@article{53597, abstract = {{Für eine gelingende Umsetzung schulischer Inklusion gilt eine professionelle Weiterbildung der Lehrkräfte und des weiteren Schulpersonals als unverzichtbare Voraussetzung, um eine effektive Teamarbeit sowie die Einbindung von Eltern [i] in Erziehungs- und Bildungsprozesse zu gewährleisten. Im Projekt BiFoKi [ii] (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) wurde eine Fortbildungsmaßnahme für inklusive Schulen entwickelt, die sowohl die intrainstitutionelle Kooperation innerhalb der Schule als auch die interinstitutionelle Zusammenarbeit mit den Eltern der Schüler*innen mit und ohne sonderpädagogischen Unterstützungsbedarf adressiert. Die Fortbildung zielt u.a. darauf ab, durch eine im Jahrgangsteam gemeinsam geplante und verantwortete Elternarbeit eine einladende Atmosphäre zu schaffen, Kommunikationswege an diverser werdende Bedarfe der Eltern und der Schüler*innen anzupassen und Eltern stärker in schulische Bildungsprozesse einzubeziehen. Zur Evaluation der Fortbildung wurde eine quasi-experimentelle Studie mit einem Prä-Post-Kontrollgruppendesign realisiert. Längsschnittliche Daten liegen für 55 Lehr- und Fachkräfte vor. Die Ergebnisse der varianzanalytischen Auswertung zeigen, dass sich die Einschätzungen zur Kooperationsbereitschaft der Eltern sowie das selbstberichtete Kooperationsverhalten im Bereich der Erziehungs- und Bildungskooperation in der Interventionsgruppe nach der Teilnahme an der Fortbildung signifikant positiver entwickelt hat als in der Kontrollgruppe.   [i] Mit dem Begriff Eltern sind hier alle erziehungs- bzw. sorgeberechtigten Personen gemeint. [ii] Hinweis zur Finanzierung: Das diesem Beitrag zugrunde liegende Vorhaben BiFoKi (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) wurde mit Mitteln des Bundesministeriums für Bildung und Forschung unter dem Förderkennzeichen 01NV1732in der Förderlinie „Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung“ gefördert (Projektleitung: Birgit Lütje-Klose, Elke Wild, Julia Gorges und Phillip Neumann). }}, author = {{Grüter, Sandra and Gorges, Julia and Lütje-Klose, Birgit and Neumann, Phillip and Wild, Elke}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{Inklusion, Kooperation, Eltern, Sekundarstufe 1, Evaluation, Integration, Schulentwicklung, Elternkooperation}}, number = {{3}}, title = {{{Jahrgangsteams zur Kooperation mit Eltern anregen – eine Aufgabe für Fortbildungen? Evaluationsergebnisse zum Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi)}}}, doi = {{10.21248/qfi.131}}, volume = {{5}}, year = {{2024}}, } @inproceedings{54735, abstract = {{AbstractShorter product lifecycles are also leading to even shorter planning times for the development of production systems. In most companies, the restructuring is carried out within a few weeks during the annual holidays. Digital tools such as simulations or the digital twin are used to avoid delaying the restructuring during this time. However, the introduction of a 3D model of the factory is often the first point of failure for many companies. This article proposes a six-step process model that enables the transition from 2D to 3D design. The process model was evaluated in a research project.}}, author = {{Disselkamp, Jan-Philipp and Grothe, Robin and Lick, Jonas and Schütte, Ben and Brüne, Sascha and Schröder, Luca and Dumitrescu, Roman}}, booktitle = {{Proceedings of the Design Society}}, issn = {{2732-527X}}, location = {{Cavtat, Dubrovnik, Croatia}}, pages = {{1979--1988}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{Towards the digital factory twin – design guide for creating a 3D factory model}}}, doi = {{10.1017/pds.2024.200}}, volume = {{4}}, year = {{2024}}, } @misc{55542, abstract = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}}, author = {{Ried, Dennis and Minetti, Elena and Capelle, Irmlind and Tumat, Antje}}, publisher = {{Henze-Digital}}, title = {{{HenDi-Data (data package) v5.0.0}}}, doi = {{10.5281/ZENODO.13137419}}, year = {{2024}}, } @article{53567, abstract = {{ZusammenfassungIn den letzten Jahren wurde das Professionswissen (angehender) Lehrkräfte intensiv untersucht. Neben Aussagen zur inneren Struktur liegen auch Ergebnisse über den Zusammenhang zwischen Professionswissen, Performanz in prototypischen