@article{55364,
  author       = {{Liu, Gaosheng and Wang, Lin}},
  journal      = {{IEEE Transactions on Mobile Computing (TMC)}},
  title        = {{{Data On the Go: Seamless Data Routing for Intermittently-Powered Battery-Free Sensing}}},
  doi          = {{10.1109/TMC.2024.3429636}},
  year         = {{2024}},
}

@inproceedings{55895,
  author       = {{Yigitbas, Enes and Dell'Aquila, Alessio}},
  booktitle    = {{Proceedings of the 8th International Conference on Computer-Human Interaction Research and Applications (CHIRA’24) }},
  publisher    = {{Springer}},
  title        = {{{An Examination of Pre-School Children's Usage Behavior of Augmented Reality: Traditional vs. AR-Assisted LEGO Building}}},
  year         = {{2024}},
}

@inproceedings{55896,
  author       = {{Neumayr, Thomas and Yigitbas, Enes and Augstein, Mirjam and Herder, Eelco and Stojko, Laura and Strecker, Jannis}},
  booktitle    = {{Proceedings of the Mensch & Computer (2024)}},
  title        = {{{ABIS 2024 – 28th International Workshop on Personalization and Recommendation}}},
  year         = {{2024}},
}

@inproceedings{55897,
  author       = {{Mazur, Janet and Yigitbas, Enes}},
  booktitle    = {{Proceedings of the 28th International Workshop on Personalization and Recommendation}},
  title        = {{{Augmented Reality-Assisted Multi-Robot Programming with Collision Warning }}},
  year         = {{2024}},
}

@book{55898,
  author       = {{Fazal-Baqaie, Masud and Linssen, Oliver and Volland, Alexander and Yigitbas, Enes and Engstler, Martin  and Bertram, Martin and Hanser, Eckhart}},
  title        = {{{Projektmanagement Und Vorgehensmodelle 2024 – Neues Arbeiten in Projekten – Teamarbeit neu interpretiert}}},
  year         = {{2024}},
}

@article{55989,
  abstract     = {{Phased arrays are vital in communication systems and have received significant interest in the field of optoelectronics and photonics, enabling a wide range of applications such as LiDAR, holography, wireless communication, etc. In this work, we present a blazed grating antenna that is optimized to have upward radiation efficiency as high as 80% with a compact footprint of 3.5 μm × 2 μm at an operational wavelength of 1.55 μm. Our numerical investigations demonstrate that this antenna in a 64 × 64 phased array configuration is capable of producing desired far-field radiation patterns. Additionally, our antenna possesses a low side lobe level of -9.7 dB and a negligible reflection efficiency of under 1%, making it an attractive candidate for integrated optical phased arrays.}},
  author       = {{Farheen, Henna and Joshi, Suraj and Scheytt, J. Christoph and Myroshnychenko, Viktor and Förstner, Jens}},
  issn         = {{2515-7647}},
  journal      = {{Journal of Physics: Photonics}},
  keywords     = {{tet_topic_opticalantenna}},
  pages        = {{045010}},
  publisher    = {{IOP Publishing}},
  title        = {{{An efficient compact blazed grating antenna for optical phased arrays}}},
  doi          = {{10.1088/2515-7647/ad6ed4}},
  volume       = {{6}},
  year         = {{2024}},
}

@article{53300,
  author       = {{Brennecken, Dominik}},
  issn         = {{0022-247X}},
  journal      = {{Journal of Mathematical Analysis and Applications}},
  keywords     = {{Applied Mathematics, Analysis}},
  number       = {{2}},
  publisher    = {{Elsevier BV}},
  title        = {{{Hankel transform, K-Bessel functions and zeta distributions in the Dunkl setting}}},
  doi          = {{10.1016/j.jmaa.2024.128125}},
  volume       = {{535}},
  year         = {{2024}},
}

@article{56016,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}}},
  doi          = {{10.1007/s11858-024-01633-4}},
  year         = {{2024}},
}

@inbook{56001,
  author       = {{Brennecken, Dominik and Rösler, Margit}},
  booktitle    = {{Women in Analysis and PDE}},
  editor       = {{Chatzakou, Marianna and Ruzhansky, Michael and Stoeva, Diana}},
  isbn         = {{978-3-031-57004-9}},
  pages        = {{425}},
  publisher    = {{Birkhäuser Cham}},
  title        = {{{The Laplace transform in Dunkl theory}}},
  volume       = {{5}},
  year         = {{2024}},
}

