A new approach to the solution of the optimal power flow problem based on the modified Newton's method associated to an augmented Lagrangian function

This paper presents a new algorithm for optimal power flow problem. The algorithm is based on Newton's method which it works with an Augmented Lagrangian function associated with the original problem. The function aggregates all the equality and inequality constraints and is solved using the modified-Newton method. The test results have shown the effectiveness of the approach using the IEEE 30 and 638 bus systems.

Aprendizagem Baseada em Problemas (PBL – Problem-Based Learning): estratégia para o ensino e aprendizagem de algoritmos e conteúdos computacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

PlayingCLIL, a new game-based methodology using drama pedagogy

[EN]Linguistic immersion programs are increasing nowadays. The concept of being bilingual, that started being used by schools for the elite in the 19th century, and that in the mid- 20th century became an educational option, has given raise to CLIL (Content and Language Integrated Learning), a methodology through which students work in a bilingual environment, acquiring knowledge of curricular subject and developing their competences in a foreign language. In this teaching context started a new European project called PlayingCLIL. Six partners from different European countries (Germany, United Kingdom, Spain and Romania) are working in this project. Our main aim is to develop a new methodology to learn a foreign language combining elements from the pedagogic drama (interactive games) with the CLIL classroom. At present we are testing the games in different schools and high schools and we are compiling the results to be collected in a handbook (printed and e-book).

Towards an Open Source Framework for Collaborative Problem-Based Learning Environments

This paper presents our research works in the domain of Collaborative Environments centred on Problem Based Learning (PBL) and taking advantage of existing Electronic Documents. We first present the modelling and engineering problems that we want to address; then we discuss technological issues of such a research particularly the use of OpenUSS and of the Enterprise Java Open Source Architecture (EJOSA) to implement such collaborative PBL environments.

Modified Team-based Learning (TBL) as a tool in Problem-based learning (PBL); Observations and Lessons from Year One

Both TBL and PBL attempt to maximally engage the learner and both are designed to encourage interactive teaching / learning. PBL is student centered. TBL, in contrast, is typically instructor centered. The PBL Executive Committee of the UTHSC-Houston Medical School, in an attempt to capture the pedagogical advantages of PBL and of TBL, implemented a unique PBL experience into the ICE/PBL course during the final block of PBL instruction in year 2. PBL cases provided the content knowledge for focused learning. The subsequent, related TBL exercises fostered integration / critical thinking about each of these cases. [See PDF for complete abstract]

Problem-based learning supported by semantic techniques

Problem-based learning has been applied over the last three decades to a diverse range of learning environments. In this educational approach, different problems are posed to the learners so that they can develop different solutions while learning about the problem domain. When applied to conceptual modelling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behaviour of a dynamic system. The learner?s task then is to bridge the gap between their initial model, as their first attempt to represent the system, and the target models that provide solutions to that problem. We propose the use of semantic technologies and resources to help in bridging that gap by providing links to terminology and formal definitions, and matching techniques to allow learners to benefit from existing models.

Testing a GIS-based methodology for optimal location of Pumped Storage power plants in Norway

Europe needs to restructure its energy system. The aim to decrease the reliance on fossil fuels to a higher dependence on renewable energy has now been imposed by The European Commission. In order to achieve this goal there is a great interest in Norway to become "The Green Battery of Europe". In the pursuit of this goal a GIS-tool was created to investigate the pump storage potential in Norway. The tool searches for possible connections between existing reservoirs and dams with the criteria selected by the user. The aim of this thesis was to test the tool and see if the results suggested were plausible, develop a cost calculation method for the PSH lines, and make suggestions for further development of the tool. During the process the tool presented many non-feasible pumped storage hydropower (PSH) connections. The area of Telemark was chosen for the more detailed study. The results were discussed and some improvements were suggested for further development of the tool. Also a sensitivity test was done to see which of the parameters set by the user are the most relevant for the PSH connection suggestion. From a range of the most promising PSH plants suggested by the tool, the one between Songavatn and Totak was chosen for a case study, where there already exists a power plant between both reservoirs. A new Pumped Storage Plant was designed with a power production of 1200 MW. There are still many topics open to discussion, such as how to deal with environmental restrictions, or how to deal with inflows and outflows of the reservoirs from the existing power plants. Consequently the GIS-tool can be a very useful tool to establish the best possible connections between existing reservoirs and dams, but it still needs a deep study and the creation of new parameters for the user.

