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Abstract
This paper presents a novel solution integrated into the Eneida DeepGrid® platform for real-time voltage and active power estimation in low voltage grids. The tool utilizes smart grid infrastructure data, including historical data, real-time measurements from a subset of meters, and exogenous information such as weather forecasts and dynamic price signals. Unlike traditional methods, the solution does not require electrical or topological characterization and is not affected by observability issues. The performance of the tool was evaluated through a case study using 10 real networks located in Portugal, with results showing high estimation accuracy, even under scenarios of low smart meter coverage. © The Institution of Engineering and Technology 2023.

Abstract
The C/C++ compilation stack (Intermediate Representations (IRs), compilation passes and backends) is encumbered by a steep learning curve, which we believe can be lowered by complementing it with approaches such as source-to-source compilation. Source-to-source compilation is a technology that is widely used and quite mature in certain programming environments, such as JavaScript, but that faces a low adoption rate in others. In the particular case of C and C++ some of the identified factors include the high complexity of the languages, increased difficulty in building and maintaining C/C++ parsers, or limitations on using source code as an intermediate representation. Additionally, new technologies such as Multi-Level Intermediate Representation (MLIR) have appeared as potential competitors to source-to-source compilers at this level. In this paper, we present what we have identified as current challenges of source-to-source compilation of C and C++, as well as what we consider to be opportunities and possible directions forward. We also present several examples, implemented on top of the Clava source-to-source compiler, that use some of these ideas and techniques to raise the abstraction level of compiler research on complex compiled languages such as C or C++. The examples include automatic parallelization of for loops, high-level synthesis optimisation, hardware/software partitioning with run-time decisions, and automatic insertion of inline assembly for fast prototyping of custom instructions. © João Bispo, Nuno Paulino, and Luís Miguel Sousa.

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Abstract
The emergence of accessible virtual reality headsets in the past decade multiplied educational uses of immersive virtual reality. Higher education, in particular, has seen many such reports emerge. However, there are scarce frameworks for higher education professionals to plan and deploy immersive virtual reality within their pedagogical practice. To attain a perspective on this field, we conducted a systematic literature review using SCOPUS search, focusing on Instructional Design Models for Immersive Virtual Reality in online Higher Education. This review aimed to provide a comprehensive overview of these models, their respective phases, and distinctive characteristics. The review identified two categories of Instructional Design Models for Immersive Virtual Reality in Higher Education: 1) Models specific to such contexts, with aspects such as managing immersion time or providing prior contact with the immersive environment; 2) Models developed for other contexts and adapted to immersive virtual reality, addressing aspects such as the importance of creating objectives, assessment elements, or defining resource purpose. We conclude that current instructional models used for immersive virtual reality in higher education lack the combination of the overall pedagogical concerns with the specific ones for immersive virtual reality. Thus, we recommend further research to develop instruction models that combine both aspects of learning design concerns.

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