Journal articles: 'Active Class'

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Pantoli, L., V. Stornelli, and G. Leuzzi. "Class AB tunable active inductor." Electronics Letters 51, no. 1 (January 2015): 65–67. http://dx.doi.org/10.1049/el.2014.3877.

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Bailey, Raymond C., and Noel C. Eggleston. "Active Learning and the Survey Class." Teaching History: A Journal of Methods 12, no. 2 (May 4, 1987): 3–9. http://dx.doi.org/10.33043/th.12.2.3-9.

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Subowo,, Arif, Triyanto Triyanto,, and Rini Triastuti. "Active Debate Learning Model in Strengthening Critical Thinking Skills for Class IX students." International Journal of Multidisciplinary Research and Analysis 05, no. 11 (November 15, 2022): 3100–3105. http://dx.doi.org/10.47191/ijmra/v5-i11-17.

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The ability to think critically is an important component in the world of education, especially for students as the younger generation should have the ability to think critically as a capital to face the challenges of the world in the future. This study aims to determine the strengthening of critical thinking skills of grade IX students through an active debate learning model on Pancasila and citizenship education subjects at Muhammadiyah Junior High School Special Program Kottabarat Surakarta. This study uses a qualitative approach with data collection through observation, interviews and documentation. The subjects of this study were teachers of Pancasila and citizenship education and grade IX students. The results showed that the application of the ac tive debate learning model in Pancasila and citizenship education subjects was able to strengthen the critical thinking skills of grade IX students, indicated by the students' ability to understand the material, analyze, speak, and conclude a problem.

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Xue, Yanbing, and Milos Hauskrecht. "Active Learning of Multi-Class Classification Models from Ordered Class Sets." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 5589–96. http://dx.doi.org/10.1609/aaai.v33i01.33015589.

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In this paper, we study the problem of learning multi-class classification models from a limited set of labeled examples obtained from human annotator. We propose a new machine learning framework that learns multi-class classification models from ordered class sets the annotator may use to express not only her top class choice but also other competing classes still under consideration. Such ordered sets of competing classes are common, for example, in various diagnostic tasks. In this paper, we first develop strategies for learning multi-class classification models from examples associated with ordered class set information. After that we develop an active learning strategy that considers such a feedback. We evaluate the benefit of the framework on multiple datasets. We show that class-order feedback and active learning can reduce the annotation cost both individually and jointly.

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Lindholm, J. "First Class Ideas: Creating an Atmosphere Conducive To Active Class Participation." Journal of Management Education 12, no. 3 (August 1, 1988): 110–12. http://dx.doi.org/10.1177/105256298801200316.

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Marquette, Christopher J., and Thomas G. E. Williams. "Dual-Class Shares and Active Investment Strategies." Journal of Investing 20, no. 1 (February 28, 2011): 43–51. http://dx.doi.org/10.3905/joi.2011.20.1.043.

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Bratanov, Vasil, Frank Jenko, and Erwin Frey. "New class of turbulence in active fluids." Proceedings of the National Academy of Sciences 112, no. 49 (November 23, 2015): 15048–53. http://dx.doi.org/10.1073/pnas.1509304112.

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Turbulence is a fundamental and ubiquitous phenomenon in nature, occurring from astrophysical to biophysical scales. At the same time, it is widely recognized as one of the key unsolved problems in modern physics, representing a paradigmatic example of nonlinear dynamics far from thermodynamic equilibrium. Whereas in the past, most theoretical work in this area has been devoted to Navier–Stokes flows, there is now a growing awareness of the need to extend the research focus to systems with more general patterns of energy injection and dissipation. These include various types of complex fluids and plasmas, as well as active systems consisting of self-propelled particles, like dense bacterial suspensions. Recently, a continuum model has been proposed for such “living fluids” that is based on the Navier–Stokes equations, but extends them to include some of the most general terms admitted by the symmetry of the problem [Wensink HH, et al. (2012) Proc Natl Acad Sci USA 109:14308–14313]. This introduces a cubic nonlinearity, related to the Toner–Tu theory of flocking, which can interact with the quadratic Navier–Stokes nonlinearity. We show that as a result of the subtle interaction between these two terms, the energy spectra at large spatial scales exhibit power laws that are not universal, but depend on both finite-size effects and physical parameters. Our combined numerical and analytical analysis reveals the origin of this effect and even provides a way to understand it quantitatively. Turbulence in active fluids, characterized by this kind of nonlinear self-organization, defines a new class of turbulent flows.