@inbook{56021,
  author       = {{Häsel-Weide, Uta and Nührenbörger, M.}},
  booktitle    = {{Inklusives Lehren und Lernen von Mathematik: Konzepte und Beispiele mit Fokus auf Grund- und Förderschule}},
  editor       = {{Barzel, B. and Büchter, A. and Rütten, C. and Schacht, F. and Weskamp-Kleine, S.}},
  pages        = {{97--113}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Produktives Fördern im inklusiven Mathematikunterricht}}},
  doi          = {{https://doi.org/10.1007/978-3-658-43964-4_7 }},
  year         = {{2024}},
}

@article{56022,
  author       = {{Häsel-Weide, Uta and Wallner, Melina}},
  journal      = {{Journal für Mathematik-Didaktik}},
  number       = {{2}},
  title        = {{{Achsensymmetrisch?! Praktiken, soziale und sozio-mathematische Normen der Begründung der Achsensymmetrie ebener Figuren in der Grundschule}}},
  doi          = {{https://doi.org/10.1007/s13138-024-00241-9}},
  volume       = {{45}},
  year         = {{2024}},
}

@inproceedings{56174,
  author       = {{Krauter, Stefan and Bendfeld, Jörg}},
  booktitle    = {{Proceedings of the 41st European Photovoltaic Solar Energy Conference}},
  location     = {{Wien}},
  title        = {{{PV Microinverters: Balcony Power Plants, Latest Efficiency Rankings, Yield Calculation for Overpowered Mini PV Systems}}},
  year         = {{2024}},
}

@article{54092,
  author       = {{Kontinen, Juha and Mahmood, Yasir and Meier, Arne and Vollmer, Heribert}},
  journal      = {{Mathematical Structures in Computer Science}},
  keywords     = {{dice mahmood}},
  pages        = {{1--15}},
  publisher    = {{Cambridge University Press}},
  title        = {{{Parameterized Complexity of Weighted Team Definability}}},
  doi          = {{10.1017/S0960129524000033}},
  year         = {{2024}},
}

@inproceedings{56213,
  author       = {{Sapkota, Rupesh and Köhler, Dominik and Heindorf, Stefan}},
  booktitle    = {{Proceedings of the 33rd ACM International Conference on Information and Knowledge Management (CIKM ’24),}},
  location     = {{Boise, Idaho, USA}},
  publisher    = {{ACM}},
  title        = {{{EDGE: Evaluation Framework for Logical vs. Subgraph Explanations for Node Classifiers on Knowledge Graphs}}},
  doi          = {{10.1145/3627673.3679904}},
  year         = {{2024}},
}

@inbook{56214,
  author       = {{Li, Jiayi and Satheesh, Sheetal and Heindorf, Stefan and Moussallem, Diego and Speck, René and Ngonga Ngomo, Axel-Cyrille}},
  booktitle    = {{Communications in Computer and Information Science}},
  isbn         = {{9783031637865}},
  issn         = {{1865-0929}},
  location     = {{Malta, Valletta}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{AutoCL: AutoML for Concept Learning}}},
  doi          = {{10.1007/978-3-031-63787-2_7}},
  year         = {{2024}},
}

@article{56197,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}}},
  doi          = {{10.1007/s11858-024-01633-4}},
  year         = {{2024}},
}

@inproceedings{54357,
  author       = {{Piepenbrock, Till and Schafmeister, Frank and Böcker, Joachim}},
  booktitle    = {{SPEEDAM 2024; 27th International Symposium on Power Electronics, Electrical Drives, Automation and Motion}},
  location     = {{Ischia, near Naples, Italy}},
  title        = {{{FEM Modelling of Dimensional-Resonant Inductors for LLC Converters in MHz Range}}},
  doi          = {{10.1109/SPEEDAM61530.2024.10609111}},
  year         = {{2024}},
}

@unpublished{56114,
  author       = {{Pinaud, Matthieu}},
  title        = {{{Manifolds of absolutely continuous functions with values in an infinite-dimensional manifold and regularity properties of half-Lie groups}}},
  year         = {{2024}},
}

