Blatt04 updates to every subtitle file

Uebungen/Blatt04/Exercise04-Task1-de.sbv

@@ -25,7 +25,7 @@ Also wenn wir anhand dieses Klassendiagramms
 Objekte instanziieren würden, welche Objekte
 
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-könnten dann diese Funktion hier aufrufen?
+könnten dann diese Funktionen hier aufrufen?
 
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 Dafür gehen wir einfach mal alle diese Klassen
@@ -52,7 +52,7 @@ Das ist die Definition einer Abstract-Klasse.
 
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 Also müssen wir weiter gucken, welche Klassen
-könnten denn diese Funktion erben?
+könnten denn diese Funktionen erben?
 
 0:01:07.439,0:01:09.790
 Also hier haben wir einen Vererbungsfall.
@@ -125,7 +125,7 @@ Das sollen wir ändern, und zwar so, dass
 die Methoden-Typen der objektorientierten
 
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-Sicht auf die Vektorgrafik Funktionen entsprechen.
+Sicht auf die Vektorgrafik-Operationen entsprechen.
 
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 Diese Funktionen kennen wir schon aus der

Uebungen/Blatt04/Exercise04-Task1-en.sbv

@@ -3,11 +3,11 @@ Welcome to this video about the exercise task
 about the vector graphics example. In this
 
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-task, first of all, we have given a class
+task, first of all, we have a class
 diagram, which consists of five classes. And
 
 0:00:23.060,0:00:31.480
-we shall see which method or which classes
+we shall say which method or which classes
 can invoke the methods scale, color, rotate,
 
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@@ -20,10 +20,10 @@ the Picture class. So, that is why we could
 
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 simply say, of course, all objects of class
-Picture could call those methods. Or all those
+Picture could call those methods.
 
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-objects could invoke those methods. But, as
+But, as
 the Picture class is an abstract class, there
 
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@@ -44,7 +44,7 @@ and Path can all invoke those mentioned methods.
 
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 But for Point, this is not true. So, because
-Point is in relation with Path an aggregation,
+Point is in relation with Path by an aggregation,
 
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 Points cannot invoke these methods. For instance,
@@ -67,16 +67,16 @@ the vector graphics example when it was introduced.
 Because there we have the operations or the
 
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-functions to find which are the basis for
+functions defined which are the basis for
 the methods which we've got in this class
 
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 here. And this function always takes a Picture
-and then more arguments and return a picture.
+and then more arguments and returns a picture.
 
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-In our case, we've got the object (?entered
-few) of this now. And we've got a Picture
+In our case, we've got the object-oriented view
+ of this now. And we've got a Picture
 
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 already. On the specific Picture, we call
@@ -88,7 +88,7 @@ require further arguments. But we change the
 
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 Picture at hand. That is why we do not require
-Pictures and arguments. And when we have got
+a Picture as an argument. And when we have got
 
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 scale, we shall use the UML syntax here. We
@@ -99,7 +99,7 @@ for scale, we, of course, would scale within
 the x and y direction. So, we require an x
 
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-and a y value. So, let's say extent is the
+and a y value. This is the
 type that we've got from here already, which
 
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@@ -139,8 +139,8 @@ methods here by looking at the functions that
 we had in the vector graphics example that
 
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-was introduced. And the color changes the
-color of the Picture and therefore requires
+was introduced. And "color" changes the
+color of the Picture and therefore requires a
 
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 color. Let's call it C. And then we've got
@@ -151,7 +151,7 @@ as we rotate the Picture itself. This would
 be just float for an angle. So, let's call
 
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-it angle. And you will require a float. Once
+it angle. And you we require a float. Once
 again, we do not require a return type of
 
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@@ -172,10 +172,10 @@ is the same, and we can also keep the same
 
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 names for our parameters. Because in this
-case, it's also that we have got an x and
+case, we have also got an x and
 
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-a y-direction for moving. Now extend is an
+a y-direction for moving. Now extent is an
 operation that is not found here within the
 
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@@ -187,12 +187,12 @@ it was mentioned within the object orientation
 already, but there we have the example again.
 
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-And there is extend defined as returning a
+And there is extent defined as returning a
 float value for Picture. So, we could think
 
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 about this like, we've got a picture already,
-and when we call extend on it, we just want
+and when we call extent on it, we just want
 
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 to return the float value. So, this is different
@@ -247,7 +247,7 @@ that takes one argument, which is the other
 Picture. So, let's call it p. And this of
 
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-time Picture. And it will change the Picture
+type Picture. And it will change the Picture
 at hand by calling this method. We have then
 
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Uebungen/Blatt04/Exercise04-Task2-de.sbv

@@ -1,5 +1,5 @@
 0:00:02.159,0:00:06.029
-Willkommen zum Video, zur Übungsaufgabe zu
+Willkommen zum Video zur Übungsaufgabe zu
 Generalisierungsgruppen.
 
 0:00:06.029,0:00:12.139
@@ -100,7 +100,7 @@ Ich hatte gesagt, die Kategorie hier in dem
 ersten Fall wäre dann die Nutzungsart, in
 
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-dem Fall hier drüben wäre es die Gerät-Klasse.
+dem Fall hier drüben wäre es die Geräteklasse.
 
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 Dann gilt es natürlich noch weiter zu unterscheiden,
@@ -227,7 +227,7 @@ angegeben werden, die eingetragen werden sollen.
 
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 Da könnten wir jetzt für alle Klassen einfach
-belegen, was hier vorhanden sein könnte.
+überlegen, was hier vorhanden sein könnte.
 
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 Beim Rechner könnte man sagen, jeder Rechner
@@ -277,13 +277,13 @@ Festplatte.
 