Handlungssituationen sowie Unterrichtserfolg vor. In diesen Analysen hat sich gezeigt, dass insbesondere dem fachdidaktischen Wissen eine zentrale Rolle zukommt. Es mangelt bisher jedoch an empirisch fundierten Beschreibungen von Niveaustufen des fachdidaktischen Wissens. Zwar liegen einzelne Vorschläge vor, diese sind jedoch entweder empirisch nicht fundiert oder post hoc generiert, so dass unklar ist, inwieweit die Beschreibung der Ausprägungen auch außerhalb der jeweiligen Projektkontexte anwendbar ist. Der vorliegende Artikel stellt eine projektübergreifende Analyse des fachdidaktischen Wissens mithilfe zweier Ansätze zur Bildung von Niveaustufen vor. Dazu werden Niveaumodelle mit Daten zum fachdidaktischen Wissen aus zwei Projekten ($$N=427$$ N = 427 und $$N=779$$ N = 779 ) mithilfe des Scale-Anchoring-Verfahrens sowie eines regressionsanalytischen Ansatzes auf Basis eines Modells hierarchischer Komplexität erstellt. Das Scale-Anchoring-Verfahren liefert Niveaubeschreibungen, die sich zwar bezüglich fachlicher und fachdidaktischer Inhalte unterschieden, aber Parallelen bezüglich lernpsychologisch interpretierbarer Operatoren zeigten. Projektübergreifend deuteten die Ergebnisse daraufhin, dass sich das fachdidaktische Wissen in niedrigen Ausprägungen auf reproduktive Aspekte beschränkt, in höheren Ausprägungen aber kreative und evaluierende Elemente hinzukommen. Das Modell hierarchischer Komplexität zeigte sich nur für einen der Datensätze als geeignet, um ein Niveaumodell abzuleiten und konnte daher für projektübergreifende Analysen nicht weiter genutzt werden. Nichtsdestotrotz lieferte die projektübergreifende Analyse mithilfe des Scale-Anchoring-Verfahrens kontextunabhängige Beschreibungen von Ausprägungen des fachdidaktischen Wissens und ermöglicht so erste Schritte in Richtung eines empirisch fundierten, inhaltlich reichhaltigen Assessments, welches über eine Einordnung mittels eines Scores hinaus geht.}}, author = {{Zeller, Jannis and Schiering, Dustin and Kulgemeyer, Christoph and Neumann, Knut and Riese, Josef and Sorge, Stefan}}, issn = {{0340-4099}}, journal = {{Unterrichtswissenschaft}}, keywords = {{Education}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?}}}, doi = {{10.1007/s42010-024-00200-w}}, year = {{2024}}, } @misc{55948, abstract = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}}, author = {{Capelle, Irmlind and Ried, Dennis and Minetti, Elena and Tumat, Antje}}, publisher = {{Henze-Digital}}, title = {{{HenDi-Data (data package) v6.0.0}}}, doi = {{10.5281/ZENODO.13381134}}, year = {{2024}}, } @inproceedings{56277, abstract = {{What is learner-sensitive feedback to argumentative learner texts when it is to be issued computer- based? Learning stages are difficult to quantify. The paper provides insight into the history of research since the 1980s and a preview of what this automated feedback might look like. These questions are embedded in a research project at the Universities of Paderborn and Hannover, Germany, from which a software (project name ArgSchool) emerges that will provide such feedback.}}, author = {{Kilsbach, Sebastian and Michel, Nadine}}, booktitle = {{Proceedings of the Tenth Conference of the International Society for the Study of Argumentation}}, keywords = {{AI, argumentation mining, discourse history, (automated, learner-sensitive) feedback}}, location = {{Leiden}}, title = {{{Computer-Based Generation of Learner-Sensitive Feedback to Argumentative Learner Texts}}}, year = {{2024}}, } @article{52620, abstract = {{Der Beitrag stellt ein Qualifizierungsformat für (multi)professionelle Bildungsakteur*innen zur entwicklungsförderlichen Nutzung von Selbstinszenierungspraktiken vor. Die Konzeption und Entwicklung des Weiterbildungsformats ist im Rahmen eines Forschungs- und Entwicklungs­projekts für Jugendliche in ausbildungsvorbereitenden Bildungsgängen angesiedelt, die einen besonderen Förderbedarf im Zuge des Übergangs von der Schule in die Berufs- und Arbeitswelt aufweisen. Diese sollen durch offene und kreative Selbstdarstellungs- und Erhebungsformate dabei unterstützt werden, ihre Stärken zu erkennen, zu dokumentieren und sichtbar zu machen, sowie hierüber gleichsam für den Übergang Schule-Beruf gestärkt werden.   