Final year project: students and instructors perceptions as a competence-strengthening tool for engineering students

This work indicates the importance of the Final Year Project (FYP) in the strengthening of competences of engineering students. The study also shows which personal competences of students are reinforced most during the FYP process,including the preparation, elaboration, presentation and defence stages. In order to gather information on this subject, a survey was conducted at two different Spanish technical universities—one public and one private—and a comparative analysis was performed of the questionnaires collected. The competence model considered is that used by the Accreditation Board for Engineering and Technology (ABET), since the official title of the public university has been accredited by this model. The results indicate which personal and professional competences of students are reinforced well by undertaking the FYP. Any significant differences in response by university are explained in the study. For validation purposes, the results were contrasted with the instructor’s perspective using the triangulation methodology. Finally, the conclusions drawn will permit the design of new study plans to cope more effectively with the challenges of the FYP in the new Bologna framework.

Engineering metal precipitate size distributions to enhance gettering in multicrystalline silicon

The extraction of metal impurities during phosphorus diffusion gettering (PDG) is one of the crucial process steps when fabricating high-efficiency solar cells using low-cost, lower-purity silicon wafers. In this work, we show that for a given metal concentration, the size and density of metal silicide precipitates strongly influences the gettering efficacy. Different precipitate size distributions can be already found in silicon wafers grown by different techniques. In our experiment, however, the as-grown distribution of precipitated metals in multicrystalline Si sister wafers is engineered through different annealing treatments in order to control for the concentration and distribution of other defects. A high density of small precipitates is formed during a homogenization step, and a lower density of larger precipitates is formed during extended annealing at 740º C. After PDG, homogenized samples show a decreased interstitial iron concentration compared to as-grown and ripened samples, in agreement with simulations.

Rapid prototyping for biomedical engineering: current capabilities and Challenges

A new set of manufacturing technologies has emerged in the past decades to address market requirements in a customized way and to provide support for research tasks that require prototypes. These new techniques and technologies are usually referred to as rapid prototyping and manufacturing technologies, and they allow prototypes to be produced in a wide range of materials with remarkable precision in a couple of hours. Although they have been rapidly incorporated into product development methodologies, they are still under development, and their applications in bioengineering are continuously evolving. Rapid prototyping and manufacturing technologies can be of assistance in every stage of the development process of novel biodevices, to address various problems that can arise in the devices' interactions with biological systems and the fact that the design decisions must be tested carefully. This review focuses on the main fields of application for rapid prototyping in biomedical engineering and health sciences, as well as on the most remarkable challenges and research trends.

A software process improvement solution for small and medium-size enterprises

The focus of this paper is to outline the main structure of an alternative software process improvement method for small- and medium-size enterprises. This method is based on the action package concept, which helps to institutionalize the effective practices with affordable implementation costs. This paper also presents the results and lessons learned when this method was applied to three enterprises in the requirements engineering domain.

Determining practices achievement in the requirement management process using a two-stage questionnaire

This paper aims to obtain a baseline snapshot of the requirement management process using a two-stage questionnaire to identify both performed and non-performed CMMI practices. The questionnaire proposed in this paper may help with the assessment of the requirement management process, provide useful information related to the current state of the process, and indicate those practices that require immediate attention with the aim of begin a Software Process Improvement program.

News in engineering education in Spain effective from 2010 in presence of external changes and mixed crisis, looking mostly to agro and civil engineers.

