@article{19680,
  abstract     = {{This is the second part of a project on the foundations of first-principle calculations of the electron transport in crystals at finite temperatures, aiming at a predictive first-principles platform that combines ab-initio molecular dynamics (AIMD) and a finite-temperature Kubo-formula with dissipation for thermally disordered crystalline phases. The latter are encoded in an ergodic dynamical system (Ω,G,dP), where Ω is the configuration space of the atomic degrees of freedom, G is the space group acting on Ω and dP is the ergodic Gibbs measure relative to the G-action. We first demonstrate how to pass from the continuum Kohn–Sham theory to a discrete atomic-orbitals based formalism without breaking the covariance of the physical observables w.r.t. (Ω,G,dP). Then we show how to implement the Kubo-formula, investigate its self-averaging property and derive an optimal finite-volume approximation for it. We also describe a numerical innovation that made possible AIMD simulations with longer orbits and elaborate on the details of our simulations. Lastly, we present numerical results on the transport coefficients of crystal silicon at different temperatures.}},
  author       = {{Kühne, Thomas and Heske, Julian Joachim and Prodan, Emil}},
  issn         = {{0003-4916}},
  journal      = {{Annals of Physics}},
  pages        = {{168290}},
  title        = {{{Disordered crystals from first principles II: Transport coefficients}}},
  doi          = {{https://doi.org/10.1016/j.aop.2020.168290}},
  volume       = {{421}},
  year         = {{2020}},
}

@inproceedings{19899,
  abstract     = {{Most existing robot formation problems seek a target formation of a certain
minimal and, thus, efficient structure. Examples include the Gathering
and the Chain-Formation problem. In this work, we study formation problems that
try to reach a maximal structure, supporting for example an efficient
coverage in exploration scenarios. A recent example is the NASA Shapeshifter
project, which describes how the robots form a relay chain along which gathered
data from extraterrestrial cave explorations may be sent to a home base.
  As a first step towards understanding such maximization tasks, we introduce
and study the Max-Chain-Formation problem, where $n$ robots are ordered along a
winding, potentially self-intersecting chain and must form a connected,
straight line of maximal length connecting its two endpoints. We propose and
analyze strategies in a discrete and in a continuous time model. In the
discrete case, we give a complete analysis if all robots are initially
collinear, showing that the worst-case time to reach an
$\varepsilon$-approximation is upper bounded by $\mathcal{O}(n^2 \cdot \log
(n/\varepsilon))$ and lower bounded by $\Omega(n^2 \cdot~\log
(1/\varepsilon))$. If one endpoint of the chain remains stationary, this result
can be extended to the non-collinear case. If both endpoints move, we identify
a family of instances whose runtime is unbounded. For the continuous model, we
give a strategy with an optimal runtime bound of $\Theta(n)$. Avoiding an
unbounded runtime similar to the discrete case relies crucially on a
counter-intuitive aspect of the strategy: slowing down the endpoints while all
other robots move at full speed. Surprisingly, we can show that a similar trick
does not work in the discrete model.}},
  author       = {{Castenow, Jannik and Kling, Peter and Knollmann, Till and Meyer auf der Heide, Friedhelm}},
  booktitle    = {{Stabilization, Safety, and Security of Distributed Systems - 22nd International Symposium, SSS 2020, Austin, Texas, USA, November 18-21, 2020, Proceedings}},
  editor       = {{Devismes , Stéphane  and Mittal, Neeraj }},
  isbn         = {{978-3-030-64347-8}},
  pages        = {{65--80}},
  publisher    = {{Springer}},
  title        = {{{A Discrete and Continuous Study of the Max-Chain-Formation Problem – Slow Down to Speed Up}}},
  doi          = {{10.1007/978-3-030-64348-5_6}},
  volume       = {{12514}},
  year         = {{2020}},
}

