@inbook{33412,
  author       = {{Schönhärl, Korinna}},
  booktitle    = {{Ökonomie und Moral im langen 20. Jahrhundert. Eine Anthologie}},
  editor       = {{Finger, Jürgen and Möckel, Benjamin}},
  isbn         = {{ISBN 978-3-8353-5200-1}},
  pages        = {{228–237}},
  publisher    = {{Wallstein-Verlag}},
  title        = {{{"Ein Steuerzahler!" Tax education in der frühen Bundesrepublik}}},
  year         = {{2022}},
}

@inbook{29872,
  author       = {{Maack, Marten and Meyer auf der Heide, Friedhelm and Pukrop, Simon}},
  booktitle    = {{Approximation and Online Algorithms}},
  isbn         = {{9783030927011}},
  issn         = {{0302-9743}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Server Cloud Scheduling}}},
  doi          = {{10.1007/978-3-030-92702-8_10}},
  year         = {{2022}},
}

@inbook{33500,
  abstract     = {{This article is dedicated to piezoelectric ultrasonic power transducers that differ to well known medical ultrasonic diagnostic apparatus or non destructive testing devices by the level of power in use; typically several tens of up to more than thousand watts are used in a multitude of different applications. After a short introduction including historical development, the first focus is on theoretical background of the operating principle, design and mechanical modeling. As piezoelectric elements transform electrical to mechanical energy and vice versa, equivalent circuit modeling is also described. After that, sample applications are delineated by the matter wherein ultrasound generates unique effects: incredible high pressure level as well in air as in water, micro-bubbles generating temperature peaks for very short time instances in fluids, acoustoplastic effect, enhancement of diffusion and recrystallization in solids, friction manipulation, incremental deformation and micro-cracking of surfaces, or even generation of macroscopic movements in motors. At the end, some future directions ranging from novel modeling approaches to advanced control and new materials are addressed.}},
  author       = {{Hemsel, Tobias and Twiefel, Jens}},
  booktitle    = {{Reference Module in Materials Science and Materials Engineering}},
  isbn         = {{978-0-12-803581-8}},
  keywords     = {{Equivalent circuit model, Langevin transducer, Lumped parameter model, Piezoelectric transducer, Ultrasonic processes, Ultrasound}},
  publisher    = {{Elsevier}},
  title        = {{{Piezoelectric Ultrasonic Power Transducers}}},
  doi          = {{10.1016/b978-0-12-819728-8.00047-4}},
  year         = {{2022}},
}

@article{23566,
  author       = {{Kundisch, Dennis and Muntermann, J. and Oberländer, A. M. and Rau, D. and Röglinger, M. and Schoormann, T. and Szopinski, Daniel}},
  journal      = {{Business & Information Systems Engineering}},
  number       = {{4}},
  pages        = {{421--439}},
  title        = {{{An update for taxonomy designers: Methodological guidance from information systems research}}},
  volume       = {{64}},
  year         = {{2022}},
}

@inproceedings{30987,
  author       = {{Kostitsyna, Irina and Scheideler, Christian and Warner, Daniel}},
  booktitle    = {{1st Symposium on Algorithmic Foundations of Dynamic Networks (SAND 2022)}},
  editor       = {{Aspnes, James and Michail, Othon}},
  isbn         = {{978-3-95977-224-2}},
  issn         = {{1868-8969}},
  pages        = {{23:1–23:3}},
  publisher    = {{Schloss Dagstuhl – Leibniz-Zentrum für Informatik}},
  title        = {{{Brief Announcement: Fault-Tolerant Shape Formation in the Amoebot Model}}},
  doi          = {{10.4230/LIPIcs.SAND.2022.23}},
  volume       = {{221}},
  year         = {{2022}},
}

@article{34256,
  abstract     = {{<jats:p>The 3D shear deformation and failure behaviour of a glass fibre reinforced polypropylene in a shear strain rate range of γ˙=2.2×10−4 to 3.4 1s is investigated. An Iosipescu testing setup on a servo-hydraulic high speed testing unit is used to experimentally characterise the in-plane and out-of-plane behaviour utilising three specimen configurations (12-, 13- and 31-direction). The experimental procedure as well as the testing results are presented and discussed. The measured shear stress–shear strain relations indicate a highly nonlinear behaviour and a distinct rate dependency. Two methods are investigated to derive according material characteristics: a classical engineering approach based on moduli and strengths and a data driven approach based on the curve progression. In all cases a Johnson–Cook based formulation is used to describe rate dependency. The analysis methodologies as well as the derived model parameters are described and discussed in detail. It is shown that a phenomenologically enhanced regression can be used to obtain material characteristics for a generalising constitutive model based on the data driven approach.</jats:p>}},
  author       = {{Gerritzen, Johannes and Hornig, Andreas and Gröger, Benjamin and Gude, Maik}},
  issn         = {{2504-477X}},
  journal      = {{Journal of Composites Science}},
  keywords     = {{Engineering (miscellaneous), Ceramics and Composites}},
  number       = {{10}},
  publisher    = {{MDPI AG}},
  title        = {{{A Data Driven Modelling Approach for the Strain Rate Dependent 3D Shear Deformation and Failure of Thermoplastic Fibre Reinforced Composites: Experimental Characterisation and Deriving Modelling Parameters}}},
  doi          = {{10.3390/jcs6100318}},
  volume       = {{6}},
  year         = {{2022}},
}

