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Weiterhin sind 8 von 10 Webseiten ohne Bezug auf sensorische Merkmale 1. Und 8 bis 9 von 10 Webseiten sind skalierbar, sprich: bei einem Zoom auf Prozent benutzbar 1. Hervorzuheben ist die Beobachtung, dass festgestellte Barrieren mitunter nicht alle getesteten Seiten ein und desselben Angebotes betreffen. Hier zeigt sich einmal mehr die Notwendigkeit einer zielgerichteten und konsequenten Umsetzung von Kriterien der Barrierefreiheit auf allen Seiten eines Webangebotes auf, die Grundkompetenzen in barrierefreiem Webdesign und den Willen zur Realisierung voraussetzen.

Obgleich der Schwerpunkt dabei auf Usability , d. Hierbei sind vor allem Webdesigner und -entwickler gefragt, die mehr oder weniger un- bewusst diese Komponenten der Barrierefreiheit realisieren. Der eindeutig bessere Weg ist es jedoch stets, potentielle Barrieren im Vorfeld zu erkennen und bewusst zu vermeiden, vgl. Bemerkenswerterweise schneidet ein Kriterium bzw. Navigation gesteuert. Eine Empfehlung ist der Einsatz sog.

Eine Barriere, die vorrangig sehbehinderte und Tastatur-Nutzer betrifft, ist die, dass der aktuelle Tastaturfokus nicht deutlich zu sehen ist. Die Nutzer dieser Funktion navigieren bzw. Nach BITV 2. Das Thema Barrierefreiheit - hier in der Sicht auf das Endprodukt gespiegelt - setzt in erster Instanz bei Planung und Konzeption digitaler Angebote an. Die stringente Umsetzung bis zum fertigen Produkt im Web ist die logische Konsequenz.

Als solche verzeichnen sie zumeist auch jene digitalen Ressourcen, die Bibliotheken als mehr oder weniger eigene oder lizenzierte Angebote im Web und damit als ihre Digitale Bibliothek bereitstellen. In Bezug auf Formate und Standards sind Online-Kataloge generell wie Webseiten zu betrachten, wobei sich einige spezifische Anforderungen herauskristallisieren. Nachfolgend sind einige Beispiele genannt:.

NBH Hamburg zu nennen. Dienste von Drittanbietern zu. Diese Angebote unterteilen sich in kostenfreie, d. Der Name Onleihe ist dabei ein Kunstwort und zugleich Marke der Firma divibib , zusammengesetzt aus engl. Am Beispiel dieser Plattform wurden in Testpaket 3 verschiedene Komponenten dieses komplexen Systems auf Barrierefreiheit untersucht. Aktuell nehmen mehr als 2. Via Onleihe stehen zurzeit mehr als Barrieren beim Zugang bestehen.

In den aktuellen Versionen 2. Dennoch sollen im Folgenden jene Arbeitsfelder schlaglichtartig gestreift werden, bei denen Bibliotheken als Kompetenzpartner oder Erwerber bzw.


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Jedes dieser Felder verdient eine vertiefte Betrachtung, die hier nicht zu leisten ist. Seit ist XML in der Version 1. Abschnitt 5, PDF als 'Standard'. Dieses Format, aktuell vorwiegend in der Version 2. In der Version 3. Dieses Verfahren wird nun sukzessive auf alle Zeitschriften dieses Anbieters ausgeweitet. Diese Dokumente mussten mindestens eine Strukturierung durch das Setzen von Lesezeichen aufweisen.

Unter diesen Kriterien verdienen die Positionen 6 und 7 besondere Aufmerksamkeit: Die Dokumentstruktur ist durch Tags gekennzeichnet und Lesezeichen sind vorhanden. Da wissenschaftliche Arbeiten in ihrem Wesen inhaltlich logisch strukturiert sind oder es zumindest sein sollten , lassen sich das Tagging der Dokumentstruktur und das Setzen von Lesezeichen ohne nennenswerten Aufwand in den Textbearbeitungsprozess integrieren.

Ein verbreitetes Modell ist hierbei die Patron Driven Acquisition bzw. Kunden agiert neben anderen zum Beispiel Schweitzer Fachinformationen. Weiterhin existiert eine integrierte Vorlesefunktion mit allerdings problematischer Usability. Insgesamt erscheint die Evaluierung dieser Plattform bzw. Im Folgenden wird der Blick auf die Dokumentformate gelenkt.

Als Standard in der Version 2. Varianten hervorbringt. Meist handelt es sich dabei um Werke des kulturellen Erbes, die aus Urheberrechtssicht inzwischen als rechtefrei betrachtet werden. Das Potential dieses Angebotes besteht allerdings schon jetzt in den verschiedenen Ausgabeformaten und der Chance der weiteren strukturellen Aufbereitung. Dies im Sinne umfassender Barrierefreiheit zu nutzen, sollte mittelfristig das Ziel sein. ISBN: ; Human-Agent Teamwork: What is predictability, why is it important? Agent-Oriented Software Engineering, Vol. Proceedings ; Data Science and Simulation in Transport Research, pp.

