ASEAN grid flexibility: Preparedness for grid integration of renewable energy

In 2015, ASEAN established a goal of increasing its renewable energy share in its energy portfolio from approximately 13–23% by 2025. Renewable electricity, especially intermittent and variable sources, presents challenges for grid operators due to the uncertain timing and quantity of electricity supply. Grid flexibility, the electric grid's ability to respond to changing demands and supply, now stands a key resource in responding to these uncertainties while maximizing the cost-effective role of clean energy. We develop and apply a grid flexibility assessment tool to assess ASEAN's current grid flexibility using six quantitative indicators: grid reliability, electricity market access; load profile ramp capacity; quality of forecasting tools; proportion of electricity generation from natural gas; and renewable energy diversity. We find that ASEAN nations cluster into three groups: better; moderately; and the least prepared nations. We develop an analytical ramp rate calculator to quantify expected load ramps for ASEAN in an integrated ASEAN Power Grid scenario. The lack of forecasting systems and limited electricity market access represent key weaknesses and areas where dramatic improvements can become cost-effective means to increase regional grid flexibility. As ASEAN pursues renewable energy targets, regional cooperation remains essential to address identified challenges. Member nations need to increase grid flexibility capacity to adequately prepare for higher penetrations of renewable electricity and lower overall system costs

Deploy diverse renewables to save tropical rivers.

A strategic mix of solar, wind and storage technologies around river basins would be safer and cheaper than building large dams, argue Rafael J. P. Schmitt, Noah Kittner and colleagues

Tech Skills in Ten U.S. Cities: Comparing Job Needs in a Changing World

This study is a survey that identifies those IS skills which are in the greatest demand in various cities around the United States. Classified ads appearing in the cities’ major newspapers during Fall 2003 were examined. This paper analyzes these findings and compares them to the technology skills which employers from other regions (e.g. Mid-Atlantic states, New England states, and the Tampa Bay area) have deemed important. It also suggests curriculum implications for information systems educators with respect to new programs and course creation as well as directions for future research

Facilitating stakeholders: Experiences from the Austrian IMST Project

In this paper, we will present an elaborate example of what can happen, if you give educational stakeholders a chance to participate and even more instigate change processes in a supportive environment. We report on experiences from the Austrian IMST (Innovations Make Schools Top) project

Nonmelanoma Skin Cancer with Skull Infiltration and Cranial Involvement

BACKGROUND: Skin cancer is an uncommon cause of skull invasion, dural infiltration and brain parenchyma involvement. CASE REPORT: We report on a series of three elderly patients who presented with squamous cell carcinoma of the scalp with skull bone and cerebral invasion and discuss the diagnostic and therapeutic challenges. CONCLUSION: A major factor of delayed diagnosis of this potentially life-threatening skin cancer feature is patients’ neglecting

Teaching Teamwork in Information Systems Courses

Teams are becoming an increasingly important organizational form. The popularity of teams extends to the information systems development field. IS educators should recognize this trend towards teamwork and prepare their students to work effectively in team environments. This paper discusses the knowledge, skills, and abilities (KSA’s) needed for effective team membership and presents a method for teaching these in the context of IS courses. The paper also discusses the results of a field experiment designed to assess the effectiveness of the method. The results indicate that specific instruction in teamwork does impact students’ perceptions of the success of their teams but does not impact their attitudes towards teamwork