Wir stellen zunächst den Projektrahmen vor und schärfen in diesem Kontext den Zugang über eine Grundlegung zu Selbstinszenierung sowie deren Potenziale im Kontext der inklusiven Berufsbildung und zur Stärkung der Zielgruppe. Das im Projekt entwickelte Rahmenkonzept bietet eine Orientierung zur standort- respektive bildungsgangbezogenen Anpassung und stellt damit Herausforderungen und einen entsprechenden Qualifizierungsbedarf für Bildungsakteur­*innen heraus. Darauf basierend stellen wir die konzeptionellen Grundlagen, die methodische und inhaltliche Ausgestaltung zum Ansatz der ‚Kollegialen Weiterbildung‘ zur entwicklungsför­derlichen Nutzung von Selbstinszenierungspraktiken vor und adressieren u. a. das Zusammen­spiel von innovativer Entwicklung, Schärfung von Rollen und Kompetenzentwicklung der Bil­dungsakteur*innen. Abschließend diskutieren wir die konzeptionellen Entwicklungen und den Implementations- und Transferansatz. Abstract The article presents a qualification format for multi-professional actors in the educational context on the developmental use of 'Selbstinszenierungspraktiken' (which means a combination of practices for self-awareness, self-realisation and self-accep­tance in a process which we are developing in our project). The concept and development of the further education format is located within the framework of a research and development project for young people with wide-ranging needs in pre-vocational education units at the transition from school to work. They will be supported in recognizing, documenting and showing their strengths through open and creative self-expression and survey formats, as well as being strengthened for the transition from school to work. First, we present the project framework and clarify the approach by a theoretical grounding of ‚Selbstinszenierung‘ (similar to a combination of self-awareness, self-realisation and self-accep­tance) as well as its potentials in the context of inclusive vocational education by strengthening the target group. The developed framework provides a basis for the adaptation of the concept to a specific location or educational programme and highlights challenges and qualification needs for actors in the educational context. We present the conceptual basis, the methodologi­cal and content-related design of the collegial training approach on the developmental use of 'Selbstinszenierungspraktiken'. We address the interaction of innovative development, cla­rification of roles and competence development of actors in the educational context. Finally, we discuss the conceptual developments and the implementation and transfer approach.}}, author = {{Kundisch, Heike and Kremer, H.-Hugo and Otto, Franziska}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{General Medicine}}, number = {{3}}, publisher = {{University Library J. C. Senckenberg}}, title = {{{Selbstinszenierungspraktiken als Weg zu Stärkenorientierung, Selbstbestimmung und Teilhabe – eine Kollegiale Weiterbildung für multiprofessionelle Akteursgruppen im (inklusiven) Übergang Schule-Beruf}}}, doi = {{10.21248/qfi.136}}, volume = {{5}}, year = {{2024}}, } @misc{56956, author = {{Iqbal, Asif and Neukötter, Moritz}}, title = {{{Introduction to Uniaxially Elongated Polymer Blends: Instability due to Particles (Project-based course)}}}, year = {{2024}}, } @inproceedings{58181, author = {{Sloane, Hannah Sabrina and Jenert, Tobias}}, location = {{Utrecht, The Netherlands}}, title = {{{Disciplinarity as a Challenge for Innovation: Experiences from a Teaching Innovation Project}}}, year = {{2024}}, } @inproceedings{61815, abstract = {{In gig work, individuals engage in project-based work outside traditional organizational structures. While some workers value the autonomy and flexibility of gig work, they also face unique challenges, including job insecurity and a lack of available career paths. Platforms are very limited in actively providing resources to their workers. However, platforms can shape their workers’ work environment by actively prioritizing different design attributes. Our study is among the first to uncover how these attributes contribute to workers’ intention to pursue a lasting career in gig work. Based on a PLS modelling approach with data from a two-wave quantitative survey involving 652 gig workers, we find that platforms’ utilitarian, hedonic, and relational design positively affect gig workers’ career commitment. Furthermore, we find evidence for the mediating role of gig workers’ thriving. Our research contributes to a better understanding of how platform design attributes can contribute to careers on gig work platforms.