@article{33668,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Vaccinations, lockdowns and testing strategies are three potential elements of an effective anti-coronavirus, and in particular Covid-19, health policy. The following analysis considers - within a simple model - the potentially crucial role of a Corona testing approach in combination with a quarantine approach which is shown herein to be a substitute for broad lockdown measures. The cost of lockdowns/shutdowns are rather high so that – beyond progress in terms of a broad vaccination program – a rational testing strategy should also be carefully considered. Testing has to be organized on the basis of an adequate testing infrastructure which could largely be implemented in firms, schools, universities and public administration settings. As regards the cost of a systematic broad Covid-19 testing strategy, these could come close to 0.5% of national income if there are no vaccinations. The Testing &amp; Quarantine approach suggested here – with tests for symptomatic as well as asymptomatic people - is based on a random sampling and would require rather broad and frequent testing; possibly one test per person every 7–10 days. At the same time, one should consider that the cost of further lockdowns/shutdowns of a duration of 1 month could be very high, such that a standard cost benefit analysis supports the testing approach suggested herein. Also, an optimal policy mix could be designed where both vaccinations and testing play a crucial role. As of late January 2021, no further lockdowns in Germany and other OECD countries would be necessary if a broad testing infrastructure can be established rather quickly. This in turn will reinforce economic optimism and help to jumpstart economic growth in Europe, the US and Asia in a solid way. The basic logic of the testing approach pointed out here for industrialized countries could also be applied in developing countries. The approach presented is complementary to the IMF analysis of Cherif/Hasanov.</jats:p>}},
  author       = {{Gries, Thomas and Welfens, Paul J. J.}},
  issn         = {{1612-4804}},
  journal      = {{International Economics and Economic Policy}},
  keywords     = {{Economics and Econometrics}},
  number       = {{1}},
  pages        = {{1--24}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Testing as an approach to control the Corona epidemic dynamics and avoid lockdowns}}},
  doi          = {{10.1007/s10368-021-00495-5}},
  volume       = {{18}},
  year         = {{2021}},
}

@inbook{54100,
  author       = {{Heise, Tillmann}},
  booktitle    = {{„Sehnsucht nach dem Leben“. Tradition und Innovation im Werk Hugo von Hofmannsthals}},
  editor       = {{Innerhofer, Roland and Ritz, Szilvia }},
  isbn         = {{9783706910620 }},
  pages        = {{25–37}},
  publisher    = {{praesens}},
  title        = {{{Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion zu Stefan Georges „geheimem Deutschland“ (1919–1923)}}},
  volume       = {{19}},
  year         = {{2021}},
}

@article{54097,
  author       = {{Heise, Tillmann}},
  journal      = {{Hofmannsthal-Jahrbuch}},
  pages        = {{259–280}},
  title        = {{{Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen und Gedankenexperimente in Hofmannsthals Gesprächsfragment "Brief ans Dial" (1925)}}},
  doi          = {{doi.org/10.5771/9783968218403}},
  volume       = {{29}},
  year         = {{2021}},
}

@article{54108,
  author       = {{Heise, Tillmann and Beßlich, Barbara}},
  issn         = {{0035-998 X}},
  journal      = {{Ruperto Carola Forschungsmagazin}},
  pages        = {{122–131 }},
  title        = {{{Verfreundete Europäer im Kampf mit der Moderne}}},
  volume       = {{17}},
  year         = {{2021}},
}

@inbook{29356,
  author       = {{Bernaerts, Lars and Mildorf, Jarmila}},
  booktitle    = {{Audionarratology: Lessons from Radio Drama}},
  editor       = {{Bernaerts, Lars and Mildorf, Jarmila}},
  isbn         = {{978-0-8142-1472-5}},
  pages        = {{1--13}},
  publisher    = {{Ohio State University Press}},
  title        = {{{When Sounds Make Stories: Lessons for Narrative Theory from the Study of Radio Drama}}},
  year         = {{2021}},
}

