Energy and ancillary services joint market simulation

In order to develop a flexible simulator, a variety of models for Ancillary Services (AS) negotiation has been implemented in MASCEM – a multi-agent system competitive electricity markets simulator. In some of these models, the energy and the AS are addressed simultaneously while in other models they are addressed separately. This paper presents an energy and ancillary services joint market simulation. This paper proposes a deterministic approach for solving the energy and ancillary services joint market. A case study based on the dispatch of Regulation Down, Regulation Up, Spinning Reserve, and Non-Spinning Reserve services is used to demonstrate that the use of the developed methodology is suitable for solving this kind of optimization problem. The presented case study is based on CAISO real AS market data considers fifteen bids.

Smart Grid Market Using Joint Energy and Ancillary Services Bids

The power systems operation in the smart grid context increases significantly the complexity of their management. New approaches for ancillary services procurement are essential to ensure the operation of electric power systems with appropriate levels of stability, safety, quality, equity and competitiveness. These approaches should include market mechanisms which allow the participation of small and medium distributed energy resources players in a competitive market environment. In this paper, an energy and ancillary services joint market model used by an aggregator is proposed, considering bids of several types of distributed energy resources. In order to improve economic efficiency in the market, ancillary services cascading market mechanism is also considered in the model. The proposed model is included in MASCEM – a multi-agent system electricity market simulator. A case study considering a distribution network with high penetration of distributed energy resources is presented.

Video lectures and online activities to engage students in a flipped classroom

In recent years there have been several proposals for alternative pedagogical practices. Most of these proposals are based in the, so called, “active learning”, in opposition to the common “passive learning”, which is centered on transmission of information inside classrooms as well as recognized as teacher-centered procedure. In an active learning pedagogical structure, students have a more participative role in the overall learning/teaching process, being encouraged to face new learning challenges like, for instance, solving problems and developing projects, in an autonomous approach trying to make them, consequently, able to build their own knowledge. The flipped or “inverted” classroom is one of these active learning pedagogical methodologies that emphasizes a learner-centered instruction. According to this approach, the first contact that students have with the content on a particular curriculum subject is not transmitted by the lecturer in the classroom, this teaching strategy requires students to assess and analyze the specific subject before attending to class, therefore the informational component from the lecture is the homework, and class time is dedicated to exercises and assignments, always with support from the instructor, who acts as a facilitator, helping students when needed and offering supplementary explanation as required. The main objective of this paper is to discuss and explore how the use of different types of instructional videos and online activities may be implemented in the flipped classroom procedure (as means of incorporating new content and teaching new competencies) and to describe students’ perceptions of this approach within a course in a Higher Education Institution (HEI), presenting some positive and negative features of this pedagogical practice.

An internet DGPS service for precise outdoor navigation

The goal of the work presented in this paper is to provide mobile platforms within our campus with a GPS based data service capable of supporting precise outdoor navigation. This can be achieved by providing campus-wide access to real time Differential GPS (DGPS) data. As a result, we designed and implemented a three-tier distributed system that provides Internet data links between remote DGPS sources and the campus and a campus-wide DGPS data dissemination service. The Internet data link service is a two-tier client/server where the server-side is connected to the DGPS station and the client-side is located at the campus. The campus-wide DGPS data provider disseminates the DGPS data received at the campus via the campus Intranet and via a wireless data link. The wireless broadcast is intended for portable receivers equipped with a DGPS wireless interface and the Intranet link is provided for receivers with a DGPS serial interface. The application is expected to provide adequate support for accurate outdoor campus navigation tasks.

Analysis and Visualisation of Crowd-sourced Tourism Data

C3S2E '16 Proceedings of the Ninth International C* Conference on Computer Science & Software Engineering