@inbook{35412,
  abstract     = {{Technologien beeinflussen verschiedene Bereiche des menschlichen Lebens. Gegenwärtig kommt insbesondere digitalen Technologien ein hoher Stellenwert zu, der sich u. a. dadurch auszeichnet, dass die Nutzung digitaler Technologien sowohl den privaten bzw. informellen als auch den beruflichen bzw. formellen Lebensraum betrifft. Diese Omnipräsenz digitaler Technologien im menschlichen Alltag macht digitalisierungsbezogene Kompetenzen zu einer Voraussetzung für eine selbstbestimmte gesellschaftliche Teilhabe und ist somit auch eine zentrale Zielperspektive schulischer Bildungs- und Erziehungsprozesse. Lehrkräfte, die Schüler*innen auf das Arbeiten und Leben in einer digital vernetzten Welt vorbereiten sollen, stehen deshalb vor einer doppelten Herausforderung: einerseits – wie jeder Mensch – sich selbst angesichts der Digitalisierung zurecht zu finden und entsprechende Medienkompetenzen auszubilden und andererseits medienpädagogische und digitalisierungsbezogene Kompetenzen zu entwickeln, um Lerngelegenheiten für den Unterricht konzipieren und bereitstellen zu können, die Schüler*innen den Erwerb von Medienkompetenzen ermöglichen. Die Lehrer*innenbildung in Deutschland umfasst drei Phasen: Studium, Vorbereitungsdienst und Fort- und Weiterbildung. Digitalisierungsbezogene Kompetenzen sollen angehende Lehrkräfte schon im Studium erwerben und in den anschließenden Phasen weiterentwickeln. In diesem Beitrag werden zunächst Merkmale einer digital vernetzten Welt als Ausgangs- und Bezugsunkte für Lern- und Bildungsprozesse beschrieben (Kap. 2). Daran anschließend werden Kompetenzbereiche erläutert, denen auf dieser Grundlage ein hoher Stellenwert zukommt (Kap. 3). Nach der Herleitung der Forschungsfrage (Kap. 4) und der Beschreibung der Methode (Kap. 5) werden exemplarische Ergebnisse einer Inhaltsanalyse von Studienordnungen nordrhein-westfälischer Lehramtsstudiengänge dargestellt (Kap. 6) und diskutiert (Kap. 7). Die Ergebnisse der Analyse der Studienordnungen der Fächer Katholische Theologie bzw. Unterrichtsfach Pädagogik zeigen, dass angehenden Lehrkräften zum Teil curricular verankerte Lerngelegenheiten fehlen, um in der ersten Phase der Lehrer*innenbildung digitalisierungsbezogene Kompetenzen zu erwerben.}},
  author       = {{Caruso, Carina and Martin, Alexander}},
  booktitle    = {{Digitalisierungsbezogene Kompetenzen fördern: Herausforderungen, Ansätze und Entwicklungsfelder im Kontext von Schule und Hochschule}},
  editor       = {{Schütte, Ulrike and Bürger, Nicoletta and Fabel-Lamila, Melanie and Frei, Peter and Hauenschild, Katrin and Menthe, Jürgen and Schimdt-Thieme, Barbara and Wecker, Christof}},
  issn         = {{2365-8924}},
  pages        = {{228–234}},
  publisher    = {{Universitätsverlag Hildesheim}},
  title        = {{{ Der technische Fortschritt und seine Implikationen aus pädagogischer Perspektive}}},
  doi          = {{10.18442/hibsu-s-2}},
  volume       = {{2}},
  year         = {{2022}},
}