@techreport{20145,
  abstract     = {{Der Karosseriebau ist zunehmend durch die Verwendung unterschiedlicher Werkstoffe in Mischbauweise gekennzeichnet, was zu einem Einsatz von mechanischen Fügeverfahren geführt hat. Hieraus resultieren die Zielsetzungen, die mechanischen Fügeverfahren in ihrer Effizienz und ihren Einsatzbereichen zu erweitern, sowie die Anzahl der Experimente zu reduzieren und Entwicklungszyklen zu verkürzen. Dies erfolgt mit Unterstützung der numerischen Simulation. Neben der Beschreibung des plastischen Verhaltens gilt es auch, das Schädigungsverhalten abzubilden.

Der Fügeprozess bzw. die Fügerichtung erfolgt senkrecht zur Blechoberfläche und führt somit zu einem dreidimensionalen Zustand der Fügelemente. Hieraus leitet sich die Herausforderung ab, das Werkstoffversagen in Abhängigkeit der Beanspruchungssituation zu beschreiben. Ein einfacher Ansatz zur Abbildung des Durchdringens ist ein geometrisches Trennkriterium.

Ein solches Kriterium basiert i.d.R. auf einem experimentell beobachteten Verhalten und ist somit nicht prognosefähig für Variationen bzgl. Werkzeugkonfigurationen, Blechdicken- und Werkstoffgüten-Kombinationen. In diesem Projekt wird das Schädigungsmodell GISSMO (Generalized Incremental Stress State dependent damage Model) verwendet, um die Entwicklung der duktilen Schädigung zu beschreiben und den Bruchbeginn während des Stanzniet- und Schneidclinchens vorherzusagen.

Der Spannungszustand während der Prozesssimulation wird untersucht und die verschiedenen Schädigungsproben werden experimentell erprobt, um die Versagenskurven zu charakterisieren. Die Versagenskurven werden im Schädigungsmodell GISSMO definiert. Um die Genauigkeit des Modells zu gewährleisten, wird die Verifizierung des Modells durch die Simulation von Schädigungsproben mit dem Schädigungsmodell durchgeführt.

Zur Validierung des Modells wird die Simulation des Fügeprozesses mit dem Schädigungsmodell durchgeführt und die Ergebnisse von Simulation und Experiment verglichen. Darüber hinaus werden Sensitivitätsanalysen durchgeführt, um die Einflüsse der Fertigungsprozesse, der Lackierung und des Diskretisierungsgrades auf das Schädigungsverhalten des Materials zu identifizieren.
Das IGF-Vorhaben „Methodenentwicklung zur Schädigungsmodellierung für die numerische Prozesssimulation mechanischer Fügeverfahren" der Forschungsvereinigung EFB e.V. wurde unter der Fördernummer AiF 19452N über die Arbeitsgemeinschaft industrieller Forschungsvereinigungen (AiF) im Rahmen des Programms zur Förderung der Industriellen Gemeinschaftsforschung (IGF) vom Bundesministerium für Wirtschaft und Energie aufgrund eines Beschlusses des Deutschen Bundestages gefördert. Der Abschlussbericht ist als EFB-Forschungsbericht Nr. 527 erschienen und bei der EFB-Geschäftsstelle und im Buchhandel erhältlich.}},
  author       = {{Otroshi, Mortaza and Meschut, Gerson}},
  isbn         = {{978-3-86776-582-4}},
  pages        = {{182}},
  publisher    = {{Europäische Forschungsgesellschaft für Blechverarbeitung e.V.}},
  title        = {{{Methodenentwicklung zur Schädigungsmodellierung für die numerische Prozesssimulation mechanischer Fügeverfahren}}},
  year         = {{2020}},
}