A CO2-saving-based methodology to measure the impact of the SUMP in European Cities: Application to the City of Burgos

Urban mobility in Europe is always a responsibility of the municipalities which propose measures to reduce CO2 emissions in terms of mobility aimed at reducing individual private transport (car). The European Commission's Action Plan on Urban Mobility calls for an increase in the take-up of Sustainable Urban Mobility Plans in Europe. SUMPs aim to create a sustainable urban transport system. Europe has got some long term initiatives and has been using some evaluation procedures, many of them through European projects. Nevertheless, the weak point with the SUMPs in Spain, has been the lack of concern about the evaluation and the effectiveness of the measures implemented in a SUMP. For this reason, it is difficult to know exactly whether or not the SUMPs have positively influenced in the modal split of the cities, and its contribution to reduce CO2 levels. The case of the City of Burgos is a very illustrative example as it developed a CiViTAS project during the years 2005-2009, with a total investment of 6M?. The results have been considered as ?very successful? even at European level. The modal split has changed considerably for better, The cost-effectiveness ratio of the SUMP in the city can be measured with the CO2 ton saved, specifically 36 ? per CO2 ton saved, which is fully satisfactory and in line with calculations from other European researchers. Additionally, the authors propose a single formula to measure the effectiveness of the activities developed under the umbrella of a SUMP.

A Semantic Approach to Problem-Based Learning with Conceptual Models

El aprendizaje basado en problemas se lleva aplicando con éxito durante las últimas tres décadas en un amplio rango de entornos de aprendizaje. Este enfoque educacional consiste en proponer problemas a los estudiantes de forma que puedan aprender sobre un dominio particular mediante el desarrollo de soluciones a dichos problemas. Si esto se aplica al modelado de conocimiento, y en particular al basado en Razonamiento Cualitativo, las soluciones a los problemas pasan a ser modelos que representan el compotamiento del sistema dinámico propuesto. Por lo tanto, la tarea del estudiante en este caso es acercar su modelo inicial (su primer intento de representar el sistema) a los modelos objetivo que proporcionan soluciones al problema, a la vez que adquieren conocimiento sobre el dominio durante el proceso. En esta tesis proponemos KaiSem, un método que usa tecnologías y recursos semánticos para guiar a los estudiantes durante el proceso de modelado, ayudándoles a adquirir tanto conocimiento como sea posible sin la directa supervisión de un profesor. Dado que tanto estudiantes como profesores crean sus modelos de forma independiente, estos tendrán diferentes terminologías y estructuras, dando lugar a un conjunto de modelos altamente heterogéneo. Para lidiar con tal heterogeneidad, proporcionamos una técnica de anclaje semántico para determinar, de forma automática, enlaces entre la terminología libre usada por los estudiantes y algunos vocabularios disponibles en la Web de Datos, facilitando con ello la interoperabilidad y posterior alineación de modelos. Por último, proporcionamos una técnica de feedback semántico para comparar los modelos ya alineados y generar feedback basado en las posibles discrepancias entre ellos. Este feedback es comunicado en forma de sugerencias individualizadas que el estudiante puede utilizar para acercar su modelo a los modelos objetivos en cuanto a su terminología y estructura se refiere. ABSTRACT Problem-based learning has been successfully applied over the last three decades to a diverse range of learning environments. This educational approach consists of posing problems to learners, so they can learn about a particular domain by developing solutions to them. When applied to conceptual modeling, and particularly to Qualitative Reasoning, the solutions to problems are models that represent the behavior of a dynamic system. Therefore, the learner's task is to move from their initial model, as their first attempt to represent the system, to the target models that provide solutions to that problem while acquiring domain knowledge in the process. In this thesis we propose KaiSem, a method for using semantic technologies and resources to scaffold the modeling process, helping the learners to acquire as much domain knowledge as possible without direct supervision from the teacher. Since learners and experts create their models independently, these will have different terminologies and structure, giving rise to a pool of models highly heterogeneous. To deal with such heterogeneity, we provide a semantic grounding technique to automatically determine links between the unrestricted terminology used by learners and some online vocabularies of the Web of Data, thus facilitating the interoperability and later alignment of the models. Lastly, we provide a semantic-based feedback technique to compare the aligned models and generate feedback based on the possible discrepancies. This feedback is communicated in the form of individualized suggestions, which can be used by the learner to bring their model closer in terminology and structure to the target models.