}}, author = {{Strich, Franz and Andreas, Ihl and Anne Sophie, Mayer}}, booktitle = {{ICIS 2024 Proceedings}}, title = {{{Thriving for Gig Workers’ Career Commitment: The Role of Platform Design Attributes}}}, year = {{2024}}, } @inproceedings{56670, abstract = {{Systems Engineering is becoming increasingly important in the engineering of complex technical systems. Its introduction is forcing companies to undertake major transformation initiatives. As established change management approaches show, the corporate culture is an important key criterion for success of transformation. Therefore, when introducing Systems Engineering into an organization, transformation initiatives must be tailored to an existing corporate culture or the corporate culture itself must be changed in order to enable Systems Engineering. In literature and in industrial practice, different approaches for assessment of corporate culture exist. Within this research, a systematic literature review on methods and models for corporate culture assessment is conducted. Core elements are collected and combined with the fundamentals and success factors of Systems Engineering to develop a model for corporate culture assessment. The developed model is applied to the industrial practice of an ongoing Systems Engineering transformation of a large car manufacturer. The results of the assessment are compared with the emerging project challenges. Based on this model and its supporting tool and templates, organizations and transformation leaders are enabled to rapidly obtain an orientation of hindering or supporting currently established cultural aspects with regard to Systems Engineering transformation and to provide a decision basis for further measures.}}, author = {{Graessler, Iris and Grewe, Benedikt}}, booktitle = {{AHFE International}}, issn = {{2771-0718}}, publisher = {{AHFE International}}, title = {{{Importance of cultural change in Systems Engineering Transformation: A model for cultural assessment}}}, doi = {{10.54941/ahfe1005551}}, volume = {{158}}, year = {{2024}}, } @article{62033, abstract = {{AbstractThe literature addressing bias and fairness in AI models (fair-AI) is growing at a fast pace, making it difficult for novel researchers and practitioners to have a bird’s-eye view picture of the field. In particular, many policy initiatives, standards, and best practices in fair-AI have been proposed for setting principles, procedures, and knowledge bases to guide and operationalize the management of bias and fairness. The first objective of this paper is to concisely survey the state-of-the-art of fair-AI methods and resources, and the main policies on bias in AI, with the aim of providing such a bird’s-eye guidance for both researchers and practitioners. The second objective of the paper is to contribute to the policy advice and best practices state-of-the-art by leveraging from the results of the NoBIAS research project. We present and discuss a few relevant topics organized around the NoBIAS architecture, which is made up of a Legal Layer, focusing on the European Union context, and a Bias Management Layer, focusing on understanding, mitigating, and accounting for bias.}}, author = {{Alvarez, Jose M. and Colmenarejo, Alejandra Bringas and Elobaid, Alaa and Fabbrizzi, Simone and Fahimi, Miriam and Ferrara, Antonio and Ghodsi, Siamak and Mougan, Carlos and Papageorgiou, Ioanna and Reyero, Paula and Russo, Mayra and Scott, Kristen M. and State, Laura and Zhao, Xuan and Ruggieri, Salvatore}}, issn = {{1388-1957}}, journal = {{Ethics and Information Technology}}, number = {{2}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Policy advice and best practices on bias and fairness in AI}}}, doi = {{10.1007/s10676-024-09746-w}}, volume = {{26}}, year = {{2024}}, } @misc{56282, abstract = {{Algorithmic bias has long been recognized as a key problem affecting decision-making processes that integrate artificial intelligence (AI) technologies. The