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WAR FOR TALENTS MEETS FACIAL EXPRESSION - leveraging recruiting videos in professional service firms
(2020)
The direct ophthalmoscope is a retinal screening tool that has been in existence and development for more than 150 years, yet, the rapid influence of technological evolution in screening tools, has left the direct ophthalmoscope untouched. The main purpose of this master thesis is to determine if the direct ophthalmoscope has reached its maximum potential of development and, additionally, to determine if a further development, including a more electronic input, would be feasible.
The effect of personality and gender on individuals' propensity for corruption and corrupt behavior
(2020)
The Dimensional Accuracy of Thin-Walled Parts Manufactured by Laser-Powder Bed Fusion Process
(2020)
This research project is of particular importance since there is a lack of adequate data on pediatric eye and vision disorders in Russia, particularly in the Volga region. In the present study, we estimate the prevalence of vision disorders among school-aged children who participated in a vision screening program in Samara, Russia. The relationship between learning-related visual dysfunctions is explored in depth, such to illustrate the connection between vision and learning. Hence, a key feature in this study is the inclusion of binocular vision disorders among the conditions tested.
Potential Benefits of Enterprise Architecture Management in the Digital Transformation Process
(2020)
Lower bounds on the sum of 25th-powers of univariates lead to complete derandomization of PIT
(2020)
Novel myopia control spectacle lenses induce peripheral contrast reduction via optical diffusion. It is suggested, that the contrast reduction alters retinal processes in the low-level neural circuity, leading to an inhibition of eye growth. The purpose of this thesis is to evaluate the influence of full-field contrast reduction on low-level neural processing of the retina, described by the edge contrast sensitivity.
Learning for E-Learning
(2020)
Hierarchy-aware Learning of Sequential Tool Usage via Semi-automatically Constructed Taxonomies
(2020)
Fluorescence Microscopy-Based Quantitation of GLUT4 Translocation: High Throughput or High Content?
(2020)
Designing a Randomized Trial with an Age Simulation Suit-Representing People with Health Impairments
(2020)
DEKXTROSE: An Education 4.0 Mobile Learning Approach and Object-Aware App Based on a Knowledge Nexus
(2020)
The exponential growth in knowledge coupled with the decreasing knowledge half-life creates a challenging situation for educational programs - particularly those preparing software engineers for their very dynamic high-technology field. Teachers in high technology education areas are challenged in selecting and making relevant knowledge intuitively accessible to students, especially with regard the highly dynamic digital and software technologies. This paper contributes a knowledge nexus-based multimedia approach aligned with Higher Education 4.0 for creating learning apps on mobile devices that support multiple didactic models, leverage intrinsic curiosity and motivation, support gamification, and enable digital collaboration. Object recognition is used to trigger learning paths, and various didactic methods are supported via workflow-like learning flows to support group or team-based learning. A prototype app was realized to demonstrate its feasibility and an empirical evaluation in software engineering shows the didactic potential and advantages of the approach, which can be readily generalized and applied to the arts, sciences, etc.
DEKXTROSE: An Education 4.0 Mobile Learning Approach and Object-Aware App Based on a Knowledge Nexus
(2020)
The exponential growth in knowledge coupled with the decreasing knowledge half-life creates a challenging situation for educational programs - particularly those preparing software engineers for their very dynamic high-technology field. Teachers in high technology education areas are challenged in selecting and making relevant knowledge intuitively accessible to students, especially with regard the highly dynamic digital and software technologies. This paper contributes a knowledge nexus-based multimedia approach aligned with Higher Education 4.0 for creating learning apps on mobile devices that support multiple didactic models, leverage intrinsic curiosity and motivation, support gamification, and enable digital collaboration. Object recognition is used to trigger learning paths, and various didactic methods are supported via workflow-like learning flows to support group or team-based learning. A prototype app was realized to demonstrate its feasibility and an empirical evaluation in software engineering shows the didactic potential and advantages of the approach, which can be readily generalized and applied to the arts, sciences, etc.