@article{28351,
  abstract     = {{This article investigates learners’ accounts of and reactions to interlocutors’ evaluations of their L2 pronunciation. Previous studies demonstrate both the pervasiveness of social evaluation processes in native and non-native speaker interactions and the impact of learners’ beliefs about pronunciation on their learning and communicative behavior. Adding to these strands of research, this project sheds light on how learners perceive evaluative reactions to their accents by native speakers and the relationship between such evaluations and learners’ reported evaluative, emotional and behavioral responses. The study draws on 8 international students at a German university. The data were collected in semi-structured interviews and analyzed within the framework of qualitative content analysis. The results give insight into conditions and strategies that may support learners in establishing constructive interpretations of the effects of their accents on their social acceptance.}},
  author       = {{Müller, Mareike and Settinieri, Julia}},
  journal      = {{Fremdsprachen Lehren und Lernen}},
  number       = {{2}},
  pages        = {{46--63}},
  title        = {{{"Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...": Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen}}},
  doi          = {{10.2357/FLuL-2020-0018}},
  volume       = {{49}},
  year         = {{2020}},
}

@misc{26639,
  author       = {{Hassani, Sepideh and Aroni, Katerina and Schwab, Susanne and Resch, Katharina and Toulia, Anastasia and Alves, Silvia and Görel, Gamze and Löper, Marwin Felix and Avramidis, Elias and Silveira- Maia, Mónica and Sanches-Ferreira, Manuela and Hellmich, Frank}},
  publisher    = {{University of Vienna}},
  title        = {{{School-based interventions to support student participation. A comparison of different programs. Results from the FRIEND-SHIP project}}},
  doi          = {{10.25365/PHAIDRA.147}},
  year         = {{2020}},
}

@techreport{21152,
  abstract     = {{In modern lightweight designs, it is important to find a compromise between the strength and the weight of the construction detail. Hence, hybrid structures made of aluminum and steel materials are increasingly being used in automotive applications. Due to limitations in the quality of resistance spot welding, self-piercing riveting can be used as an alternative process to join sheets from different material groups. The aim of this project is to develop a computational method to assess the self-piercing riveted components subjected to the cyclic loads. To achieve this goal, two approaches are followed: Evaluation unsing internal forces: A substitute model is developed to describe the stiffness of self-piercing riveted joints subjected to different loading conditions. The parameters of the substitute model are identified and the internal force components acting on the joint are evaluated. The model provides the basis for the subsequent fatigue life estimation of self-piercing riveted components. For joints subjected to low bending moments, the fatigue life of components can be estimated accurately. Due to lack of specimen geometries producing pure bending and the combination of tension-bending forces, it is not possible to estimate the fatigue life of complex components subjected to high bending moments. Based on the results of [Mesc 16], the methodology is further developed to determine the stresses acting on the joint and to characterize the joining point with the use of simulations. The local concept proposed in the FKM guideline nonlinear provides the basis for the analytical assessment of self-piercing riveted components. In this regard, the cyclic behavior of the material and the local stresses are required as input data. The cyclic behavior of the aluminum EN AW-6181A-T6 and steel HX340LAD sheets were already determined in the previous project. Subsequently, in this project the properties of the rivet made of 38B2 steel are identified. The finite element analysis using elastic-plastic material behavior is used to determine the stresses in the joint subjected to the cyclic loads. To verify the model, the results of simulations and experiments are compared concerning the crack initiation zone as well as the determined number of cycles. To determine the stresses that can be used for the analytical assessment, the damage relevant load components need to be identified. In this regard, it is recommended to use the normal stress perpendicular to the crack propagation direction, the stress of crack opening mode I. Using the damage parameter PRAM and considering the support factors according to the FKM guideline nonlinear, a reliable estimation of the crack initiation zone within the joint is possible. Regarding the joint made of aluminum sheet EN AW-6181A, the methodology is able to provide promising results. However, regarding the joints made of aluminum EN AW-6181A and steel HX340LAD sheets, there is still potential to improve the results. The reasons for this are described in chapter 7.2.5 and 7.2.6. An analytical fatigue assessment is relatively easy to achieve with procedure 1. However, contrary to the objective formulated above, expensive fatigue tests are necessary to determine the failure conditions (strength values). This disadvantage can be circumvented by determining the strength information of individual joining points under different load types using procedure 2. The latter, in return, is not suitable for the assessment of complex components with several joining points. Due to the increasing calculation times of the simulation, the application in this case is not economically reasonable. By the described combination of method 1 and 2, the disadvantages of the two individual concepts can be compensated. An analytical fatigue assessment of self-piercing riveted components can be carried out based on the cyclic material behavior. The objective of the project was achieved.}},
  author       = {{Otroshi, Mortaza and Meschut, Gerson and Masendorf, Lukas and Esderts, Alfons}},
  isbn         = {{978-3-86776-602-9}},
  pages        = {{282}},
  publisher    = {{Europäische Forschungsgesellschaft für Blechverarbeitung e.V. (EFB)}},
  title        = {{{Simulationsbasierte Betriebsfestigkeitsanalyse stanzgenieteter Bauteile}}},
  year         = {{2020}},
}

