KU Leuven Research Data Repository
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2013 National Assessment of Dutch (Reading and Listening) in Primary Education in Flanders
No full textIn 2013 a national assessment was carried out, which was commissioned by the Flemish government, to assess whether pupils have sufficient skills in reading and listening in Dutch at the end of primary education. Reading was assessed for the third time, with previous assessments in 2002 and 2007. Listening was assessed for the second time, with a previous assessment in 2007. Data were collected through 10 reading tests and 8 viewing and listening tests. A representative sample of 2794 pupils from 107 Flemish primary schools participated. Tests were supplemented with background questionnaires for pupils, parents and teachers. These questionnaires collected, among other things, information on the home environment, the attitude of pupils and their parents, and the learning of the Dutch language in and outside school. The response rates to these questionnaires were nearly 99% for the pupil questionnaire, 94% for the parent questionnaire and 99% for the teacher questionnaire.In 2013 vond een peiling plaats in opdracht van de Vlaamse overheid om na te gaan in welke mate leerlingen op het einde van het basisonderwijs beschikken over voldoende vaardigheden om te lezen en luisteren in het Nederlands. Lezen werd voor de derde keer gepeild, met voorgaande peilingen in 2002 en 2007. Luisteren werd voor de tweede keer gepeild, met een voorgaande peiling in 2007. De gegevens werden verzameld door middel van 10 leestoetsen en 8 kijk- en luistertoetsen. Deze toetsen werden afgenomen bij een representatieve steekproef van 2794 leerlingen uit 107 Vlaamse basisscholen. Naast de toetsen werden ook vragenlijsten afgenomen bij leerlingen, ouders en leerkrachten. Deze vragenlijsten verzamelden onder andere informatie over de thuissituatie, over de attitude van leerlingen en hun ouders en over het leren van Nederlands in en buiten de school. De respons op deze vragenlijsten bedroeg bijna 99% voor de leerlingvragenlijst, 94% voor de oudervragenlijst en 99% voor de leerkrachtvragenlijst
MaMIMO-UAV 3D Channel State Information Dataset
No full textA base station is placed on the parking lot in front of the ESAT building. It has a 8x8 rectangular patch antenna array pointing towards the sky.
A drone flew several trajectories on the campus of KULeuven, see figure 'measurements_plot.png', while transmitting pilot sequences.
The channel between the drone and a base station is estimated using the pilot sequences
2014 National Assessment of Mathematics in the Third Grade of Secondary Education in Flanders (General - Art - Technical Track)
No full textIn 2014 a national assessment was carried out, which was commissioned by the Flemish government, to assess the extent to which students have achieved the attainment targets for mathematics at the end of the third grade of general, art and technical secondary education. The attainment targets for basic education were assessed in the general track through 6 tests: (1) real functions, (2) exponential functions, (3) trigonometric functions, (4) derivatives, (5) problem solving with functions and (6) derivatives and statistics. A representative sample of 4004 pupils from 64 Flemish secondary schools participated in these tests. The specific attainment targets were tested in the general track through 4 tests: (1) algebra, (2) analysis, (3) solid geometry and (4) statistics, probability theory and discrete mathematics. A representative sample of 1652 pupils from 58 Flemish secondary schools participated in these tests. Three tests were developed for the art and technical track: (1) functions with tables and graphs, (2) functions with algebra and (3) statistics. A representative sample of 1637 pupils from 62 Flemish secondary schools participated in these tests. Tests were supplemented with background questionnaires for students, parents and mathematics teachers. These questionnaires collected, among other things, information on the general background characteristics of the students and their families, classroom practices and school policies. With regard to the general track, the response rates were 99% for the student questionnaire and 91% for the parent questionnaire. Teachers were able to complete a part of the questionnaire online, for which the response rate was 99%. For the paper part, the response rate was also 99%. As for the art and technical track, the response rates were 98% for the student questionnaire and 86% for the parent questionnaire. For the online part of the teacher questionnaire, the response rate was 95% and for the paper part, it was 89%.In 2014 vond een peiling plaats in opdracht van de Vlaamse overheid om na te gaan in welke mate leerlingen op het einde van de derde graad van het algemeen, kunst en technisch secundair onderwijs de eindtermen voor wiskunde hebben behaald. De eindtermen basisvorming werden in het aso getoetst door middel van 6 toetsen: (1) reële functies, (2) exponentiële functies, (3) goniometrische functies, (4) afgeleiden, (5) problemen oplossen met functies en (6) afgeleiden en statistiek. Deze toetsen werden afgenomen bij een representatieve steekproef van 4004 leerlingen uit 64 Vlaamse secundaire scholen. De specifieke eindtermen werden in het aso getoetst aan de hand van 4 toetsen: (1) algebra, (2) analyse, (3) ruimtemeetkunde en (4) statistiek, kansrekening en discrete wiskunde. Deze werden afgenomen bij een representatieve steekproef van 1652 leerlingen uit 58 Vlaamse secundaire scholen. Voor het kso en tso werden 3 toetsen ontwikkeld: (1) functies met tabellen en grafieken, (2) functies met algebra en (3) statistiek. Deze toetsen werden afgenomen bij een representatieve steekproef van 1637 leerlingen uit 62 Vlaamse secundaire scholen. Naast de toetsen werden ook vragenlijsten afgenomen bij leerlingen, ouders en leerkrachten wiskunde. Deze vragenlijsten verzamelden onder meer informatie over de algemene achtergrondkenmerken van de leerlingen en hun gezin, de schoolloopbaan van de leerling, de klaspraktijk en het schoolbeleid. Wat betreft het aso, bedroeg de responsgraad voor de leerlingvragenlijsten 99% en voor de oudervragenlijsten 91%. De leerkrachten konden een deel van de vragenlijst online maken. Hiervoor was de responsgraad 99%. Voor het papieren gedeelte bedroeg de responsgraad eveneens 99%. Wat betreft het tkso, bedroeg de responsgraad 98% voor de leerlingen en 86% voor de ouders. Voor het online gedeelte van de leerkrachtvragenlijst was de responsgraad 95% en voor het papieren gedeelte 89%