IGI Global ; Are there Semantic Primes in Formal Languages? Tolk, S. Diallo, I. Ryzhov, L. Yilmaz, S. Buckley, J. Miller eds. Volume of Lecture Notes in Computer Science. Elsevier ; Can You Simulate Traffic Psychology? Pasupathy, S. This is essential for an autonomous preparation of scientific work e. Moreover, students should be able to understand the content of published articles in order to evaluate their importance appropriately.

This is an important skill for the subsequent professional life, no matter in which field of medical research [ 1 ]. Of course, physicians who are primarily involved in research projects have to cope with published research articles more often, but also practical physicians should be able to profoundly assess the significance of research findings. Despite the undeniable importance of biostatistics in practice, it seems that the subject does not enjoy great popularity among students compared to other, more clinical subjects.

The main reasons for that may be a general unpopularity of mathematical disciplines and an insufficient connection to practical relevance. Therefore, it is all the more important to incorporate descriptive examples in the lectures in order to maximize learning success. Ideally, activating teaching methods should be additionally applied. It has been demonstrated that this didactic approach could improve learning success [ 2 ], [ 3 ]. Also, from the motivational model of Keller and Kopp ARCS- attention, relevance, confidence, satisfaction it could be derived that successful didactical approaches necessarily have to include specific motivational components [ 4 ].

A first step towards more practical relevance has been realized more than ten years ago at our institute. A PC-based seminar in biostatistics has been designed and implemented. The analyses base on real data from a finalized study in pediatrics. This observational study investigated the prevalence of type 2 diabetes mellitus in obese children and adolescence [ 6 ].

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By means of this dataset students work on exercises in descriptive statistics, confidence intervals, event time analysis, correlation and regression analysis, and statistical tests. This software is not only used for the exercises, but also for processing the short examinations at the end of each seminar. Students have to generate the results using SPSS and afterwards all solutions are recorded in Microsoft Access input screens.

Correction and marking are subsequently done automatically by means of respective SAS programs. The results of all short examinations are cumulated and replace the common exam at the end of the semester.

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This initial approach of a PC-based seminar in biostatistics improved the practical relevance [ 7 ]. However, due to limited capacity in the PC-labs it is still not possible for the majority of the students to attend the PC-seminar. They have to attend the regular seminar where the exercises and short examinations are handled using pocket calculators. This is of course not appropriate and unconducive regarding the goal of arousing interest for the subject.

The increased practical relevance achieved by implementing the PC-seminar could be further enhanced if the students were actively involved in the process of data collection. This would enable students to subsequently work on exercises which base on their own data. Thus, self-assessment of research data is in the sense of integrating activating teaching methods which are evidently able to increase learning success [ 2 ], [ 8 ], [ 9 ]. Consequently, we developed our idea of the study concept presented in the following. In the course of diverse university events e.

In addition, few basic variables like age, gender, body height and body weights were collected. The acronym NaNa was used for this example study because of the afore mentioned German labels of both study groups. Consequently, the NaNa concept provided a promising opportunity regarding the aim of raising practical relevance in teaching biostatistics.

On the one hand, students would be involved actively in the data collection process. Thus, basic principles of data collection as well as the associated problems can be discussed while implementing a respective data base. On the other hand, motivation may be increased by the fact that students will work on data which they have collected on their own. This may have positive effects on learning success.

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Altogether, it seemed possible in this way to emphasize the relevance of biostatistics. To evaluate the effect of this interactive didactic method we conducted a prospective, controlled, two-arm, single center, pilot study with observational data. Specifically, the NaNa-based teaching concept was compared to the current standard of education in the statistical software course in biostatistics.

Our research hypothesis was that the NaNa concept is superior with respect to learning success and motivation. The article is structured as follows: first, the applied didactic approaches intervention and control are described along with the collected study variables. Afterwards, the results of both research hypotheses, improvement of learning success and motivation, are presented.

The article concludes with a discussion of the takeaways regarding the effect of the didactic intervention as well as the potential of the NaNa concept to be established as a new standard for the statistical software course. The study followed a mono-centric, two-arm, controlled design with prospective observational data.

There was no formal sample size calculation because of the pilot-character of this study, although the sample size could have calculated based on information about the primary outcome examination success in the control group. The students belonged to one of four seminar groups maximum space for 24 and 14 students, respectively which were instructed by three lecturers. Hence, the control group received the standard didactic intervention which has been used for more than 10 years in the respective statistics software course. Students of both interventional groups processed exactly the same exercises during the tutorials and examinations, respectively.

Only the variables used in the exercises differed. All students gave written consent to participate in the study.


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  • The ethics committee of Ulm University approved the study. Data assessment was pseudonymized. Furthermore, variables describing the consumption behavior of the offered snacks were assessed, in particular type of snack sweets or salty munchies , frequency of snack consumption and main reason for the consumption.

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    There was a wide choice of both offered snack groups in order to cover all preferences. Relevant demographic variables included age, gender, body height, body weight, and origin. Health-related variables involved physical activity, blood pressure, smoking status, chronic diseases, and allergies. The collected data were used to create exercises for the tutorials and examinations, respectively.

    All exercises were directly guided by those of the standard didactic intervention. First, a comparison of both collectives regarding demographic variables was conducted descriptively. Continuous variables were described using mean, standard deviation SD , median, and quartiles where appropriate.

    The unpaired t-test was used to analyze the primary endpoint. From earlier semesters it could be expected that the cumulative sum of points will be normally distributed.