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Die Reichsbahn-V 60
Für den Rangier- und leichten Streckendienst sah die DR in ihrem ersten Typenprogramm für Diesellokomotiven eine Maschine mit einer Motorleistung von etwa 600 PS vor, die in Zusammenarbeit zwischen dem VEB Lokomotivbau „Karl-Marx” Babelsberg (LOB) und dem Institut für Schienenfahrzeuge als vierachsige, durch Blindwelle und Stangen angetriebene dieselhydraulische Lo... zur Produkt-Seite
4577705 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9hc3NldHMudGhhbGlhLm1lZGlhL2ltZy9hcnRpa2VsLzE2OWZiODhhYmI1M2E2YzJlZTRhMzY1YTM0Y2EwODY1YmRiODA3NTQtMDAtMDAuanBlZw==!aHR0cHM6Ly9hc3NldHMudGhhbGlhLm1lZGlhL2ltZy9hcnRpa2VsLzE2OWZiODhhYmI1M2E2YzJlZTRhMzY1YTM0Y2EwODY1YmRiODA3NTQtMDAtMDAuanBlZw==","post_title":"Die Reichsbahn-V 60","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=25180215483&a=401125&m=13971&pref1=9783882554588","labels":[],"brand_id":1,"post_content":"F\u00fcr den Rangier- und leichten Streckendienst sah die DR in ihrem ersten Typenprogramm f\u00fcr Diesellokomotiven eine Maschine mit einer Motorleistung von etwa 600 PS vor, die in Zusammenarbeit zwischen dem VEB Lokomotivbau „Karl-Marx” Babelsberg (LOB) und dem Institut f\u00fcr Schienenfahrzeuge als vierachsige, durch Blindwelle und Stangen angetriebene dieselhydraulische Lokomotive entwickelt wurde. Die Baumusterlok V 60 1001 war Anfang 1959 fertig gestellt. Bis 1982 beschaffte die DR von den Herstellern LOB Babelsberg und LEW Hennigsdorf in mehreren Lieferserien insgesamt 1.135 Lokomotiven dieser Bauart, die ab 1970 als Baureihen 106 und 105 das R\u00fcckgrat des Rangierdienstes der Reichsbahn bildeten und 1992 im gesamtdeutschen Nummernsystem die neuen Baureihenbezeichnungen 344, 345 und 346 erhielten. In knapp 100 ausgesuchten Schwarz-Weiss- und Farbbildern wird die wechselvolle Betriebsgeschichte ab Beginn der Lieferungen bis zum Einsatz bei der DB AG dokumentiert. (Ein weiterer in Vorbereitung befindlicher Band wird die V 60 bei den Werkbahnen in der DDR, im Ausland und bei den heutigen privaten Eisenbahnverkehrsunternehmen vorstellen.)","merchants_number":1,"ean":9783882554588,"category_id":103,"size":null,"min_price":29.39999999999999857891452847979962825775146484375,"low_price_merchant_id":70254503,"ID":4577705,"merchants":["orell-fuessli"],"brand":"undefined","slug":"die-reichsbahn-v-60","url":"\/unterhaltung\/produkt\/die-reichsbahn-v-60\/","low_price_merchant_name":"Orell F\u00fcssli"}
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Yamaha SA2200
High Quality Content by WIKIPEDIA articles! The Yamaha SA220 is a Japanese made semi-hollowbody electric guitar model that replicates Gibson's ES-335 classic save for the popular Far Eastern variation of thinner horns. The detailing more closely resembles the more upmarket ES-345 with gold-plated hardware, split block inlaid ebony fretboard and multi-bound body and headstock detailing... zur Produkt-Seite
5181371 {"price-changing":null,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTI4Mjc1MjYwX0xtNXFyLXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTI4Mjc1MjYwX0xtNXFyLXBuZw==","post_title":"Yamaha SA2200","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=24448148625&a=401125&m=11816&pref1=9786131138065","labels":[],"brand_id":1,"post_content":"High Quality Content by WIKIPEDIA articles! The Yamaha SA220 is a Japanese made semi-hollowbody electric guitar model that replicates Gibson's ES-335 classic save for the popular Far Eastern variation of thinner horns. The detailing more closely resembles the more upmarket ES-345 with gold-plated hardware, split block inlaid ebony fretboard and multi-bound body and headstock detailing. The headstock angle is slightly flatter than the classic 17 degree angle used by Gibson, with Yamaha choosing to retain the volute to help strengthen the area behind the nut. The finger board uses medium gauge (2.54mm x 1.2mm) frets, which unlike the Gibson, extend over the single edge binding. The standard Gibson-style wiring is augmented by Yamaha's push-push tone pot switches which knock out the outer coils of each Alnico V humbucker allowing for combinations of humbucking to single-coil use. The coil-taps produce a Strat-style mix with both pickups on, while the neck single-coil alone provides a thinner, more acoustic like version of the plummy humbucker mode.","merchants_number":1,"ean":9786131138065,"category_id":103,"size":null,"min_price":29,"low_price_merchant_id":1087639,"ID":5181371,"merchants":["dodax"],"brand":"undefined","slug":"yamaha-sa2200","url":"\/unterhaltung\/produkt\/yamaha-sa2200\/","low_price_merchant_name":null}
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The Self-Regulated Reading Process of Foreign Language Learners
This mixed-methods study, using a task-based reading strategy inventory, a background questionnaire, think-alouds and semi-structured interviews, began as an attempt to address the gaps in research by investigating 345 Taiwanese 8th grade students who were learning English in an EFL setting, and whose L1 (i.e., Chinese) differs greatly from their L2 (i.e., English) especially in their... zur Produkt-Seite
5212796 {"price-changing":null,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTcwMDkyNzA0X3dScGRtLXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTcwMDkyNzA0X3dScGRtLXBuZw==","post_title":"The Self-Regulated Reading Process of Foreign Language Learners","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=24466126959&a=401125&m=11816&pref1=9783846534335","labels":[],"brand_id":1,"post_content":"This mixed-methods study, using a task-based reading strategy inventory, a background questionnaire, think-alouds and semi-structured interviews, began as an attempt to address the gaps in research by investigating 345 Taiwanese 8th grade students who were learning English in an EFL setting, and whose L1 (i.e., Chinese) differs greatly from their L2 (i.e., English) especially in their writing systems: one is non-alphabetic, and the other is alphabetic. The two languages also differ morphologically and syntactically. The purposes of this study were: (a) to examine how 8th grade Taiwanese readers monitored, regulated, and controlled their reading-related thoughts and actions (i.e., reading strategies) to comprehend expository texts in the L1 (Chinese) and the L2 (English), (b) to inspect the relationship between reading achievement and reading strategy use, (c) to investigate the transfer of strategies across languages, (d) to uncover students' views and attitudes toward L1 and L2 reading tasks and reading strategies, and (e) to study the relationships among six personal variables with strategy use.","merchants_number":1,"ean":9783846534335,"category_id":103,"size":null,"min_price":81.0499999999999971578290569595992565155029296875,"low_price_merchant_id":1087639,"ID":5212796,"merchants":["dodax"],"brand":"undefined","slug":"the-self-regulated-reading-process-of-foreign-language-learners","url":"\/unterhaltung\/produkt\/the-self-regulated-reading-process-of-foreign-language-learners\/","low_price_merchant_name":null}
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Les enfants de la rue à Kinshasa et le Sida
La République démocratique du Congo est un pays vaste (2 345 000 km2), fortement peuplé (plus de 60 millions d'habitants). Sa population est jeune : 60 % de celle-ci est âgée de moins de 20 ans et 40 % se situe entre 15 et 19 ans (INS, 2005). Ce pays d'Afrique subsaharienne a l'espérance de vie la plus faible d'Afrique (43 ans) (Pnud, 2005). Sur le plan sanitaire, le pays compte 515 z... zur Produkt-Seite
4235069 {"price-changing":null,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTUwMjMyMDA0X0VXUlpCLXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTUwMjMyMDA0X0VXUlpCLXBuZw==","post_title":"Les enfants de la rue \u00e0 Kinshasa et le Sida","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=27402548441&a=401125&m=11816&pref1=9783841744975","labels":[],"brand_id":1,"post_content":"La R\u00e9publique d\u00e9mocratique du Congo est un pays vaste (2 345 000 km2), fortement peupl\u00e9 (plus de 60 millions d'habitants). Sa population est jeune : 60 % de celle-ci est \u00e2g\u00e9e de moins de 20 ans et 40 % se situe entre 15 et 19 ans (INS, 2005). Ce pays d'Afrique subsaharienne a l'esp\u00e9rance de vie la plus faible d'Afrique (43 ans) (Pnud, 2005). Sur le plan sanitaire, le pays compte 515 zones de sant\u00e9. Les donn\u00e9es \u00e9pid\u00e9miologiques montrent un taux de natalit\u00e9 de 48,5 pour mille, un taux de mortalit\u00e9 infantile de 128\/1.000 naissances vivantes (Minist\u00e8re de sant\u00e9 publique, 2008). A cause de la pauvret\u00e9 end\u00e9mique et des cons\u00e9quences des multiples conflits arm\u00e9s et des guerres,les populations en situation de vuln\u00e9rabilit\u00e9 - socio\u00e9conomique-ont \u00e9t\u00e9 gonfl\u00e9es par le grand nombre de personnes vivant dans la pr\u00e9carit\u00e9 (enfants de la rue,veufs,orphelins). Pour des raisons multiples (pauvret\u00e9, guerres,d\u00e9crochages scolaires et familiaux, stigmatisation, exclusion familiale pour pr\u00e9texte de sorcellerie et influence des amis), bon nombre d'enfants se retrouvent sans toit et sont contraints de vivre dans la rue. On les appelle, enfants de la rue (EDR):c'est-\u00e0-dire,ceux qui vivent 24\/24 dans la rue.","merchants_number":1,"ean":9783841744975,"category_id":103,"size":null,"min_price":46.35000000000000142108547152020037174224853515625,"low_price_merchant_id":1087639,"ID":4235069,"merchants":["dodax"],"brand":"undefined","slug":"les-enfants-de-la-rue-a-kinshasa-et-le-sida","url":"\/unterhaltung\/produkt\/les-enfants-de-la-rue-a-kinshasa-et-le-sida\/","low_price_merchant_name":null}
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Alarm für Cobra 11. Staffel.42, 2 Blu-ray
In der Auftaktfolge "Most Wanted" sind Semir Gerkhan und Paul Renner auf inoffizieller Mission in der ungarischen Hauptstadt Budapest. Ohne das Wissen und die Rückendeckung durch die deutschen Behörden sind die beiden los, um einem Mitglied der "Cobra 11"-Familie zu helfen. Jenny Dorn, die die Autobahnpolizei wegen eines Jobs in New York verlassen hat, ist in extreme Bedrängnis gerate... zur Produkt-Seite
7040560 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jZG4ud2VtZW8uY2gvQWxhcm0tZnVlci1Db2JyYS0xMS1TdGFmZmVsLTQyLUJSLTYyNDYtQmx1LXJheS1ELTUwMC5qcGc=!fH58aHR0cHM6Ly9jZG4ud2VtZW8uY2gvQWxhcm0tZnVlci1Db2JyYS0xMS1TdGFmZmVsLTQyLUJSLTYyNDYtQmx1LXJheS1ELTUwMC5qcGc=","post_title":"Alarm f\u00fcr Cobra 11. Staffel.42, 2 Blu-ray","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=33871327669&a=401125&m=13971&pref1=4061229098564","labels":[],"brand_id":1,"post_content":"In der Auftaktfolge \"Most Wanted\" sind Semir Gerkhan und Paul Renner auf inoffizieller Mission in der ungarischen Hauptstadt Budapest. Ohne das Wissen und die R\u00fcckendeckung durch die deutschen Beh\u00f6rden sind die beiden los, um einem Mitglied der \"Cobra 11\"-Familie zu helfen. Jenny Dorn, die die Autobahnpolizei wegen eines Jobs in New York verlassen hat, ist in extreme Bedr\u00e4ngnis geraten, denn das FBI verd\u00e4chtigt sie, eine Entf\u00fchrung eingef\u00e4delt zu haben. Auf der Flucht vor dem FBI und in einer fremden Umgebung ist das Trio auf sich allein gestellt. Noch ahnen sie nicht, welches Ziel die Verbrecher verfolgen ? und wer ihr eigentlicher Gegner ist ? In den weiteren Episoden kracht es nat\u00fcrlich auch standesgem\u00e4ss: So ist z.B. die Abschlusspr\u00fcfung an der Polizeiakademie f\u00fcr Dana Gerkhan besonders gef\u00e4hrlich. Zudem wir die halbe K\u00f6lner Innenstadt zerlegt, Paul Renner ermittelt undercover in einer Strippertruppe und die ?Weiberfastnacht?-Feier endet unerwartet. Und in der letzten und besonders dramatischen Episode kommt es zu einem schweren Unfall, bei welchem Semir ins Koma f\u00e4llt und sein Leben nur noch an einem seidenen Faden h\u00e4ngt? Episoden: 335. Most wanted 336. Harte Schule 337. Showtime f\u00fcr Paul 338. 5 vor 12 339. Hetzjagd auf Semir 340. Bombenstimmung 341. Das Power-Paar 342. Amnesie 343. Weiberfastnacht 344. Der Schutzengel 345. Zwischen Leben und Tod","merchants_number":2,"ean":4061229098564,"category_id":104,"size":null,"min_price":39.89999999999999857891452847979962825775146484375,"low_price_merchant_id":70254503,"ID":7040560,"merchants":["orell-fuessli","soundmedia"],"brand":"undefined","slug":"alarm-fur-cobra-11-staffel42-2-blu-ray","url":"\/unterhaltung\/produkt\/alarm-fur-cobra-11-staffel42-2-blu-ray\/","low_price_merchant_name":"Orell F\u00fcssli"}
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Lindenstraße. 7.Jahr, 10 DVDs (Collector's Box)
Für viele Menschen ist die "Lindenstrasse" mit ihren charismatischen Schauspielern mehr als eine gewöhnliche Fernsehserie, sie ist ein Teil ihres Lebens geworden. Die "Lindenstrasse" ist das wahre Leben - pur, unverfälscht und dadurch jede Minute spannend. Episoden: Disc 61: 313 Fairness 314 Takt 315 Weinachtswünsche 316 Mütter 317 Das vierte Gebot Disc 62: 318 Da Capo 319 Der grosse ... zur Produkt-Seite