@inproceedings{29298,
  abstract     = {{Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.
An dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.
Hierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen
ermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.}},
  author       = {{Opel, Simone Anna and Schlichtig, Michael}},
  booktitle    = {{Sammelband der 27. Fachtagung der BAG Berufliche Bildung}},
  editor       = {{Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}},
  keywords     = {{Berufsbildung, vocational education, Ausbildung, training, berufliche Weiterbildung, advanced vocational education, Digitalisierung, digitalization, Unterricht, teaching, Lehrmethode, teaching method, Interdisziplinarität, interdisciplinarity, Fachdidaktik, subject didactics, Curriculum, curriculum, gewerblich-technischer Beruf, vocational/technical occupation, Fachkraft, specialist, Qualifikationsanforderungen, qualification requirements, Kompetenz, competence, Lehrerbildung, teacher training, Bundesrepublik Deutschland, Federal Republic of Germany}},
  location     = {{Siegen}},
  pages        = {{176--194}},
  publisher    = {{wbv Media GmbH & Co. KG}},
  title        = {{{Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}}},
  doi          = {{https://doi.org/10.3278/6004722w}},
  volume       = {{55}},
  year         = {{2020}},
}

@article{29246,
  abstract     = {{<jats:p>Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general.</jats:p>}},
  author       = {{Steinhardt, Isabel}},
  issn         = {{0167-8329}},
  journal      = {{Education for Information}},
  keywords     = {{Open Science, Open Education Practices, Library and Information Sciences, Education, Information Systems}},
  number       = {{3}},
  pages        = {{263--279}},
  publisher    = {{IOS Press}},
  title        = {{{Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar}}},
  doi          = {{10.3233/efi-190308}},
  volume       = {{36}},
  year         = {{2020}},
}

@article{35300,
  abstract     = {{Der Beitrag widmet sich der Frage, wie lehrer*innenbildende Hochschulen der Digitalisierung auf der Ebene der Überarbeitung und Anpassung von Studienordnungen begegnen können. Ziel des interdisziplinären Vorhabens ist es, ausgehend von einer Inhaltsanalyse nordrhein-westfälischer Studienordnungen einen Kriterien- bzw. Fragenkatalog zu entwickeln, der diejenigen bildungspolitischen Vorgaben zur Verankerung digitaler Kompetenz fasst, die künftigen Akkreditierungen von Studiengängen zugrunde liegen werden und der fach- und standortübergreifend eingesetzt werden kann.
}},
  author       = {{Caruso, Carina and Martin, Alexander}},
  issn         = {{2219-6994}},
  journal      = {{Zeitschrift für Hochschulentwicklung }},
  keywords     = {{Studienordnungen, Digitalisierung, Lehrer*innenbildung, Professionalisierung / study regulations, digitalisation, teacher training, professionalisation}},
  number       = {{1}},
  pages        = {{195--208}},
  title        = {{{Anforderungen an Studienordnungen in einer digital vernetzten Welt}}},
  doi          = {{10.3217/zfhe-15-01/10}},
  volume       = {{15}},
  year         = {{2020}},
}