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TORII, Shuichi, Yasuhiro IMAMURA, Yasutaka OHSHIMA, and Kouji ARIYOSHI. "Active Class Composed with Mechanical Engineering and Environment." Journal of JSEE 60, no. 4 (2012): 4_82–4_84. http://dx.doi.org/10.4307/jsee.60.4_82.

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Yang, Yanping, and Guangzhi Ma. "Ensemble-based active learning for class imbalance problem." Journal of Biomedical Science and Engineering 03, no. 10 (2010): 1022–29. http://dx.doi.org/10.4236/jbise.2010.310133.

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Rochmahwati, Pryla. "INTEGRATING ACTIVE LEARNING IN A COLLEGE SPEAKING CLASS." Journal on English as a Foreign Language 3, no. 1 (December 25, 2015): 31. http://dx.doi.org/10.23971/jefl.v3i1.60.

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Neilsen, Tracianne B., and Kent L. Gee. "Active-learning techniques in an introductory acoustics class." Journal of the Acoustical Society of America 132, no. 3 (September 2012): 1923. http://dx.doi.org/10.1121/1.4755057.

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Hill, Grant. "Motivating Students to Be Active Outside of Class." Journal of Physical Education, Recreation & Dance 80, no. 1 (January 2009): 25–30. http://dx.doi.org/10.1080/07303084.2009.10598264.

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Leith, D. Malcolm. "Active Learning in an Adult Basic Math Class." Journal of Experiential Education 11, no. 2 (August 1988): 28–31. http://dx.doi.org/10.1177/105382598801100206.

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TOOMER, CAROL A., PETER A. LAMBERT, CLARE E. SANSOM, and CARL H. W. SCHWALBE. "Active-site modelling of class I β-lactamases." Biochemical Society Transactions 18, no. 5 (October 1, 1990): 921–22. http://dx.doi.org/10.1042/bst0180921.

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Wahyuni, Delvi. "ACTIVE READING IN TEACHING POETRY IN EFL CLASS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 1 (December 1, 2012): 10. http://dx.doi.org/10.24036/ld.v6i1.2550.

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Poetry at large does not have the liberty of prose in describing experience to its fullest details. Its nature is to compress experience into compact and condensed language thus reading poetry for the uninitiated can be very challenging. For students of EFL, reading poetry in English can be a very demanding task because they have to get through double barriers, namely: the nature of poetry and English, the language it is written in, to enjoy the experience it tries to convey. Teachers of poetry are also riddled with dillemma as to make their students understand the text they are teaching. The practice of authoritatively telling students what it means will turn poetry class into a uninspiring session where students will listen to another dreary sermon each time they attend the class and leave them marvelling whether the teacher’s explanation is within their reach or beyond them. Moreoever, it will do them injustice because this practive will cripple them of the ability in discovering the meaning of the text they are reading on their own. For this reason, this paper proposes active reading as a strategy to help both teachers and students to prevail over challenges posed by poetry in English. Active reading involves a lot of annotating task which will help students to crack open the compact language of poetry and extend it to the extent of students discovering that poetry is just another way to communicate experience through language. Key words: teaching poetry, EFL.

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Saar-Tsechansky, Maytal, and Foster Provost. "Active Sampling for Class Probability Estimation and Ranking." Machine Learning 54, no. 2 (February 2004): 153–78. http://dx.doi.org/10.1023/b:mach.0000011806.12374.c3.

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Mullen, Erin Terwilleger. "Teaching an Engaged Analysis Class Through Active Learning." PRIMUS 22, no. 3 (April 2012): 186–200. http://dx.doi.org/10.1080/10511970.2010.497957.

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Liu, Dongjiang, and Yanbi Liu. "An active learning algorithm for multi-class classification." Pattern Analysis and Applications 22, no. 3 (May 14, 2018): 1051–63. http://dx.doi.org/10.1007/s10044-018-0716-1.

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Harder, Achim, and Georg von Samson-Himmelstjerna. "Cyclooctadepsipeptides – a new class of anthelmintically active compounds." Parasitology Research 88, no. 6 (March 16, 2002): 481–88. http://dx.doi.org/10.1007/s00436-002-0619-2.

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NAKAHARA, Takeshi, and Takashi FUJIMOTO. "2A13 Energy Regenerative Active Vibration Control of Cantilever Beam Using Piezoelectric Actuator and Class D Amplifier." Proceedings of the Symposium on the Motion and Vibration Control 2010 (2010): _2A13–1_—_2A13–13_. http://dx.doi.org/10.1299/jsmemovic.2010._2a13-1_.

