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Safety of subjects during radiofrequency exposure in ultra-high-field magnetic resonance imaging
(2020)
Magnetic resonance imaging (MRI) is one of the most important medical imaging techniques. Since the introduction of MRI in the mid-1980s, there has been a continuous trend toward higher static magnetic fields to obtain i.a. a higher signal-to-noise ratio. The step toward ultra-high-field (UHF) MRI at 7 Tesla and higher, however, creates several challenges regarding the homogeneity of the spin excitation RF transmit field and the RF exposure of the subject. In UHF MRI systems, the wavelength of the RF field is in the range of the diameter of the human body, which can result in inhomogeneous spin excitation and local SAR hotspots. To optimize the homogeneity in a region of interest, UHF MRI systems use parallel transmit systems with multiple transmit antennas and time-dependent modulation of the RF signal in the individual transmit channels. Furthermore, SAR increases with increasing field strength, while the SAR limits remain unchanged. Two different approaches to generate the RF transmit field in UHF systems using antenna arrays close and remote to the body are investigated in this letter. Achievable imaging performance is evaluated compared to typical clinical RF transmit systems at lower field strength. The evaluation has been performed under consideration of RF exposure based on local SAR and tissue temperature. Furthermore, results for thermal dose as an alternative RF exposure metric are presented.
Objective
In local SAR compression algorithms, the overestimation is generally not linearly dependent on actual local SAR. This can lead to large relative overestimation at low actual SAR values, unnecessarily constraining transmit array performance.
Method
Two strategies are proposed to reduce maximum relative overestimation for a given number of VOPs. The first strategy uses an overestimation matrix that roughly approximates actual local SAR; the second strategy uses a small set of pre-calculated VOPs as the overestimation term for the compression.
Result
Comparison with a previous method shows that for a given maximum relative overestimation the number of VOPs can be reduced by around 20% at the cost of a higher absolute overestimation at high actual local SAR values.
Conclusion
The proposed strategies outperform a previously published strategy and can improve the SAR compression where maximum relative overestimation constrains the performance of parallel transmission.
Die NATO definiert den Cyberspace als die "Umgebung, die durch physische und nicht-physische Bestandteile zum Speichern, Ändern, und Austauschen von Daten mit Hilfe von Computer-Netzwerken" [NATO CCDCOE]. Darüber hinaus ist es ein Medium menschlicher Interaktion. IT Angriffe sind feindselige, nichtkooperative Interaktionen, die mittels Konflikttheorie beschrieben werden können. Durch die Anwendung dieses Gedankengebäudes auf IT Sicherheit von Organisationen können eine Reihe von Verbesserungen in Unternehmen identifiziert werden.
Cyberspace is "the environment formed by physical and non-physical components to store, modify, and exchange data using computer networks" (NATO CCDCOE). Beyond that, it is an environment where people interact. IT attacks are hostile, non-cooperative interactions that can be described with conflict theory. Applying conflict theory to IT security leads to different objectives for end-user education, requiring different formats like agency-based competence developing games.
Through a mirror darkly – On the obscurity of teaching goals in game-based learning in IT security
(2021)
Teachers and instructors use very specific language communicating teaching goals. The most widely used frameworks of common reference are the Bloom’s Taxonomy and the Revised Bloom’s Taxonomy. The latter provides distinction of 209 different teaching goals which are connected to methods. In Competence Developing Games (CDGs - serious games to convey knowledge) and in IT security education, a two- or three level typology exists, reducing possible learning outcomes to awareness, training, and education. This study explores whether this much simpler framework succeeds in achieving the same range of learning outcomes. Method wise a keyword analysis was conducted. The results were threefold: 1. The words used to describe teaching goals in CDGs on IT security education do not reflect the whole range of learning outcomes. 2. The word choice is nevertheless different from common language, indicating an intentional use of language. 3. IT security CDGs use different sets of terms to describe learning outcomes, depending on whether they are awareness, training, or education games. The interpretation of the findings is that the reduction to just three types of CDGs reduces the capacity to communicate and think about learning outcomes and consequently reduces the outcomes that are intentionally achieved.
