@article{28242, abstract = {{Abstract Background Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf). Educational systems play a key role in the mediation of these skills (Eickelmann. Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer, 2018). However, previous studies have shown differences in students’ computer and information literacy (CIL). Although various approaches have been used to explain these differences, process data, such as response times, have never been taken into consideration. Based on data from the IEA-study ICILS 2013 of the Czech Republic, Denmark and Germany, this secondary analysis examines to what extent response times can be used as an explanatory approach for differences in CIL also within different groups of students according to student background characteristics (gender, socioeconomic background and immigrant background). Methods First, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Switzerland: Springer. 10.1007/978-3-319-26633-6) based on response times are determined—a fast and a slow processing profile. To detect how these profiles are related to students’ CIL, also in conjunction with students’ background characteristics (socioeconomic and immigrant background), descriptive statistics are used. Results The results show that in the Czech Republic and Germany, students belonging to the fast processing profile have on average significantly higher CIL than students allocated to the slow processing profile. In Denmark, there are no significant differences. Concerning the student background characteristics in the Czech Republic, there are significant negative time-on-task effects for all groups except for students with an immigrant background and students with a high parental occupational status. There are no significant differences in Denmark. For Germany, a significant negative time-on-task effect can be found among girls. However, the other examined indicators for Germany are ambiguous. Conclusions The results show that process data can be used to explain differences in students’ CIL: In the Czech Republic and Germany, there is a correlation between response times and CIL (significant negative time-on-task effect). Further analysis should also consider other aspects of CIL (e.g. reading literacy). What becomes clear, however, is that when interpreting and explaining differences in competence, data should also be included that relates to the completion process during testing. }}, author = {{Heldt, Melanie and Massek, Corinna and Drossel, Kerstin and Eickelmann, Birgit}}, issn = {{2196-0739}}, journal = {{Large-scale Assessments in Education}}, number = {{1}}, pages = {{1--20}}, title = {{{The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data}}}, doi = {{10.1186/s40536-020-00090-1}}, volume = {{8}}, year = {{2020}}, } @inproceedings{24203, author = {{Moritzer, Elmar and Hillemeyer, Johannes}}, booktitle = {{6. Fachkonferenz 3D-Druck in der Automobielindustrie}}, location = {{Hamburg}}, title = {{{Additiveteile Direktverschrauben}}}, year = {{2020}}, } @article{24312, author = {{Vogtschmidt, Sascha and Fiebig, Isabel and Schöppner, Volker}}, journal = {{Joining Plastics}}, number = {{3-4}}, title = {{{Wechseldehnungsschweißen - Entwicklung einer Fügetechnologie für 3D-Geometrien}}}, year = {{2020}}, } @inproceedings{24318, author = {{Vogtschmidt, Sascha and Schöppner, Volker}}, booktitle = {{DVS CONGRESS 2020 - Große Schweißtechnische Tagung}}, title = {{{Wechseldehnungsschweißen - Entwicklung einer Fügetechnologie für 3D-Geometrien}}}, volume = {{365}}, year = {{2020}}, } @inproceedings{24478, author = {{Moritzer, Elmar and Wächter, Julian}}, location = {{Karlsruhe}}, title = {{{From filament production to material qualification for the FDM process}}}, year = {{2020}}, } @article{26507, author = {{Smirne, A and Nitsche, T and Egloff, D and Barkhofen, Sonja and De, S and Dhand, I and Silberhorn, Christine and Huelga, S F and Plenio, M B}}, issn = {{2058-9565}}, journal = {{Quantum Science and Technology}}, title = {{{Experimental control of the degree of non-classicality via quantum coherence}}}, doi = {{10.1088/2058-9565/aba039}}, year = {{2020}}, } @article{26527, abstract = {{Abstract Background While observational studies revealed an inverse association between serum 25(OH)vitamin D (25(OH)D) and the risk of attention deficit/hyperactivity disorder (ADHD), the causality of this relationship remains unclear. Methods We conducted a bidirectional two-sample Mendelian Randomization (MR) study to examine whether 25(OH)D has an effect