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Queueing Theory
(2024)
Conclusion
(2018)
There is a paradigm shift from traditional content-based education and training to competencybased and practice-oriented training. This shift has occurred because practice-oriented teaching has been found to produce a training outcome that is industry focused, generating the relevant occupational standards. Competency-based training program often comprises of modules broken into segments called learning outcomes. These learning outcomes are based on criteria set by industry and assessment is designed to ensure students become competent in their respective areas of specialization.
Multidisciplinary, multicultural, and multitasking has taken center stage in the global educational debate. Globalization and improvement in communication have affected the way organisations operate and hence influenced whom they hire. Today, it is common practice to work with people from diverse backgrounds and it requires competencies that go beyond general project management. Intercultural awareness, networking in different global communities, and learning to develop specific communication strategies for different stakeholders is all part of the package of skills and competencies that are required in today's interconnected world. This has indirect implication on the nature of skills and competencies institutions/universities must equip their students with to enable them to compete successfully in the working world.
Information reliability and automatic computation are two important aspects that are continuously pushing the Web to be more semantic. Information uploaded to the Web should be reusable and extractable automatically to other applications, platforms, etc. Several tools exist to explicitly markup Web content. The Web services may also have a positive role on the automatic processing of Web contents, especially when they act as flexible and agile agents. However, Web services themselves should be developed with semantics in mind. They should include and provide structured information to facilitate their use, reuse, composition, query, etc. In this chapter, the authors focus on evaluating state-of-the-art semantic aspects and approaches in Web services. Ultimately, this contributes to the goal of Web knowledge management, execution, and transfer.
Timely recognition of threats can be significantly supported by security assistance systems that work continuously in time and call the security personnel in case of anomalous events in the surveillance area. We describe the concept and the realization of an indoor security assistance system for real-time decision support. The system consists of a computer vision module and a person classification module. The computer vision module provides a video event analysis of the entrance region in front of the demonstrator. After entering the control corridor, the persons are tracked, classified, and potential threats are localized inside the demonstrator. Data for the person classification are provided by chemical sensors detecting hazardous materials. Due to their limited spatio-temporal resolution, a single chemical sensor cannot localize this material and associate it with a person. We compensate this deficiency by fusing the output of multiple, distributed chemical sensors with kinematical data from laser-range scanners. Considering both the computer vision formation and the results of the person classification affords the localization of threats and a timely reaction of the security personnel.
Public preferences
(2021)
For reforms to be acceptable and sustainable in the long run, they should be aligned with public preferences. ‘Preferences’ is a technical term used in social sciences or humanities including for example disciplines such as economics, philosophy or psychology. Broadly speaking, preferences refer to an individual’s judgements on liking one alternative more than others. More specifically, preferences are ‘subjective comparative evaluations, in the form of “Agent prefers X to Y”’ (Hansson and Grüne-Yanoff 2018). Here, we are particularly interested in people’s policy preferences concerning social protection, an area which deserves more attention in policy debates and research.
RoCKIn@Work was focused on benchmarks in the domain of industrial robots. Both task and functionality benchmarks were derived from real world applications. All of them were part of a bigger user story painting the picture of a scaled down real world factory scenario. Elements used to build the testbed were chosen from common materials in modern manufacturing environments. Networked devices, machines controllable through a central software component, were also part of the testbed and introduced a dynamic component to the task benchmarks. Strict guidelines on data logging were imposed on participating teams to ensure gathered data could be automatically evaluated. This also had the positive effect that teams were made aware of the importance of data logging, not only during a competition but also during research as useful utility in their own laboratory. Tasks and functionality benchmarks are explained in detail, starting with their use case in industry, further detailing their execution and providing information on scoring and ranking mechanisms for the specific benchmark.
Integrating Bond Graph-Based Fault Diagnosis and Fault Accommodation Through Inverse Simulation
(2017)
Incremental Bond Graphs
(2011)
Virtual exchange
(2022)
The curricula of all degree programs at H-BRS have many different practice-oriented activities and focus on hands-on learning. In labs and small classrooms (30–60 persons), students get a personalized learning environment which is complemented with many individual and group projects that foster collaborative work situations. There are several main areas that students learn from working with industry, local organizations or public institutions.
The most prominent education reform in Europe started in Bologna, Italy, in 1999, when the European Ministers responsible for higher education met to set the foundation for the European Higher Education Area (EHEA). The following process to reform and unify higher education and its systems in Europe is therefore known as the Bologna Process.
Telecollaborating and communicating in online contexts using English as a Lingua Franca (ELF) requires students to develop multiple literacies in addition to foreign language skills and intercultural communicative competence. This chapter looks at the intersection of technology and teaching ELF, examining mutual contributions of technologies, more specifically Web 2.0, and ELF to each other, and the challenges in designing and implementing collaboration projects across cultures. Moreover, it looks at how the development of digital competencies in ELF (DELF) can be enhanced through the implementation of Web 2.0 mediated intercultural dialogues. The detail of the research design including internet tools used, participants and tasks are also discussed. Data analysis points to a positive attitude towards telecollaboration, also providing confirmation of some of the problems identified in theoretical framework, such as different levels of personal engagement.