The Carologistics team participates in the RoboCup Logistics League for the seventh year. The RCLL requires precise vision,
manipulation and path planning, as well as complex high-level decision
making and multi-robot coordination. We outline our approach with an
emphasis on recent modifications to those components.
The team members in 2018 are David Bosen, Christoph Gollok, Mostafa
Gomaa, Daniel Habering, Till Hofmann, Nicolas Limpert, Sebastian Schönitz,
Morian Sonnet, Carsten Stoffels, and Tarik Viehmann.
This paper is based on the last year’s team description.
To train end users how to interact with digital systems is indispensable to ensure a strong computer security. 'Competence Developing Game'-based approaches are particularly suitable for this purpose because of their motivation-and simulation-aspects. In this paper the Competence Developing Game 'GHOST' for cybersecurity awareness trainings and its underlying patterns are described. Accordingly, requirements for an 'Competence Developing Game' based training are discussed. Based on these requirements it is shown how a game can fulfill these requirements. A supplementary game interaction design and a corresponding evaluation study is shown. The combination of training requirements and interaction design is used to create a 'Competence Developing Game'-based training concept. A part of these concept is implemented into a playable prototype that serves around one hour of play respectively training time. This prototype is used to perform an evaluation of the game and training aspects of the awareness training. Thereby, the quality of the game aspect and the effectiveness of the training aspect are shown.
Thermal and Optical Study on the Frequency Dependence of an Atmospheric Microwave Argon Plasma Jet
(2019)
Wireless CAN
(2018)
In modernen elektronischen und mechatronischen Systemen, z. B. im industriellen oder automobil Bereich, kommunizieren eingebettete Steuergeräte und Sensoren vielfach über Bussysteme wie CAN oder LIN. Die Kommunikation findet in der Regel drahtgebunden statt, so dass der Kabelbaum für die Kommunikation sehr groß werden kann. Daher ist es naheliegend, Leitungen und dazugehörige Stecker, z. B. für nicht-sicherheitskritische Komfortsysteme, einzusparen und diese durch gerichtete Funkstrecken für kurze Entfernungen zu ersetzen. Somit könnten Komponenten wie ECUs oder Sensoren kabel- und steckerlos in ein Bussystem integriert werden. Zudem ist eine einfache galvanische und mechanische Trennung zu erreichen. Funkübertragung wird bei diesen Bussystemen derzeit nicht eingesetzt, da insbesondere die Echtzeitfähigkeit und die Robustheit der vorhandenen Funksysteme nicht den Anforderungen der Anwendungen entspricht. Zudem sind bestehende Funksysteme wie WLAN oder Bluetooth im Vergleich zur konventionellen Verkabelung teuer und es besteht hierbei die Möglichkeit, dass sie ausspioniert werden können und so sensible Daten entwendet werden können. In dieser Arbeit wird eine alternative Realisierung zu den bestehenden Funksystemen vorgestellt, die aus wenigen Komponenten aufzubauen ist. Es ist eine protokolllose, echtzeitfähige Übertragung möglich und somit die transparente Integration in ein Bussystem wie CAN.
In this work, we report on our attempt to design and implement an early introduction to basic robotics principles for children at kindergarten age. One of the main challenges of this effort is to explain complex robotics contents in a way that pre-school children could follow the basic principles and ideas using examples from their world of experience. What sets apart our effort from other work is that part of the lecturing is actually done by a robot itself and that a quiz at the end of the lesson is done using robots as well. The humanoid robot Pepper from Softbank, which is a great platform for human–robot interaction experiments, was used to present a lecture on robotics by reading out the contents to the children making use of its speech synthesis capability. A quiz in a Runaround-game-show style after the lecture activated the children to recap the contents they acquired about how mobile robots work in principle. In this quiz, two LEGO Mindstorm EV3 robots were used to implement a strongly interactive scenario. Besides the thrill of being exposed to a mobile robot that would also react to the children, they were very excited and at the same time very concentrated. We got very positive feedback from the children as well as from their educators. To the best of our knowledge, this is one of only few attempts to use a robot like Pepper not as a tele-teaching tool, but as the teacher itself in order to engage pre-school children with complex robotics contents.