@article{50280,
  abstract     = {{<jats:p>The use of video analysis in Design-Based Research (DBR) seems to be promising, because the quality of video data matches the reality of educational fields. Educational fields are multidimensional and complex. And more than other types of data, video may capture, for example, the simultaneity of verbal and non-verbal interactions. This seems to be valuable in the quest for new insights and better designs of educational interventions. However, to date there has been limited use of video data in researching their design. This paper aims at reflecting how the benefits of video-based analysis may be utilised in DBR. Experiences with the collection and analysis of video data in a project to design self-organised learning (SOL) at a vocational school in Germany will be used as a case study to illustrate the type of findings that may feed into the DBR process. In this case, the project school had already introduced a sophisticated SOL model but was experiencing various implementation difficulties. Resolving issues like this requires insights into how exactly a concept is realised and what happens in the field. Therefore, video data on classroom interactions was gathered and sub-sequently analysed using the documentary method. This led to the reconstruction of two different types of orientation that were guiding the students when they dealt with their self-organised learning environment. In a subversive orientation, students playfully infiltrate the formal learning space with peer activities. In a confirming orientation, students stick to both, the (informal) rules of the (formal) learning arrangement and of the peer environment, thus expressing respect for the boundary between these two worlds. These findings have been used to redesign the SOL intervention.</jats:p>}},
  author       = {{Gössling, Bernd and Daniel, Desiree}},
  issn         = {{2511-0667}},
  journal      = {{EDeR. Educational Design Research}},
  keywords     = {{Pulmonary and Respiratory Medicine, Pediatrics, Perinatology and Child Health}},
  number       = {{2}},
  publisher    = {{Staats- und Universitatsbibliothek Hamburg Carl von Ossietzky}},
  title        = {{{Video analysis in Design-Based Research – Findings of a project on self-organised learning at a vocational school}}},
  doi          = {{10.15460/eder.2.2.1270}},
  volume       = {{2}},
  year         = {{2020}},
}

@inproceedings{46583,
  abstract     = {{<jats:p>The process of data acquisition and transformation of Baumann Digital and Joachim-Raff-Archiv is the subject of this poster description. The data in both projects is (meanwhile) based on TEI and MEI to obtain a machine-readable corpus. The presentation platform created for this project was initially intended as a simple form of visualization for internal use, i. e. for structuring, proofreading of digital contents and first evaluations. The xQuery-based application for eXist-db was developed in detail during the first period of the Baumann Digital project, adding the dimension of public presentation to its original purpose. This poster focuses on the process of collecting, transforming and presenting the data of these two small projects, which have different research interests but deal with similar archival material.</jats:p>}},
  author       = {{Ried, Dennis}},
  booktitle    = {{Brückenschläge zwischen Musikwissenschaft und Informatik. Theoretische und praktische Aspekte der Kooperation}},
  editor       = {{Acquavella-Rauch, Stefanie and Münzmay, Andreas and Veit, Joachim}},
  location     = {{Paderborn/Detmold}},
  pages        = {{41--45}},
  publisher    = {{Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold}},
  title        = {{{Erhebung, Transformation und Präsentation digitaler Forschungsdaten}}},
  doi          = {{10.25366/2020.92}},
  volume       = {{3 }},
  year         = {{2020}},
}

@article{53886,
  author       = {{Tavana, Madjid and Khosrojerdi, Ghasem and Mina, Hassan and Rahman, Amirah}},
  issn         = {{0360-8352}},
  journal      = {{Computers & Industrial Engineering}},
  publisher    = {{Elsevier BV}},
  title        = {{{A new dynamic two-stage mathematical programming model under uncertainty for project evaluation and selection}}},
  doi          = {{10.1016/j.cie.2020.106795}},
  volume       = {{149}},
  year         = {{2020}},
}