7076018 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvbGluZGVuc3RyYXNzZS1kYXMtc2llYnRlLWphaHItMjk1NTE1OTIzLmpwZw==!aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvbGluZGVuc3RyYXNzZS1kYXMtc2llYnRlLWphaHItMjk1NTE1OTIzLmpwZ3x+fA==","post_title":"Lindenstra\u00dfe. 7.Jahr, 10 DVDs (Collector's Box)","deeplink":"https:\/\/track.adtraction.com\/t\/t?a=1632201226&as=1592767275&t=2&tk=1&url=https:\/\/www.weltbild.ch\/artikel\/x\/_15701502-1","labels":[],"brand_id":1,"post_content":"F\u00fcr viele Menschen ist die \"Lindenstrasse\" mit ihren charismatischen Schauspielern mehr als eine gew\u00f6hnliche Fernsehserie, sie ist ein Teil ihres Lebens geworden. Die \"Lindenstrasse\" ist das wahre Leben - pur, unverf\u00e4lscht und dadurch jede Minute spannend. Episoden: Disc 61: 313 Fairness 314 Takt 315 Weinachtsw\u00fcnsche 316 M\u00fctter 317 Das vierte Gebot Disc 62: 318 Da Capo 319 Der grosse Tag 320 Die englische Krankheit 321 Der Virus 322 Gute Absichten 323 Besuche Disc 63: 324 Misst\u00f6ne 325 Afrikanische Er\u00f6ffnung 326 Die Stimme des Blutes 327 Die Zwei 328 Eigene Wege 329 Abnabelung Disc 64: 330 Wer mit wem 331 Angebot 332 Fleisch 333 Fixe Idee 334 Heimat 335 Wunder Disc 65: 336 G\u00f6tter und Helden 337 Anziehungskr\u00e4fte 338 Das Ziel 339 Gewissensqualen 340 Reiner Zufall Disc 66: 341 M\u00e4nnerleiden 342 Klassenunterschiede 343 H\u00e4usliche Harmonie 344 Kindermund Disc 67: 345 \u00dcberredungsk\u00fcnste 346 Reiner Tisch 347 Ferne Ziele 348 Enth\u00fcllungen 349 Schicksalsfragen Disc 68: 350 St\u00f6renfriede 351 Einsame Herzen 352 Energie 353 Sorgen 354 Heisse Spur 355 Stress Disc 69 356 Bitten 357 Probate Mittel 358 Behinderungen 359 Leid und \u00dcberwindung Disc 70: 360 Stimmungen 361 Zur\u00fcck 362 Verraten und verkauft 363 Vorbereitungen 364 Erkl\u00e4rungen","merchants_number":2,"ean":4032989601677,"category_id":104,"size":null,"min_price":69.849999999999994315658113919198513031005859375,"low_price_merchant_id":27291482,"ID":7076018,"merchants":[null,"orell-fuessli"],"brand":"undefined","slug":"lindenstrasse-7jahr-10-dvds-collectors-box","url":"\/unterhaltung\/produkt\/lindenstrasse-7jahr-10-dvds-collectors-box\/","low_price_merchant_name":"Weltbild"}
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Common rust of Maize in India
Common rust of maize caused by Puccinia sorghi Schw. is an important disease which results in heavy yield loss. Spore germination was maximum within 24 hr at temperature in the range of 20-30°C. Differential spray schedule with Hexaconazole 0.1% revealed that, rust index was least in T5, i.e., five sprays of Hexaconazole (30.25%) and the disease was completely free with T6, i.e., six ... zur Produkt-Seite
4639226 {"price-changing":null,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTI4MTEyNjI1X0c3NTV2LXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTI4MTEyNjI1X0c3NTV2LXBuZw==","post_title":"Common rust of Maize in India","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=22944152405&a=401125&m=11816&pref1=9783659154188","labels":[],"brand_id":1,"post_content":"Common rust of maize caused by Puccinia sorghi Schw. is an important disease which results in heavy yield loss. Spore germination was maximum within 24 hr at temperature in the range of 20-30\u00b0C. Differential spray schedule with Hexaconazole 0.1% revealed that, rust index was least in T5, i.e., five sprays of Hexaconazole (30.25%) and the disease was completely free with T6, i.e., six sprays of Hexaconazole. The disease development started on 30 days (22.34% PDI) and increased progressively up to 90 days (88.56% PDI) and later on became stable. Among the inbred lines MI-12 and Indimyt-345 are highly resistant to common rust of maize and among hybrids viz., NK-6240, NK-61, NK-7305, CP-808, GK-3090, 30R77, CP-818, C-1945, JKMH-502, PAC-740, NK-121, Pro-311, DK-984 and Swarna registered resistant reaction under artificial inoculated field condition. A systemic fungicide, Tebuconazole 250 EC and nonsystemic fungicide, Mancozeb + Phyton and botanical product, Neemazol F 5% were most effective which resulted in less per cent germination of uredospore. The ITK s viz, Jeevamrutha @ 20 per cent concentration caused significantly less per cent germination (22.69%).","merchants_number":1,"ean":9783659154188,"category_id":103,"size":null,"min_price":59.85000000000000142108547152020037174224853515625,"low_price_merchant_id":1087639,"ID":4639226,"merchants":["dodax"],"brand":"undefined","slug":"common-rust-of-maize-in-india","url":"\/unterhaltung\/produkt\/common-rust-of-maize-in-india\/","low_price_merchant_name":null}
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Natural Energy Laboratory of Hawaii Authority
Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The Natural Energy Laboratory of Hawaii Authority (NELHA) is an education and research facility founded in 1974 for research into the uses of Deep Ocean Water in Ocean thermal energy conversion (OTEC) renewable energy production and in aquaculture. It later a... zur Produkt-Seite
5181788 {"price-changing":null,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTI4MjE4OTU2X0JQWmJyLXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTI4MjE4OTU2X0JQWmJyLXBuZw==","post_title":"Natural Energy Laboratory of Hawaii Authority","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=27318642763&a=401125&m=11816&pref1=9786131205231","labels":[],"brand_id":1,"post_content":"Please note that the content of this book primarily consists of articles available from Wikipedia or other free sources online. The Natural Energy Laboratory of Hawaii Authority (NELHA) is an education and research facility founded in 1974 for research into the uses of Deep Ocean Water in Ocean thermal energy conversion (OTEC) renewable energy production and in aquaculture. It later added research into sustainable uses of natural energy sources such as solar energy. It is located at Keahole Point in the North Kona District. The entrance is on the Hawaii Belt Road at coordinates 19\u00b042 58 N 156\u00b002 01 W \/ 19.71611\u00b0N 156.03361\u00b0W \/ 19.71611, -156.03361Coordinates: 19\u00b042 58 N 156\u00b002 01 W \/ 19.71611\u00b0N 156.03361\u00b0W \/ 19.71611, -156.03361, just south of the Kona International Airport. The laboratory was founded in 1974 with 345 acres, associated with the University of Hawaii. Large pipelines pump cold sea water from a depth of 3000 feet. For three months in 1979, a small amount of electricity was generated. A larger plant was constructed in the Almost $250M was spent on Ocean thermal energy conversion, but by 1991, the research shifted to other areas.","merchants_number":1,"ean":9786131205231,"category_id":103,"size":null,"min_price":37,"low_price_merchant_id":1087639,"ID":5181788,"merchants":["dodax"],"brand":"undefined","slug":"natural-energy-laboratory-of-hawaii-authority","url":"\/unterhaltung\/produkt\/natural-energy-laboratory-of-hawaii-authority\/","low_price_merchant_name":null}
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SUPER Sportwagen und Motorrad, Modellfahrzeug
Garagentor hoch. Dieser Anblick wird Liebhaber von schnellen Autos und Motorrädern begeistern: Porsche 918 Spyder, Ducati 1299 Panigale und ein Bugatti Chiron stehen in Reih und Glied. Was darf es denn heute für die Ausfahrt sein? Dieser Traum vieler kleiner und grosser Jungs lässt sich mit dem Geschenkset Sportwagen und Motorrad für ein Taschengeld verwirklichen. Der >Porsche ... zur Produkt-Seite
2035760 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvOWIvYmIvYjMvU0lLLTYzMTNfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvOWIvYmIvYjMvU0lLLTYzMTNfNjAweDYwMC5qcGd8fnxodHRwczovL2k4LmFtcGxpZW5jZS5uZXQvaS9tYW5vci9tcC04MDJiYTViNS10UHJvZHVjdF8wMXx+fGh0dHBzOi8vYXNzZXRzLnRoYWxpYS5tZWRpYS9pbWcvYXJ0aWtlbC9jMDgzMzQxYmMzMDc3ZDAzMGEwMmY0OGVlMDUxMDNlZTA0MjliN2E1LTAwLTAwLmpwZWc=","post_title":"SUPER Sportwagen und Motorrad, Modellfahrzeug","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=4006874063130&deepurl=https%3A%2F%2Feuniverse.ch%2Fspielwaren%2Fspielautos%2F11014%2Fsiku-sportwagen-und-motorrad%3FsPartner%3Dtoppreise","labels":[],"brand_id":19242,"post_content":"Garagentor hoch. Dieser Anblick wird Liebhaber von schnellen Autos und Motorr\u00e4dern begeistern: Porsche 918 Spyder, Ducati 1299 Panigale und ein Bugatti Chiron stehen in Reih und Glied. Was darf es denn heute f\u00fcr die Ausfahrt sein? Dieser Traum vieler kleiner und grosser Jungs l\u00e4sst sich mit dem Geschenkset Sportwagen und Motorrad f\u00fcr ein Taschengeld verwirklichen. Der >Porsche 918 Spyder geh\u00f6rt zu den schnellsten und begehrtesten Autos in Deutschland. Nur 918 wurden davon gebaut. 887 PS aus einem 4,6-Liter-V8-Motor und zwei Elektromotoren beschleunigen den Hybridsportler in 2,6 Sekunden auf Tempo 100 und bei 345 km\/h ist erst die H\u00f6chstgeschwindigkeit erreicht. Nicht weniger spektakul\u00e4r ist der Bugatti Chiron. Gleich vier Turbolader beatmen den m\u00e4chtigen 16-Zylinder in W-Form. Das Ergebnis: unvorstellbare 1.500 PS und eine H\u00f6chstgeschwindigkeit von 420 km\/h. Die Miniatur ist in einer auff\u00e4lligen Farbgebung in Hellblau und Mattschwarz lackiert. Die breiten T\u00fcren laden zum Einsteigen und Durchstarten ein. Viel unvermittelter, aber nicht minder intensiv, ist das Geschwindigkeitserlebnis mit der Ducati 1299 Panigale.Der 2-Zylinder-Motor des italienischen Superbikes erzeugt 205 PS. Damit schafft der Strassenrenner aus Bologna in der Spitze 299 km\/h. Damit das Design und die Farbgebung in klassischem Rot und Tricolore bewundert werden k\u00f6nnen, ist die Miniatur mit einem ausklappbaren St\u00e4nder ausger\u00fcstet.","merchants_number":3,"ean":4006874063130,"category_id":105,"size":null,"min_price":29.949999999999999289457264239899814128875732421875,"low_price_merchant_id":70255345,"ID":2035760,"merchants":["euniverse","manor","orell-fuessli"],"brand":"Siku","slug":"super-sportwagen-und-motorrad-modellfahrzeug","url":"\/unterhaltung\/produkt\/super-sportwagen-und-motorrad-modellfahrzeug\/","low_price_merchant_name":"eUniverse"}
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Der Alte. Vol.22, 5 DVDs (Collector's Box)
Endlich kommt die neue Collector´s Box dieser legendären Kultserie! Die Nachfrage ist gross und es gibt tägliche Anfragen von Fans, die diesen Krimiklassiker endlich vollständig auf DVD haben wollen Selbstverständlich kommt diese zweiundzwanzigste Box auch wieder in einem hochwertigen Packaging mit Banderole und enthält wieder 15 Episoden - das sind 15 Stunden Hochspannung! Natürlic... zur Produkt-Seite
7083750 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9hc3NldHMudGhhbGlhLm1lZGlhL2ltZy9hcnRpa2VsLzc5MzE1YWQyMDhjY2NkZTllZGQ5YjJjYjQzMTgwZGZlYTVmZTRjZTktMDAtMDAuanBlZw==!aHR0cHM6Ly9hc3NldHMudGhhbGlhLm1lZGlhL2ltZy9hcnRpa2VsLzc5MzE1YWQyMDhjY2NkZTllZGQ5YjJjYjQzMTgwZGZlYTVmZTRjZTktMDAtMDAuanBlZw==","post_title":"Der Alte. Vol.22, 5 DVDs (Collector's Box)","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=25186115837&a=401125&m=13971&pref1=4032989604524","labels":[],"brand_id":1,"post_content":"Endlich kommt die neue Collector\u00b4s Box dieser legend\u00e4ren Kultserie! Die Nachfrage ist gross und es gibt t\u00e4gliche Anfragen von Fans, die diesen Krimiklassiker endlich vollst\u00e4ndig auf DVD haben wollen Selbstverst\u00e4ndlich kommt diese zweiundzwanzigste Box auch wieder in einem hochwertigen Packaging mit Banderole und enth\u00e4lt wieder 15 Episoden - das sind 15 Stunden Hochspannung! Nat\u00fcrlich in chronologischer Reihenfolge: es geht da los, wo die einundzwanzigste Box aufgeh\u00f6rt hat: Die 'Der Alte - Collector\u00b4s Box Vol 22' enth\u00e4lt die Episoden der Jahrg\u00e4nge 2009 bis 2011 Die Box startet mit Folge 341 Alle DVDs in dieser Box sind exklusive Erstver\u00f6ffentlichungen, die bislang noch nie als Einzel DVDs erschienen sind - also alle 5 DVDs gibt es exklusiv nur in dieser Box! Episoden: DVD 1 341 Die dunkle Wahrheit 28 08 2009 342 Im freien Fall 04 09 2009 343 Allein in die Nacht 11 09 2009 DVD 2 344 Ich muss dich opfern 18 09 2009 345 Ende der Schonzeit 19 03 2010 346 Muttertag 26 03 2010 DVD 3 347 T\u00f6dliches Alibi 02 04 2010 348 Dunkelziffer 09 04 2010 349 Oder du stirbst 10 09 2010 DVD 4 350 Teufel in Weiss 17 09 2010 351 Tod im Tierpark 24 09 2010 352 Rettungslos 01 10 2010 DVD 5 353 Kaltes Grab 25 03 2011 354 Ein passender Tod 01 04 2011 355 T\u00f6dliche Ermittlung 08 04 2011","merchants_number":1,"ean":4032989604524,"category_id":104,"size":null,"min_price":59.89999999999999857891452847979962825775146484375,"low_price_merchant_id":70254503,"ID":7083750,"merchants":["orell-fuessli"],"brand":"undefined","slug":"der-alte-vol22-5-dvds-collectors-box","url":"\/unterhaltung\/produkt\/der-alte-vol22-5-dvds-collectors-box\/","low_price_merchant_name":"Orell F\u00fcssli"}
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Probability and Statistics for Computer Science
1 Notation and conventions 9 1.0.1 Background Information........................................................................ 10 1.1 Acknowledgements................................................................................................. 11 I Describing Datasets ... zur Produkt-Seite