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Ibáñez-González, María J., and Tania Mazzuca-Sobczuk. "Active Methodologies in Chemistry." Proceedings 2, no. 21 (October 30, 2018): 1339. http://dx.doi.org/10.3390/proceedings2211339.

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Cooperative learning is not easy to develop when we encounter large classes of approximately 70 students. This handicap is increased when the subject is taught in the first year and the first semester. This is the case of the subject of Chemistry 1 of the Degree in Agricultural Engineering, the student comes to the University without having worked in a group, with little knowledge of the subject and attending classes at random. To diminish these negative effects, the informal cooperative learning methodology has been used both in the classroom and through the Blackboard Learn platform. At the same time the student has self-evaluations on the Blackboard Learn platform, which must be done before going to class and before going to the laboratory. Summaring, in order to increase student participation and daily work, a series of methodologies that have been implemented throughout the academic courses are proposed: (1) in the classroom, participatory master class and informal cooperative learning, (2) in the laboratory, laboratory experiences, cooperative learning and (3) On the Blackboard platform, informal cooperative learning, self-evaluations and portfolios of laboratory experiences and self-evaluations of theoretical topics. The final purpose is flipped classroom, to work before, during and after the class.

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Lyutikova, Ekaterina A., and Andrei V. Sideltsev. "Active Participles in Hittite." Altorientalische Forschungen 48, no. 1 (June 8, 2021): 102–17. http://dx.doi.org/10.1515/aofo-2021-0007.

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Lee, Gyuil. "Development and Evaluation of Physical Activity Class for All (PACA) Program." Korean Journal of Sport Pedagogy 26, no. 3 (July 31, 2019): 1–28. http://dx.doi.org/10.21812/kjsp.2019.07.26.3.1.

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Lumpkin, Angela, and Rebecca M. Achen. "Flipping a Class: Active Learning and More of It." Sport Management Education Journal 9, no. 2 (October 2015): 79–90. http://dx.doi.org/10.1123/smej.2014-0042.

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Despite what many claim, just because there is teaching does not mean there is learning. Clear and convincing evidence supports changing the instructional paradigm to a learner-centered classroom. Flipping a class shifts the delivery, often through technologically presented lectures, to free class time for student participation in a plethora of learning activities, such as think-pair-share and discussions, leading to student perceptions of greater learning and more enjoyment. In an action research approach with one class, 72% of juniors and seniors in an undergraduate sport finance and economics class reported out-of-class lectures often positively impacted their learning, and the remaining 28% responded these lectures did sometimes. End-of-course evaluations and surveys were overwhelmingly positive about class engagement, interaction, and enjoyment.

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Yahyazade, Mozhgan, Mostafa Morady Moghaddam, and Atena Attaran. "Towards an Interactive EFL Class: Using Active Learning Strategies." International Journal of Modern Education and Computer Science 6, no. 5 (May 8, 2014): 8–14. http://dx.doi.org/10.5815/ijmecs.2014.05.02.

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Hasan, Dan, and Matteo Rinaldi. "Stimulating active participation with class materials using Interactive Document." e-mentor 90, no. 3 (July 2021): 84–90. http://dx.doi.org/10.15219/em90.1525.

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Online learning became one of the most discussed topics during the COVID-19 pandemic. The educational world had to implement and deliver online courses for their students, and millions of students found themselves behind their laptop rather than in class in a matter of weeks. This article introduces a specific piece of software, Interactive Document, tailored to higher education to allow heightened interaction and active participation with study materials. This article explains the main elements of the tool, including how instructors can benefit from using Interactive Document integrated with Microsoft Teams. Characteristics of the software such as in-line comments, practice questions, anti-skimming features, comment sorting, and the ability to attach files are discussed, with references to use cases where these features were applied. Finally, a case study from Texas A&M International University is presented, highlighting how Interactive Document enhances students’ critical skills and structural understanding, while allowing instructors to have a deeper overview on student performance and interaction with the study material.

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Hameed P, Shahul, Murugan Chinnapattu, Gajanan Shanbag, Praveena Manjrekar, Krishna Koushik, Anandkumar Raichurkar, Vikas Patil, et al. "Aminoazabenzimidazoles, a Novel Class of Orally Active Antimalarial Agents." Journal of Medicinal Chemistry 57, no. 13 (June 24, 2014): 5702–13. http://dx.doi.org/10.1021/jm500535j.