@inproceedings{55841,
  abstract     = {{For musicologists, the collation of multiple sources of the same work is a frequent task. By comparing different witnesses, they seek to identify variation, describe dependencies, and ultimately understand the genesis and transmission of (musical) works. Obviously, the need for such comparison is independent from the medium in which a musical work is manifested. In computing, comparing files for difference is a common task, and the well-known Unix utility diff is almost 46 years old. However, diff, like many other such tools, operates on plain text. While many music encoding formats based on plain text exist, formats used in the field of Digital Humanities are typically based on XML. There are dedicated algorithms for comparing XML as well, but they only focus on the syntax of XML, but not the semantic structures modelled into such standards as MEI. MEI seeks to describe musical structures, and the XML syntax is just a means to express those structures. A diff tool for music should focus on comparing musical structures, but not the specifics of their serialization into a file format. In {Beethovens Werkstatt}, a 16-year project focussed on exploring the concepts and requirements of digital genetic editions of music, based on and arguing with examples from Ludwig van Beethoven, a case-bound diff tool for music was developed. The following paper discusses how that specific tool can be generalized, and which use cases such a tool may support.}},
  author       = {{Herold, Kristin and Kepper, Johannes and Mo, Ran and Seipelt, Agnes Regina}},
  booktitle    = {{Music Encoding Conference Proceedings 2020}},
  editor       = {{De Luca, Elsa and Flanders, Julia}},
  keywords     = {{mec-proceedings, mec-proceedings-2020}},
  pages        = {{59–66}},
  publisher    = {{Humanities Commons}},
  title        = {{{MusicDiff – A Diff Tool for MEI}}},
  doi          = {{10.17613/ydbv-e158}},
  year         = {{2020}},
}

@article{39817,
  abstract     = {{In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).</jats:p><jats:p>The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79).</jats:p><jats:p>The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.}},
  author       = {{Kottmann, Brigitte and Pieper, Catania}},
  issn         = {{2064-2199}},
  journal      = {{Hungarian Educational Research Journal}},
  keywords     = {{professionalization of teacher training students, practical university phases, teacher training at universities, men-toring programmes}},
  number       = {{3}},
  pages        = {{232--251}},
  title        = {{{Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}}},
  doi          = {{10.1556/063.2020.00022}},
  volume       = {{10}},
  year         = {{2020}},
}

@inproceedings{19502,
  author       = {{Hetkämper, Tim and Krumme, Matthias and Dreiling, Dmitrij and Claes, Leander}},
  booktitle    = {{SEFI 48th Annual Conference Proceedings - Engaging Engineering Education}},
  location     = {{Enschede}},
  pages        = {{1309--1313}},
  publisher    = {{SEFI}},
  title        = {{{A modular, scalable open-hardware platform for project-based laboratory courses in electrical engineering studies}}},
  year         = {{2020}},
}

@article{37014,
  abstract     = {{Jugend wird als eine eigenständige Lebens- und Entwicklungsphase betrachtet. Für junge Geflüchtete stellt sie eine besondere Herausforderung dar. Für sie geht es nicht nur um die Bewältigung alterstypischer Entwicklungsaufgaben, sondern auch um eine gelingende Integration in die Aufnahmegesellschaft. Dazu gehören u. a. das Kennenlernen und die Aneignung von Sprache, Kultur und Werten, genauso die Erschließung von Alltagsräumen und Lebenswelten, z. B. von Freizeitmöglichkeiten, Bildung und von beruflichen Erfahrungsräumen. Die Frage zur gelingenden Integration und Gestaltung von Lebenswelten junger Geflüchteter wurde im Kontext der wissenschaftlichen Begleitung des Projekts „angekommen in Deiner Stadt“ der Walter Blüchert Stiftung genauer untersucht. Der Beitrag referiert u. a. die Ergebnisse einer in diesem Kontext durchgeführten egozentrierten Netzwerkanalyse. Die Ergebnisse zeigen, dass die Angebote den Rahmen für den Aufbau und die Erweiterung kommunikativer, sozialer Netzwerke darstellen und lebensweltliche Zugänge öffnen.}},
  author       = {{Heisler, Dietmar and Schemmer, Susanne}},
  journal      = {{BWP@ Berufs- und Wirtschaftspädagogik - online}},
  keywords     = {{Jugend, Lebensweltorientierung, soziale Netzwerke, geflüchtete Jugendliche, Lebenslagen junger Geflüchteter und Zugewanderter}},
  pages        = {{1--23}},
  title        = {{{Lebenswelten und soziale Netzwerke von jungen Geflüchteten und Zugewanderten am Übergang in Ausbildung und Beruf.}}},
  year         = {{2020}},
}