5051447 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvY2EvNzIvYWMvNjUwODE2MzYwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvY2EvNzIvYWMvNjUwODE2MzYwMDAwMUFfNjAweDYwMC5qcGd8fnxodHRwczovL2kud2VsdGJpbGQuZGUvcC9wcm9iYWJpbGl0eS1hbmQtc3RhdGlzdGljcy1mb3ItY29tcHV0ZXItc2NpZW5jZS0yNzUwOTE1OTIuanBn","post_title":"Probability and Statistics for Computer Science","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9783319644097&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fmathematik-naturwissenschaft-technik%2Fmathematik%2F462878%2Fprobability-and-statistics-for-computer-science%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"1 Notation and conventions 9 1.0.1 Background Information........................................................................ 10 1.1 Acknowledgements................................................................................................. 11 I Describing Datasets , 12 2 First Tools for Looking at Data 13 2.1 Datasets....................................................................................................................... 13 2.2 What's Happening? - Plotting Data................................................................. 15 2.2.1 Bar 2.2.2 Histograms................................................................................................... 16 2.2.3 How to Make Histograms...................................................................... 17 2.2.4 Conditional Histograms.......................................................................... 19 2.3 Summarizing 1D Data............................................................................................ 19 2.3.1 The Mean...................................................................................................... 20 2.3.2 Standard Deviation................................................................................... 22 2.3.3 Computing Mean and Standard Deviation Online...................... 26 2.3.4 Variance......................................................................................................... 26 2.3.5 The Median.................................................................................................. 27 2.3.6 Interquartile Range.................................................................................. 29 2.3.7 Using Summaries Sensibly.................................................................... 30 2.4 Plots and Summaries............................................................................................. 31 2.4.1 Some Properties of Histograms.......................................................... 31 2.4.2 Standard Coordinates and Normal Data......................................... 34 2.4.3 Box Plots....................................................................................................... 38 2.5 Whose is bigger? Investigating Australian Pizzas...................................... 39 2.6 You should.................................................................................................................. 43 2.6.1 remember these definitions:................................................................. 43 2.6.2 remember these terms............................................................................ 43 2.6.3 remember these facts:............................................................................. 43 2.6.4 be able to...................................................................................................... 43 3 Looking at Relationships 47 3.1 Plotting 2D Data...................................................................................................... 47 3.1.1 3.1.2 Series.............................................................................................................. 51 3.1.3 Scatter Plots for Spatial Data.............................................................. 53 3.1.4 Exposing Relationships with Scatter Plots..................................... 54 3.2 Correlation.................................................................................................................. 57 3.2.1 The Correlation Coefficient................................................................... 60 3.2.2 Using Correlation to Predict................................................................ 64 3.2.3 Confusion caused by correlation......................................................... 68 1 3.4 You should.................................................................................................................. 72 3.4.1 remember these definitions:................................................................. 72 3.4.2 remember these terms............................................................................ 72 3.4.3 remember these facts: . . . . . 3.4.4 use these procedures: . . . . . . 3.4.5 be able to: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . . . . . . . 72 . . . . . . . . . . . . . . . . . 72 II Probability , 78 4 Basic ideas in probability 79 4.1 Experiments, Outcomes and Probability....................................................... 79 4.1.1 Outcomes and Probability...................................................................... 79 4.2 Events........................................................................................................................... 81 4.2.1 Computing Event Probabilities by Counting Outcomes............. 83 4.2.2 The Probability of Events...................................................................... 87 4.2.3 Computing Probabilities by Reasoning about Sets...................... 89 4.3 Independence............................................................................................................ 92 4.3.1 Example: Airline Overbooking............................................................ 96 4.4 Conditional ........................................................ 99 4.4.1 Evaluating Conditional Probabilities.............................................. 100 4.4.2 Detecting Rare Events is Hard......................................................... 104 4.4.3 Conditional Probability and Various Forms of Independence . 106 4.4.4 The Prosecutor's Fallacy 108 4.4.5 Example: The Monty Hall Problem................................................ 110 4.5 Extra Worked Examples.................................................................................... 112 4.5.1 Outcomes and Probability................................................................... 112 4.5.2 Events.......................................................................................................... 114 4.5.3 Independence........................................................................................... 115 4.5.4 Conditional Probability......................................................................... 117 4.6 You should............................................................................................................... 121 4.6.1 remember these definitions:.............................................................. 121 4.6.2 remember these terms......................................................................... 121 4.6.3 remember and use these facts.......................................................... 121 4.6.4 remember these points:....................................................................... 121 4.6.5 be able to.................................................................................................... 121 5 Random Variables and Expectations 128 5.1 Random Variables................................................................................................. 128 5.1.1 Joint and Conditional Probability for Random Variables . . . 131 5.1.2 Just a Little Continuous Probability............................................... 134 5.2 Expectations and Expected Values................................................................ 137 5.2.1 Expected Values...................................................................................... 138 5.2.2 Mean, Variance and Covariance....................................................... 141 5.2.3 Expectations and Statistics................................................................. 145 5.3 The Weak Law of Large Numbers................................................................ 145 5.3.1 IID Samples . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 5.3.2 Two Inequalities . . . . . . . . . . . . . . . . . . . . . . . .. 146 5.3.3 Proving the Inequalities . . . . . . . . . . . . . . . . . . . . . 147 5.3.4 The Weak Law of Large Numbers.................................................. 149 5.4 Using the Weak Law of Large Numbers 151 5.4.1 Should you accept a bet?..................................................................... 151 5.4.2 Odds, Expectations and Bookmaking - a Cultural Diversion 152 5.4.3 Ending a Game Early 154 5.4.4 Making a Decision with Decision Trees and Expectations . . 154 5.4.5 Utility 156 5.5 You should................................................................................... 159 5.5.1 remember these definitions:.............................................................. 159 5.5.2 remember these terms......................................................................... 159 5.5.3 use and remember these facts.......................................................... 159 5.5.4 be able to.................................................................................................... 160 6 Useful Probability Distributions , 167 6.1 Discrete Distributions 167 6.1.1 The Discrete Uniform Distribution................................................. 167 6.1.2 Bernoulli Random Variables............................................................... 168 6.1.3 The Geometric Distribution................................................................ 168 6.1.4 The Binomial Probability Distribution........................................... 169 6.1.5 Multinomial probabilities..................................................................... 171 6.1.6 The Poisson Distribution..................................................................... 172 6.2 Continuous Distributions , 174 6.2.1 The Continuous Uniform Distribution........................................... 174 6.2.2 The Beta Distribution........................................................................... 174 6.2.3 The Gamma Distribution..................................................................... 176 6.2.4 The Exponential Distribution............................................................ 176 6.3 The Normal Distribution , 178 6.3.1 The Standard Normal Distribution................................................. 178 6.3.2 The Normal Distribution..................................................................... 179 6.3.3 Properties of The Normal Distribution......................................... 180 6.4 Approximating Binomials with Large N 182 6.4.1 Large N....................................................................................................... 183 6.4.2 Getting Normal6.4.3 Using a Normal Approximation to the Binomial Distribution 187 6.5 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.5.1 remember these definitions: . . . . . . . . . . . . . . . . 6.5.2 remember these terms: . . . . . . . . . . . . . . . . . . . 6.5.3 remember these facts: . . . . . . . . . . . . . . . . . . . 6.5.4 remember these points: . . . . . . . . . . . . . . . . . . . . . 188 . . . 188 . . . 188 . . . 188 . . . 188 III Inference , 196 7 Samples and Populations 197 7.1 The Sample Mean................................................................................................. 197 7.1.1 The Sample Mean is an Estimate of the Population Mean . . 197 7.1.2 The Variance of the Sample Mean.................................................. 198 7.1.3 When The Urn Model Works............................................................ 201 7.1.4 Distributions are Like Populations................................................. 202 7.2 Confidence Intervals............................................................................................ 203 7.2.1 Constructing Confidence Intervals.................................................. 203 7.2.2 Estimating the Variance of the Sample Mean............................ 204 7.2.3 The Probability Distribution of the Sample Mean..................... 206 <,7.2.4 Confidence Intervals for Population Means................................. 208 7.2.5 Standard Error Estimates from Simulation................................. 212 7.3 You should............................................................................................................... 216 7.3.1 remember these definitions:.............................................................. 216 7.3.2 remember these terms......................................................................... 216 7.3.3 remember these facts:........................................................................... 216 7.3.4 use these procedures............................................................................. 216 7.3.5 be able to.................................................................................................... 216 8 The Significance of Evidence 221 8.1 Significance.............................................................................................................. 222 8.1.1 Evaluating Significance......................................................................... 223 8.1.2 P-values....................................................................................................... 225 8.2 Comparing the Mean of Two Populations.................................................. 230 8.2.1 Assuming Known Population Standard Deviations................... 231 8.2.2 Assuming Same, Unknown Population Standard Deviation . 233 8.2.3 Assuming Different, Unknown Population Standard Deviation 235 8.3 Other Useful Tests of Significance................................................................. 237 8.3.1 F-tests and Standard Deviations...................................................... 