on the risk to develop ADHD or vice versa. Information on single nucleotide polymorphisms (SNP) associated with serum 25(OH)D was obtained from a genome-wide association study (GWAS) considering phenotype data from 79,366 individuals of European ancestry. Data on risk for ADHD were derived from a GWAS analysis with 20,183 individuals diagnosed with ADHD and 35,191 controls. For our analysis, we considered effect sizes based on the European participants (19,099 cases and 34,194 controls). Results Single SNP analyses showed a causal effect of vitamin D on ADHD risk for only one SNP (rs12785878, p = 0.024). The overall MR estimates did not reveal a causal effect of 25(OH)D on risk for ADHD. In the reverse analysis, neither any single nor the multi-SNP MR analyses showed a causal effect of ADHD on 25(OH)D. Conclusion Results from this two-sample MR study did not confirm a causal effect of 25(OH)D on ADHD or vice versa. Accordingly, our study does not provide evidence that improving 25(OH)D via supplementation could reduce the risk of developing ADHD. }}, author = {{Libuda, Lars and Naaresh, Roaa and Ludwig, Christine and Laabs, Björn-Hergen and Antel, Jochen and Föcker, Manuel and Hebebrand, Johannes and Hinney, Anke and Peters, Triinu}}, issn = {{1436-6207}}, journal = {{European Journal of Nutrition}}, pages = {{2581--2591}}, title = {{{A mendelian randomization study on causal effects of 25(OH)vitamin D levels on attention deficit/hyperactivity disorder}}}, doi = {{10.1007/s00394-020-02439-2}}, year = {{2020}}, } @misc{28851, author = {{Expert*innenkommission der Friedrich-Ebert-Stiftung, D}}, title = {{{Schule in Zeiten der Pandemie. Empfehlungen für die Gestaltung des Schuljahres 2020/21}}}, year = {{2020}}, } @article{27013, abstract = {{AbstractFlavonoids are suggested to reduce disease risk. Since dietary habits are acquired during early life, describing age and time trends of flavonoid intake and major food sources are important for monitoring and disease prevention in later life. We aimed to describe total flavonoid intake and food sources and to investigate age and time trends of flavonoid intake in 3–18-year-olds, from the Dortmund Nutritional and Anthropometric Longitudinally Designed study from 1985 to 2016. Intake was assessed annually using 3-d weighed food records (WFR). Flavonoid values were assigned using the United States Department of Agriculture database. Foods contributing to intake were determined. Age and time trends in total flavonoid and isoflavone density were analysed by sex with PROC MIXED. In total, 1312 children completed 10 758 WFR. Across all ages, daily mean total flavonoid density was lower in boys compared with girls (134 v. 146 mg/4184 kJ) and no difference in median isoflavone density (0·04 mg/4184 kJ per d) was found. The top five foods contributing to total flavonoid intake were apple with peel (15·0/17·1 %), strawberries (5·9/6·1 %), chocolate spread (3·9/3·5 %), orange juice (3·5/3·4 %) and pasta (3·5/3·4 %) for boys and girls, respectively. Overall, in boys, total flavonoid density decreased over the course of age and time. In girls, there was no association with age or time. In both sexes, isoflavone density followed a U-shaped age trend with no change over time. From a public health perspective, the overall observed downwards trend of flavonoid intake in boys deserves attention. Future initiatives should be tailored at maintaining a high flavonoid density as children age, specifically among boys.}}, author = {{Rienks, Johanna and Penczynski, Katharina J. and Schmitting, Sarah and Buyken, Anette and Nöthlings, Ute}}, issn = {{0007-1145}}, journal = {{British Journal of Nutrition}}, pages = {{1198--1206}}, title = {{{Dietary flavonoids among children and adolescents in the Dortmund Nutritional and Anthropometric Longitudinally Designed (DONALD) study: intake, food sources and trends from 1985 until 2016}}}, doi = {{10.1017/s000711452000183x}}, year = {{2020}}, } @article{27130, author = {{Poddubnyi, Vladimir I. and Trächtler, Ansgar and Warkentin, Andreas and Henke, Christian}}, journal = {{Vestnik Mashinostroeniya}}, pages = {{26--29}}, title = {{{Mechanical and mathematical model of a caterpillar drive with a triangular contour for solving problems of vertical dynamics of a tracked vehicle}}}, doi = {{10.36652/0042-4633-2020-12-26-29}}, year = {{2020}}, } @article{27795, author = {{Kupriyanova, Yuliya and Zaharia, Oana Patricia and Bobrov, Pavel and Karusheva, Yanislava and Burkart, Volker and Szendroedi, Julia and Hwang, Jong-Hee and Roden, Michael and Roden, M. and Al-Hasani, H. and Burkart, V. and Buyken, Anette and Geerling, G. and Hwang, J.H. and Herder, C. and Icks, A. and Jandeleit-Dahm, K. and Kahl, S. and Kotzka, J. and Kuss, O. and Lammert, E. and Trenkamp, S. and Rathmann, W. and Szendroedi, J. and Ziegler, D.