modify “Table 9-262z—Subfields of the HE MAC Capabilities Information field” as the following:
request that had the MSI value that matches the MSI value in the HLA Control field with the MRQ field equal to 1." TGax editor to make the changes shown in 11-18/0081r3 under all headings that include CID 14144. yujin noh 27.13 the subfield name is Packet Format defined in Figure "PPDU formats" => "Packet Format" as in comment Revised. with the comment. Proposed resolution fixes the typo as suggested. TGax editor to make the changes shown in 11-18/0081r3 under all headings that include CID 14145. noh 27.13 Tx BF subfield needs to be added in addition to "Packet Format, Coding Type, and Tx BF subfields" as in comment Revised. Agree with the comment. Proposed resolution lists all subfields as suggested. TGax editor to make the changes shown in 11-18/0081r3 under all headings that include CID 14146. noh make the meaning of the RU subfield simple like "Recommended RU" because all the detail is shown in Definition of colum of the same table. as in comment Rejected. RU has two different meanings, as recommended in unsolicited MFB or as requested in solicited MFB. Specifying the difference in the meaning column avoids ambiguity in the definition. 14148 yujin noh make the meaning of the BW subfield simple like "Recommended BW" because all the detail is shown in Definition of colum of the same table. as in comment Rejected. BW has two different meanings, as recommended in unsolicited MFB or as requested in solicited MFB. Specifying the difference in the meaning column avoids ambiguity in the definition. 14149 noh PPDU type seems to have nothing to do with Coding Type information. The meaning of the MSI/PPDU type subfield does not represent its meaning well enough because it virtually shows MSI/Preamble Format/Coding Type. Change the name. as in comment Revised. with the comment. Proposed resolution changes the namings of “PPDU Type” to “Partial PPDU Parameters” and “Packt format” to “PPDU format”. TGax editor to make the changes shown in 11-18/0081r3 under all headings that include CID 14149. Discussion: None. Propose:
Editing instructions formatted like this are intended to be copied into the TGba (i.e. they are instructions to the 802.11 editor on how to merge the text with the baseline documents). TGba Editor: Editing instructions preceded by “TGba Editor” are instructions to the TGba editor to modify or insert material in the TGba draft. As a result of adopting the changes, the TGba editor will execute the instructions rather than copy them to the TGba Draft. TGba Editor: Instruction: change subclause 9.4.1.11 Action field as the following: Management and Extension frame body components Fields that are not elements Action TGba Editor: Instruction: Insert the following rows into Table 9-47 in numerical order and update the Reserved row: Category values Code Meaning See subclause Robust addressed privacy WUR 9.6.31 (WUR Action frame details) Yes No Elements 9.4.2.1 General Insert the following new rows into Table 9-77 (Element IDs) (header row shown for convenience):
Sector ID order subfield shown in under all headings that include CID 1974. 1995 68 23 9.4.2.253 Typo in "BRP CODWN" Change to "BRP CDOWN". Accepted. TGay editor to make the changes in under all headings that include CID 1995. 1821 68 23 9.4.2.253 "CODWN_i" (here, "_i" means subscript i) must be "CDOWN_i". The Sector ID order subfield should indicate also AWV IDs Accepted. TGay editor to make the changes shown in under all headings that include CID 1821. 1977 67 1 9.4.2.253 EDMG Channel Measurement Feedback element - size of the element may not be a multiple of 8 - padding at the end is needed Add a padding to octets at the end of 7 Accepted. TGay editor to make the changes shown in under all headings that include CID 1977. Discussion:
