Distributed Noise-Resilient Secondary Voltage and Frequency Control for Islanded Microgrids

This paper proposes a novel distributed noise-resilient secondary control for voltage and frequency restoration of islanded microgrid inverter-based distributed generations (DGs) with an additive type of noise. The existing distributed methods commonly are designed as secondary control system systems that operate on the assumption of ideal communication networks among DGs. However, the channels are prone to stochastic noise, whereas each DG obtains noisy measurements of the states of its neighbors via environmental noises. The existing distributed noise-resilient methods, ignore a complete model of the system. In contrast, this paper proposes consensus protocols that take into account both the noisy measurements and a complete nonlinear model of the system, examines the mean-square average consensus for voltage and frequency restoration of islanded AC microgrids in an uncertain environment, and provides accurate proportional real power sharing. Our proposed consensus protocol contains two parts: the state feedback of the agent and the relative states of the DG and its neighboring DGs. Finally, simulation studies are carried out in MATLAB/SimPowerSystems to evaluate the performance of the control laws. Simulation results and comparison with previous work reveals the effectiveness of the proposed method in regulating microgrid voltage and frequency and providing accurate proportional real power sharing

Introducing Peer Collaboration in a Networked English Writing Class

This chapter proposes a model of introducing networked peer assessment to an online course. In the organisation background, the benchmark model of peer assessment is introduced in terms of its theoretical and empirical bases. The discussions about Dadaelous Integrated Writing Environment (DIWE) and empirical studies on its use in language classes set the stage of the model of networked peer assessment. The model is then described in detail in terms of its structure and its use within DIWE. Challenges for using networked peer assessment are then discussed in the light of learners’ technological skills, online collaboration skills, and shifted teachers’ and students’ role in online learning. This chapter ends with solutions and recommendations in dealing with the three challenges mainly in terms of training students in technological use and in developing online collaboration skills and training teachers in using networked peer assessment