@inproceedings{34067,
  author       = {{Sengupta, Meghdut and Alshomary, Milad and Wachsmuth, Henning}},
  booktitle    = {{Proceedings of the 2022 Workshop on Figurative Language Processing}},
  title        = {{{Back to the Roots: Predicting the Source Domain of Metaphors using Contrastive Learning}}},
  year         = {{2022}},
}

@inproceedings{35674,
  abstract     = {{<jats:p>We report on our work with students in our data science courses, focusing on the analysis of students’ results. This study represents an in-depth analysis of students’ creation and documentation of machine learning models. The students were supported by educationally designed Jupyter Notebooks, which are used as worked examples. Using the worked example, students document their results in a so-called computational essay. We examine which aspects of creating computational essays are difficult for students to find out how worked examples should be designed to support students without being too prescriptive. We analyze the computational essays produced by students and draw consequences for redesigning our worked example.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Hüsing, Sven and Biehler, Rolf and Podworny, Susanne and Schulte, Carsten}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Jupyter Notebooks for Teaching, Learning, and Doing Data Science}}},
  doi          = {{10.52041/iase.icots11.t10e3}},
  year         = {{2022}},
}

@article{35672,
  abstract     = {{<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}}},
  doi          = {{10.52041/serj.v21i2.61}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{34716,
  author       = {{Terhörst, Philipp and Kolf, Jan Niklas and Huber, Marco and Kirchbuchner, Florian and Damer, Naser and Moreno, Aythami Morales and Fierrez, Julian and Kuijper, Arjan}},
  journal      = {{IEEE Transactions on Technology and Society}},
  number       = {{1}},
  pages        = {{16--30}},
  title        = {{{A Comprehensive Study on Face Recognition Biases Beyond Demographics}}},
  doi          = {{10.1109/TTS.2021.3111823}},
  volume       = {{3}},
  year         = {{2022}},
}

@inproceedings{34710,
  author       = {{Huber, Marco and Terhörst, Philipp and Luu, Anh Thi and Kirchbuchner, Florian and Damer, Naser}},
  booktitle    = {{26th International Conference on Pattern Recognition, ICPR 2022, Montreal, QC, Canada, August 21-25, 2022}},
  pages        = {{938–944}},
  publisher    = {{IEEE}},
  title        = {{{Verification of Sitter Identity Across Historical Portrait Paintings by Confidence-aware Face Recognition}}},
  doi          = {{10.1109/ICPR56361.2022.9956452}},
  year         = {{2022}},
}

@article{34709,
  author       = {{Roig, Dailé Osorio and Rathgeb, Christian and Drozdowski, Pawel and Terhörst, Philipp and Struc, Vitomir and Busch, Christoph}},
  journal      = {{IEEE Trans. Biom. Behav. Identity Sci.}},
  number       = {{2}},
  pages        = {{263–275}},
  title        = {{{An Attack on Facial Soft-Biometric Privacy Enhancement}}},
  doi          = {{10.1109/TBIOM.2022.3172724}},
  volume       = {{4}},
  year         = {{2022}},
}

@inbook{35638,
  author       = {{Graefe, Grit and Temmen, Katrin}},
  booktitle    = {{Hochschullehre erforschen}},
  isbn         = {{9783658341848}},
  issn         = {{2945-9761}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Von der Präsenz-Blockveranstaltung zum Blended Learning-Konzept}}},
  doi          = {{10.1007/978-3-658-34185-5_7}},
  year         = {{2022}},
}

@article{37470,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.</jats:p>}},
  author       = {{Liebendörfer, Michael and Kempen, Leander and Schukajlow, Stanislaw}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study}}},
  doi          = {{10.1007/s11858-022-01444-5}},
  year         = {{2022}},
}

@article{37472,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.</jats:p>}},
  author       = {{Büdenbender-Kuklinski, Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students}}},
  doi          = {{10.1007/s40753-022-00188-7}},
  year         = {{2022}},
}

@phdthesis{34041,
  author       = {{Witschen, Linus Matthias}},
  title        = {{{Frameworks and Methodologies for Search-based Approximate Logic Synthesis}}},
  doi          = {{10.17619/UNIPB/1-1649}},
  year         = {{2022}},
}

