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OPTIMAL UPFC CONTROL AND OPERATIONS FOR POWER SYSTEMS
Title
OPTIMAL UPFC CONTROL AND OPERATIONS FOR POWER SYSTEMS.
Creator
Wu, Xiaohe, Qu, Zhihua, University of Central Florida
Abstract / Description
The content of this dissertation consists of three parts. In thefirst part, optimal control strategies are developed for UnifiedPower Flow Controller (UPFC) following the clearance of faultconditions. UPFC is one of the most versatile Flexible ACTransmission devices (FACTs) that have been implemented thus far.The optimal control scheme is composed of two parts. The first isan optimal stabilization control, which is an open-loop `Bang'type of control. The second is an suboptimal damping...
Show moreThe content of this dissertation consists of three parts. In thefirst part, optimal control strategies are developed for UnifiedPower Flow Controller (UPFC) following the clearance of faultconditions. UPFC is one of the most versatile Flexible ACTransmission devices (FACTs) that have been implemented thus far.The optimal control scheme is composed of two parts. The first isan optimal stabilization control, which is an open-loop `Bang'type of control. The second is an suboptimal damping control,which consists of segments of `Bang' type control with switchingfunctions the same as those of a corresponding approximate linearsystem. Simulation results show that the proposed control strategyis very effective in maintaining stability and damping outtransient oscillations following the clearance of the fault. Inthe second part, a new power market structure is proposed. The newstructure is based on a two-level optimization formulation of themarket. It is shown that the proposed market structure can easilyfind the optimal solutions for the market while takeing factorssuch as demand elasticity into account. In the last part, amathematical programming problem is formulated to obtain themaximum value of the loadibility factor, while the power system isconstrained by steady-state dynamic security constraints. Aniterative solution procedure is proposed for the problem, and thesolution gives a slightly conservative estimate of the loadibilitylimit for the generation and transmission system.
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Date Issued
2004
Identifier
CFE0000052, ucf:46122
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000052
An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program
Title
An Examination of the Algebra 1 Achievement of Black and Hispanic Student Participants in a Large Urban School District's Mathematics Intervention Program.
Creator
Bronson, Elethia, Taylor, Rosemarye, Baldwin, Lee, Storey, Valerie A., Andreasen, Janet, University of Central Florida
Abstract / Description
The mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards...
Show moreThe mathematics achievement gap between Black and White as well as Hispanic and White students has been well documented nationwide and in the school district of study. Much has been written in observance of the achievement gap, yet markedly less research has focused on practices and interventions that have improved mathematics performance for Black and Hispanic students. Consequently, this study examined the Algebra 1 achievement (indicated by student scale scores on the Florida Standards Assessments Algebra 1 End-of-Course exam) of Black and Hispanic students participating in a mathematics intervention program as compared to the Algebra 1 achievement of their similar non-participating peers in one large urban school district. Descriptive statistics and inferential statistical analysis via the one-way ANOVA and the independent samples t-test were utilized. Further quantitative analysis was conducted focusing on the mean scale score differences among intervention program participants in varying course structures, summer days attended, and school socioeconomic status. The study found that Black and Hispanic 7th grade program participants significantly outperformed their similar non-participating 7th grade peers and non-participating Black and Hispanic 9th grade students. No statistically significant differences were found among program participants who attended the summer preview camp for different numbers of days. Black and Hispanic intervention program participants enrolled in a double-block Algebra 1 course numerically outscored their single-period program peers overall and when disaggregated by race/ethnicity and prior year achievement level. The findings indicate the intervention program has the potential to improve Algebra 1 achievement and increase access to advanced-level mathematics for Black and Hispanic students. This study contributes to the scant literature on successful mathematics intervention programs targeting Black and Hispanic students. Studying the implementation of the program in schools demonstrating success could provide insight, enabling other schools to replicate an environment where Black and Hispanic secondary mathematics learners thrive.
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Date Issued
2018
Identifier
CFE0007393, ucf:52073
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007393
UCF UPWARD BOUND PROGRAM: PROMOTING FIRST GENERATION IN COLLEGE, LOW INCOME AND MULTICULTURAL STUDENTS STEM COLLEGE SUCCESS
Title
UCF UPWARD BOUND PROGRAM: PROMOTING FIRST GENERATION IN COLLEGE, LOW INCOME AND MULTICULTURAL STUDENTS STEM COLLEGE SUCCESS.
Creator
Restrepo, Christina, McCloud, Rebekah, University of Central Florida
Abstract / Description
The objective of this research is to explore the perceptions of UCF Upward Bound Program participants using focus groups and pre-posttest surveys in order to assess students level of understanding of Science, Technology, Engineering, and Mathematics (STEM) related coursework, secondary education preparation in science and mathematics, and their perceptions of barriers to a STEM college education. Also, this study centers on the summer 2010 science and mathematics residential portion of the...
Show moreThe objective of this research is to explore the perceptions of UCF Upward Bound Program participants using focus groups and pre-posttest surveys in order to assess students level of understanding of Science, Technology, Engineering, and Mathematics (STEM) related coursework, secondary education preparation in science and mathematics, and their perceptions of barriers to a STEM college education. Also, this study centers on the summer 2010 science and mathematics residential portion of the Upward Bound Program. Program outcomes and effectiveness were evaluated based on the change in student insight of the Upward Bound Programs stake in their secondary education. In addition, pre-posttest measures and interviews allowed a greater understanding of teacher and parent involvement in high school coursework success. Factors that involve self-efficacy, same or other group orientation and perceptions of student college environment were also analyzed. This research facilitated the understanding of first generation, low income and multicultural students perceptions and what they view as a benefit or a hindrance to entering and successfully completing degrees in post-secondary institutions, specifically in STEM-related disciplines.
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Date Issued
2011
Identifier
CFH0003808, ucf:44766
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0003808
Pre-service teacher perceptions on the education of children with critical illness and preparation to teach mathematics to children with critical illness.
Title
Pre-service teacher perceptions on the education of children with critical illness and preparation to teach mathematics to children with critical illness.
Creator
Fralish, Bethany, Nickels, Megan, Bush, Sarah, Kelley, Michelle, University of Central Florida
Abstract / Description
This research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods,...
Show moreThis research study presents data on three pre-service elementary teachers in an ethnographic study outlining the experiences of the pre-service elementary teachers during the semester of their first education internship. During the first internship semester, the three pre-service teachers completed a 12-week internship placement, 6-weeks at a hospital-based school program and 6-weeks at a brick-and-mortar public school, and three co-requisite courses (i.e., elementary mathematics methods, diagnostic and corrective reading, and teaching exceptional students). The data collected includes the pre-service teacher applications to participate in internship at the hospital-based school program, pre-interview questionnaire, end-of-day reflections, post-interview questionnaire, and background information questionnaire. The questions of study were: (1) How prepared do pre-service teachers feel to educate children with critical illness and address the needs of children with critical illness in the classroom as a result of completion of a 6-week internship at a hospital-based school program? (2) How prepared do pre-service teachers feel to teach mathematics to children with critical illness after completing a 6-week internship at a hospital-based school program? The results show that the participants' reported an increase in preparation to teach children with critical illness and teach them mathematics, but their views about the education of children with a critical illness and mathematics remain consistent. Thus, the results illuminated two themes across all participants: 1) children as a homogenous group 2) procedural mathematics. Study implications include the need to add specific professional learning on the educational impacts of a critical illness and the need to involve pre-service teachers in reflective practices of what they learn and observe and how that informs actions in the classroom.
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Date Issued
2019
Identifier
CFE0007804, ucf:52354
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007804