237 8.3.2 2 Tests of Model Fit............................................................................ 239 8.4 Dangerous Behavior............................................................................................. 244 8.5 You should............................................................................................................... 246 8.5.1 remember these definitions:.............................................................. 246 8.5.2 remember 8.5.3 remember these facts: . . . . . 8.5.4 use these procedures: . . . . . . 8.5.5 be able to: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 . . . . . . . . . . . . . . . . . 246 . . . . . . . . . . . . . . . . . 246 9 Experiments , 251 9.1 A Simple Experiment: The Effect of a Treatment.................................. 251 9.1.1 Randomized Balanced Experiments............................................... 252 9.1.2 \u00a0 Decomposing Error in Predictions.................................................. 253 9.1.3 Estimating the Noise Variance......................................................... 253 9.1.4 The ANOVA Table.................................................................................. 255 9.1.5 Unbalanced Experiments.................................................................... 257 9.1.6 Significant Differences.......................................................................... 259 9.2 Two Factor Experiments.................................................................................... 261 9.2.1 , Decomposing the Error........................................................................ 264 9.2.2 Interaction Between Effects................................................................ 265 9.2.3 The Effects of a Treatment................................................................. 266 9.2.4 Setting up an ANOVA Table.............................................................. 267 9.3 You should............................................................................................................... 272 9.3.1 remember these definitions:.............................................................. 272 9.3.2 remember these terms......................................................................... 272 9.3.3 remember these facts:........................................................................... 272 9.3.4 use these procedures............................................................................. 272 9.3.5 be able to.................................................................................................... 272 9.3.6 Two-Way Experiments.......................................................................... 274 10 Inferring Probability Models from Data , 275 10.1 Estimating Model Parameters with Maximum Likelihood.................. 275 10.1.1 The Maximum Likelihood Principle............................................... 277 10.1.2 Binomial, Geometric and Multinomial Distributions................ 278 10.1.3 Poisson and Normal Distributions................................................... 281 10.1.4 Confidence Intervals for Model Parameters................................ 286 10.1.5 Cautions about Maximum Likelihood............................................ 288 10.2 Incorporating Priors with Bayesian Inference.......................................... 289 10.2.1 Conjugacy................................................................................................... 292 10.2.2 MAP Inference......................................................................................... 294 10.2.3 Cautions about Bayesian Inference................................................. 296 10.3 Bayesian Inference for Normal Distributions............................................ 296 10.3.1 Example: Measuring Depth of a Borehole................................... 296 10.3.2 Normal Prior and Normal Likelihood Yield Normal Posterior 297 10.3.3 Filtering...................................................................................................... 300 10.4 You should............................................................................................................... 303 10.4.1 remember these definitions:.............................................................. 303 10.4.2 remember these terms......................................................................... 303 10.4.3 remember these facts:........................................................................... 304 10.4.4 use these procedures............................................................................. 304 10.4.5 be able to.................................................................................................... 304 <,IV Tools 312 11 Extracting Important Relationships in High Dimensions 313 11.1 Summaries and Simple Plots........................................................................... 313 11.1.1 The Mean................................................................................................... 314 11.1.2 Stem Plots and Scatterplot Matrices.............................................. 315 11.1.3 Covariance.................................................................................................. 317 11.1.4 The Covariance Matrix......................................................................... 319 11.2 Using Mean and Covariance to Understand High Dimensional Data . 321 11.2.1 Mean and Covariance under Affine Transformations............... 322 11.2.2 . . 324 . . 325 . . 326 . . 327 . . 329 . 332 . . 334 . . 335 . . 335 . . 338 . . 339 . . 341 . . 345 . . 345 . . 345 . . 345 . . 345 . . 345 349 . . 349 . . 350 . . 350 . . 351 . . 351 . . 353 . . 355 . . 357 . . 358 . . 359 . . . 361 Eigenvectors and Diagonalization . . . . . . . . . . . . . . 11.2.3 Diagonalizing Covariance by Rotating Blobs . . . . . . . . 11.2.4 Approximating Blobs . . . . . . . . . . . . . . . . . . . . 11.2.5 Example: Transforming the Height-Weight Blob . . . . . 11.3 Principal Components Analysis . . . . . . . . . . . . . . . . . . . 11.3.1 Example: Representing Colors with Principal Components 11.3.2 Example: Representing Faces with Principal Components 11.4 Multi-Dimensional Scaling . . . . . . . . . . . . . . . . . . . . . . 11.4.1 Choosing Low D Points using High D Distances . . . . . . 11.4.2 Factoring a Dot-Product Matrix . . . . . . . . . . . . . . 11.4.3 Example: Mapping with Multidimensional Scaling . . . . 11.5 Example: Understanding Height and Weight . . . . . . . . . . . 11.6 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11.6.1 remember these definitions: . . . . . . . . . . . . . . . . . 11.6.2 remember these terms: . . . . . . . . . . . . . . . . . . . . 11.6.3 remember these facts: . , . . . . . . . . . . . . . . . . . . . 11.6.4 use these procedures: . . . . . . . . . . . . . . . . . . . . . 11.6.5 be able to: . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Learning to Classify 12.1 Classification: The Big Ideas . . . . . . . . . . . . . . . . . . . . 12.1.1 The Error Rate . . . . . . . . . . . . . . . . . . . . . . . . 12.1.2 Overfitting . . . . . . . . . . . . . . . . . . . . . . . . . . 12.1.3 Cross-Validation . . . . . . . . . . . . . . . . . . . . . . . 12.1.4 Is the Classifier Working Well? . . . . . . . . . . . . . . . 12.2 Classifying with Nearest Neighbors . . . . . . . . . . . . . . . . . 12.3 Classifying with Naive Bayes . . . . . . . . . . . . . . . . . . . . 12.3.1 Missing Data . . . . . . . . . . . . . . . . . . . . . . . . . 12.4 The Support 12.4.1 Choosing a Classifier with the Hinge Loss . . . . . . . . . 12.4.2 Finding a Minimum: General Points . . . . . . . . . . . . 12.4.3 Finding a Minimum: Stochastic Gradient Descent . . . . 12.4.4 Example: Training an SVM with Stochastic Gradient Descent 363 12.4.5 Multi-Class Classification with SVMs.............................................. 366 12.5 Classifying with Random Forests................................................................... 367 12.5.1 Building a Decision Tree..................................................................... 367 12.5.2 Choosing a Split with Information Gain........................................ 370 12.5.3 Forests......................................................................................................... 373 12.5.4 Building and Evaluating a Decision Forest.................................. 374 12.5.5 Classifying Data Items with a Decision Forest........................... 375 12.6 You should............................................................................................................... 378 12.6.1 remember these definitions:.............................................................. 378 12.6.2 remember these terms......................................................................... 378 12.6.3 remember these facts:........................................................................... 379 12.6.4 use these procedures............................................................................. 379 12.6.5 be able to.................................................................................................... 379 13.1 The Curse of Dimension..................................................................................... 384 13.1.1 The Curse: Data isn't Where You Think it is............................. 384 13.1.2 Minor Banes of Dimension.................................................................. 386 13.2 The Multivariate Normal Distribution......................................................... 387 13.2.1 Affine Transformations and Gaussians.......................................... 387 13.2.2 Plotting a 2D Gaussian: Covariance Ellipses.............................. 388 13.3 Agglomerative and Divisive Clustering........................................................ 389 13.3.1 Clustering and Distance....................................................................... 391 13.4 , The K-Means Algorithm and Variants......................................................... 392 13.4.1 How to choose K...................................................................................... 395 13.4.2 Soft Assignment....................................................................................... 397 13.4.3 General Comments on K-Means....................................................... 400 13.4.4 K-Mediods.................................................................................................. 400 13.5 Application Example: Clustering Documents........................................... 401 13.5.1 A Topic Model.......................................................................................... 402 13.6 Describing Repetition with Vector Quantization...................................... 403 13.6.1 Vector Quantization............................................................................... 404 13.6.2 Example: Groceries in Portugal....................................................... 406 13.6.3 Efficient Clustering and Hierarchical K Means.......................... 409 13.6.4 Example: Activity from Accelerometer Data............................... 409 13.7 You should............................................................................................................... 413 13.7.1 remember these definitions:.............................................................. 413 13.7.2 remember these terms......................................................................... 413 13.7.3 remember these facts:........................................................................... 413 13.7.4 use these procedures............................................................................. 413 14 Regression , 417 14.1.1 Regression to Make Predictions....................................................... 417 14.1.2 Regression to Spot Trends.................................................................. 419 14.1 Linear Regression and Least Squares.......................................................... 421 14.1.1 Linear Regression................................................................................... 421 14.1.2 Choosing beta.................................................................................................. 422 14.1.3 Solving the Least Squares Problem................................................ 423 14.1.4 , Residuals..................................................................................................... 424 14.1.5 R-squared.................................................................................................... 424 14.2 Producing Good Linear Regressions............................................................. 427 14.2.1 Transforming Variables........................................................................ 428 14.2.2 Problem Data Points have Significant Impact............................ 431 14.2.3 Functions of One Explanatory Variable........................................ 433 14.2.4 Regularizing Linear Regressions...................................................... 435 14.3 , Exploiting Your Neighbors 14.3.1 Using your Neighbors to Predict More than a Number............ 441 14.3.2 Example: Filling Large Holes with Whole Images.................... 441 14.4 You should . . . . . . . . . . . . . . . . . . . . . . . . . . . 14.4.1 remember these definitions: . . . . . . . . . . . . . . 14.4.2 remember these terms: . . . . . . . . . . . . . . . . . . . . . . 444 . . . . . 444 . . . . . 444 14.4.3 remember these facts:........................................................................... 