@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}},
}

@book{56199,
  editor       = {{Liebendörfer, Michael and Schmitz, Angelika and Biehler, Rolf}},
  title        = {{{Lernvideos in der Mathematik – Beiträge zur Abschlusstagung des Projektes studiVEMINTvideos der Universität Paderborn und der TH Köln}}},
  year         = {{2024}},
}

@inproceedings{46649,
  abstract     = {{Different conflicting optimization criteria arise naturally in various Deep
Learning scenarios. These can address different main tasks (i.e., in the
setting of Multi-Task Learning), but also main and secondary tasks such as loss
minimization versus sparsity. The usual approach is a simple weighting of the
criteria, which formally only works in the convex setting. In this paper, we
present a Multi-Objective Optimization algorithm using a modified Weighted
Chebyshev scalarization for training Deep Neural Networks (DNNs) with respect
to several tasks. By employing this scalarization technique, the algorithm can
identify all optimal solutions of the original problem while reducing its
complexity to a sequence of single-objective problems. The simplified problems
are then solved using an Augmented Lagrangian method, enabling the use of
popular optimization techniques such as Adam and Stochastic Gradient Descent,
while efficaciously handling constraints. Our work aims to address the
(economical and also ecological) sustainability issue of DNN models, with a
particular focus on Deep Multi-Task models, which are typically designed with a
very large number of weights to perform equally well on multiple tasks. Through
experiments conducted on two Machine Learning datasets, we demonstrate the
possibility of adaptively sparsifying the model during training without
significantly impacting its performance, if we are willing to apply
task-specific adaptations to the network weights. Code is available at
https://github.com/salomonhotegni/MDMTN.}},
  author       = {{Hotegni, Sedjro Salomon and Berkemeier, Manuel Bastian and Peitz, Sebastian}},
  booktitle    = {{2024 International Joint Conference on Neural Networks (IJCNN)}},
  issn         = {{ 2161-4407}},
  location     = {{Yokohama, Japan}},
  pages        = {{9}},
  publisher    = {{IEEE}},
  title        = {{{Multi-Objective Optimization for Sparse Deep Multi-Task Learning}}},
  doi          = {{10.1109/IJCNN60899.2024.10650994}},
  year         = {{2024}},
}

@unpublished{56273,
  abstract     = {{This paper presents the CHiME-8 DASR challenge which carries on from the
previous edition CHiME-7 DASR (C7DASR) and the past CHiME-6 challenge. It
focuses on joint multi-channel distant speech recognition (DASR) and
diarization with one or more, possibly heterogeneous, devices. The main goal is
to spur research towards meeting transcription approaches that can generalize
across arbitrary number of speakers, diverse settings (formal vs. informal
conversations), meeting duration, wide-variety of acoustic scenarios and
different recording configurations. Novelties with respect to C7DASR include:
i) the addition of NOTSOFAR-1, an additional office/corporate meeting scenario,
ii) a manually corrected Mixer 6 development set, iii) a new track in which we
allow the use of large-language models (LLM) iv) a jury award mechanism to
encourage participants to explore also more practical and innovative solutions.
To lower the entry barrier for participants, we provide a standalone toolkit
for downloading and preparing such datasets as well as performing text
normalization and scoring their submissions. Furthermore, this year we also
provide two baseline systems, one directly inherited from C7DASR and based on
ESPnet and another one developed on NeMo and based on NeMo team submission in
last year C7DASR. Baseline system results suggest that the addition of the
NOTSOFAR-1 scenario significantly increases the task's difficulty due to its
high number of speakers and very short duration.}},
  author       = {{Cornell, Samuele and Park, Taejin and Huang, Steve and Boeddeker, Christoph and Chang, Xuankai and Maciejewski, Matthew and Wiesner, Matthew and Garcia, Paola and Watanabe, Shinji}},
  booktitle    = {{arXiv:2407.16447}},
  title        = {{{The CHiME-8 DASR Challenge for Generalizable and Array Agnostic Distant  Automatic Speech Recognition and Diarization}}},
  year         = {{2024}},
}

@article{56366,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>We discuss in which cases the Dunkl convolution  of distributions , possibly both with non‐compact support, can be defined and study its analytic properties. We prove results on the (singular‐)support of Dunkl convolutions. Based on this, we are able to prove a theorem on elliptic regularity for a certain class of Dunkl operators, called elliptic Dunkl operators. Finally, for the root system  we consider the Riesz distributions  and prove that their Dunkl convolution exists and that  holds.</jats:p>}},
  author       = {{Brennecken, Dominik}},
  issn         = {{0025-584X}},
  journal      = {{Mathematische Nachrichten}},
  publisher    = {{Wiley}},
  title        = {{{Dunkl convolution and elliptic regularity for Dunkl operators}}},
  doi          = {{10.1002/mana.202300370}},
  year         = {{2024}},
}

@inbook{56079,
  author       = {{Radoy, Maximilian Manfred and Hebrok, Sven Niclas and Somorovsky, Juraj}},
  booktitle    = {{Lecture Notes in Computer Science}},
  isbn         = {{9783031708954}},
  issn         = {{0302-9743}},
  publisher    = {{Springer Nature Switzerland}},
  title        = {{{In Search of Partitioning Oracle Attacks Against TLS Session Tickets}}},
  doi          = {{10.1007/978-3-031-70896-1_16}},
  year         = {{2024}},
}