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Phor, Anita, I. Singh, and J. S. Phor. "A NEW CLASS OF BIOLOGICALLY ACTIVE DIORGANOSILICON(IV) COMPLEXES." Phosphorus, Sulfur, and Silicon and the Related Elements 97, no. 1-4 (December 1994): 183–89. http://dx.doi.org/10.1080/10426509408020741.

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Guo, Husheng, and Wenjian Wang. "An active learning-based SVM multi-class classification model." Pattern Recognition 48, no. 5 (May 2015): 1577–97. http://dx.doi.org/10.1016/j.patcog.2014.12.009.

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Shvydkoy, R. "Convex integration for a class of active scalar equations." Journal of the American Mathematical Society 24, no. 4 (2011): 1159–74. http://dx.doi.org/10.1090/s0894-0347-2011-00705-4.

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Gaumond, Charles F., and Ralph N. Baer. "Classification of active sonar detections with class specific method." Journal of the Acoustical Society of America 121, no. 5 (May 2007): 3192. http://dx.doi.org/10.1121/1.4782417.

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North, Brian J., Bjoern Schwer, Nidhi Ahuja, Brett Marshall, and Eric Verdin. "Preparation of enzymatically active recombinant class III protein deacetylases." Methods 36, no. 4 (August 2005): 338–45. http://dx.doi.org/10.1016/j.ymeth.2005.03.004.

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Wang, Zengmao, Xi Fang, Xinyao Tang, and Chen Wu. "Multi-Class Active Learning by Integrating Uncertainty and Diversity." IEEE Access 6 (2018): 22794–803. http://dx.doi.org/10.1109/access.2018.2817845.

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Bornmann, P. L., D. Kalmbach, and D. Kulhanek. "McIntosh active-region class similarities and suggestions for mergers." Solar Physics 150, no. 1-2 (March 1994): 147–64. http://dx.doi.org/10.1007/bf00712883.

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Haines, Tom S. F., and Tao Xiang. "Active Rare Class Discovery and Classification Using Dirichlet Processes." International Journal of Computer Vision 106, no. 3 (May 23, 2013): 315–31. http://dx.doi.org/10.1007/s11263-013-0630-3.

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Harton, Helen C., Deborah S. Richardson, Ricardo E. Barreras, Matthew J. Rockloff, and Bibb Latané. "Focused Interactive Learning: A Tool for Active Class Discussion." Teaching of Psychology 29, no. 1 (January 2002): 10–15. http://dx.doi.org/10.1207/s15328023top2901_03.

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Focused Interactive Learning (FIL) is a tool for teaching psychological concepts through student participation in a focused discussion with other class members. Students from 5 upper and lower level psychology courses participated in FIL exercises in which they answered several multiple-choice or opinion questions on their own and then systematically discussed each item for about 2 min with other students before giving a final answer. FIL increased student test performance, helped them get to know other students in the class, and had a small effect on students' self-reported participation and interest in psychology.

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Ort, Oswald, Uwe Döller, Willy Reißel, Stephen D. Lindell, Thomas L. Hough, Donald J. Simpson, and Jimmy P. Chung. "α-Hydroxyarylacetamides: A New Class of Fungicidally Active Compounds." Pesticide Science 50, no. 4 (August 1997): 331–33. http://dx.doi.org/10.1002/(sici)1096-9063(199708)50:4<331::aid-ps602>3.0.co;2-v.

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Sauter, Hubert, Wolfgang Steglich, and Timm Anke. "Strobilurins: Evolution of a New Class of Active Substances." Angewandte Chemie International Edition 38, no. 10 (May 17, 1999): 1328–49. http://dx.doi.org/10.1002/(sici)1521-3773(19990517)38:10<1328::aid-anie1328>3.0.co;2-1.

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Hilgard, P., T. Klenner, J. Stekar, and C. Unger. "Alkylphosphocholines: a new class of membrane-active anticancer agents." Cancer Chemotherapy and Pharmacology 32, no. 2 (1993): 90–95. http://dx.doi.org/10.1007/bf00685608.

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Svinicki, Marilla. "Improving Student Note Taking in an Active Learning Class." National Teaching & Learning Forum 30, no. 1 (December 2020): 6–8. http://dx.doi.org/10.1002/ntlf.30262.