increased use of AI in making military decisions relevant to the use of force has sustained such questions about biases in these technologies and in how human users programme with and rely on data based on hierarchized socio-cultural norms, knowledges, and modes of attention. In this post, Dr Ingvild Bode, Professor at the Center for War Studies, University of Southern Denmark, and Ishmael Bhila, PhD researcher at the “Meaningful Human Control: Between Regulation and Reflexion” project, Paderborn University, unpack the problem of algorithmic bias with reference to AI-based decision support systems (AI DSS). They examine three categories of algorithmic bias – preexisting bias, technical bias, and emergent bias – across four lifecycle stages of an AI DSS, concluding that stakeholders in the ongoing discussion about AI in the military domain should consider the impact of algorithmic bias on AI DSS more seriously.}}, author = {{Bhila, Ishmael and Bode, Ingvild}}, keywords = {{Algorithmic Bias, AI, Decision Support Systems, Autonomous Weapons Systems}}, publisher = {{ICRC Humanitarian Law & Policy Blog}}, title = {{{The problem of algorithmic bias in AI-based military decision support systems}}}, year = {{2024}}, } @misc{57562, abstract = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}}, author = {{Minetti, Elena and Capelle, Irmlind and Ried, Dennis and Tumat, Antje}}, publisher = {{Zenodo}}, title = {{{HenDi-Data (data package) v6.1.0}}}, doi = {{10.5281/ZENODO.14227711}}, year = {{2024}}, } @article{58542, abstract = {{Abstract Background The majority of mini-grids in Tanzania are managed by private entities, faith-based institutions, and the government. In contrast, a limited number of mini-grids under community management strive to survive. Although the concept of “sense of ownership” is considered crucial for mini-grid sustainability in developing countries, there is limited theoretical exploration of the factors that drive this concept and its effects on community mini-grid management. This paper assesses the relationship between the sense of ownership among electricity users and the effective management of two solar community-based mini-grids with different sustainability experience. Results A sense of ownership plays a role in establishing the decision-making process of mini-grids among village energy committee members toward sustainable or unsustainable management. The mechanisms behind the sense of ownership among community members toward managing mini-grids are largely expedited by the strong leadership of village energy committee members, community participation in decision-making and resource mobilisation, especially in the preparation, design and implementation phases of mini-grids. Conclusions A sense of ownership is found to influence the effective management of community mini-grids in Tanzania. When designing mini-grid project policies and programs that target respective communities as prospective owners, energy practitioners and policy-makers should consider creating an environment that nurtures a sense of ownership. }}, author = {{Ngoti, Irene F.}}, issn = {{2192-0567}}, journal = {{Energy, Sustainability and Society}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The role of sense of ownership in rural community mini-grid management: qualitative case study from Tanzania}}}, doi = {{10.1186/s13705-024-00496-7}}, volume = {{14}}, year = {{2024}}, } @article{57593, abstract = {{Between Dethematizing and Demonetisation: The Holocaust in depictions of National-Socialism and World War Two on YouTube – In September 2018, an ambitious and highly noteworthy project for the construction and distribution of a broad-reaching portrayal of 20th-century violence in the digital age was launched: the YouTube channel World War Two (WW2). Their mission was to present the experiences of those who lived through the war in a radically objective, apolitical, and detailed manner. The main series, sharing the same title as the channel, focused on military events, while another series titled War Against Humanity (WAH) would address war crimes, human rights abuses, the mass murder of civilians and prisoners of war, Nazi euthanasia crimes, and the Holocaust. This division of the narrative into a military history (main series) and a separate history of war crimes and the Holocaust (side series) raises important questions about the conditions, opportunities, and limitations that YouTube’s media and economic structures impose on the portrayal of war, mass violence, and genocide. The paper also examines how these structures influence the narrative and shape the presented historical image, and what consequences arise for the depiction of war and history from an academic perspective. Lastly, it explores the reasons behind this narrative split: whether it was a deliberate decision to systematically differentiate the storytelling or a strategic move shaped by YouTube’s media and economic constraints. The question arises: to what extent can historical education on digital platforms like YouTube, driven by the need for content monetization, still align closely with academic standards?}}, author = {{Quast, Julia}}, journal = {{Zeitschrift für Genozidforschung}}, keywords = {{Zweiter Weltkrieg, Holocaust, Geschichtsbild, Public History, Social Media, YouTube, Erinnerungskultur}}, number = {{2}}, pages = {{264--291}}, publisher = {{Velbrück }}, title = {{{Zwischen Dethematisierung und Demonetarisierung Der Holocaust in Darstellungen von NS und Zweitem Weltkrieg auf YouTube}}}, volume = {{22}}, year = {{2024}}, } @article{60898, abstract = {{AbstractNeuroscience education is challenged by rapidly evolving technology and the development of interdisciplinary approaches for brain research. The Human Brain Project (HBP) Education Programme aimed to address the need for interdisciplinary expertise in brain research by equipping a new generation of researchers with skills across neuroscience, medicine, and information technology. Over its ten year duration, the programme engaged over 1,300 experts and attracted more than 5,500 participants from various scientific disciplines in its blended learning curriculum, specialised schools and workshops, and events fostering dialogue among early-career researchers. Key principles of the programme’s approach included fostering interdisciplinarity, adaptability to the evolving research landscape and infrastructure, and a collaborative environment with a focus on empowering early-career researchers. Following the programme’s conclusion, we provide here an analysis and in-depth view across a diverse range of educational formats and events. Our results show that the Education Programme achieved success in its wide geographic reach, the diversity of participants, and the establishment of transversal collaborations. Building on these experiences and achievements, we describe how leveraging digital tools and platforms provides accessible and highly specialised training, which can enhance existing education programmes for the next generation of brain researchers working in decentralised European collaborative spaces. Finally, we present the lessons learnt so that similar initiatives may improve upon our experience and incorporate our suggestions into their own programme.}}, author = {{Geminiani, Alice and Kathrein, Judith and Yegenoglu, Alper and Vogel, Franziska and Armendariz, Marcelo and Ben-Zion, Ziv and Bogdan, Petrut Antoniu and Covelo, Joana and Diaz Pier, Marissa and Grasenick, Karin and Karasenko, Vitali and Klijn, Wouter and Kokan, Tina and Lupascu, Carmen Alina and Lührs, Anna and Mahfoud, Tara and Özden, Taylan and Pedersen, Jens Egholm and Peres, Luca and Reiten, Ingrid and Simidjievski, Nikola and Ulnicane, Inga and van der Vlag, Michiel and Zehl, Lyuba and Saria, Alois and Diaz-Pier, Sandra and Passecker, Johannes}}, issn = {{1559-0089}}, journal = {{Neuroinformatics}}, number = {{4}}, pages = {{657--678}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Interdisciplinary and Collaborative Training in Neuroscience: Insights from the Human Brain Project Education Programme}}}, doi = {{10.1007/s12021-024-09682-6}}, volume = {{22}}, year = {{2024}}, } @inproceedings{54925, abstract = {{The OPEN Edirom project is developing a digital edition of incidental music for Goethe’s play Faust, representing an innovative initiative within the realm of music philology and MEI/TEI edition. Embracing the "data first" principle, OPEN Edirom prioritizes making its content openly accessible, thereby enabling