}}, issn = {{0168-8278}}, journal = {{Journal of Hepatology}}, pages = {{1028--1037}}, title = {{{Early changes in hepatic energy metabolism and lipid content in recent-onset type 1 and 2 diabetes mellitus}}}, doi = {{10.1016/j.jhep.2020.11.030}}, year = {{2020}}, } @article{27797, abstract = {{Abstract Objective To provide a systematic overview of world dietary sugar and sugar-sweetened beverage (SSB) intake trends in children and adolescents. Data Sources Medline, Embase, and the Cochrane Central Register of Controlled Trials in the Cochrane Library were searched through January 2019 to identify longitudinal follow-up studies with time-trend data and repeated cross-sectional studies. Data Extraction Data from studies reporting ≥ 2 measurements (sugars, SSB, or sweets/candy) over ≥ 2 years and included ≥ 20 healthy, normal- or overweight children or adolescents aged 1–19 years. Data Analysis Data from 43 articles (n = 4 prospective cohort studies; n = 39 repeated cross-sectional studies) from 15 countries (n = 8 European countries plus Australia, Canada, China, South Korea, Mexico, Russia, and the United States) are presented narratively. According to the risk of bias in nonrandomized studies of interventions tool, 34 studies were judged to have a moderate risk of bias, and 5 to have a serious risk of bias. Conclusions Consumption among US children and adolescents increased substantially in the decades preceding 2000, followed by a faster and continued decline. As a whole, other international intake trends did not reveal drastic increases and decreases in SSB and dietary sugars; they tended to change only slightly across 3 decades. }}, author = {{Della Corte, Karen and Fife, Jessica and Gardner, Alexis and Murphy, Britta L and Kleis, Linda and Della Corte, Dennis and Schwingshackl, Lukas and LeCheminant, James D and Buyken, Anette}}, issn = {{0029-6643}}, journal = {{Nutrition Reviews}}, pages = {{274--288}}, title = {{{World trends in sugar-sweetened beverage and dietary sugar intakes in children and adolescents: a systematic review}}}, doi = {{10.1093/nutrit/nuaa070}}, year = {{2020}}, } @article{27864, abstract = {{Abstract Background Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf). Educational systems play a key role in the mediation of these skills (Eickelmann. Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer, 2018). However, previous studies have shown differences in students’ computer and information literacy (CIL). Although various approaches have been used to explain these differences, process data, such as response times, have never been taken into consideration. Based on data from the IEA-study ICILS 2013 of the Czech Republic, Denmark and Germany, this secondary analysis examines to what extent response times can be used as an explanatory approach for differences in CIL also within different groups of students according to student background characteristics (gender, socioeconomic background and immigrant background). Methods First, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Switzerland: Springer. 10.1007/978-3-319-26633-6) based on response times are determined—a fast and a slow processing profile. To detect how these profiles are related to students’ CIL, also in conjunction with students’ background characteristics (socioeconomic and immigrant background), descriptive statistics are used. Results The results show that in the Czech Republic and Germany, students belonging to the fast processing profile have on average significantly higher CIL than students allocated to the slow processing profile. In Denmark, there are no significant differences. Concerning the student background characteristics in the Czech Republic, there are significant negative time-on-task effects for all groups except for students with an immigrant background and students with a high parental occupational status. There are no significant differences in Denmark. For Germany, a significant negative time-on-task effect can be found among girls. However, the other examined indicators for Germany are ambiguous. Conclusions The results show that process data can be used to explain differences in students’ CIL: In the Czech Republic and Germany, there is a correlation between response times and