444 14.4.4 remember these procedures:............................................................. 444 15 Markov Chains and Hidden Markov Models , 454 15.1 Markov Chains........................................................................................................ 454 15.1.1 Transition Probability Matrices........................................................ 457 15.1.2 Stationary Distributions....................................................................... 459 15.1.3 Example: Markov Chain Models of Text...................................... 462 15.2 Estimating Properties of Markov Chains.................................................... 465 15.2.1 Simulation.................................................................................................. 465 15.2.2 Simulation Results as Random Variables..................................... 467 15.2.3 Simulating Markov Chains.................................................................. 469 15.3 Example: Ranking the Web by Simulating a Markov Chain................ 472 15.4 Hidden Markov Models and Dynamic Programming............................. 473 15.4.1 Hidden Markov Models........................................................................ 474 15.4.2 Picturing Inference with a Trellis.................................................... 474 15.4.3 Dynamic Programming for HMM's: Formalities....................... 478 15.4.4 , Example: Simple Communication Errors..................................... 478 15.5 You should............................................................................................................... 481 15.5.1 remember these definitions:.............................................................. 481 15.5.2 remember these terms......................................................................... 481 15.5.3 remember these facts:........................................................................... 481 15.5.4 be able to.................................................................................................... 481 V Some Mathematical Background , 484 16 Resources 485 16.1 Useful Material about Matrices....................................................................... 485 16.1.1 The Singular Value Decomposition................................................. 486 16.1.2 Approximating A Symmetric Matrix............................................... 487 16.2 Some Special Functions..................................................................................... 489 16.3 Finding Nearest Neighbors............................................................................... 490 16.4 Entropy and Information Gain........................................................................ 493","merchants_number":2,"ean":9783319644097,"category_id":103,"size":null,"min_price":69.900000000000005684341886080801486968994140625,"low_price_merchant_id":70255345,"ID":5051447,"merchants":["euniverse","weltbild"],"brand":"undefined","slug":"probability-and-statistics-for-computer-science","url":"\/unterhaltung\/produkt\/probability-and-statistics-for-computer-science\/","low_price_merchant_name":"eUniverse"}
Produkt merken zur Merkliste CHF 51.25
A Study on the Usage of Internet by Working Women of Vadodara City for Performing Their Household Responsibilities
The internet is a system of enormous technical and social complexity. It comprises a gigantic but almost invisible universe that includes thousands of networks, millions of computers, and billions of users around the world. The internet has widened its reach among people by taking them away from just using it for emails and chat rooms to giving them more alternative media tools to use... zur Produkt-Seite
5411543 {"price-changing":null,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTEwNTA1NzAwX0x4T1I1LXBuZw==!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTEwNTA1NzAwX0x4T1I1LXBuZw==","post_title":"A Study on the Usage of Internet by Working Women of Vadodara City for Performing Their Household Responsibilities","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=24487281129&a=401125&m=11816&pref1=9783960670513","labels":[],"brand_id":1,"post_content":"The internet is a system of enormous technical and social complexity. It comprises a gigantic but almost invisible universe that includes thousands of networks, millions of computers, and billions of users around the world. The internet has widened its reach among people by taking them away from just using it for emails and chat rooms to giving them more alternative media tools to use from. It has given power to the masses to speak about their rights, share their views on particular topics or events, and showcase their abilities to the world. It also provides an opportunity to learn an endless amount of different things, viz. different languages, cuisines, arts, crafts, and much more. The internet can be whatever we make of it. We can shape and form it. But most importantly, we can use it to connect people, communities, and countries around the world.In 2014, India was the third-largest online market with more than 198 million internet users, ranked only behind China and the United States and declaring itself as a market not to be ignored on the global stage. Furthermore, men dominated internet usage with 61 percent, while only 39 percent of women used it. The average daily online usage in India amounted 5.1 hours. There are 345 million users in India, counted in January 2016.With the growing needs of humans, it has become a challenge for women to fulfill all their responsibilities and to perform all their roles at the same time. Therefore, their dependency on family members, helpers\/maids, friends, neighbors, and the media has increased. Media here includes print (i.e. newspaper, magazine, tabloids), electronic (i.e. television, radio), and new media (i.e. internet and mobile technology). This study evaluates how the internet can help working women to perform their household responsibilities.","merchants_number":1,"ean":9783960670513,"category_id":103,"size":null,"min_price":51.25,"low_price_merchant_id":1087639,"ID":5411543,"merchants":["dodax"],"brand":"undefined","slug":"a-study-on-the-usage-of-internet-by-working-women-of-vadodara-city-for-performing-their-household-responsibilities","url":"\/unterhaltung\/produkt\/a-study-on-the-usage-of-internet-by-working-women-of-vadodara-city-for-performing-their-household-responsibilities\/","low_price_merchant_name":null}
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One Piece - TV-Serie. Box.11, 6 DVD
Ahoi, und auf zu neuen Abenteuern! Nachdem sich die Strohhut-Bande von Water Seven verabschiedet hat, ziehen die Freunde endlich wieder los, um nun in der Neuen Welt das ?One Piece? zu suchen. Doch wie sollte es anders sein ? wieder einmal werden sie von lästigen Kopfgeldjägern aufgehalten. Diesmal ist es die Acchiino Family, die den Strohhüten mit ihrem fiesen Fahnenklau auf der Eis-... zur Produkt-Seite
7071149 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/","post_title":"One Piece - TV-Serie. Box.11, 6 DVD","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=36648138702&a=401125&m=13971&pref1=7630017502179","labels":[],"brand_id":1,"post_content":"Ahoi, und auf zu neuen Abenteuern! Nachdem sich die Strohhut-Bande von Water Seven verabschiedet hat, ziehen die Freunde endlich wieder los, um nun in der Neuen Welt das ?One Piece? zu suchen. Doch wie sollte es anders sein ? wieder einmal werden sie von l\u00e4stigen Kopfgeldj\u00e4gern aufgehalten. Diesmal ist es die Acchiino Family, die den Strohh\u00fcten mit ihrem fiesen Fahnenklau auf der Eis-Strasse das Leben schwer macht! Doch kaum haben sie ihren Jolly Roger mithilfe von Pasuls Ph\u00f6nix-Piratenbande zur\u00fcckerobert, geraten sie aufgrund eines Unwetters in das sogenannte Mysteri\u00f6se Dreieck. Dort begegnen sie Brook, einem geheimnisvollen, singenden Knochenmann mit Afro-M\u00e4hne. Als Ruffy das gruselige Skelett zu allem \u00dcberfluss auch noch an Bord der Sunny holen will, l\u00e4uten bei seiner Piraten-Crew alle Alarmglocken ... Episoden: 326 Der Fischer in Seenot 327 Kopfgeldj\u00e4ger unter falscher Flagge 328 Die Piratenfahne ist weg 329 Die Auftragskiller greifen an 330 Der Kampf der Strohh\u00fcte 331 Angriff der magnetischen Zwillinge 332 Die Strohhut-Bande bricht aus 333 Die R\u00fcckkehr des Ph\u00f6nix 334 Der heisse, alles entscheidene Kampf 335 Auf in die neue Welt 336 Chopperman in Aktion! 337 Der singende Knochenmann 338 Was f\u00fcr ein Spass Menschen zu treffen 339 Die Geister-Insel 340 Doktor Hogback 341 Das Zombie-Schloss 342 Dr. Hogbacks Gruselkabinett 343 Wer ist Gecko Moria? 344 Die Nacht der Zombie-Gener\u00e4le 345 Peronas Wundergarten 346 Das verschwinden der Strohhut-Bande 347 Ein Hoch auf die Ritterlichkeit 348 Alles Gute kommt von oben! 349 Ruffy in h\u00f6chster Not 350 Die Macht des Salzes 351 Oz, der D\u00e4mon aus dem Land aus Eis 352 Hauptsache die Frisur sitzt 353 Das Versprechen eines Mannes stirbt zuletzt! 354 Hoffnung f\u00fcr La Boum 355 Der Gegenangriff 356 Die Geister-Prinzessin 357 Ist das das Ende der Thriller Bark? 358 Sanji, der Ritter in Flammen!","merchants_number":1,"ean":7630017502179,"category_id":104,"size":null,"min_price":92.900000000000005684341886080801486968994140625,"low_price_merchant_id":70254503,"ID":7071149,"merchants":["orell-fuessli"],"brand":"undefined","slug":"one-piece-tv-serie-box11-6-dvd","url":"\/unterhaltung\/produkt\/one-piece-tv-serie-box11-6-dvd\/","low_price_merchant_name":"Orell F\u00fcssli"}
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Staffel 14, 6 DVDs
Staffel 14 - Episoden 333-357 Bombenstimmung in Reutlitz: In der 14. Staffel der RTL-Knast-Saga fliegt der Frauenknast in die Luft ? werden alle überleben? Unerwartet kehrt Eva Baal als Direktorin zurück - und in Reutlitz geht es noch immer drunter und drüber. Natascha Sanin will mit Ginger und Annika einen Event-Puff aufziehen. Walter steht wegen des Mordes an Ines unschuldig vor Ger... zur Produkt-Seite
7051660 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jZG4ud2VtZW8uY2gvSGludGVyLUdpdHRlcm4tU3RhZmZlbC0xNC02OTI3LURWRC1ELTUwMC5qcGc=!aHR0cHM6Ly9jZG4ud2VtZW8uY2gvSGludGVyLUdpdHRlcm4tU3RhZmZlbC0xNC02OTI3LURWRC1ELTUwMC5qcGd8fnw=","post_title":"Staffel 14, 6 DVDs","deeplink":"https:\/\/track.adtraction.com\/t\/t?a=1710936238&as=1592767275&t=2&tk=1&url=https:\/\/www.soundmedia.ch\/de\/Details\/Hinter-Gittern-Staffel-14-6927-DVD-D","labels":[],"brand_id":1,"post_content":"Staffel 14 - Episoden 333-357 Bombenstimmung in Reutlitz: In der 14. Staffel der RTL-Knast-Saga fliegt der Frauenknast in die Luft ? werden alle \u00fcberleben? Unerwartet kehrt Eva Baal als Direktorin zur\u00fcck - und in Reutlitz geht es noch immer drunter und dr\u00fcber. Natascha Sanin will mit Ginger und Annika einen Event-Puff aufziehen. Walter steht wegen des Mordes an Ines unschuldig vor Gericht. Erst in letzter Sekunde gelingt es ihr, die wahre M\u00f6rderin zu entlarven. Wilhelmina droht die Abschiebung in ihr Heimatland Namibia. Melanie kann den Tod ihres Mannes Mike nicht verkraften. Als Mikes M\u00f6rderin Annabelle Liffers eingeliefert wird, schw\u00f6rt Mel Rache. Schiller gewinnt in einem Preisausschreiben und Paula in der Lotterie ein Treffen mit Patrick Lindner, um das sich Ilse und Jeannette reissen. Nancy l\u00e4sst ihren Hund Roxy zu einem Blindenhund ausbilden. Nik Gross startet ein Experiment in Reutlitz. Brock will mit Hilfe von Daniela Kallweit Eva Baal st\u00fcrzen. Die Schlangenfrau Cobra nutzt eine Zirkusvorstellung in Reutlitz, um eine Bombe zu z\u00fcnden. Drei Monate sp\u00e4ter f\u00fchrt die ebenfalls zur\u00fcckgekehrte Jutta Adler ein neues, hartes Regime in Reutlitz ein. Brock f\u00e4ngt die geflohene Mel ein, w\u00e4hrend von ganz anderer Seite neue Gefahr droht: Die \"Rote Mamba\" wird aktiv... Episoden: Disc 1: 333 Willkommen zur\u00fcck 334 Eine Frage der Ehre 335 Johnny Be Good 336 Hardcore Disc 2: 337 Jenseits von Afrika 338 Flieg, Mel, flieg 339 Das Experiment 340 Todesspiel Disc 3: 341 Schweinereien 342 Meuterein auf der B 343 Dein Wille geschehe 344 Brennende Rache Disc 4: 345 \u00dcberf\u00fchrt 346 Die Cobra 347 Zweite Chance 348 Blutrache Disc 5: 349 Und vergib uns unsere Schuld 350 Dicke Freunde 351 Explosiv 352 Bombenstimmung 352A Was geschah in Reutlitz? Disc 6: 353 Sch\u00f6ne neue Welt 354 Hurra, wir leben noch 355 Jagd auf Mel 356 Klassenkampf 357 Fenster zum Flur","merchants_number":2,"ean":886975510696,"category_id":104,"size":null,"min_price":32.89999999999999857891452847979962825775146484375,"low_price_merchant_id":70254728,"ID":7051660,"merchants":["soundmedia","orell-fuessli"],"brand":"undefined","slug":"staffel-14-6-dvds","url":"\/unterhaltung\/produkt\/staffel-14-6-dvds\/","low_price_merchant_name":"soundmedia"}
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76912 Speed Champions: Fast & Furious 1970 Dodge CDB5 R/T, Konstruktionsspielzeug
Der LEGO® Speed Champions Fast & Furious 1970 Dodge Charger R/T (76912) ist eine authentische Nachbildung des legendären Muscle-Cars. Das perfekte Geschenk für Kinder ab 8 Jahren, Autoliebhaber und Fans der Actionfilmreihe bietet ein fesselndes Bauerlebnis, überzeugt als spektakulärer Hingucker und ermöglicht viele spannende Verfolgungsjagden. Eine megastarke Ergänzung jeder Speed Cha... zur Produkt-Seite