Replication Data for: Combining 2oo3 Voting and Hamming Error Correction to Reduce the Occurrence of False Negatives in Wired Communication Lines under Continuous-Wave Electromagnetic Disturbances
No full textThis dataset evaluates a multi-layer scheme to increase the safety of wire communication lines against electromagnetic interference. The multi-layer approach consists of a voter based on three wired communication lines that are not optimally time diverse. On a second layer, Hamming encoding and decoding are implemented. Each technique and possible multi-layer approach is evaluated in simulation under a wide range of single-frequency electromagnetic disturbances. A new way of combining both layers is introduced, i.e. using warnings of the first layer in the second layer is presented. The results show an increase in the safety of the communication system (i.e. reducing the number of false negatives) when combining multiple layers. As a bonus, the availability of the communication system can also be increased by combining multiple layers, if one chooses to
SLS-Dataset
No full textThis programme is used to merge DIC data from Single Lap Shear samples with the tensile bench data (see "Match ID Tensile data modification") and the corresponding sample configuration. Information how the DIC-data must be extracted is found in README.txt. All sample information is exported in a .pkl file and can be used for regression analysis with "Regression model for adhesively bonded single lap joints"
Replication Data for: Quantifying the Cooperative Process of Molecular Self-Assembly on Surfaces: A Case Study of Isophthalic Acids
No full textThe purpose of this data set is to give the reader access to the data used in the publication "Quantifying the Cooperative Process of Molecular Self-Assembly on Surfaces: A Case Study of Isophthalic Acids" (https://doi.org/10.1021/acs.jpcc.2c07560). This folder contains a dataset of scanning tunnelling microscopy (STM) images and quantitative analysis files used for a systematic study of the effect of concentration on the overall process of self-assembled molecular network formation at the liquid/solid interface. Herein, the effect of the concentration on the adsorption behaviour, focusing on the surface coverage, has been evaluated at the nanoscale, and obtained results have been analysed using analytical thermodynamic models
Replication Data for: Peptidylarginine deiminase 4 and ADAMTS13 activity in Staphylococcus aureus bacteremia
No full textThis is the full data set for the manuscript titled "Peptidylarginine deiminase 4 and ADAMTS13 activity in Staphylococcus aureus bacteremia." Dataset contains the raw data and outliers for the study (indicated in red font). It contains research data obtained by performing ELISAs (MPO, VWF:Ag, MPO-DNA, H3Cit, H3Cit-DNA, PAD4, PAD2) and by performing chemiluminescent assays (ADAMTS13:Act), demographic patient data (age, gender), clinical characteristics (study medication after randomization, presence/absence of catheter-related infection, source of infection (community vs hospital-acquired infection), mortality, APACHEII scores, presence/absence of ICU admission, and clinical biochemistry (neutrophil counts, CRP)
2021 National Assessment of Critical Thinking, Media Wisdom and Problem Solving in the Third Grade of Secondary Education in Flanders (General - Vocational - Technical Track)
No full textIn 2021 a national assessment was carried out, which was commissioned by the Flemish government, to assess the extent to which students have achieved the cross-curricular attainment targets related to critical thinking, media wisdom and problem-solving at the end of the third grade of general, vocational and technical secondary education. A written digital test was administered to assess the attainment targets for critical thinking and media literacy. An additional assignment was administered to assess the attainment targets for problem solving. A representative sample of 2913 pupils from 141 Flemish secondary schools participated. Tests were supplemented with background questionnaires for students, parents and the school. The questionnaires collected, among other things, information on general background characteristics of the students and their families, the use of social media and the school policy. In addition, this survey asked questions about education in times of corona. The response rates for the questionnaires were 92% for students, 63% for parents and 66% for schools.In 2021 vond een peiling plaats in opdracht van de Vlaamse overheid om na te gaan in welke mate leerlingen op het einde van de derde graad van het algemeen, beroeps en technisch secundair onderwijs de vakoverschrijdende eindtermen met betrekking tot kritisch denken, mediawijsheid en problemen oplossen hebben behaald. De eindtermen kritisch denken en mediawijsheid werden getoetst via een schriftelijke digitale toets. De eindtermen over problemen oplossen werden getoetst via een bijkomende opdracht. Een representatieve steekproef van 2913 leerlingen uit 141 Vlaamse secundaire scholen nam deel. Er zaten geen leerlingen uit het kso in de steekproef. Daarnaast werden ook vragenlijsten afgenomen bij leerlingen, ouders en scholen. Deze vragenlijsten verzamelden onder andere informatie over algemene achtergrondkenmerken van de leerlingen en hun gezinnen, het gebruik van sociale media en het schoolbeleid. Aanvullend werden bij deze peiling vragen gesteld over onderwijs in tijden van corona. De responsgraad voor de vragenlijsten bedroeg 92% voor de leerlingen, 63% voor de ouders en 66% voor de scholen
2007 National Assessment on Dutch Reading Comprehension and Listening in Primary Education in Flanders
No full textIn 2007 a national assessment was carried out, which was commissioned by the Flemish government, to assess the extent to which pupils have sufficient skills in reading comprehension and listening in Dutch at the end of primary education. Data were collected through reading and listening tests. Both new and previously used (in the 2002 national assessment) tests on reading comprehension were administered. The listening tests were based on listening tests developed in a previous OBPWO project.