CIL (significant negative time-on-task effect). Further analysis should also consider other aspects of CIL (e.g. reading literacy). What becomes clear, however, is that when interpreting and explaining differences in competence, data should also be included that relates to the completion process during testing. }}, author = {{Heldt, Melanie and Massek, Corinna and Drossel, Kerstin and Eickelmann, Birgit}}, issn = {{2196-0739}}, journal = {{Large-scale Assessments in Education}}, pages = {{1--20}}, title = {{{The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data}}}, doi = {{10.1186/s40536-020-00090-1}}, volume = {{8}}, year = {{2020}}, } @inproceedings{21174, abstract = {{Overcoming a range of challenges that traditional therapy faces, VRET yields great potential for the treatment of phobias such as acrophobia, the fear of heights. We investigate this potential and present playful user-generated treatment (PUT), a novel game-based approach for VRET. Based on a requirement analysis consisting of a literature review and semi-structured interviews with professional therapists, we designed and implemented the PUT concept as a two-step VR game design. To validate our approach, we conducted two studies. (1) In a study with 31 non-acrophobic subjects, we investigated the effect of content creation on player experience, motivation and height perception, and (2) in an online survey, we collected feedback from professional therapists. Both studies reveal that the PUT approach is well applicable. In particular, the analysis of the user study shows that the design phase leads to increased interest and enjoyment without notably influencing affective measures during the exposure session. Our work can help guiding researchers and practitioners at the intersection of game design and exposure therapy.}}, author = {{Alexandrovsky, Dmitry and Volkmar, Georg and Spliethöver, Maximilian and Finke, Stefan and Herrlich, Marc and Döring, Tanja and Smeddinck, Jan David and Malaka, Rainer}}, booktitle = {{Proceedings of the Annual Symposium on Computer-Human Interaction in Play}}, isbn = {{9781450380744}}, pages = {{32–45}}, publisher = {{Association for Computing Machinery}}, title = {{{Playful User-Generated Treatment: A Novel Game Design Approach for VR Exposure Therapy}}}, doi = {{10.1145/3410404.3414222}}, year = {{2020}}, } @article{21257, abstract = {{Digital data on tangible and intangible cultural assets is an essential part of daily life, communication and experience. It has a lasting influence on the perception of cultural identity as well as on the interactions between research, the cultural economy and society. Throughout the last three decades, many cultural heritage institutions have contributed a wealth of digital representations of cultural assets (2D digital reproductions of paintings, sheet music, 3D digital models of sculptures, monuments, rooms, buildings), audio-visual data (music, film, stage performances), and procedural research data such as encoding and annotation formats. The long-term preservation and FAIR availability of research data from the cultural heritage domain is fundamentally important, not only for future academic success in the humanities but also for the cultural identity of individuals and society as a whole. Up to now, no coordinated effort for professional research data management on a national level exists in Germany. NFDI4Culture aims to fill this gap and create a user-centered, research-driven infrastructure that will cover a broad range of research domains from musicology, art history and architecture to performance, theatre, film, and media studies. The research landscape addressed by the consortium is characterized by strong institutional differentiation. Research units in the consortium's community of interest comprise university institutes, art colleges, academies, galleries, libraries, archives and museums. This diverse landscape is also characterized by an abundance of research objects, methodologies and a great potential for data-driven research. In a unique effort carried out by the applicant and co-applicants of this proposal and ten academic societies, this community is interconnected for the first time through a federated approach that is ideally suited to the needs of the participating researchers. To promote collaboration within the NFDI, to share knowledge and technology and to provide extensive support for its users have been the guiding principles of the consortium from the beginning and will be at the heart of all workflows and decision-making processes. Thanks to these principles, NFDI4Culture has gathered strong support ranging from individual researchers to high-level cultural heritage organizations such as the UNESCO, the International Council of Museums, the Open Knowledge Foundation and Wikimedia. On this basis, NFDI4Culture will take innovative measures that promote a cultural change towards a more reflective and sustainable handling of research data and at the same time boost qualification and professionalization in data-driven research in the domain of cultural heritage. This will create a long-lasting impact on science, cultural economy and society as a whole.