The engineering careers models were diverse in Europe, and are adopting now in Spain the Bolonia process for European Universities. Separated from older Universities, that are in part technically active, Civil Engineering (Caminos, Canales y Puertos) started at end of 18th century in Spain adopting the French models of Upper Schools for state civil servants with exam at entry. After 1800 intense wars, to conserve forest regions Ingenieros de Montes appeared as Upper School, and in 1855 also the Ingenieros Agrónomos to push up related techniques and practices. Other Engineers appeared as Upper Schools but more towards private factories. These ES got all adapted Lower Schools of Ingeniero Tecnico. Recently both grew much in number and evolved, linked also to recognized Professions. Spanish society, into European Community, evolved across year 2000, in part highly well, but with severe discordances, that caused severe youth unemployment with 2008-2011 crisis. With Bolonia process high formal changes step in from 2010-11, accepted with intense adaptation. The Lower Schools are changing towards the Upper Schools, and both that have shifted since 2010-11 various 4-years careers (Grado), some included into the precedent Professions, and diverse Masters. Acceptation of them to get students has started relatively well, and will evolve, and acceptation of new grades for employment in Spain, Europe or outside will be essential. Each Grado has now quite rigid curricula and programs, MOODLE was introduced to connect pupils, some specific uses of Personal Computers are taught in each subject. Escuela de Agronomos centre, reorganized with its old name in its precedent buildings at entrance of Campus Moncloa, offers Grados of Agronomic Engineering and Science for various public and private activities for agriculture, Alimentary Engineering for alimentary activities and control, Agro-Environmental Engineering more related to environment activities, and in part Biotechnology also in laboratories in Campus Monte-Gancedo for Biotechnology of Plants and Computational Biotechnology. Curricula include Basics, Engineering, Practices, Visits, English, ?project of end of career?, Stays. Some masters will conduce to specific professional diploma, list includes now Agro-Engineering, Agro-Forestal Biotechnology, Agro and Natural Resources Economy, Complex Physical Systems, Gardening and Landscaping, Rural Genie, Phytogenetic Resources, Plant Genetic Resources, Environmental Technology for Sustainable Agriculture, Technology for Human Development and Cooperation.

Foreigner? Want to study in Spain? The integration process at universities

The student exchange programs being carried out at universities for over 50 years, have led to changes in the institutions, which had to adapt to accommodate these students. Despite those changes, the integration of foreign students not coming from the aforementioned exchange programs that come to our country to study at the University has been neglected. These students face many barriers (language, cultural and origin customs mainly), so a clear and detailed information would be highly desirable in order to facilitate the necessary arrangements This study aims to show the deficiencies in the integration process and hosting programs faced by a foreign student at University. The study is performed by means of an analysis of statistical data from the Polytechnic University of Madrid and the Civil Engineering School over the last 12 school years (1999 - 2000 to 2010 - 2011), as well as surveys and interviews with some of these students. The study is enhanced with the analysis of the measures and integration methods of the various minorities, which had been implemented by the foremost public universities in Spain, as well as other public and private universities abroad. It illustrates the existing backlog at the Spanish universities with regards to supporting the integration of diversity among foreign students, providing data concerning the growth of such population and its impact at the university, and on the institutions in particular. In an increasingly globalized world, we must understand and facilitate the integration of minorities at University, supplying them, from the first day, and before the enrollment process, the essential elements that will allow their adequate adaptation to the educational process at University. It concludes by identifying the main subjects that need to be tackled to endorse such integration.

A Recommendation Framework Based on the Analytic Network Process and its Application in the Semantic Technology Domain

When users face a certain problem needing a product, service, or action to solve it, selecting the best alternative among them can be a dicult task due to the uncertainty of their quality. This is especially the case in the domains where users do not have an expertise, like for example in Software Engineering. Multiple criteria decision making (MCDM) methods are methods that help making better decisions when facing the complex problem of selecting the best solution among a group of alternatives that can be compared according to different conflicting criteria. In MCDM problems, alternatives represent concrete products, services or actions that will help in achieving a goal, while criteria represent the characteristics of these alternatives that are important for making a decision.

A systematic mapping study on the open source software development process.

Abstract?Background: There is no globally accepted open source software development process to define how open source software is developed in practice. A process description is important for coordinating all the software development activities involving both people and technology. Aim: The research question that this study sets out to answer is: What activities do open source software process models contain? The activity groups on which it focuses are Concept Exploration, Software Requirements, Design, Maintenance and Evaluation. Method: We conduct a systematic mapping study (SMS). A SMS is a form of systematic literature review that aims to identify and classify available research papers concerning a particular issue. Results: We located a total of 29 primary studies, which we categorized by the open source software project that they examine and by activity types (Concept Exploration, Software Requirements, Design, Maintenance and Evaluation). The activities present in most of the open source software development processes were Execute Tests and Conduct Reviews, which belong to the Evaluation activities group. Maintenance is the only group that has primary studies addressing all the activities that it contains. Conclusions: The primary studies located by the SMS are the starting point for analyzing the open source software development process and proposing a process model for this community. The papers in our paper pool that describe a specific open source software project provide more regarding our research question than the papers that talk about open source software development without referring to a specific open source software project.

