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Van Dessel M.,Campus de Nayer | Van Ham G.,KH Kempen | Deconinck G.,Catholic University of Leuven | Nobels T.,Groep T Leuven Hogeschool | And 3 more authors.
Proceedings - ICELIE 2010, 4th IEEE International Conference on E-Learning in Industrial Electronics | Year: 2010

Ever more students start their master programme with a bachelor degree which does not provide the ideal background for their study. Such students benefit from dedicated help when they have to master advanced topics in automation, control and electrical engineering. Because individual help is adequate but too labour-intensive, a self-study package has been developed by which individual students can select an optimal path to update their required knowledge -depending on their foregoing trajectory- and acquire the required competencies. Topics cover electrical systems (medium and high voltage, power protection, power quality), power electronics (prototyping, electromagnetic compatibility), automation (drive control, drive efficiency, industrial networks and diagnosis). The guided self-study approach consists of a handbook and a digital learning platform; practical hands-on laboratories take place, distributed over several university colleges. A final assessment checks whether students obtained the required competencies. Approximately 12 groups of students, from 9 programmes in 7 institutions, cover 25 topics and laboratory visits yearly. ©2010 IEEE.

Deschrijver D.,Ghent University | Pissoort D.,KHBO | Pissoort D.,Agilent Technologies | Dhaene T.,Ghent University
2010 IEEE 14th Workshop on Signal Propagation on Interconnects, SPI 2010 - Proceedings | Year: 2010

In this paper, a novel adaptive stopping criterion for FDTD simulations of microwave components is applied to a package example. The new stopping criterion relies on the Vector Fitting algorithm to successively build an updated macromodel for the frequency response of the device under study based on increasing time-limited transient responses. In this way, it aims at minimizing the number of timesteps and, hence, the overall simulation time to capture the device's frequency response within a given frequency band up to a predefined accuracy level. © 2010 IEEE.

Van Den Bossche J.,Catholic University of Leuven | Vermeyen A.,Catholic University of Leuven | Schyvinck E.,Catholic University of Leuven | Danckaert E.,Catholic University of Leuven | And 5 more authors.
Proceedings of the 40th SEFI Annual Conference 2012 - Engineering Education 2020: Meet the Future | Year: 2012

Research in Flanders shows that only 40% of the 47.000 students who started higher education acquired all of the 60 credits during the academic year 2007-2008 [1]. This tendency even seems to continue. This is partly due to a wrong choice of study [2]. Better support for making the right choice before the start and/or re-orientation a few weeks after the start of the term seems to be more necessary than ever. But is it possible to predict the chances of success? A lot of research on the prediction of study results is found in literature [3], [4], [5], [6]. Most of these studies were USA studies based on the SAT (Scholastic Aptitude Test) test. We examined three possible (cognitive) tests that could be used for making a better choice before start or for re-orientation after a few weeks. We focused on industrial engineering students in Flanders (Belgium). The first and second test are non-obligatory tests for students before the start of the study. These tests examine elementary scientific and math skills. During this pilot test phase, these tests were offered at the start of the academic year. In Ref. [7] these tests can be found.The third test was a test that took place a few weeks after the start of the semester. The study material is part of the curriculum. This test can be used for re-orientation a few weeks after the start of the academic year. The relationship between exam result and score on the different tests was investigated using Spearman's Rank-Order Correlation coefficient (rs). There is a small correlation in case of test 1 (rs=0,175), a medium correlation in test 2 (rs=0,472) and a large correlation in test 3 (rs=0,675). Using test 1, we can not advise students to start the engineering study or not. In case of test 2, we get a much higher correlation coefficient, but even then, we can not advise students. The only test which we slightly can rely on to advise students is test 3. What's the reason for the low correlation in case of test 1? And why is the correlation higher in test 2 and test 3? In this paper we will give some possible explanations. Further research is certainly needed.

Cordemans P.,KHBO | Van Landschoot S.,KHBO | Boydens J.,KHBO | Steegmans E.,Catholic University of Leuven
Studies in Computational Intelligence | Year: 2014

Due to embedded co-design considerations, testing embedded software is typically deferred after the integration phase. Contrasting with the current embedded engineering practices, Test-Driven Development (TDD) promotes testing software during its development, even before the target hardware becomes available. Principally, TDD promotes a fast feedback cycle in which a test is written before the implementation. Moreover, each test is added to a test suite, which runs at every step in the TDD cycle. As a consequence, test-driven code is well tested and maintainable. Still, embedded software has some typical properties which impose challenges to apply the TDD cycle. Essentially, uploading software to target is generally too time-consuming to frequently run tests on target. Secondary issues are hardware dependencies and limited resources, such as memory footprint or processing power. In order to deal with these limitations, four methods have been identified and evaluated. Furthermore, a number of relevant design patterns are discussed to apply TDD in an embedded environment. © 2014 Springer-Verlag Berlin Heidelberg.

Boehme L.,Catholic University College of Bruges-Ostend | Joseph M.,KHBO | Anseele T.,KHBO | Verstraete S.,KHBO
CESB 2013 PRAGUE - Central Europe Towards Sustainable Building 2013: Sustainable Building and Refurbishment for Next Generations | Year: 2013

The research-program 'ValReCon20' proved the possibility to replace 100 % of the coarse original aggregates with recycled concrete aggregates (RCA) in concrete mixtures in the strength class C25/30. An important consideration is that the W/C-ratio must be limited by use of water-reducing admixtures: superplasticisers. This article discusses the findings of a study on the impact on the workability of recycling concrete using a polycarboxylate based superplasticiser. The research is mainly focused on the time of addition of the superplasticiser and the soaking condition of RCA. It is concluded that not soaking the RCA results initially in more free water, coming from the extra water added to compensate the absorption, so that the superplasticiser is activated more slowly. The rate of activation of the superplasticiser and the amount of water are linked to each other.

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