IEEE P802.11 Wireless LANs Comment Resolution on Directional Channel Quality Request Date: 2018-1-11 Author(s): Name Affiliation Address Phone Lei Huang Panasonic lei.huang@sg.panasonic.com CID Page Number Line Number Comment Proposed Change Resolution 1466 42 3 Antenna Measurement Report is too vague. A clear definition of what is to be measured and how it is measured needs to be incorporated somewhere in the amendment. Suggest adding draft text or removing the Antenna Measurement Report Rejected- The measurement configuration regarding the Measurement Method, Measurement Start Time, Measurement Duration and Number of Time Blocks are clearly defined in the same clause of IEEE 802.11-2016. The measurement channel is defined in the Measurement Channel Bitmap field of the Measurement Configuration subelement. The antenna configuration for simultaneous measurement is clearly defined in 11.32.2 (see L24P208 of 11ay D1.0). 1467 42 3 Channel Measurement Report is too vague. A clear definition of what is to be measured and how it is measured needs to be incorporated Suggest adding draft text or removing the Channel Measurement Report. Rejected- The measurement configuration regarding the Measurement Method, Measurement Start Time, Measurement
somewhere in the amendment. Duration and Number of Time Blocks are clearly defined in the same clause of IEEE 802.11-2016. The measurement channel is defined in the Measurement Channel Bitmap field of the Measurement Configuration subelement. The antenna configuration for simultaneous measurement is clearly defined in 11.32.2 (see L24P208 of 11ay D1.0). 2118 42 13 "The Channel Measurement Report Method subfield indicates the method that is to be used by the requested STA to report the results of measurements over multiple 2.16 GHz channels in the measurement report." This sentence seems to be incorrect given that this for Measurement Request element. Change to "The Channel Measurement Report Method subfield indicates the method used by the reporting STA to report the results of measurements over multiple 2.16 GHz channels in the measurement report as requested by the requesting STA ." Revised- the STA receiving the Measurement Request element is called “Requested STA” in the IEEE 802.11-2016. Therefore it is unnecessary to change “requested STA” to “reporting STA”. However, “request STA” should be changed to “Request STA”. TGay editor to make the changes shown in 11-18/0095r0 under all headings that include CID 2118. 2119 42 21 "The Antenna Measurement Report Method subfield indicates the method that is to be used by the Requested STA to report the results of concurrent measurements using multiple RX DMG Change to "The Antenna Measurement Report Method subfield indicates the method used by the reporting STA to report the results of concurrent measurements using Revised- the STA receiving the Measurement Request element is called “Requested STA” in the IEEE 802.11-2016. Therefore it is unnecessary to change
13959 How is the OBSS_PD determined if there is no signals occupying the primary 20 MHz channel? Is adjustment of OBSS_PD and transmit power possbile? How can SRG spatial reuse be applied? Please clarify the procedure to use the OBSS_PD on secondary channels. As in comment. Revised- Agree in principle. OBSS_PD-based spatial reuse operation on secondary channels is not clearly defined. TGax editor changes as shown in the as specified in 11-18/106r1. 13962 How is the OBSS_PD determined if is no signals occupying the primary 20 MHz channel? Is adjustment of OBSS_PD and transmit power possbile? How can SRG spatial reuse be applied? Please clarify the procedure to use the OBSS_PD on secondary channels. As in comment. Revised- Agree in principle. OBSS_PD-based spatial reuse operation on secondary channels is not clearly defined. TGax editor changes as shown in the as specified in 11-18/106r1. 13963 How is the OBSS_PD determined if there is no signals occupying the primary 20 MHz channel? Is adjustment of OBSS_PD and transmit power possbile? How can SRG spatial reuse be applied? Please clarify the procedure to use the OBSS_PD on secondary channels. As in comment. Revised- Agree in principle. OBSS_PD-based spatial reuse operation on secondary channels is not clearly defined. TGax editor makes changes as shown in the as specified in 13964 How is the OBSS_PD determined if there is no signals occupying the primary 20 MHz channel? Is adjustment of OBSS_PD and transmit power possbile? How can SRG spatial reuse be applied? Please clarify the procedure to use the OBSS_PD on secondary channels. As in comment. Revised- Agree in principle. OBSS_PD-based spatial reuse operation on secondary channels is not clearly defined. TGax editor makes changes as shown in the as specified in