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Rawas, Hawazen. "Comparison of Undergraduate Nursing Student Satisfaction in Flipped Class (FC), Active Lecture Class (ALC) and Traditional Lecture Class (TLC)." American Journal of Nursing Research 7, no. 6 (October 15, 2019): 991–94. http://dx.doi.org/10.12691/ajnr-7-6-12.

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Rodriguez, Julia E. "A massively flipped class." Reference Services Review 44, no. 1 (February 8, 2016): 4–20. http://dx.doi.org/10.1108/rsr-07-2015-0033.

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Purpose – The purpose of this paper is to describe and analyze how one-shot library instruction sessions for large lecture classes can effectively be “flipped”, and can incorporate active learning activities as part of both online and face-to-face classroom. Design/methodology/approach – This case study discusses the challenges of using flipped classroom methods with large enrollment courses and investigates the use of technology to facilitate the active learning components. Situated in flipped classroom pedagogy literature for both information literacy instruction and large lecture classes, the paper synthesizes practical information through the analysis of design and implementation. Findings – Lecture classes present unique challenges for utilizing flipped classroom methods, but the obstacles can be overcome with a bit of preparation and faculty buy-in, balanced with the proper utilization of technology. Originality/value – The paper offers other librarians practical design and implementation information for using flipped classroom methods, specifically for classes with large enrollments, filling a gap in the library literature that presently lacks examples of flipped classroom pedagogy being utilized for information literacy (IL) instruction with lecture classes.

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Baker, Kimberly Frazier. "Active Learning: Relevancy Matters." Perspectives on Issues in Higher Education 14, no. 2 (October 2011): 64–69. http://dx.doi.org/10.1044/ihe14.2.64.

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Active learning theory is quickly becoming the instructional method of choice in today’s higher education institutions. This article presents a description of 3 relevant group projects used in a junior-level Language Disorders in Children class. Student reflections on learning highlight the success and importance of relevant active learning instruction in undergraduate coursework in communication sciences and disorders programs.

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DesJardins, Marie. "ACTIVE-ating Artificial Intelligence: Integrating Active Learning in an Introductory Course." AI Magazine 35, no. 4 (December 22, 2014): 125–26. http://dx.doi.org/10.1609/aimag.v35i4.2557.

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his column describes my experience with using a new classroom space (the ACTIVE Center), which was designed to facilitate group-based active learning and problem solving, to teach an introductory artificial intelligence course. By restructuring the course into a format that was roughly half lecture and half small-group problem-solving, I was able to significantly increase student engagement, their understanding and retention of difficult concepts, and my own enjoyment in teaching the class.

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Sulistyoningsih, Margaretha. "Promoting Active Learning for Increasing Students’ Understanding of the Teaching Materials: A Report on Teaching Experience in Computer Science." Indonesian Journal of Information Systems 3, no. 1 (August 28, 2020): 64. http://dx.doi.org/10.24002/ijis.v3i1.3603.

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Knowledge gap among students is one of the challenges in teaching-learning process. Active learning can be one way to the solution, as study shows that active learning increase students’ achievement. Knowledge transfer between peers can have its place in an active class, since group discussion is part of the class design. We have been applying active learning in our classes where students were invited to teach in small groups or in class. This study aims at collecting feedbacks from students whether the class designs give positive impacts to students’ understandings of the teaching material. Thirty-six students fill out the questionnaire in Google Form anonymously about the activities in our class settings in the past semester. The result shows that active learning increases students’ understanding of the teaching materials. Active learning motivates students to study and to share knowledge with peers in small groups as we have bonus points for individual and for group. We conclude that our class design that promotes active learning can bridge the knowledge gap between students.

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Matherly, Michele, and Laurie L. Burney. "Active Learning Activities to Revitalize Managerial Accounting Principles." Issues in Accounting Education 28, no. 3 (March 1, 2013): 653–80. http://dx.doi.org/10.2308/iace-50465.

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ABSTRACT: Students often enroll in the managerial principles class because of a degree requirement rather than a burning passion to learn the subject matter. Through active learning, new content can become more interesting by involving students in their own learning. This paper offers accounting faculty four active learning activities to engage students and enhance their understanding of difficult concepts: managerial accounting terminology, activity-based costing, variance analysis, and special order decision-making. During these in-class activities, students work through relevant computations and delve into additional considerations using guided class discussions. A survey of students' attitudes reveals that students perceive that these active learning activities had a positive impact on their content knowledge related to the managerial principles course, as well as their attitude toward and interest in the class. In addition, students felt that the activities were worthwhile and demonstrated the concern their instructor had for quality teaching. The accompanying Teaching Notes contain detailed, step-by-step guidance for implementing the four activities, along with sample solutions.