@inproceedings{37554,
  author       = {{Asmar, Laban and Grigoryan, Khoren and Kuhn, Arno and Dumitrescu, Roman}},
  booktitle    = {{2022 IEEE 20th International Conference on Industrial Informatics (INDIN)}},
  publisher    = {{IEEE}},
  title        = {{{Survey on methods for early prototyping and validation of technical product ideas}}},
  doi          = {{10.1109/indin51773.2022.9976130}},
  year         = {{2022}},
}

@inproceedings{37550,
  author       = {{Kaiser, Lydia and Schräder, Elena and Bernijazov, Ruslan and Foullois, Marc and Dumitrescu, Roman}},
  booktitle    = {{Tag des Systems Engineering}},
  editor       = {{Koch, Walter and Wilke, Daria and Dreiseitel, Stefan and Kaffenberger, Rüdiger}},
  title        = {{{Ein Ansatz zur Strukturierung von KI-Assistenzen im Model-Based Systems Engineering}}},
  year         = {{2022}},
}

@article{37614,
  author       = {{Xiao, Yu-Hang and Ramirez, David and Schreier, Peter J and Qian, Cheng and Huang, Lei}},
  journal      = {{IEEE Transactions on Vehicular Technology}},
  publisher    = {{IEEE}},
  title        = {{{One-bit target detection in collocated MIMO radar and performance degradation analysis}}},
  year         = {{2022}},
}

@inproceedings{33489,
  author       = {{Lange, Jarren and Schmies, Dominik and Stille, Karl Stephan Christian and Böcker, Joachim and Wallscheid, Oliver}},
  booktitle    = {{EPE'22 ECCE Europe}},
  location     = {{Hannover}},
  publisher    = {{IEEE}},
  title        = {{{Experimental Comparison of FPGA-Implemented Model Predictive Voltage Control to Cascaded Proportional Resonant Control for a Three-Phase Four-Wire Three-Level Grid-Forming Inverter of 250 kVA}}},
  year         = {{2022}},
}

@article{35528,
  author       = {{Lankeit, Johannes and Winkler, Michael}},
  journal      = {{Nonlinearity}},
  pages        = {{719--749}},
  title        = {{{Radial solutions to a chemotaxis-consumption model involving prescribed signal concentrations on the boundary}}},
  volume       = {{35}},
  year         = {{2022}},
}

@article{35568,
  author       = {{Winkler, Michael}},
  journal      = {{Communications in Mathematical Physics}},
  pages        = {{439--489}},
  title        = {{{Reaction-driven relaxation in threee-dimensional Keller-Segel-Navier-Stokes interaction.}}},
  volume       = {{389}},
  year         = {{2022}},
}

@article{35574,
  author       = {{Winkler, Michael}},
  journal      = {{Proceedings of the London Mathematical Society}},
  pages        = {{133--181}},
  title        = {{{A family of mass-critical Keller-Segel systems.}}},
  volume       = {{124}},
  year         = {{2022}},
}

@inbook{36101,
  author       = {{Hechelmann, Ron-Hendrik and Schlosser, Florian and Meschede, Henning and Schlüter, Alexander}},
  booktitle    = {{Sustainable and Smart Energy Systems for Europe's Cities and Rural Areas}},
  editor       = {{Schlüter, Alexander and Bernabé-Moreno, Juan}},
  isbn         = {{978-3-446-47294-5}},
  publisher    = {{Carl Hanser Verlag GmbH & Co. KG}},
  title        = {{{Chapter III – Using Energy More Efficiently. Preparing the Ground with Energy Efficiency.}}},
  year         = {{2022}},
}

@inbook{36096,
  author       = {{Schlosser, Florian and Hechelmann, Ron-Hendrik and Meschede, Henning and Schlüter, Alexander}},
  booktitle    = {{Sustainable and Smart Energy Systems for Europe's Cities and Rural Areas}},
  editor       = {{Schlüter, Alexander and Bernabé-Moreno, Juan}},
  isbn         = {{978-3-446-47294-5}},
  publisher    = {{Carl Hanser Verlag GmbH & Co. KG}},
  title        = {{{Chapter III – Using Energy More Efficiently. Saving Energy in Industry and Commerce.}}},
  year         = {{2022}},
}

@inproceedings{36104,
  author       = {{Schlosser, Florian and Walmsley, Timothy and Kong, Lana and Zühlsdorf, Benjamin and Meschede, Henning}},
  location     = {{Paphos, Cyprus}},
  publisher    = {{17th sdewes conference}},
  title        = {{{Techno-economic Potential of High-Temperature Heat Pump Integration}}},
  year         = {{2022}},
}