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 Ein Server nicht unbedingt, denn dort ist
-zum Beispiel Netzwerk gut möglich, über
+zum Beispiel ein Netzwerk-Boot möglich, über
 
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 den das System startet.
 
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-Und dann gibt es Network-Attachment-Storage
+Und dann gibt es Network-Attached-Storage
 oder so etwas, auf das der Server zugreift.
 
 0:08:09.920,0:08:14.460
@@ -302,13 +302,13 @@ Beim Tablet ist vielleicht interessant, ob
 es einen SIM-Karten-Slot hat, deshalb könnte
 
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-man gerade SIM-Karten-Slot als Boolean angeben.
+man 'hatSimkartenslot' als Boolean angeben.
 
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 Also entweder es hat einen oder es hat keinen.
 
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-Der Laptop, den
+Der Laptop, da
 habe ich hier angenommen, dass der keinen
 
 0:09:09.649,0:09:10.649

Uebungen/Blatt04/Exercise04-Task2-en.sbv

@@ -96,11 +96,11 @@
 
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 Laptop and Tablet could also be servers. So, it
-would make sense to have it directly inherited
+would make sense to have it directly inherit
 
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-from the Computer and not directly related to
-the Client and server in any way. If we do that,
+from Computer and not directly related to
+Client and server in any way. If we do that,
 
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 we have our second generalization
@@ -151,7 +151,7 @@
 argue in this case that you just use your Computer
 
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-for gaming, for example. You are not a client or
+for gaming, for example. You are not a client for
 anything. You are not a server for anything. You
 
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@@ -168,14 +168,14 @@
 
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 client for something. Because how did you get the
-game? These days you normally download it (? from
+game? These days you normally downloaded it.
 
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-somewhere). So, at some point, your Computer was
+So, at some point, your Computer was
 a client. So, let's say, in this case, this is a
 
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-complete generalization because your Computer
+complete generalization group because your Computer
 is going to be either a client or a server.
 
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@@ -247,8 +247,8 @@
 be a case where it's overlapping. Or we could go
 
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-with a narrative we've used before. Your Client
-is either a server or a computer. Therefore,
+with a narrative we've used before. Your computer
+is either a server or a client. Therefore,
 
 0:07:16.140,0:07:22.020
 this would be a disjoint generalization
@@ -259,11 +259,11 @@
 and it's disjoint. Because computers can be either
 
 0:07:30.660,0:07:36.180
-clients or servers. That can never be both. So,
+clients or servers. They can never be both. So,
 this is both a complete generalization group
 
 0:07:36.180,0:07:41.880
-and disjointed at the same time. And for our
+and disjoint at the same time. And for our
 device-types generalization group, we decided
 
 0:07:41.880,0:07:49.260
@@ -276,23 +276,23 @@
 
 0:07:58.080,0:08:04.200
 each of three of the classes. So, basically, three
-attributes are distributed throughout our diagram
+attributes distributed throughout our diagram
 
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 here. And they need to capture the property of
 the object exactly from that class. That means, if
 
 0:08:14.400,0:08:20.940
 we think of any attribute, we need to be careful
-that attribute actually belongs only in that class
+that the attribute actually belongs only in that class
 
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 and in any classes that inherit from that
 class. I will give an example. So, for example,
 
 0:08:29.760,0:08:36.900
 we decide that we want an attribute for the
-number of CPU cores. Let's just call it core.
+number of CPU cores. Let's just call it cores.
 
 0:08:36.900,0:08:43.920
 And we give it a type of Int because you can't
@@ -319,7 +319,7 @@
 because all the other classes inherit from it. So,
 
 0:09:13.380,0:09:17.460
-we've put in Computer. We have one of
+we put in Computer. We have one of
 our attributes correctly placed already.
 
 0:09:17.460,0:09:25.020
@@ -356,7 +356,7 @@
 
 0:10:08.160,0:10:18.120
 other ones? For example, you could say the number
-of keys on the keyboard. The number of keys,
+of keys on the keyboard. Once again,
 
 0:10:20.820,0:10:26.640
 you only have whole keys. So, we type it as
@@ -387,7 +387,7 @@
 with something for a tablet, for example,
 
 0:11:04.320,0:11:10.920
 and say touchscreen sensitivity. And
 that would be a float value. Determining
 
 0:11:12.000,0:11:19.380
@@ -407,7 +407,7 @@
 of keys in Laptop, Tablet has touch sensitivity.
 
 0:11:48.960,0:11:54.420
-And for this one, also going (? all out for a)
+And for this one, also going over it for a
 moment. The Laptop normally wouldn't have touch
 
 0:11:54.420,0:12:00.540

Uebungen/Blatt04/Exercise04-Task3-de.sbv

@@ -31,7 +31,7 @@ und damit wäre die Aufgabe ziemlich trivial.
 Also hier müssen wir ganz konkret darauf achten,
 
 0:00:42.420,0:00:47.820
-okay, diese Beziehung, die vorliegt, ist
+okay, die Beziehung, die vorliegt, ist
 es mehr als eine Assoziation? Wenn ja,
 
 0:00:47.820,0:00:51.120
@@ -224,7 +224,7 @@ Und damit hätten wir eine Komposition.
 
 0:05:18.180,0:05:23.880
 Für Szenario D haben wir eine Universität,
-mit vielen Lehrstühle. Sonst ist hier nichts
+mit vielen Lehrstühlen. Sonst ist hier nichts
 
 0:05:23.880,0:05:28.800
 beschrieben. Das heißt, die Lehrstühle sind

Uebungen/Blatt04/Exercise04-Task3-en.sbv

@@ -82,7 +82,7 @@ Because after a teaching chair is dissolved,
 the persons are still existing and working.
 
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-Assistance could work anywhere else. And they are
+Assistants could work anywhere else. And they are
 not destroyed by dissolving the teaching chair.
 
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