}}, author = {{Altenhöner, Reinhard and Blümel, Ina and Boehm, Franziska and Bove, Jens and Bicher, Katrin and Bracht, Christian and Brand, Ortrun and Dieckmann, Lisa and Effinger, Maria and Hagener, Malte and Hammes, Andrea and Heller, Lambert and Kailus, Angela and Kohle, Hubertus and Ludwig, Jens and Münzmay, Andreas and Pittroff, Sarah and Razum, Matthias and Röwenstrunk, Daniel and Sack, Harald and Simon, Holger and Schmidt, Dörte and Schrade, Torsten and Walzel, Annika-Valeska and Wiermann, Barbara}}, issn = {{2367-7163}}, journal = {{Research Ideas and Outcomes}}, title = {{{NFDI4Culture - Consortium for research data on material and immaterial cultural heritage}}}, doi = {{10.3897/rio.6.e57036}}, year = {{2020}}, } @inproceedings{21382, author = {{Japs, Segej and Kharatyan, Aschot and Tekaat, Julian and Kaiser, Lydia and Dumitrescu, Roman}}, booktitle = {{Proceedings of the Design Society}}, location = {{Cavtat}}, title = {{{Method for 3D-Environment Driven Domain Knowledge Elicitaion and System Model Generation}}}, year = {{2020}}, } @misc{21432, abstract = {{Robots are becoming increasingly autonomous and more capable. Because of a limited portable energy budget by e.g. batteries, and more demanding algorithms, an efficient computation is of interest. Field Programmable Gate Arrays (FPGAs) for example can provide fast and efficient processing and the Robot Operating System (ROS) is a popular middleware used for robotic applications. The novel ReconROS combines version 2 of the Robot Operating System with ReconOS, a framework for integrating reconfigurable hardware. It provides a unified interface between software and hardware. ReconROS is evaluated in this thesis by implementing a Sobel filter as the video processing application, running on a Zynq-7000 series System on Chip. Timing measurements were taken of execution and transfer times and were compared to theoretical values. Designing the hardware implementation is done by C code using High Level Synthesis and with the interface and functionality provided by ReconROS. An important aspect is the publish/subscribe mechanism of ROS. The Operating System interface functions for publishing and subscribing are reasonably fast at below 10 ms for a 1 MB color VGA image. The main memory interface performs well at higher data sizes, crossing 100 MB/s at 20 kB and increasing to a maximum of around 150 MB/s. Furthermore, the hardware implementation introduces consistency to the execution times and performs twice as fast as the software implementation.}}, author = {{Henke, Luca-Sebastian}}, title = {{{Evaluation of a ReconOS-ROS Combination based on a Video Processing Application}}}, year = {{2020}}, } @inproceedings{21438, author = {{Japs, Segej and Kharatyan, Aschot and Kaiser, Lydia and Dumitrescu, Roman}}, booktitle = {{Proceedings of the 16th International Design Conference (DESIGN 2020)}}, location = {{Cavtat}}, title = {{{CONSENS 3D: Method for 3D-Environment Driven Domain Knowledge Elicitaion and System Model Generation}}}, year = {{2020}}, } @inproceedings{21440, author = {{Wiecher, Carsten and Japs, Sergej and Kaiser, Lydia and Greenyer, Joel and Wolff, Carsten and Dumitrescu, Roman}}, booktitle = {{ACM/IEEE 23rd International Conference on Model Driven Engineering Languages and Systems (MODELS ’20 Companion)}}, title = {{{Scenarios in the Loop: Integrated Requirements Analysis and Automotive System Validation}}}, year = {{2020}}, } @article{17375, author = {{Zhou, Jiaqi and Khazaei, Mohammad and Ranjbar, Ahmad and Wang, Vei and Kühne, Thomas D. and Ohno, Kaoru and Kawazoe, Yoshiyuki and Liang, Yunye}}, journal = {{J. Mater. Chem. C}}, pages = {{5211--5221}}, publisher = {{The Royal Society of Chemistry}}, title = {{{Modulation of nearly free electron states in hydroxyl-functionalized MXenes: a first-principles study}}}, doi = {{10.1039/C9TC06837F}}, volume = {{8}}, year = {{2020}}, }