@unpublished{56116,
  author       = {{Glöckner, Helge and Grong, Erlend and Schmeding, Alexander}},
  title        = {{{Boundary values of diffeomorphisms of simple polytopes, and controllability}}},
  year         = {{2024}},
}

@article{55782,
  abstract     = {{Schülerlabore haben unter anderem zum Ziel, die Motivation, insbesondere das Interesse – i.S. einer gegenstandsbezogenen Motivation – von Schüler*innen an MINT-Themen und -Arbeitsweisen zu fördern. Darüber hinaus konnten sie sich schneller und produktiver als die formalen Bildungsorte den Herausforderungen der digitalen Transformation stellen. Das Potenzial, Schülerlabore auch als innovative Orte der Lehrkräftefortbildung (LFB) zu nutzen und digitalisierungsbezogene Kompetenzen bei Lehrkräften aufzubauen, wurde bisher nicht ausgeschöpft. Im Verbundprojekt mit insgesamt acht Standorten werden Schülerlabore zu LFB-Labs-digital ausgebaut und die Frage nach Implementierungsvoraussetzungen gelingender Fortbildungen in der digitalen Welt im MINT-Bereich bearbeitet. In diesem Artikel werden die theoretische Fundierung, Ziele und anvisierten Forschungsarbeiten des Verbunds LFB-Labs-digital dargelegt. Zur Unterstützung der mit der forschungsbasierten Qualitätsentwicklung der MINT-bezogenen Aus-, Fort- und Weiterbildung von Lehrkräften betrauten Einrichtungen in den Ländern sollen in Kooperation mit dem Kompetenzzentrum MINT des Bundes die Lernorte „Schülerlabore“ für die digitale LFB erschlossen werden, um vermittelt hierüber die Motivation von Schüler*innen für die MINT-Fächer zu fördern. Die in den Schülerlaboren evaluierten und vom fächerübergreifenden adaptiven Qualitätsmanagement für die LFB wissenschaftlich begleiteten Good-Practice-Beispiele werden zur Grundlage für den „Referenzrahmen LFB-Labs-digital“. Dieser wird – vor dem Hintergrund einer Ergebnistriangulation aus der Begleitforschung sowie den damit parallelisierten Studien zur Evidenzbasierung der Lehrkräftequalifizierung in der digitalen Welt und dem Musterqualitätshandbuch LFB – entwickelt und von einem Implementierungsbeirat mit ausgewiesenen Expert*innen in diesem Bereich auf Transferoptionen hin geprüft. Die digitale Infrastruktur für die LFB-Labs-digital-Veranstaltungsformate wird hierzu prozessbegleitend ausgebaut.}},
  author       = {{Kirchhoff, Tim and Schwedler, Stefanie and Abels, Simone and Acher, Andres and Anselmetti, Dario and Besa, Kris-Stephen and Biehl, Jonathan and Blumberg, Eva and Breiter, Andreas and Brückmann, Maja and Büntemeyer, Doreen and El Tegani, Mahdi and Engelhardt, Alex and Grotjohann, Norbert and Kiel, Celina and Kleine, Michael and Koerber, Rolf and Lambrecht, Maike and Lehmenkühler, Anna and Meyer, David and Mußhoff, Alina and Panhorst, Maren and Peperkorn, Colin and Röllke, Kerstin and Roth, Jürgen and Schäfers, Maria Sophie and Schüler, Henning and Stinken-Rösner, Lisa and Strauß, Sebastian and Stricker, Janne and Temmen, Katrin and Tönsing, Katja and Verständig, Dan and Wegner, Claas and Wellensiek, Nicole and Wenzel, Annkathrin and Wördemann, Daniela and Ziegler, Matthias and Heinrich, Martin and Wilde, Matthias}},
  journal      = {{PFLB – PraxisForschungLehrer*innenBildung}},
  number       = {{1}},
  pages        = {{130–155}},
  title        = {{{LFB-Labs-digital: Schülerlabore als Ort der Lehrkräftefortbildung in der digitalen Welt: Ein Bericht zur Konzeption eines Verbundprojektes}}},
  doi          = {{https://doi.org/10.11576/pflb-7349}},
  volume       = {{6}},
  year         = {{2024}},
}