diverse potential uses for researchers and performers. Our aim involves presenting the scholarly text and music edition in its entirety, incorporating its various forms of data, i.e. music, texts, source images, metadata, and annotations, all displayed with Edirom software. The piece we edit in this project is Goethe’s renowned play Faust I, as adapted by Carl Seydelmann, along with the corresponding music composed by Peter Joseph von Lindpaintner for the Court Theatre in Stuttgart. The work premiered in 1832. This paper delves into the concept of music edition as open data publication and delineates its advantages over analog and hybrid editions in terms of reusability and alignment with the FAIR principles. It also addresses the challenges encountered in data preparation, both specific to incidental music and in general data processing. Furthermore, we propose solutions and recommendations for similar projects based on our insights.}}, author = {{Frömmel, Lena and Bachmann, Tobias and Plaksin, Anna Viktoria Katrin and Münzmay, Andreas}}, booktitle = {{Proceedings of the 11th International Conference on Digital Libraries for Musicology}}, publisher = {{ACM}}, title = {{{Open Edirom: From hybrid music edition to open data publication}}}, doi = {{10.1145/3660570.3660582}}, year = {{2024}}, } @inproceedings{65125, abstract = {{"In the course of environmental protection and the amendment of TA Luft, emissions from flange connections must be reduced (to L0.01). The design and calculation of steel flanges is easy to handle with the help of EN 1591-1 and EN 13555. However, these standards are not suitable in their current form for thermoplastic sealing joints, such as those used in natural gas supply. For this reason, lengthy and cost-intensive tests must currently be carried out to verify tightness and strength. The aim of a doctoral project is to develop a time-efficient and cost-effective analytical calculation method based on the existing standards. For this purpose, the energy-elastic material parameters of the steel must be replaced by elastoplastic material parameters of the thermoplastics and the calculation algorithm adapted accordingly. The problem is to be investigated with the aid of numerical structural simulations (FEM) and experimental tests."}}, author = {{Bartmann, Finn and Riedl, Alexander and Moritzer, Elmar}}, booktitle = {{22nd International Sealing Conference 2024}}, publisher = {{VDMA Fluidtechnik}}, title = {{{Development of an analytical calculation method for the design of thermoplastic flange systems}}}, doi = {{10.61319/pqdsdeu6}}, year = {{2024}}, } @article{47800, abstract = {{The introduction of Systems Engineering is an approach for dealing with the increasing complexity of products and their associated product development. Several introduction strategies are available in the literature; nevertheless, the introduction of Systems Engineering into practice still poses a great challenge to companies. Many companies have already gained experience in the introduction of Systems Engineering. Therefore, as part of the SE4OWL research project, the need to conduct a study including expert interviews and to collect the experiences of experts was identified. A total of 78 hypotheses were identified from 13 expert interviews concerning the lessons learned. Using exclusion criteria, 52 hypotheses were validated in a subsequent quantitative survey with 112 participants. Of these 52 hypotheses, 40 could be confirmed based on the survey results. Only four hypotheses were rejected, and eight could neither be confirmed nor rejected. Through this research, guidance is provided to companies to leverage best practices for the introduction of their own Systems Engineering and to avoid the poor practices of other companies.}}, author = {{Wilke, Daria and Grothe, Robin and Bretz, Lukas and Anacker, Harald and Dumitrescu, Roman}}, issn = {{2079-8954}}, journal = {{Systems}}, keywords = {{Information Systems and Management, Computer Networks and Communications, Modeling and Simulation, Control and Systems Engineering, Software}}, number = {{3}}, publisher = {{MDPI AG}}, title = {{{Lessons Learned from the Introduction of Systems Engineering}}}, doi = {{10.3390/systems11030119}}, volume = {{11}}, year = {{2023}}, }