A representative sample of 2853 pupils from 105 Flemish primary schools participated. Tests were supplemented with questionnaires for pupils, parents and teachers. The pupil questionnaire asked, among other things, about home language, reading culture and their perception of Dutch classes. The parent questionnaire collected information on their child and family background. Classroom teachers were asked about themselves, their students and their classroom practices. The response rates to these questionnaires were 95% for the parent questionnaire and 93% for the teacher questionnaire.In 2007 vond een peiling plaats in opdracht van de Vlaamse overheid om na te gaan in welke mate leerlingen op het einde van het basisonderwijs beschikken over voldoende vaardigheden om begrijpend te lezen en luisteren in het Nederlands. Voor begrijpend lezen was deze peiling een herhaling van de peiling in 2002. De gegevens werden verzameld door middel van lees- en luistertoetsen. Wat betreft de leestoetsen werd gebruikt gemaakt van leestoetsen uit de voorgaande peiling begrijpend lezen in 2002, alsook van enkele nieuw ontworpen leestoetsen. Voor de luistertoetsen werd beroep gedaan op luistertoetsen die reeds ontwikkeld werden in een voorafgaand OBPWO-project. De toetsen werden afgenomen bij een representatieve steekproef van 2853 leerlingen uit 105 Vlaamse basisscholen. Naast de toetsen werden ook vragenlijsten afgenomen bij leerlingen, ouders en klasleerkrachten. In de leerlingvragenlijst werd onder meer gevraagd naar de thuistaal, de leescultuur en de perceptie van de lessen Nederlands. De oudervragenlijst verzamelde informatie over hun kind en de gezinsachtergrond. Aan de klasleerkrachten werden onder andere vragen gesteld over zichzelf, hun leerlingen en hun klaspraktijk. De respons op deze vragenlijsten was 95% voor de oudervragenlijst en 93% voor de leerkrachtvragenlijst
Replication Data for: ‘Novel Human/Non-Human Primate Cross-Reactive Anti-Transferrin Receptor Nanobodies for Brain Delivery of Biologics‘
No full textThis dataset contains raw data contributing to the publication ‘Novel Human/Non-Human Primate Cross-Reactive Anti-Transferrin Receptor Nanobodies for Brain Delivery of Biologics‘. This publication is about the discovery of nanobodies (variable domain of camelid heavy chain-only antibodies) binding both human and non-human primate transferrin receptor (TfR) that could serve as moieties to improve brain permeability of therapeutic antibodies. The blood-brain barrier (BBB), while being the gatekeeper of the central nervous system (CNS), is a bottleneck for the treatment of neurological diseases, as most of the biologicals do not reach their brain targets in sufficient quantities. Receptor-mediated transcytosis (RMT) is one physiological mechanism in which nutrients are recognized by specific receptors that are expressed on the surface of the endothelial cells, internalized in intracellular vesicles, and finally released in the brain parenchyma. Targeting such RMT receptors with antibodies or nanobodies is a strategy to increase the brain permeabilities of biologicals. Among these receptors, TfR is one of the most exploited RMT mechanisms for brain drug delivery. Here we report the discovery of two nanobodies that were able to bind human and cynomolgus TfRs, making these nanobodies more clinically relevant. Whereas nanobody BBB00515 bound cynomolgus TfR with 18 times more affinity than it did human TfR, nanobody BBB00533 bound human and cynomolgus TfR with similar affinities. When fused with an anti-beta-site amyloid precursor protein cleaving enzyme (BACE1) antibody (1A11AM), each of the nanobodies was able to increase its brain permeability after peripheral injection. A 40% reduction of brain Aβ1–40 levels could be observed in mice injected with anti-TfR/BACE1 bispecific antibodies when compared to vehicle-injected mice. In summary, we found two nanobodies that could bind both human and cynomolgus TfRs with the potential to be used clinically to increase the brain permeability of therapeutic biologicals