@article{33741, abstract = {{There are many concepts of signed graph coloring which are defined by assigning colors to the vertices of the graphs. These concepts usually differ in the number of self-inverse colors used. We introduce a unifying concept for this kind of coloring by assigning elements from symmetric sets to the vertices of the signed graphs. In the first part of the paper, we study colorings with elements from symmetric sets where the number of self-inverse elements is fixed. We prove a Brooks’-type theorem and upper bounds for the corresponding chromatic numbers in terms of the chromatic number of the underlying graph. These results are used in the second part where we introduce the symset-chromatic number χsym(G,σ) of a signed graph (G,σ). We show that the symset-chromatic number gives the minimum partition of a signed graph into independent sets and non-bipartite antibalanced subgraphs. In particular, χsym(G,σ)≤χ(G). In the final section we show that these colorings can also be formalized as DP-colorings.}}, author = {{Cappello, Chiara and Steffen, Eckhard}}, issn = {{0218-0006}}, journal = {{Annals of Combinatorics}}, keywords = {{Discrete Mathematics and Combinatorics}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Symmetric Set Coloring of Signed Graphs}}}, doi = {{10.1007/s00026-022-00593-4}}, year = {{2022}}, } @article{33950, author = {{Cappello, Chiara and Steffen, Eckhard}}, issn = {{0166-218X}}, journal = {{Discrete Applied Mathematics}}, keywords = {{Applied Mathematics, Discrete Mathematics and Combinatorics}}, pages = {{183--193}}, publisher = {{Elsevier BV}}, title = {{{Frustration-critical signed graphs}}}, doi = {{10.1016/j.dam.2022.08.010}}, volume = {{322}}, year = {{2022}}, } @inproceedings{34293, author = {{Wolters, Dennis and Engels, Gregor}}, booktitle = {{ICSOB'22 Companion Proceedings}}, publisher = {{CEUR}}, title = {{{Model-driven Design and Management of Professional Education Programmes}}}, volume = {{3316}}, year = {{2022}}, } @misc{45242, author = {{N., N.}}, title = {{{A Scalable and Extensible Architecture for a Crowd-Based Prototype Validation Platform}}}, year = {{2022}}, } @misc{45241, author = {{N., N.}}, title = {{{Conception and Implementation of a Situation-specific Design Thinking Tool}}}, year = {{2022}}, } @misc{45255, author = {{Anonymous, Anonymous}}, title = {{{ Comparison of Open Source Software in Quantum Computing from the Perspective of Software Development}}}, year = {{2022}}, } @misc{45256, author = {{Anonymous, Anonymous}}, title = {{{A Detailed Survey and Comparison of the Selected Homomorphic Encryption Libraries}}}, year = {{2022}}, } @misc{45257, author = {{Beckmann, Marvin}}, title = {{{Analysis of an Interactive Lattice Based Aggregated Signature Scheme}}}, year = {{2022}}, } @inproceedings{34238, abstract = {{A monolithically integrated electronic-photonic Mach-Zehnder modulator is presented, incorporating electronic linear drivers along photonic components. An electro-optical 3 dB & 6 dB bandwidth of 24 GHz and 34 GHz respectively was measured. The on-chip drivers decrease the V π by a factor of 10.}}, author = {{Kress, Christian and Schwabe, Tobias and Rhee, Hanjo and Kerman, Sarp and Scheytt, J. Christoph}}, booktitle = {{Optica Advanced Photonics Congress 2022}}, publisher = {{Optica Publishing Group}}, title = {{{Broadband Mach-Zehnder Modulator with Linear Driver in Electronic-Photonic Co-Integrated Platform}}}, doi = {{10.1364/iprsn.2022.im4c.1}}, year = {{2022}}, } @inproceedings{45679, author = {{Bruns, Julia and Reuter, D.}}, booktitle = {{Beiträge zum Mathematikunterricht 2022}}, publisher = {{WTM-Verlag}}, title = {{{„Ich hab als Erstes die angeguckt“ – Muster- und Strukturerkennung mit Eye-Tracking besser verstehen?}}}, year = {{2022}}, } @inproceedings{45678, author = {{Bruns, Julia and Hagena, M. and Gasteiger, H.}}, booktitle = {{Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12)}}, editor = {{Hodgen, J. and Geraniou, E. and Bolondi, G. and Ferretti, F.}}, location = {{Free University of Bozen-Bolzano and ERME}}, title = {{{Effects of Facilitator Professional Development on Teachers’ Learning – An Intervention Study in the Context of Early Mathematics Education}}}, year = {{2022}}, } @article{45677, author = {{Bruns, Julia and Langer, W. and Erhorn, J.}}, journal = {{German Journal of Exercise and Sport Research}}, number = {{3}}, pages = {{386–397}}, title = {{{Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}}}, doi = {{10.1007/s12662-022-00807-0}}, volume = {{52}}, year = {{2022}}, } @article{34820, abstract = {{The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.