An agent-based simulator to estimate domestic energy use

Throughout recent years, there has been an increase in the population size, as well as a fast economic growth, which has led to an increase of the energy demand that comes mainly from fossil fuels. In order to reduce the ecological footprint, governments have implemented sustainable measures and it is expected that by 2035 the energy produced from renewable energy sources, such as wind and solar would be responsible for one-third of the energy produced globally. However, since the energy produced from renewable sources is governed by the availability of the respective primary energy source there is often a mismatch between production and demand, which could be solved by adding flexibility on the demand side through demand response (DR). DR programs influence the end-user electricity usage by changing its cost along the time. Under this scenario the user needs to estimate the energy demand and on-site production in advance to plan its energy demand according to the energy price. This work focuses on the development of an agent-based electrical simulator, capable of: (a) estimating the energy demand and on-site generation with a 1-min time resolution for a 24-h period, (b) calculating the energy price for a given scenario, (c) making suggestions on how to maximize the usage of renewable energy produced on-site and to lower the electricity costs by rescheduling the use of certain appliances. The results show that this simulator allows reducing the energy bill by 11% and almost doubling the use of renewable energy produced on-site.

Estudo do escoamento dos produtos da combustão no interior de uma conduta de evacuação de turbinas a gás utilizadas para propulsão naval

Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa para obtenção do grau de Mestre em Engenharia Mecânica

An interactive learning approach to accounting classes

This working paper explores the use of interactive learning tools, such as business simulations, to facilitate the active learning process in accounting classes. Although business simulations were firstly introduced in the United States in the 1950s, the vast majority of accounting professors still use traditional teaching methods, based in end-of-chapter exercises and written cases. Moreover, the current students’ generation brings new challenges to the classroom related with their video, game, internet and mobile culture. Thus, a survey and an experimentation were conducted to understand, on one hand, if accounting professors are willing to adjust their teaching methods with the adoption of interactive learning tools and, on the other hand, if the adoption of interactive learning tools in accounting classes yield better academic results and levels of satisfaction among students. Students using more interactive learning approaches scored significantly higher means than others that did not. Accounting professors are clearly willing to try, at least once, the use of an accounting simulator in classes.