22539228 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9iaWxkZXIuYWNrZXJtYW5uLmNoL2kvZW1waXJpZWNvbS82ODk1NjdiODhiYWExZDczZTlkOTEyNjcxNTljMzg1NC5qcGcvbGVnby1rb25zdHJ1a3Rpb25zc3BpZWxzdGVpbmUtbGVnby1zcGVlZC1jaGFtcGlvbnMtZmFzdC1mdXJpb3UtMzQ1LXN0LmpwZz8kb3JpZ2luYWwk!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","post_title":"76912 Speed Champions: Fast & Furious 1970 Dodge CDB5 R\/T, Konstruktionsspielzeug","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=33898224027&a=401125&m=14065&pref1=5702017234410","labels":[],"brand_id":3527,"post_content":"Der LEGO\u00ae Speed Champions Fast & Furious 1970 Dodge Charger R\/T (76912) ist eine authentische Nachbildung des legend\u00e4ren Muscle-Cars. Das perfekte Geschenk f\u00fcr Kinder ab 8 Jahren, Autoliebhaber und Fans der Actionfilmreihe bietet ein fesselndes Bauerlebnis, \u00fcberzeugt als spektakul\u00e4rer Hingucker und erm\u00f6glicht viele spannende Verfolgungsjagden. Eine megastarke Erg\u00e4nzung jeder Speed Champions Sammlung!Dieses Muscle-Car zum Sammeln strotzt vor authentischen Details wie den silbernen Speichenfelgen und der coolen Lufthutze. Und die Minifigur, die Dominic Toretto darstellt, l\u00e4dt zu unz\u00e4hligen fantasievollen Spielabenteuern ein. Nachbildung legend\u00e4rer FahrzeugeLEGO Speed Champions Bausets beinhalten Mini-Versionen der besten und bekanntesten Fahrzeuge der Welt. Diese Modelle begeistern nicht nur als Hingucker, sondern eignen sich auch f\u00fcr spannende Rennen gegen andere Speed Champions Flitzer. Nachbildung eines Muscle-Cars aus Fast & Furious: LEGO\u00ae Speed Champions Fast & Furious 1970 Dodge Charger R\/T (76912) f\u00fcr Kinder, Autoliebhaber und Fans der Actionfilmreihe Inhalt der Box: Alles, was du brauchst, um eine Nachbildung des 1970 Dodge Charger R\/T zu bauen, sowie eine Minifigur mit Schraubenschl\u00fcssel, die Dominic Toretto darstellt Modell zum Sammeln, Spielen und Ausstellen: Baue deinen eigenen Fast & Furious 1970 Dodge Charger R\/T, zeig ihn deinen Freunden und schick ihn in spannende Verfolgungsjagden mit anderen Speed Champions Flitzern Geschenk f\u00fcr jeden Anlass: Dieses 345-teilige LEGO\u00ae Speed Champions Set eignet sich als Geburtstags- oder \u00dcberraschungsgeschenk f\u00fcr Kinder ab 8 Jahren, Autoliebhaber und Fans der Actionfilmreihe Abmessungen: Der Fast & Furious 1970 Dodge Charger R\/T ist 5\u00a0cm hoch, 17\u00a0cm lang und 7\u00a0cm breit Batterien werden nicht ben\u00f6tigt: Deine Fantasie reicht dem LEGO\u00ae Speed Champions Fast & Furious 1970 Dodge Charger R\/T als Antrieb Interaktive Bauanleitung: In der LEGO\u00ae Building Instructions App f\u00fcr Smartphones und Tablets sind Dreh- und Vergr\u00f6\u00dferungsfunktionen verf\u00fcgbar, die dein Kind digitale Modellansichten aus jedem Winkel betrachten lassen Hommage an Innovation und Design: LEGO\u00ae Speed Champions Sets lassen Kinder und Autofans jeden Alters die legend\u00e4rsten Fahrzeuge der Welt erkunden Qualit\u00e4t hat Vorrang: LEGO\u00ae Elemente entsprechen strengen Branchenstandards, damit sie einheitlich und kompatibel sind und gro\u00dfen Bauspa\u00df bieten Gepr\u00fcfte Sicherheit: Alle LEGO\u00ae Bauspielzeuge werden gr\u00fcndlich getestet, damit jedes Spielset strenge Sicherheitsstandards erf\u00fcllt","merchants_number":7,"ean":5702017234410,"category_id":806,"size":null,"min_price":25.89999999999999857891452847979962825775146484375,"low_price_merchant_id":1087648,"ID":22539228,"merchants":["ackermann-versand","manor","jelmoli-shop","conrad","kaufsignal","euniverse","coop-city"],"brand":"LEGO","slug":"76912-speed-champions-fast-furious-1970-dodge-cdb5-rt-konstruktionsspielzeug","url":"\/unterhaltung\/produkt\/76912-speed-champions-fast-furious-1970-dodge-cdb5-rt-konstruktionsspielzeug\/","low_price_merchant_name":"Ackermann Versand"}
Produkt merken zur Merkliste CHF 19.50
Die Elfe Morgentau, 1 Audio-CD
Heute keine Zeit zum Vorlesen? ¿Die Elfe Morgentau¿ jetzt auf CD! F¿r alle Eltern, die nicht immer zum abendlichen Vorlesen kommen, ihren Kindern aber trotzdem die Gute-Nacht-Geschichte nicht vorenthalten wollen, gibt es jetzt das Buch ¿Die Elfe Morgentau ¿Einschlafgeschichten f¿r Kinder¿ von Christiane Heyn als H¿rbuch! F¿r alle Kinder im Alter von 3-10 Jahren. Mithilfe dieser CD wer... zur Produkt-Seite
4333575 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvZGllLWVsZmUtbW9yZ2VudGF1LTEtYXVkaW8tY2QtMzczMzUxMjI0LmpwZz92PTEmd3A9X21lcmNoYW50!aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvZGllLWVsZmUtbW9yZ2VudGF1LTEtYXVkaW8tY2QtMzczMzUxMjI0LmpwZz92PTEmd3A9X21lcmNoYW50fH58fH58aHR0cHM6Ly9pLndlbHRiaWxkLmRlL3AvZGllLWVsZmUtbW9yZ2VudGF1LTEtYXVkaW8tY2QtMzczMzUxMjI0LmpwZw==","post_title":"Die Elfe Morgentau, 1 Audio-CD","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=37118372575&a=401125&m=14117&pref1=9783980945905","labels":[],"brand_id":1,"post_content":"Heute keine Zeit zum Vorlesen? \u00bfDie Elfe Morgentau\u00bf jetzt auf CD! F\u00bfr alle Eltern, die nicht immer zum abendlichen Vorlesen kommen, ihren Kindern aber trotzdem die Gute-Nacht-Geschichte nicht vorenthalten wollen, gibt es jetzt das Buch \u00bfDie Elfe Morgentau \u00bfEinschlafgeschichten f\u00bfr Kinder\u00bf von Christiane Heyn als H\u00bfrbuch! F\u00bfr alle Kinder im Alter von 3-10 Jahren. Mithilfe dieser CD werden die Kinder sanft in die Welt der Tr\u00bfe begleitet. Gerade in unserer hektischen Zeit haben immer mehr Kinder Probleme mit dem Einschlafen. Diese vier bezaubernden Geschichten, gelesen von Schauspieler Thomas Linke, wirken beruhigend auf K\u00bfrper und Geist. So entspannen die Kinder und k\u00bfnnen zufrieden einschlafen. Begleitet von entspannender Musik mit meditativem Charakter k\u00bfnnen die kleinen Zuh\u00bfrer ungest\u00bfrt ins Reich der Fantasie abtauchen. Am Ende der einzelnen Geschichten spielt die beruhigende Musik noch einige Minuten weiter \u00bf sodass die Kinder weitertr\u00bfen k\u00bfnnen und nicht mit Beginn der folgenden Geschichte aus ihren Fantasien herausgerissen werden. In die spannenden Geschichten sind Entspannungs\u00bfbungen integriert. Das zuh\u00bfrende Kind macht diese automatisch mit und lernt so abzuschalten. \u00bfDie Elfe Morgentau \u00bf Einschlafgeschichten mit eingewebten Entspannungs\u00bfbungen\u00bf ist ein p\u00bfgogisch wertvoller Ersatz zur vorgelesenen Gute-Nacht-Geschichte. Auch f\u00bfr die Mittagsstunde in der Kindertagesst\u00bfe zu empfehlen! Folgende Entspannungstechniken sind integriert: Farbenmeditation Farben erf\u00bfllen eine wichtige Funktion zwischen k\u00bfrperlichem und emotionalem Empfinden. Farben und Licht k\u00bfnnen disharmonische Schwingungen ausgleichen und Ursachen f\u00bfr Beschwerden beseitigen. In dieser Geschichte werden Farbenergien in den K\u00bfrper gelenkt. Farben sind eine Form von Schwingung. Da auch Gedanken Schwingungen sind, k\u00bfnnen positive Gedanken unser k\u00bfrperliches Wohlbefinden beeinflussen. Das Visualisieren funktioniert, weil der Geist den K\u00bfrper beeinflussen kann. Jede Farbe besitzt eine spezifische Wellenl\u00bfe, die sich auf den K\u00bfrper \u00bfbertragen kann. Fantasiereise Die Fantasiereise ist eine Form der Meditation. Bilder, die im Kopf entstehen, k\u00bfnnen durch eine Geschichte gelenkt werden. Das zuh\u00bfrende Kind kann sich an die vorgegeben Bilder halten oder aber in seiner eigenen Fantasie spazieren gehen. Mit Hilfe von Fantasiereisen k\u00bfnnen sich die Kinder auf geistiger Ebene entspannen. Autogenes Training Hierbei handelt es sich um eine Methode, sich selbst zu entspannen und zu erholen. Autogenes Training greift positiv in das vegetative Nervensystem ein und somit in die Funktion der Organe. Durch bestimmte \u00bfungen wird eine \"Umschaltung\" des Kindes herbeigef\u00bfhrt, welche von ihm selbst\u00bfig ausgel\u00bfst wird. Diese Umschalterlebnisse \u00bfern sich in Schwere, die durch die Muskelentspannung ausgel\u00bfst wird und einem W\u00bfegef\u00bfhl, das durch eine Gef\u00bfrweiterung und st\u00bfere Durchblutung erreicht wird. wann es will. Dasselbe gilt auch f\u00bfr die Progressive Muskelentspannung und die Farbenmeditation. Es ist eine k\u00bfrperliche Entspannung. Die geistige Entspannung folgt darauf. Inhalt der CD: Die Elfe Morgentau - Farbmeditation (18:18 min.) Wilbi der Ohrenzwerg mit der roten Zipfelm\u00bftze - Fantasiereise\/AT (22:53 min.) Jacqueline die Pferden\u00bfin \u00bf Fantasiereise\/AT (13:13 min.) Das Piratenabenteuer \u00bf Fantasiereise\/Meditation\/AT (14:345 min.) Meditative Hintergrundmusik zu allen Geschichten. Gesamtspielzeit: 69 min","merchants_number":3,"ean":9783980945905,"category_id":103,"size":null,"min_price":19.5,"low_price_merchant_id":1087707,"ID":4333575,"merchants":["tausendkind","orell-fuessli","weltbild"],"brand":"undefined","slug":"die-elfe-morgentau-1-audio-cd","url":"\/unterhaltung\/produkt\/die-elfe-morgentau-1-audio-cd\/","low_price_merchant_name":"tausendkind"}
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Let's code Python, m. CD-ROM
Materialien zum Buch ... 13 Geleitwort ... 15 1. Programme schreiben -- wie geht das? ... 17 2. Wie funktionieren Computer überhaupt? ... 21 Innenleben eines PCs ... 21 Eingabe, Verarbeitung, Ausgabe ... 22 Bits und Bytes ... 24 Prozessortakt -- wie schnell läuft mein PC? ... 26 3. Python -- die Programmiersprache ... 27 Maschinensprache -- die Mut... zur Produkt-Seite
4275695 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTIxNzc1MjM1XzkyeTQ4OS1wbmc=!aHR0cHM6Ly9jNC1zdGF0aWMuZG9kYXguY29tL3YyLzE4MC0xODAtMTIxNzc1MjM1XzkyeTQ4OS1wbmd8fnxodHRwczovL3Nob3Auc3BpY2suY2gvd3AtY29udGVudC91cGxvYWRzLzIwMjAvMDgvMjEwMDI5X0xldHNfY29kZV9weXRob24uanBnfH58aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvNmEvZTUvN2UvNzI2Nzc2NjQwMDAwMUFfNjAweDYwMC5qcGd8fnxodHRwczovL2Fzc2V0cy50aGFsaWEubWVkaWEvaW1nL2FydGlrZWwvYzlmYTU5ZTRjNWIwNzlkNjZlZjQ1YTE1MWYyODhjMzM5YTJjZTdlYS0wMC0wMC5qcGVn","post_title":"Let's code Python, m. CD-ROM","deeplink":"https:\/\/www.awin1.com\/pclick.php?p=23073674655&a=401125&m=11816&pref1=9783836265140","labels":[],"brand_id":1,"post_content":"Materialien zum Buch ... 13 Geleitwort ... 15 1. Programme schreiben -- wie geht das? ... 17 2. Wie funktionieren Computer \u00fcberhaupt? ... 21 Innenleben eines PCs ... 21 Eingabe, Verarbeitung, Ausgabe ... 22 Bits und Bytes ... 24 Prozessortakt -- wie schnell l\u00e4uft mein PC? ... 26 3. Python -- die Programmiersprache ... 27 Maschinensprache -- die Muttersprache des Prozessors ... 27 Interpreter und Compiler ... 28 Python -- einfach und universell ... 29 Jython -- was ist das? ... 30 TigerJython -- deine Lernumgebung ... 31 4. TigerJython installieren -- einfacher geht's nicht ... 33 Installation unter Windows ... 33 Installation auf dem Mac ... 35 TigerJython unter Linux installieren ... 37 5. Die ersten Schritte -- Python im Dialog ... 39 Direkte Befehle -- die Konsole ... 40 Ausgabe mit Zahlen ... 40 Die \u00bbSyntax\u00ab muss stimmen ... 45 Zeichenketten statt Zahlen ... 46 6. Variablen -- jetzt wird es flexibel ... 49 Variablennamen ... 51 Der \u00bbinput\u00ab-Befehl -- Eingaben zum Verarbeiten ... 54 7. Programme schreiben -- es geht los! ... 57 Ein Programm in TigerJython eingeben ... 57 Das allererste Programm: Ein Zahlenzaubertrick ... 58 Zweites Programm: Ein Umrechner ... 60 Programme speichern ... 62 Eingabe, Verarbeitung, Ausgabe -- diesmal mit Text ... 63 Rechner mit Rest ... 65 Das magische Quadrat ... 66 Variation: Magisches Quadrat mit fester Summe ... 70 8. Bedingungen -- Was passiert, wenn ... ... 73 \u00bbif\u00ab-Abfragen in Python ... 74 \u00bbif\u00ab mit \u00bbelse\u00ab ... 77 Mehrere Bedingungen verkn\u00fcpfen ... 79 \u00bbelif\u00ab -- \u00bbelse if\u00ab ... 80 \u00bbif\u00ab -- \u00bbelse\u00ab im \u00dcberblick ... 81 Wahr und falsch beim Verkn\u00fcpfen ... 83 Programm: Eintrittspr\u00fcfung ... 84 9. Befehle und Module ... 87 Was sind Module? ... 87 Das Modul \u00bbmath\u00ab ... 88 Das Modul \u00bbrandom\u00ab ... 92 Roulette ... 93 Programm: Entscheidungshilfe ... 9410. Schleifen -- Wiederholungen machen Programme stark ... 97 Die Z\u00e4hlschleife mit \u00bbrepeat\u00ab ... 98 W\u00fcrfeln ohne Ende ... 100 Schleifen verschachteln ... 103 Die \u00bbwhile\u00ab-Schleife ... 105 W\u00fcrfelpoker ... 106 Klassisches Zahlenraten ... 109 Das kleine Einmaleins ... 112 Mehr M\u00f6glichkeiten f\u00fcr \u00bbwhile\u00ab-Schleifen ... 117 Primzahlentester ... 119 Das Probeverfahren ... 119 Das Schachr\u00e4tsel ... 124 Zins und Zinseszins ... 12611. Listig: Mit Listen arbeiten ... 127 Zeichenketten sind Listen ... 127 Listen in Python ... 130 Wochentag nachschlagen ... 132 Listen per Programm erzeugen ... 133 Die \u00bbfor\u00ab-Schleife mit einer Liste ... 134 Mehr Befehle, Methoden und Funktionen f\u00fcr Listen ... 137 Ein Lottozahlen-Tipp ... 140 Das Lottospiel: Selbst tippen und gewinnen ... 144 Mehrdimensionale Listen ... 148 Zusammenfassung: Listen ... 15112. Die Schildkr\u00f6te -- ein grafischer Roboter ... 153 Die Schildkr\u00f6te steuern ... 154 Weitere Turtle-Befehle ... 162 Grafik mit Koordinaten ... 166 Funktionsgraphen programmieren ... 168 Zufallsbilder erstellen ... 170 Variationen: Zufallsmuster ... 172 Eingebaute Funktionen nutzen ... 17513. Funktionen selber schreiben ... 177 Was sind Funktionen noch mal genau? ... 177 Eigene Funktionen schreiben ... 178 Eigene Funktion \u00bbzahlwort\u00ab ... 182 Ein eigenes Modul erstellen ... 186 Zeichnen mit Funktionen ... 188 Rekursive Funktionen ... 19014. Sound programmieren ... 195 Sound in Python abspielen ... 195 Was sind denn eigentlich Klangdateien? ... 195 WAV-Dateien abspielen ... 196 mp3-Dateien abspielen ... 