@inbook{26824,
  author       = {{Mildorf, Jarmila}},
  booktitle    = {{Audionarratology: Lessons from Radio Drama}},
  editor       = {{Bernaerts, Lars and Mildorf, Jarmila}},
  isbn         = {{978-0-8142-1472-5}},
  publisher    = {{Ohio State University Press}},
  title        = {{{Auricularization and Narrative-Epistemic Stance in Louis Nowra’s Echo Point}}},
  year         = {{2021}},
}

@book{26816,
  editor       = {{Mildorf, Jarmila and Bernaerts, Lars}},
  isbn         = {{978-0-8142-1472-5}},
  keywords     = {{Narratology, Audio Drama}},
  publisher    = {{Ohio State University Press}},
  title        = {{{Audionarratology: Lessons from Radio Drama}}},
  year         = {{2021}},
}

@misc{54408,
  abstract     = {{Dataset of the publication “Accurate photon echo timing by optical freezing of exciton dephasing and rephasing in quantum dots“, ( https://doi.org/10.1038/s42005-020-00491-2 ). The zip file includes the data on which the plots shown in figures 2-5 of the main text, and supplementary figures S1-S5 are based.}},
  author       = {{Kosarev, Alexander and Rose, Hendrik and Poltavtsev, Sergey and Reichelt, Matthias and Schneider, Christian and Kamp, Martin and Höfling, Sven and Bayer, Manfred and Meier, Torsten and Akimov, Ilya}},
  publisher    = {{LibreCat University}},
  title        = {{{Accurate photon echo timing by optical freezing of exciton dephasing and rephasing in quantum dots}}},
  doi          = {{10.5281/ZENODO.5226662}},
  year         = {{2021}},
}

@misc{54402,
  abstract     = {{Dataset of the publication “Nondegenerate two-photon absorption in ZnSe: Experiment and theory“, L. Krauss-Kodytek, W.-R. Hannes, T. Meier, C. Ruppert, and M. Betz, Phys. Rev. B 104, 085201 (2021). ( https://doi.org/10.1103/PhysRevB.104.085201 ). The zip file includes the data on which the plots shown in figures 3, 4, and 5 are based.}},
  author       = {{Krauss-Kodytek, Laura and Hannes, Wolf-Rüdiger and Meier, Torsten and Ruppert, Claudia and Betz, Markus}},
  publisher    = {{LibreCat University}},
  title        = {{{Nondegenerate two-photon absorption in ZnSe: Experiment and theory}}},
  doi          = {{10.5281/ZENODO.5195116}},
  year         = {{2021}},
}

@misc{35066,
  author       = {{Süßmann, Johannes}},
  title        = {{{Mariemont – Modernismus und Erinnerung. Videographierter Vortrag für den 5. Belgientag des Belgienzentrums Paderborn ›Belgien – Pralle Kunst des Lebens‹ am 18. Mai 2021}}},
  year         = {{2021}},
}

@misc{54400,
  abstract     = {{The zip file includes the data on which the figures of Journal of Physics Communications 5, 045002 (2021) ( https://doi.org/10.1088/2399-6528/abeec2 ) are based and a sample plot file for Figure 1.}},
  author       = {{Riabinin, Matvei and Sharapova, Polina and Bartley, Tim and Meier, Torsten}},
  publisher    = {{LibreCat University}},
  title        = {{{Generating two-mode squeezing with multimode measurement-induced nonlinearity}}},
  doi          = {{10.5281/ZENODO.5507558}},
  year         = {{2021}},
}

@misc{39054,
  author       = {{Süwolto, Leonie}},
  title        = {{{Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“}}},
  year         = {{2021}},
}

@article{55786,
  author       = {{Menke, Peter}},
  journal      = {{Spiel|Formen}},
  pages        = {{33--55}},
  title        = {{{Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive}}},
  volume       = {{1}},
  year         = {{2021}},
}