@misc{42298,
  author       = {{N., N.}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Productivity optimization through project matching}}},
  year         = {{2020}},
}

@inproceedings{55643,
  abstract     = {{<jats:p>Since 2018 a group of musicology students at the Department of musicology of the University of Paderborn and the University of Music Detmold has been developing an online database called Kollaborateure – Involvierte – Profiteure. Musik in der NS-Zeit. Integral part of this database are articles on musicians, composers, employees in ministries and organisations affiliated to the party, musicologists, music editors and publishers from the Nazi era. In addition to the source-based biographical key data, the prosography focuses on the current research situation related to the respective person, a detailed description of the networks in the denazification processes and presents comprehensive lists of all writings, musical works, speeches and a list of his or her memberships. In future, further authors are to be won over to the project in order to create new articles or to update existing ones.</jats:p>}},
  author       = {{Oancea, Theodora and Pollmann, Joachim and Spieker, Jonas}},
  booktitle    = {{Freie Beiträge zur Jahrestagung der Gesellschaft für Musikforschung 2019}},
  editor       = {{Jaeschke, Nina and Grotjahn, Rebecca}},
  publisher    = {{Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold}},
  title        = {{{Kollaborateure – Involvierte – Profiteure. Erarbeitung eines Online-Lexikons zur Musik in der NS-Zeit}}},
  doi          = {{10.25366/2020.67}},
  year         = {{2020}},
}

@article{16486,
  abstract     = {{After the introduction of CbCR – pursuant to the BEPS Project (Action 13) in 2015 –, which was established to reduce the information asymmetry between MNEs and tax authorities of the countries they operate in, now public CbCR – as suggested by the EU Commission in 2016 – is discussed as a next step. Here, the objective is to overcome information asymmetries between MNEs and the general public of the countries they operate in. Starting from the assumption that regulators care about the legitimacy of tax laws, this article evaluates pros and cons of public CbCR. The authors find that from the perspective of information asymmetries, public CbCR increases tax transparency only marginally at best. Accordingly, it is concluded that democracies that are based on the rule of law seem to rely on pillories in terms of public CbCR to enforce fair tax payments.}},
  author       = {{Lagarden, Martin and Schreiber, Ulrich and Simons, Dirk and Sureth-Sloane, Caren}},
  journal      = {{International Transfer Pricing Journal}},
  number       = {{2}},
  title        = {{{Country-by-Country Reporting Goes Public - Cui Bono?}}},
  volume       = {{27}},
  year         = {{2020}},
}

@article{66229,
  author       = {{Ueter, Niklas and Chen, Kuan-Hsun and Chen, Jian-Jia}},
  issn         = {{2168-2356}},
  journal      = {{IEEE Design &amp; Test}},
  number       = {{6}},
  pages        = {{39--46}},
  publisher    = {{Institute of Electrical and Electronics Engineers (IEEE)}},
  title        = {{{Project-Based CPS Education: A Case Study of an Autonomous Driving Student Project}}},
  doi          = {{10.1109/mdat.2020.3012085}},
  volume       = {{37}},
  year         = {{2020}},
}