Flexible Power Control of Photovoltaic Plants Connected to Distribution Networks

This paper presents a system to control the power injected by a photovoltaic (PV) plant on the receiving network. This control is intended to mitigate some of the negative impacts that these units may produce on such networks, while increasing the installed power of the plant. The controlled parameters are the maximum allowed value of injected active power and the corresponding power factor, whose setpoints values may be fixed or dynamic. The developed system allows a local and a remote control. The injected power and the corresponding power factor may be set by following a predetermined profile or by real time adjustments to fulfill specific operation constraints on the receiving network. The system acts by adjusting the control parameters on the PV inverters. The main goal of the system is, in the end, to control the PV plant, ensuring the accomplishment of technical constraints and, at the same time, maximizing the installed power of the PV plant, which may be an important issue concerning the economic performance of such plants

Regulation of microgeneration and microgrids

The concept of microgrid (μGrid) has been emerging as a way to integrate microgeneration (μG) in low-voltage (LV) networks and simultaneously improve its potential benefits. Technical requirements to connect μgrids to LV networks have been studied in order to make this concept technologically feasible and safe to operate. However, the regulatory framework for economic integration of μG and μGrids on distribution systems, despite being crucial, is still an open issue. The main purpose of this paper is to contribute for the development of an appropriate economic regulation framework that removes the barriers to μG and μGrid development. To do so, the relevant costs and benefits resulting from the establishment of μG and μGrid are identified and a methodology for sharing those costs and benefits among the involved economic agents is presented. The only pre-requisite of such a methodology is the existence of a net benefit to all economic agents.

Peer interaction in mixed age groups: a study in the computer area of an early childhood education center in Portugal

The study was developed as a teacher-research project during initial teacher education – Masters Degree of Early Childhood and Primary Education, in Portugal. It analysed the interactions between children of 3 to 6 years old, during the use of the computer as a free choice activity, confronting situations between peers of the same age and situations between peers of different ages. The focus of the analysis was the collaborative interactions. This was a qualitative study. Children could choose the computer, amongst other interest areas, and work for around an hour in pairs. In the computer, children used mainly educational games. During four weeks, the interactions between the pairs were audio recorded. Field notes and informal interviews to the children were also used to collect data. Eleven children were involved in the study with ages ranging from 3 to 6 years old. Baseline data on children’s basic computer proficiency was collected using the Individualized Computer Proficiency Checklist (ICPC) by Hyun. The recorded interactions were analysed using the types of talk offered by Scrimshaw and Perkins and Wegerif and Scrimshaw: cumulative talk, exploratory talk, disputational talk, and tutorial talk. This framework was already used in a study in an early childhood education context in Portugal by Amante. The results reveal differences in computer use and characterize the observed interactions. Seven different pairs of children's interactions were analysed. More than a third of the interactions were cumulative talk, followed by exploratory talk, tutorial talk and disputational talk. Comparing same and mixed age pairs, we observed that cumulative talk is the more present interaction, but in same age pairs this is followed by exploratory talk whereas in the mixed age pairs it is tutorial talk that has the second largest percentage. The pairs formed by the children were very asymmetrical in terms of age and computer proficiency. This lead to the more tutorial interactions, where one children showed the other or directed him/her on how to play. The results show that collaboration is present during the use of a computer area in early childhood education. The free choice of the children means the adults can only suggest pairing suited to specific interactions between the children. Another way to support children in more exploratory talk interactions could be by discussing the way the older children can help the younger ones beyond directing or correcting their work.