@article{37276,
  abstract     = {{Spätestens mit der Einführung des Bundeskinderschutzgesetzes haben standardisierte Risikoeinschätzungsinstrumente auch in Deutschland eine Ausweitung erfahren. Der Beitrag gibt einen kurzen Einblick in die disparate Landschaft der in Deutschland verwendeten Einschätzungsinstrumente. Auch wenn risikostatische Entscheidungsinstrumente (noch) nicht vorliegen, hat der vermehrte Einsatz standardisierter Einschätzungs- und Dokumentationsinstrumente im Kinderschutz das Potenzial, die lokale Fallpraxis nachhaltig zu beeinflussen. Mit der Einführung standardisierter Einschätzungsinstrumente ist die Hoffnung verbunden, sozialarbeiterische Einschätzungen über Risiken durch verbindliche Verfahren zu verbessern. Dabei gerät leicht aus dem Blick, dass die Anwendung von standardisierten Risikoeinschätzungsverfahren im Organisationshandeln sehr unterschiedliche Funktionen haben kann und lokale Fallpraxis in spezifischer Weise anleitet und strukturiert. Standardisierte Risikoeinschätzungsverfahren koppeln lokale Praxis stärker an organisatorische Vorgaben, beeinflussen durch ihre Konstruktionsweise die Sicht auf den Fall und reduzieren meist komplexe Fallverläufe in vermeintlich deskriptiv eindeutige Kategorien. Damit ist nicht zuletzt die Gefahr verbunden, dass sich die institutionelle Aufmerksamkeit von ko-produktiven Elementen der Leistungserbringung hin zu einem präventiven Managen von potenziellen Gefährdungsrisiken verschiebt.}},
  author       = {{Dahmen, Stephan}},
  journal      = {{Sozial Extra}},
  number       = {{1}},
  publisher    = {{Springer Nature}},
  title        = {{{Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung}}},
  doi          = {{10.1007/s12054-020-00349-5}},
  volume       = {{45}},
  year         = {{2021}},
}

@inbook{37435,
  author       = {{Georgi, Christopher}},
  booktitle    = {{Angstkonstruktionen}},
  pages        = {{219–264}},
  publisher    = {{De Gruyter}},
  title        = {{{Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“}}},
  doi          = {{10.1515/9783110729603-009}},
  year         = {{2021}},
}

@article{37445,
  abstract     = {{<jats:p>A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  </jats:p>}},
  author       = {{Seifert, Susanne and Paleczek, Lisa}},
  issn         = {{1479-4403}},
  journal      = {{Electronic Journal of e-Learning}},
  keywords     = {{Computer Science Applications, Education}},
  number       = {{5}},
  pages        = {{pp336--348}},
  publisher    = {{Academic Conferences International Ltd}},
  title        = {{{Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}}},
  doi          = {{10.34190/ejel.19.5.2467}},
  volume       = {{19}},
  year         = {{2021}},
}

@article{37443,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.</jats:p>}},
  author       = {{Seifert, Susanne}},
  issn         = {{2211-1662}},
  journal      = {{Technology, Knowledge and Learning}},
  keywords     = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}},
  number       = {{2}},
  pages        = {{383--405}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}},
  doi          = {{10.1007/s10758-021-09490-w}},
  volume       = {{26}},
  year         = {{2021}},
}

@article{37439,
  author       = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}},
  issn         = {{0305-5698}},
  journal      = {{Educational Studies}},
  keywords     = {{Education}},
  pages        = {{1--19}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}}},
  doi          = {{10.1080/03055698.2021.1875320}},
  year         = {{2021}},
}

@article{37442,
  author       = {{Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}},
  issn         = {{0007-1013}},
  journal      = {{British Journal of Educational Technology}},
  keywords     = {{Education}},
  number       = {{6}},
  pages        = {{2145--2161}},
  publisher    = {{Wiley}},
  title        = {{{Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}}},
  doi          = {{10.1111/bjet.13163}},
  volume       = {{52}},
  year         = {{2021}},
}

@article{37455,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.</jats:p>}},
  author       = {{Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  keywords     = {{Developmental and Educational Psychology, Education}},
  number       = {{2}},
  pages        = {{293--320}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}},
  doi          = {{10.1007/s10212-020-00523-z}},
  volume       = {{37}},
  year         = {{2021}},
}