Introduction: Ontology Engineering in a Networked World

While ontology engineering is rapidly entering the mainstream, expert ontology engineers are a scarce resource. Hence, there is a need for practical methodologies and technologies, which can assist a variety of user types with ontology development tasks. To address this need, this book presents a scenario-based methodology, the NeOn Methodology, which provides guidance for all main activities in ontology engineering. The context in which we consider these activities is that of a networked world, where reuse of existing resources is commonplace, ontologies are developed collaboratively, and managing relationships between ontologies becomes an essential aspect of the ontological engineering process. The description of both the methodology and the ontology engineering activities is grounded in a comprehensive software environment, the NeOn Toolkit and its plugins, which provides integrated support for all the activities described in the book. Here we provide an introduction for the whole book, while the rest of the content is organized into 4 parts: (1) the NeOn Methodology Framework, (2) the set of ontology engineering activities, (3) the NeOn Toolkit and plugins, and (4) three use cases. Primary goals of this book are (a) to disseminate the results from the NeOn project in a structured and comprehensive form, (b) to make it easier for students and practitioners to adopt ontology engineering methods and tools, and (c) to provide a textbook for undergraduate and postgraduate courses on ontology engineering.

The NeOn Methodology for Ontology Engineering

In contrast to other approaches that provide methodological guidance for ontology engineering, the NeOn Methodology does not prescribe a rigid workflow, but instead it suggests a variety of pathways for developing ontologies. The nine scenarios proposed in the methodology cover commonly occurring situations, for example, when available ontologies need to be re-engineered, aligned, modularized, localized to support different languages and cultures, and integrated with ontology design patterns and non-ontological resources, such as folksonomies or thesauri. In addition, the NeOn Methodology framework provides (a) a glossary of processes and activities involved in the development of ontologies, (b) two ontology life cycle models, and (c) a set of methodological guidelines for different processes and activities, which are described (a) functionally, in terms of goals, inputs, outputs, and relevant constraints; (b) procedurally, by means of workflow specifications; and (c) empirically, through a set of illustrative examples.

Research Objects

In the domain of eScience, investigations are increasingly collaborative. Most scientific and engineering domains benefit from building on top of the outputs of other research: By sharing information to reason over and data to incorporate in the modelling task at hand. This raises the need to provide means for preserving and sharing entire eScience workflows and processes for later reuse. It is required to define which information is to be collected, create means to preserve it and approaches to enable and validate the re-execution of a preserved process. This includes and goes beyond preserving the data used in the experiments, as the process underlying its creation and use is essential. This tutorial thus provides an introduction to the problem domain and discusses solutions for the curation of eScience processes.

Use of electronic fruits to evaluate fruit damage along the handling process.

Two electronic fruits (SEP-1, Simulated Electronic Product, developed in Scotland, and Techmark IS-100, Instrumented Sphere, developed in USA) have been compared in laboratory tests and then used to evaluate handling operations, in several cooperatives of two areas of Spain: Lérida (pome fruits) and Valencia (stone fruits). Advantages of each device were evaluated. Harvest, mechanical bin unloading, and grading line transfers and sizers were identified as operations causing fruit damage.

Some framework ideas for software engineering education

This paper presents various ideas aimed at improving the conceptual framework for Software Engineering Education. They are centered on gradually seeing Software Engineering through a 3-p (problem-process-product), a 4-p (people (producars)-problem,process,product) and a 5-p (people (producers)-"problem, process, product, people (users)diagram. These diagrams include concepts such as the rate of change of a problem, the relational complexity of a problem, triphase processes with dominant phases, degrees of software evolution,levels of complexity (with the recognition of disorganized complexity), among others.

Integrated learning of production engineering software applications in a shipbuilding context

Acourse focused on the acquisition of integration competencies in ship production engineering, organized in collaboration with selected industry partners, is presented in this paper. The first part of the course is dedicated to Project Management: the students acquire skills in defining, using MS-PROJECT, the work breakdown structure (WBS), and the organization breakdown structure (OBS) in Engineering projects, through a series of examples of increasing complexity with the final one being the construction planning of a vessel. The second part of the course is dedicated to the use of a database manager, MS-ACCESS, in managing production related information.Aseries of increasing complexity examples is treated, the final one being the management of the piping database of a real vessel. This database consists of several thousand pipes, for which a production timing frame is defined connecting this part of the course with the first one. Finally, the third part of the course is devoted to working withFORAN,an Engineering Production application developed bySENERand widely used in the shipbuilding industry. With this application, the structural elements where all the outfittings will be located are defined through cooperative work by the students, working simultaneously in the same 3D model. In this paper, specific details about the learning process are given. Surveys have been posed to the students in order to get feedback from their experience as well as to assess their satisfaction with the learning process, compared to more traditional ones. Results from these surveys are discussed in the paper.