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Joseph Lobo, Gregory. "Active learning interventions and student perceptions." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 465–73. http://dx.doi.org/10.1108/jarhe-09-2016-0061.

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Purpose Engaging students through active learning is the gold standard of teaching especially in higher education; however, it is not clear whether students appreciate being so engaged. The purpose of this paper is to recount an attempt to redesign a lecture-based course, applying research-supported active learning strategies, and to report on student perceptions of the attempt. Design/methodology/approach The author attempted to innovate a standard lecture-based introductory social science class to engage students and facilitate authentic learning. The active learning innovations were learning by doing, collaboration, reading with a method, and increased autonomy. Student perceptions were measured over two iterations of the course (each one lasting one semester) using electronically distributed surveys. Findings The results have shown that most students strongly agreed that the innovations facilitated their learning; however, overall, the course received a lower student evaluation than versions given in the traditional lecture-based format. Originality/value The results suggest that students appreciate active learning strategies and that such strategies do indeed promote authentic learning; nonetheless, further research needs to be done to explain the paradox of specific student appreciation of active learning strategies combined with an overall less favorable evaluation of the class rooted in such strategies as compared to evaluations of the traditional lecture-based class.

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Lin, Christopher, Mausam Mausam, and Daniel Weld. "Active Learning with Unbalanced Classes and Example-Generation Queries." Proceedings of the AAAI Conference on Human Computation and Crowdsourcing 6 (June 15, 2018): 98–107. http://dx.doi.org/10.1609/hcomp.v6i1.13334.

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Machine learning in real-world high-skew domains is difficult, because traditional strategies for crowdsourcing labeled training examples are ineffective at locating the scarce minority-class examples. For example, both random sampling and traditional active learning (which reduces to random sampling when just starting) will most likely recover very few minority-class examples. To bootstrap the machine learning process, researchers have proposed tasking the crowd with finding or generating minority-class examples, but such strategies have their weaknesses as well. They are unnecessarily expensive in well-balanced domains, and they often yield samples from a biased distribution that is unrepresentative of the one being learned.This paper extends the traditional active learning framework by investigating the problem of intelligently switching between various crowdsourcing strategies for obtaining labeled training examples in order to optimally train a classifier. We start by analyzing several such strategies (e.g., annotate an example, generate a minority-class example, etc.), and then develop a novel, skew-robust algorithm, called MB-CB, for the control problem. Experiments show that our method outperforms state-of-the-art GL-Hybrid by up to 14.3 points in F1 AUC, across various domains and class-frequency settings.

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Maciag, Anna E., Ryan J. Holland, Joseph E. Saavedra, Harinath Chakrapani, Paul J. Shami, and Larry K. Keefer. "Thiol Modification By Pharmacologically Active Agents of the Diazeniumdiolate Class." Forum on Immunopathological Diseases and Therapeutics 3, no. 2 (2012): 91–95. http://dx.doi.org/10.1615/forumimmundisther.2012006334.

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Zhu, Jian-hong, Juping Gu, and Min Wu. "Grid-Friendly Active Demand Strategy on Air Conditioning Class Load." Applied Sciences 10, no. 18 (September 16, 2020): 6464. http://dx.doi.org/10.3390/app10186464.

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The growing number of accessed energy-efficient frequency conversion air conditioners is likely to generate a large number of harmonics on the power grid. The following shortage in the reactive power of peak load may trigger voltage collapse. Hence, this conflicts with people’s expectations for a cozy environment. Concerning the problems mentioned above, an active management scheme is put forward to balance the electricity use and the normal operation of air conditioning systems. To be specific, first, schemes to suppress the low voltage ride through (LVRT) and harmonic are designed. Second, to deaden the adverse effects caused by nonlinear group load running on the grid and prevent the unexpected accidents engendered from grid malfunction, the dynamic sensing information obtained by an online monitor is analyzed, which can be seen as an actively supervised mechanism. The combined application of active and passive filtering technology is studied as well. Third, the new energy storage is accessed reliably to cope with peak-cutting or grid breaking emergencies, and the fuzzy control algorithm is researched. Finally, system feasibility is verified by functional modules co-operation simulation, and active management target is achieved under scientific and reasonable state-of-charge (SOC) management strategy.

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Journal articles on the topic 'Active Class'

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