A simulation tool for demand response programs implementation

The design and development of simulation models and tools for Demand Response (DR) programs are becoming more and more important for adequately taking the maximum advantages of DR programs use. Moreover, a more active consumers’ participation in DR programs can help improving the system reliability and decrease or defer the required investments. DemSi, a DR simulator, designed and implemented by the authors of this paper, allows studying DR actions and schemes in distribution networks. It undertakes the technical validation of the solution using realistic network simulation based on PSCAD. DemSi considers the players involved in DR actions, and the results can be analyzed from each specific player point of view.

An Enhanced WLAN Security System With FPGA Implementation for Multimedia Applications

Maintaining a high level of data security with a low impact on system performance is more challenging in wireless multimedia applications. Protocols that are used for wireless local area network (WLAN) security are known to significantly degrade performance. In this paper, we propose an enhanced security system for a WLAN. Our new design aims to decrease the processing delay and increase both the speed and throughput of the system, thereby making it more efficient for multimedia applications. Our design is based on the idea of offloading computationally intensive encryption and authentication services to the end systems’ CPUs. The security operations are performed by the hosts’ central processor (which is usually a powerful processor) before delivering the data to a wireless card (which usually has a low-performance processor). By adopting this design, we show that both the delay and the jitter are significantly reduced. At the access point, we improve the performance of network processing hardware for real-time cryptographic processing by using a specialized processor implemented with field-programmable gate array technology. Furthermore, we use enhanced techniques to implement the Counter (CTR) Mode with Cipher Block Chaining Message Authentication Code Protocol (CCMP) and the CTR protocol. Our experiments show that it requires timing in the range of 20–40 μs to perform data encryption and authentication on different end-host CPUs (e.g., Intel Core i5, i7, and AMD 6-Core) as compared with 10–50 ms when performed using the wireless card. Furthermore, when compared with the standard WiFi protected access II (WPA2), results show that our proposed security system improved the speed to up to 3.7 times.

The development and implementation of math projects in a HEI: expectations, objectives, experiences and analysis

An overwhelming problem in Math Curriculums in Higher Education Institutions (HEI), we are daily facing in the last decade, is the substantial differences in Math background of our students. When you try to transmit, engage and teach subjects/contents that your “audience” is unable to respond to and/or even understand what we are trying to convey, it is somehow frustrating. In this sense, the Math projects and other didactic strategies, developed through Learning Management System Moodle, which include an array of activities that combine higher order thinking skills with math subjects and technology, for students of HE, appear as remedial but important, proactive and innovative measures in order to face and try to overcome these considerable problems. In this paper we will present some of these strategies, developed in some organic units of the Polytechnic Institute of Porto (IPP). But, how “fruitful” are the endless number of hours teachers spent in developing and implementing these platforms? Do students react to them as we would expect? Do they embrace this opportunity to overcome their difficulties? How do they use/interact individually with LMS platforms? Can this environment that provides the teacher with many interesting tools to improve the teaching – learning process, encourages students to reinforce their abilities and knowledge? In what way do they use each available material – videos, interactive tasks, texts, among others? What is the best way to assess student’s performance in these online learning environments? Learning Analytics tools provides us a huge amount of data, but how can we extract “good” and helpful information from them? These and many other questions still remain unanswered but we look forward to get some help in, at least, “get some drafts” for them because we feel that this “learning analysis”, that tackles the path from the objectives to the actual results, is perhaps the only way we have to move forward in the “best” learning and teaching direction.