197 Eigene Musik machen ... 198 Sprachsynthese: Lass den Computer sprechen! ... 20015. Objekte programmieren ... 203 Was sind Objekte? ... 204 Objekte in Python ... 204 Klassen und Instanzen ... 207 Objekte f\u00fcr alles ... 21216. Eigene Objekte definieren ... 215 Die Funktion \u00bb__init__\u00ab ... 216 Eigene Methoden definieren ... 218 Die Funktion \u00bb__str__\u00ab ... 220 Ableitung und Vererbung -- ein Supertoaster ... 22317. gamegrid -- Spiele bauen mit Objekten ... 227 Ein Spielfeld erzeugen ... 228 Actor -- jetzt kommen die Figuren ins Spiel ... 232 Der Fisch soll leben ... 234 Spielfiguren mit Eigenleben ... 236 Das Spielfeld kontrolliert den Takt ... 239 Die Steuerungsleiste in gamegrid ... 24418. Steuerung und Ereignisse in gamegrid ... 247 Erweiterung der Spielidee ... 252 Kollision: Interaktion zwischen Spielfiguren ... 253 Klang hinzuf\u00fcgen ... 258 Ein Spiel braucht Gegner ... 25919. Neues Spiel: Breakball ... 267 Das Spielprinzip ... 267 Elemente des Programms ... 267 Erste Schritte: Spielfeld und Ball ... 268 N\u00e4chstes Element: Das Brett ... 273 Dritter Schritt: Die Bl\u00f6cke ... 277 Die Spielsteuerung ... 28220. Space Attack -- ein Klassiker ... 289 Das Spielprinzip ... 289 Technik: Was brauchen wir? ... 289 Das Spielfeld ... 290 Das Raumschiff ... 290 Jetzt wird geschossen ... 292 Die Aliens ... 296 Erweiterungen ... 306 Weiterer Ausbau: deine Aufgabe ... 30921. Flappy Ball -- geschicktes H\u00fcpfen ... 311 Die Spielidee ... 311 Ben\u00f6tigte Elemente ... 311 Das Spielfeld ... 312 Der Ball ... 312 Die Ballsteuerung mit der Maus ... 314 Die Balken -- als Spielgegner ... 317 Das Spiel erweitern und verbessern ... 324 Weitere Ideen ... 32622. TicTacToe -- Brettspiele mit gamegrid ... 329 Das Spielprinzip ... 329 Welche Elemente werden ben\u00f6tigt? ... 329 Das Spielfeld ... 330 Auf die Maus reagieren ... 332 Die Spielverwaltung ... 334 Ein Objekt f\u00fcr die Spieldaten ... 335 Erweiterungen von TicTacToe ... 343 Der Computer als Gegner ... 344 Am einfachsten: Die Zufallsmethode ... 345 Cleverer: Die doppelte Pr\u00fcfmethode ... 349 Echte KI: Die Minimax-Methode ... 35323. Wie geht es weiter? ... 355 Mit TigerJython weitermachen ... 356 Andere Python-Systeme ... 357 Andere Programmiersprachen? ... 358 Index ... 361","merchants_number":4,"ean":9783836265140,"category_id":103,"size":null,"min_price":27.39999999999999857891452847979962825775146484375,"low_price_merchant_id":1087639,"ID":4275695,"merchants":["dodax","spick-shop","euniverse","orell-fuessli"],"brand":"undefined","slug":"lets-code-python-m-cd-rom","url":"\/unterhaltung\/produkt\/lets-code-python-m-cd-rom\/","low_price_merchant_name":null}
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International Handbook of Information Technology in Primary and Secondary Education, 2 Volumes. Vol.1-2
CONTENTS Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learn... zur Produkt-Seite
4910765 {"price-changing":0,"image":"https:\/\/image.vergleiche.ch\/small\/aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvZTMvNTUvYTUvMzEzNzkwMjQwMDAwMUFfNjAweDYwMC5qcGc=!aHR0cHM6Ly9vczEubWVpbmVjbG91ZC5pby9iMTAxNTgvbWVkaWEvaW1hZ2UvZTMvNTUvYTUvMzEzNzkwMjQwMDAwMUFfNjAweDYwMC5qcGc=","post_title":"International Handbook of Information Technology in Primary and Secondary Education, 2 Volumes. Vol.1-2","deeplink":"https:\/\/cct.connects.ch\/tc.php?t=116298C1969900829T&subid=9780387733142&deepurl=https%3A%2F%2Feuniverse.ch%2Fbuecher%2Fgeisteswissenschaften-kunst-musik%2Fliteraturwissenschaft%2F518036%2Finternational-handbook-of-information-technology-in-primary-and-secondary-education-2-volumes.-vol.%3FsPartner%3Dtoppreise","labels":[],"brand_id":1,"post_content":"CONTENTS Preface xxvii Introduction xxix Part One Section 1 Education in the Information Society 3 Section Editor: Ronald E. Anderson 1.1 Implications of the Information and Knowledge Society for Education 5 Ronald E. Anderson The Information Society 5 The Knowledge Society 5 Information vs. Knowledge 6 Knowledge Societies in Education 6 Implications of the Knowledge Society for Learning Priorities 7 ICT 8 The Twenty-First Century Skills Movement 9 Parallels in Education and Management 10 Some Knowledge-Based Models in Education 11 The Emerging Pedagogical Practices Paradigm 12 Student Knowledge Framework 12 Knowledge-Related Skills 13 Knowledge-Related Task Phases 14 Knowledge Capabilities and ICT Tools 15 Knowledge Societies and Cooperative Work 18 Knowledge Societies and Learning to Learn 19 Implications for Education in the Era of Knowledge Societies 20 v 1.2 New Literacies for the Knowledge Society 23 David Mioduser, Rafi Nachmias, and Alona Forkosh-Baruch Introduction 23 The Knowledge Society 24 The New Literacies 26 Basic Issues Underlying Our Discussion of the New Literacies 27 Seven Literacies for the Knowledge Society 29 Epilogue 38 1.3 Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning 43 Chris Dede Overview 43 Behaviorist Instructional Technologies 46 Cognitivist Instructional Technologies 48 Constructivist Instructional Technologies 50 Next-Generation Pedagogical Media 53 Illustrative Historic Controversies About Technology and Pedagogy 54 Conclusion 59 1.4 Students in a Digital Age: Implications of ICT for Teaching and Learning 63 John Ainley, Laura Enger, and Dara Searle Introduction 63 ICT Use: Access and Confidence 63 Behavioural Engagement 70 Emotional Engagement 73 Cognitive Engagement 75 ICT and Learning 76 Conclusion 78 Note 79 1.5 Traditional and Emerging IT Applications for Learning 81 J. Enrique Hinostroza, Christian Labb\u00e9, Leonardo L\u00f3pez, and Hans Iost Introduction 81 General Background: IT in Education 82 Potential Impacts of IT 84 Factors Affecting the Use of IT for Learning 86 Trends in Emerging Technologies and Learning 90 Conclusions 93 1.6 Driving Forces for ICT in Learning 97 Alfons ten Brummelhuis and Els Kuiper Introduction 97 Conceptual Framework 97 Example of a Contrasting Position in Instructional Practices: Teacher or Student as Regulating the Learning Process 104 Discussion: Technology Push vs. Educational Pull 107 Section 2 IT and Curriculum Processes 115 Section Editor: Joke Voogt 2.1 IT and Curriculum Processes: Dilemmas and Challenges 117 Joke Voogt A Curricular Perspective on IT in Education 117 Rationales for IT in Education 118 Learning to Use IT 118 Using IT to Learn 120 Current Use of IT in the Curriculum 121 Realizing the Potential of IT in the Curriculum 122 Innovative IT-Supported Pedagogical Practices 124 The Attained Curriculum: Student Outcomes from Learning with IT 127 Conclusions 128 2.2 Impact of IT on Science Education 133 Mary Webb Introduction 133 The Use and Impact of IT on Science Learning in Schools 134 Evidence for How IT Enables Science Learning 134 Pedagogies with IT in Science 140 IT Use and the Nature of the Science Curriculum 143 Implications for Teachers and Curriculum Developers 143 Conclusions: Ways Forward for Science Education with IT 144 2.3 The Potential of IT to Foster Literacy Development in Kindergarten 149 Judy Van Scoter Introduction 149 Literacy Development 150 IT and Literacy Development 150 Word Processing 151 Hypertext and Reading Potential in the Classroom 152 Integrated Learning Systems and Drill and Practice 153 Integrating IT in the Kindergarten Classroom 154 Print-Rich Environment 155 Technology Center 155 IT and the Classroom Reading Corner 155 Connection with Real Worlds 156 Products and Presentations 156 Technology and Literacy in the Inclusion Classroom 156 Implementation Concerns 157 Technology as a Benign Addition 158 2.4 Innovative Pedagogical Practices Using Technology: The Curriculum Perspective 163 Rafi Nachmias, David Mioduser, and Alona Forkosh-Baruch 2.5 Changing Assessment Practices and the Role of IT 181 Ola Erstad Introduction 181 Teaching, Learning, and Assessment 182 Assessment Practices, IT, and Change 183 Different Conceptions of IT and Assessment 184 Conclusion: Are We Changing Practices? 190 2.6 Information Technology Tools for Curriculum Development 195 Susan McKenney, Nienke Nieveen, and Allard Strijker Curriculum Development Aided by Technology 195 Three Cases of IT Support for Curriculum Development 200 Future Directions 206 Section 3 IT and the Learning Process 213 Section Editor: Kwok-Wing Lai 3.1 ICT Supporting the Learning Process: The Premise, Reality, and Promise 215 Kwok-Wing Lai Introduction 215 The Learning Process and ICT Use 216 Research on ICT Effects 217 ICT and Learning Environments 218 Computer-Supported Learning Environments 220 Conclusion 227 3.2 Interactive Learning Environments: Review of an Old Construct with a New Critical Twist 231 Mark Brown Introduction 231 Origin of Interactive Learning Environments 231 What is the Domain of Interactive Learning Environments? 233 What Assumptions Underpin Instructional Design? 235 Digging a Little Deeper 237 Connecting the Metaphors 239 Cleaning Up a Messy Construct 240 Mind Tools for Instruction 242 Mind Tools for Construction 243 Mind Tools for Inquiry 243 Mind Tools for Community 244 Interaction for What Kind of Future 244 Conclusion 245 3.3 Online Learning Communities in K-12 Settings 249 Seng Chee Tan, Lay Hoon Seah, Jennifer Yeo, and David Hung Introduction 249 Defining Online Learning Communities 250 Theoretical Foundations of Learning in Online Communities 253 Review of Studies on Online Learning Communities in K-12 Settings 254 Knowledge Building Community 254 Quest Atlantis 256 Virtual Math Team (VMT) Project 256 The Web-Based Inquiry Science Environment (WISE) 257 Comparison of the Four Online Learning Communities 258 Pertinent Research and Implementation Issues 261 Conclusion 263 3.4 Collaborative Learning and Computer-Supported Collaborative Learning Environments 267 Maarit Arvaja, P\u00e4ivi H\u00e4kkinen, and Marja Kankaanranta Introduction: Collaboration Defined 267 Research Traditions on Collaborative Learning 269 What is Computer-Supported Collaborative Learning? 270 Challenges of CSCL 272 Structuring Collaboration to Overcome Challenges in CSCL 273 Methodological Issues with CSCL Research 274 Conclusions 275 3.5 Computer Contexts for Supporting Metacognitive Learning 281 Xiaodong Lin and Florence R. Sullivan Common Metacognitive Learning Outcomes 281 Recall and Memory 282 Content and Domain Subject Learning 284 Social Interactions as Learning Mechanisms 290 Conclusion 295 3.6 Collaborative Inquiry and Knowledge Building in Networked Multimedia Environments 299 Carol K.K. Chan and Jan van Aalst Introduction 299 Changing Theories and Metaphors of Learning 300 Views of Learning Underpinning Multimedia and Networked Learning Environments 302 Classroom Innovations in Networked Multimedia Environments 305 Theoretical, Pedagogical, and Methodological Issues 310 Section 4 IT Competencies and Attitudes 319 Section Editors: Gerald Knezek and Rhonda Christensen 4.1 The Importance of Information Technology Attitudes and Competencies in Primary and Secondary Education 321 Gerald Knezek and Rhonda Christensen Introduction 321 Role of Attitudes 322 Requirements of Competency 322 Verification Through Standards and Tests 323 Concerns About Overstandardization 323 The Need for Asking Good Questions 324 Theoretical\/Conceptual Foundations 324 Formal Models of Attitudes and Achievement 326 Self Report and Observation Measures for Determining Attitudes and Competencies Toward Technology 327 Summary and Conclusions 328 4.2 Information, Communications, and Educational Technology Standards for Students, Teachers, and School Leaders 333 Lajeane G. Thomas and Donald G. Knezek Rationale for Information and Communication Technology Standards 333 Establishing New Learning Environments Supported with Technology 335 ICT Standards for Students 335 Barriers to Adoption of Standards for Students 335 New Skill Sets for Teachers 337 ISTE National Educational Technology Standards for Teachers 339 ICT Standards for School and School-System Leaders of K-12 Education 341 Preparation of Specialists for Leadership in ICT 344 Essential Conditions to Support ICT in Educational Environments 345 Potential for Catalytic Change 345 Summary and Conclusions 347 4.3 Self-Report Measures and Findings for Information Technology Attitudes and Competencies 349 Rhonda Christensen and Gerald Knezek Introduction 349 Self-Report and Survey Research 349 Self-Report vs. Observation 350 Assessing the Magnitude of Self-Report Findings 351 Findings 352 Student Attitudes and Competencies 357 Discussion 359 Summary and Conclusions 359 4.4 Observation Measures for Determining Attitudes and Competencies Toward Technology 367 Renate Schulz-Zander, Michael Pfeifer, and Andreas Voss Introduction 367 Observation as an Approach to Researching IT Competencies and Attitudes 368 A Synthesis of Empirical Research Results 372 Conclusions 377 4.5 Computer Attitudes and Competencies Among Primary and Secondary School Students 381 Martina Meelissen Introduction 381 Measuring Computer Attitudes 382 Students Computer Attitudes 384 The Influence of the Social Environment 386 Students Computer Competencies 390 Summary and Prospects for Future Research 391 4.6 Characteristics of Teacher Leaders for Information and Communication Technology 397 Margaret Riel and Henry Jay Becker Introduction 397 Teacher Leadership and Professional Engagement 398 Describing a Route to Teacher Leadership 400 Teachers Leaders Represent the Highest Level of Professional Engagement 403 Variation in Professional Engagement: Findings from the TLC Study 