}}, author = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}}, issn = {{2509-3150}}, journal = {{German Journal of Exercise and Sport Research}}, keywords = {{Physical education teacher education, Competence modelling and, measurement, Inclusive physical education, Video-based items, Noticing}}, number = {{3}}, pages = {{386--397}}, publisher = {{Springer}}, title = {{{Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}}}, doi = {{10.1007/s12662-022-00807-0}}, volume = {{52}}, year = {{2022}}, } @article{34819, abstract = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}}, author = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}}, issn = {{1862-5215}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}}, number = {{6}}, pages = {{1455–1480}}, publisher = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}}, title = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}}, doi = {{10.1007/s11618-022-01122-y}}, volume = {{25}}, year = {{2022}}, } @inbook{36472, author = {{Reuter, Dinah and Bruns, Julia}}, booktitle = {{Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik}}, isbn = {{9783662632130}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich}}}, doi = {{10.1007/978-3-662-63214-7_3}}, year = {{2022}}, } @inproceedings{45653, author = {{Vernholz, Mats}}, location = {{Stuttgart}}, title = {{{Industrie 4.0 in der beruflichen Bildung – Automatisierter Maschinenbaulernbetrieb Paderborn }}}, doi = {{https://doi.org/10.48513/joted.v11i2.267 }}, year = {{2022}}, } @misc{45715, author = {{Tcheussi Ngayap, Vanessa Ingrid}}, title = {{{FreeRTOS on a MicroBlaze Soft-Core Processor with Hardware Accelerators}}}, year = {{2022}}, } @inbook{33738, author = {{Zahera, Hamada Mohamed Abdelsamee and Heindorf, Stefan and Balke, Stefan and Haupt, Jonas and Voigt, Martin and Walter, Carolin and Witter, Fabian and Ngonga Ngomo, Axel-Cyrille}}, booktitle = {{The Semantic Web: ESWC 2022 Satellite Events}}, isbn = {{9783031116087}}, issn = {{0302-9743}}, publisher = {{Springer International Publishing}}, title = {{{Tab2Onto: Unsupervised Semantification with Knowledge Graph Embeddings}}}, doi = {{10.1007/978-3-031-11609-4_9}}, year = {{2022}}, } @inproceedings{31257, abstract = {{Concept learning approaches based on refinement operators explore partially ordered solution spaces to compute concepts, which are used as binary classification models for individuals. However, the number of concepts explored by these approaches can grow to the millions for complex learning problems. This often leads to impractical runtimes. We propose to alleviate this problem by predicting the length of target concepts before the exploration of the solution space. By these means, we can prune the search space during concept learning. To achieve this goal, we compare four neural architectures and evaluate them on four benchmarks. Our evaluation results suggest that recurrent neural network architectures perform best at concept length prediction with a macro F-measure ranging from 38% to 92%. We then extend the CELOE algorithm, which learns ALC concepts, with our concept length predictor. Our extension yields the algorithm CLIP. In our experiments, CLIP is at least 7.5 times faster than other state-of-the-art concept learning algorithms for ALC---including CELOE---and achieves significant improvements in the F-measure of the concepts learned on 3 out of 4 datasets. For reproducibility, we provide our implementation in the public GitHub repository at https://github.com/dice-group/LearnALCLengths}}, author = {{Kouagou, N’Dah Jean and Heindorf, Stefan and Demir, Caglar and Ngomo, Ngonga Axel-Cyrille}}, booktitle = {{ESWC}}, keywords = {{dice knowgraphs raki daikiri kouagou heindorf demir ngonga}}, location = {{Hersonissos, Crete, Greece}}, pages = {{236 -- 252}}, publisher = {{Springer}}, title = {{{Learning Concept Lengths Accelerates Concept Learning in ALC}}}, volume = {{13261}}, year = {{2022}}, } @inproceedings{33739, abstract = {{At least 5% of questions submitted to search engines ask about cause-effect relationships in some way. To support the development of tailored approaches that can answer such questions, we construct Webis-CausalQA-22, a benchmark corpus of 1.1 million causal questions with answers. We distinguish different types of causal questions using a novel typology derived from a data-driven, manual analysis of questions from ten large question answering (QA) datasets. Using high-precision lexical rules, we extract causal questions of each type from these datasets to create our corpus. As an initial baseline, the state-of-the-art QA model UnifiedQA achieves a ROUGE-L F1 score of 0.48 on our new benchmark.}}, author = {{Bondarenko, Alexander and Wolska, Magdalena and Heindorf, Stefan and Blübaum, Lukas and Ngonga Ngomo, Axel-Cyrille and Stein, Benno and Braslavski, Pavel and Hagen, Matthias and Potthast, Martin}}, booktitle = {{Proceedings of the 29th International Conference on Computational Linguistics}}, pages = {{3296–3308}}, publisher = {{International Committee on Computational Linguistics}}, title = {{{CausalQA: A Benchmark for Causal Question Answering}}}, year = {{2022}}, }