404 Teacher Leaders Beliefs About Teaching and Learning 405 Leadership-Inspired Instruction 406 Teacher Leaders Use of Computers: TLC Study Findings 408 Studies of Teacher Leadership Among Technology-Expert Teachers 410 Dimensions of Teacher Technology Leadership 412 Toward a Culture of Teacher Leadership with Technology 414 Section 5 IT, Pedagogical Innovations, and Teacher Learning 421 Section Editor: Nancy Law 5.1 Teacher Learning Beyond Knowledge for Pedagogical Innovations with ICT 425 Nancy Law Introduction 425 ICT as a Disruptive Force in Pedagogical Innovations 427 Teacher Learning for Pedagogical Innovation with ICT: Beyond Knowledge 429 Teacher Learning Through Innovations Conceptualization of Support for Teacher Learning Beyond Knowledge 431 5.2 Benchmarks for Teacher Education Programs in the Pedagogical Use of ICT 435 Paul Kirschner, Theo Wubbels, and Mieke Brekelmans Introduction 435 The Pedagogy and Effects of Teacher Education 436 Benchmarks 438 Discussion 444 5.3 Factors Affecting Teachers Pedagogical Adoption of ICT 449 Bridget Somekh Insights from Socio-Cultural Theory 449 The Processes of Pedagogical Adoption of ICT 451 Examples of Transformative Pedagogies with ICT 453 The Shaping of ICT-Mediated Pedagogies by National Culture 455 Providing a Context that Supports the Pedagogic Adoption of ICT 457 Integrating Research with the Pedagogic Adoption of ICT 458 5.4 Models and Practices in Teacher Education Programs for Teaching with and about IT 461 Anne McDougall Introduction 461 Goals, Purposes and Aims of Teacher Education Programs 462 Structures and Strategies 466 Evaluation of Teacher Education and Professional Development Programs 471 Conclusion 472 5.5 Multimedia Cases, Teacher Education and Teacher Learning 475 Ellen van den Berg, John Wallace, and Erminia Pedretti Introduction 475 Cases, Teacher Learning and Knowledge 475 A Typology of Multimedia Cases: Primary, Secondary and Tertiary Use 480 Anchoring Multimedia Cases in Teacher Education Programs 483 Conclusions 485 5.6 Communities of Practice for Continuing Professional Development in the Twenty-First Century 489 Chee-Kit Looi, Wei-Ying Lim, and Wenli Chen Challenges that Teacher Professional Development Face 489 Community of Practice as an Effective Professional Development Strategy 490 CoPs for Continuing Professional Development in the Twenty-First Century 492 Online Community of Practice for Teachers Professional Development 493 Design Tenets for Building CoPs in the Twenty-First Century 494 Technology Architecture Supporting Establishment of CoPs 498 Teacher Professional Identity Formation in CoPs 501 Conclusion 502 5.7 How May Teacher Learning Be Promoted For Educational Renewal with IT? 507 Niki Davis Introduction 507 A Global Perspective 508 Schools Local Area as an Ecology 510 A School Perspective 511 The IT Coordinator 512 A Teacher Innovating with IT 513 Simultaneous Renewal of Preservice Teacher Education and K-12 Schools 515 Summary and Conclusions 516 Part Two Section 6 IT in Schools 541 Section Editor: Sara Dexter 6.1 Leadership for IT in Schools 543 Sara Dexter Introduction 543 Dimensions and Aims of IT Leadership 543 IT Leadership to Set Direction 545 IT Leadership to Develop People 546 IT Leadership to Make the Organization Work 548 Roles and Responsibilities in IT Leadership Teams 549 Conclusion 551 6.2 Framing IT Use to Enhance Educational Impact on a School-Wide Basis 555 Peter Twining Introduction Importance of Consistent Understandings 555 Frameworks for Thinking About IT in Education 556 Achievement Frameworks 557 Cognitive Frameworks 559 Software Frameworks 559 Pedagogical Frameworks 563 Evolutionary Frameworks 568 Conclusions 574 6.3 Quality Support for ICT in Schools 579 Neal Strudler and Doug Hearrington Introduction 579 Need for and Aspects of ICT Support 580 Teacher Professional Development 583 Staffing for ICT Support 585 Support Staff 588 Conclusions 593 6.4 Distributed Leadership and IT 597 Nigel Bennett Introduction 597 Analysing the Elements of Leadership 597 Moving on from Top Down Leadership 602 Distributed Leadership 603 So What? Distributed Leadership and IT in Schools 610 6.5 Total Cost of Ownership and Total Value of Ownership 615 Kathryn Moyle Introduction 615 Policy Contexts 616 Data-Driven Decision-Making 618 Measuring Data 619 Cost, Value and Impact 622 Conclusion 628 6.6 The Logic and Logic Model of Technology Evaluation 633 Yong Zhao, Bo Yan, and Jing Lei Introduction 633 A Critical Appraisal of the Evaluation Literature 635 Where Are We Now? 642 A Proposal for Moving Forward: A Logic Model for Evaluating Technology 644 Conclusion 651 Section 7 IT and Distance Learning in K-12 Education 657 Section Editors: Roumen Nikolov and Iliana Nikolova 7.1 Distance Education in Schools: Perspectives and Realities 659 Roumen Nikolov and Iliana Nikolova Introduction 659 Defining the Area 660 The Phenomenon of ICT-Based Distance Education in K-12 Schools 661 The ICT-Driven Educational Reform 662 Virtual Learning Environments for ICT-Based DE 665 Pedagogical Dimensions for VLEs in ICT-Based Distance Education in K-12 Education 667 Effectiveness of ICT-Based Distance Education 669 The Future of ICT-Based Distance Education 670 Conclusions 672 7.2 Pedagogical Principles, Problems, and Possibilities in Online Global Classrooms 675 Malcolm Beazley, Julie McLeod, and Lin Lin Introduction 675 Pedogogical Principles 676 Problems 683 Possibilities 689 Concluding Remarks 691 7.3 Virtual Schools: Redefining A Place Called School 695 M.D. Roblyer Introduction: Virtual Schools as Defining Initiative 695 Background on Virtual Schooling 696 Current Virtual School Issues 701 Research on Virtual School Implementation and Impact 704 Challenges for the Future of Virtual Schools 706 Conclusion 709 7.4 Distance Learning Enrichment: A Pacific Perspective 713 John H. Southworth, Curtis P. Ho, and Shigeru Narita Introduction 713 DL-E Applications in the 1970s 715 New Developments in the 1980s and 1990s 716 DL-E Projects in the Twenty-First Century 717 Fostering Cultural Awareness 719 Techniques for Classroom Technology Integration Using DL-E 720 Assessment of Added Value of DL-E 722 Concluding Remarks 722 7.5 Technology and Open Learning: The Potential of Open Education Resources for K-12 Education 725 Neil Butcher and Merridy Wilson-Strydom Introduction 725 Distance Education and Open Schooling 726 Open Learning 729 Technology and Open Learning 733 Open Education Resources (OER) 735 OERs in Action: A Practical Example from the K-12 Sector 741 Conclusion 742 7.6 Online Professional Development for Teachers 747 M\u00e1rta Turcs\u00e1nyi-Szab\u00f3 Introduction 747 Teacher Training in Europe and Beyond 749 Virtual and Distance Learning for Teachers 750 Trends in Knowledge Delivery 751 Lessons Learned in Asia and The Pacific Region 753 The Case of Hungary 754 Conclusion 758 Section 8 IT and the Digital Divide 763 Section Editors: Th\u00e9r\u00e8se Laferri\u00e8re and Paul Resta 8.1 Issues and Challenges Related to Digital Equity 765 Paul Resta and Th\u00e9r\u00e8se Laferri\u00e8re Introduction 765 Conceptual Framework 766 Issues and Challenges 768 Conclusion 775 8.2 Gender and Information Technology 779 E. Dianne Looker Introduction 779 Identifying the Issues The Developed World 779 Identifying the Issues The Developing World 780 Why is This Important? 781 Educational Interventions 782 Conclusion 785 Further Research 786 8.3 Meeting the Learning Needs of All Learners Through IT 789 Jutta Treviranus and Vera Roberts Introduction 789 Assistive Technologies 789 Guidelines and Specifications 790 Accessibility Guidelines of the World Wide Web Consortium 790 Metadata 792 Matching the Resource to the Needs of the Learner Through Metadata 793 Transformation 795 Reusable Learning Resources 796 Content-Free Activity Templates 798 Accessibility in Practice 799 Challenges 800 Conclusions 800 8.4 Critical Success Factors in Moving Toward Digital Equity 803 Joyce Pittman, Robert T. McLaughlin, and Bonnie Bracey-Sutton Introduction 803 Example Cases: Initiatives that Have Made Progress in Moving Toward Digital Equity in Different Global Contexts 804 Success Factors for Moving Toward Digital Equity 812 Future Trends and Challenges in Moving Toward Digital Equity 814 8.5 The Relationship of Technology, Culture, and Demography 819 Loriene Roy, Hsin-liang Chen, Antony Cherian, and Teanau Tuiono Introduction 819 Historic Information on Incorporation of Technology by Indigenous Peoples 819 What Are the Relations Between IT and Indigenous Cultures? 822 A Final Word: Cultural Protocol and Balancing Local Control and Access to Intellectual Content 829 8.6 Global Partnerships Enhancing Digital and Social Equity 833 Ian W. Gibson Shrinking World: Global Responsibility 833 The Potential of Technology in Redefining Access to Learning Opportunities 834 Benefits of International Participation: An Example 836 Preparing Teachers for the Future: A Focus on Teacher Education 840 Benefits and Conclusions 842 Section 9 Emerging Technologies for Education 847 Section Editors: Cathleen Norris and Elliot Soloway 9.1 An Instructional Model That Exploits Pervasive Computing 849 Cathleen Norris and Elliot Soloway Introduction 849 The Current Situation: Limited-Access Computing 850 The Transition to Pervasive Computing: Predicting a Disruption 850 The Elements of a Pervasive Computing Infrastructure 851 Pervasive Computing Enables Project-Based Learning 852 An Example of Virtual Learning Environment to Support Project-Based Learning 854 Concluding Remarks 859 9.2 M-Learning in Africa: Doing the Unthinkable and Reaching the Unreachable 861 Tom H. Brown Introduction 861 Why M-Learning in Africa? 862 Overview of Current M-Learning Activities in Africa 863 Examples of M-Learning in Africa 864 Premises for M-Learning in Africa: Lessons Learnt from Pilot Studies at the University of Pretoria 867 Conclusion 870 9.3 Personal, Mobile, Connected: The Future of Learning 873 Mark van t Hooft Introduction 873 Rethinking Teaching, Learning, and Technology 875 Rethinking Teaching 875 Rethinking Learning 876 Rethinking Technology 877 An Example 878 Conclusion 879 9.4 Use of Wireless Mobile Technology to Bridge the Learning Divide 883 Mohamed Ally Introduction 883 Capabilities of Wireless Mobile Technology 884 The Design of Learning Materials for Wireless Mobile Technology Devices 884 Use of Wireless Mobile Technologies in Practice 886 Conclusion 887 9.5 Information Technologies for Informal Learning in Museums and Out-of-School Settings 891 Sherry Hsi Introduction 891 IT Transforming Informal Learning Institutions 892 IT Extending the Museum Experience (Pre- and Post Activities) 893 IT for Distant Learners and Browsers of Museum Experience 894 Informal Learning Transforming IT Activities 896 Trends for the Future 898 9.6 Emerging Technologies for Collaborative, Mediated, Immersive Learning 901 Jody Clarke, Chris Dede, and Ed Dieterle Introduction 901 How Collaborative Mediated Immersion Helps Teaching and Learning 902 Multi-user Virtual Environments 903 Augmented Reality 905 Conclusion 907 9.7 Three-Dimensional Computer-Based Online Learning Environments 911 James G. Jones and Scott J. Warren Introduction 911 3D Computer-Based Multiuser Online Environments 911 Educational Environments 913 Cognitive Scaffolding 916 Educational Affordances 916 The Future of and Barriers to Educational Integration 917 9.8 Trace Theory, Coordination Games, and Group Scribbles 921 Charles M. Patton, Deborah Tatar, and Yannis Dimitriadis Coordination in Learning 921 Group Scribbles 922 Group Scribbles and Coordination: Key Aspects of Design Enable a Focus on Coordination 925 Using Trace Theory to Describe and Specify Coordination Structures in Group Scribbles 927 Alternative Versions of the Jigsaw Pattern 930 Summary, Conclusions, and Future Research 932 9.9 One-to-One Educational Computing: Ten Lessons for Successful Implementation 935 Kyle Peck and Karl Sprenger Introduction 935 Lesson One: Focus on an Expanded Educational Vision 936 Lesson Two: Expand Participation and Commitment 936 Lesson Three: Think Software, THEN Hardware 937 Lesson Four: Embrace Professional Development 938 Lesson Five: Re-assess Infrastructure Needs 938 Lesson Six: Focus on Functionality and an Always Up Learning Environment 939 Lesson Seven: Minimize the Number of Vendors 939 Lesson Eight: Have an Insurance Plan 939 Lesson Nine: Be Prepared to Add Technical Support Staff 940 Lesson Ten: Assess Morale and Prepare for Turbulence 940 Conclusion 941 9.10 Making the Most of One-to-One Computing in Networked Classrooms 943 William R. Penuel Potential of Classroom Networks 943 Which Way the Future? 947 9.11 Graphing Calculators: Enhancing Math Learning for All Students 951 Jeremy Roschelle and Corrine Singleton Introduction 951 Features of Graphing Calculators 952 Alignment of Graphing Calculators with Standards and Practices 953 Pedagogical Affordances of Graphing Calculators 954 Research on Graphing Calculators","merchants_number":1,"ean":9780387733142,"category_id":103,"size":null,"min_price":549,"low_price_merchant_id":70255345,"ID":4910765,"merchants":["euniverse"],"brand":"undefined","slug":"international-handbook-of-information-technology-in-primary-and-secondary-education-2-volumes-vol1-2","url":"\/unterhaltung\/produkt\/international-handbook-of-information-technology-in-primary-and-secondary-education-2-volumes-vol1-2\/","low_price_merchant_name":"eUniverse"}
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