@phdthesis{35189,
  abstract     = {{The development of new business models is essential for startups to become successful, as well as for established companies to explore new business opportunities. However, developing such business models is a challenging activity. On the one hand, various tasks of business model development methods (BMDMs) need to be performed. On the other hand, different decisions for the business models (BMs) need to be made. Both have to fit the changeable situation of the organization in which the business model is developed to reduce the risk of developing ineffective business models with low market penetration. Therefore, the BMDMs and the BMs must be developed situation-specific. In this thesis, we conduct a design science research study to design a novel approach for the situation-specific development of business models with three stages. In the first stage, we create a method repository with method fragments for the BMDMs and a canvas model repository with modeling fragments for the BMs. Both repositories are filled by the knowledge of domain experts. Out of these repositories, in the second stage, situation-specific BMDMs for developing situation-specific BMs are composed by a method engineer based on the changeable situation of the organization and enacted by a business developer. The business developer collaborates with other stakeholders during the enaction to create artifacts. Moreover, in the third stage, he receives IT support, provided by development support engineers, in different development steps.}},
  author       = {{Gottschalk, Sebastian}},
  publisher    = {{Paderborn University}},
  title        = {{{Situation-specific Development of Business Models within Software Ecosystems}}},
  doi          = {{10.17619/UNIPB/1-1644}},
  year         = {{2022}},
}

@inbook{33415,
  author       = {{Schönhärl, Korinna and Osterloh-Konrad, Christine}},
  booktitle    = {{History and taxation. The dialectical relationship between taxation and the political balance of power: 2021 EATLP Congress Antwerp, 3-4 June 2021 }},
  editor       = {{Essers, Peter}},
  isbn         = {{ 9789087227753}},
  pages        = {{303–326}},
  title        = {{{Germany}}},
  year         = {{2022}},
}

@article{35645,
  abstract     = {{Poly(quinuclidin-3-yl methacrylate-co-divinylbenzene) microparticles having porous as well as nonporous morphology and varying contents of quinuclidine functionality were synthesized by distillation–precipitation polymerization. Further, the synthesized microparticles were explored to catalyze the Baylis–Hillman reaction between 4-nitrobenzaldehyde and acrylonitrile. Porous and nonporous microparticles functionalized with a catalytic moiety with a loading of 70% (labeled as P70 and NP70) were employed to optimize reaction parameters such as water content, solvent, and temperature for the Baylis–Hillman reaction between 4-nitrobenzaldehyde and acrylonitrile. Using optimal conditions, the catalytic efficiency of porous and nonporous microparticles at different feed compositions was determined. Porous microparticles containing 70% of quinuclidine (P70) displayed 100% conversion within 16 h at 50 °C, while nonporous microparticles containing 70% of quinuclidine (NP70) displayed a relatively less catalytic conversion, which is attributed to their lower surface area. Furthermore, the catalytic activity of porous microparticles containing 70% of quinuclidine (P70) for the Baylis–Hillman reaction involving a variety of aryl aldehyde derivatives was determined, where the microparticles displayed impressive catalytic efficiency. In addition, the reusability of the microparticles functionalized with a catalytic moiety was evaluated for five cycles of catalytic reaction.}},
  author       = {{Kumar, Amit and Kuckling, Dirk and Nebhani, Leena}},
  issn         = {{2637-6105}},
  journal      = {{ACS Applied Polymer Materials}},
  keywords     = {{distillation−precipitation polymerization, porous microparticles, heterogeneous catalysis Baylis−Hillman reaction, reusable catalyst}},
  number       = {{12}},
  pages        = {{8996--9005}},
  publisher    = {{American Chemical Society (ACS)}},
  title        = {{{Quinuclidine-Immobilized Porous Polymeric Microparticles as a Compelling Catalyst for the Baylis–Hillman Reaction}}},
  doi          = {{10.1021/acsapm.2c01330}},
  volume       = {{4}},
  year         = {{2022}},
}

@misc{34962,
  author       = {{Anonymous, A}},
  title        = {{{Evaluating database systems relying on secure multiparty computation}}},
  year         = {{2022}},
}

@misc{34963,
  author       = {{Anonymous, A}},
  title        = {{{Cost of Privacy-preserving SMPC Protocols for NN-Based Inference}}},
  year         = {{2022}},
}

@inbook{35874,
  abstract     = {{<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>}},
  author       = {{Franzen, Katja and Albers, Timm and Hellmich, Frank}},
  booktitle    = {{Qualifizierung für Inklusion. Grundschule}},
  editor       = {{Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}},
  isbn         = {{9783830945130}},
  pages        = {{163--176}},
  publisher    = {{Waxmann}},
  title        = {{{Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}}},
  doi          = {{10.31244/9783830995135}},
  volume       = {{2}},
  year         = {{2022}},
}

@article{35867,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.</jats:p>}},
  author       = {{Görel, Gamze and Hellmich, Frank}},
  issn         = {{2515-0731}},
  journal      = {{Australasian Journal of Special and Inclusive Education}},
  keywords     = {{General Engineering}},
  number       = {{2}},
  pages        = {{127--137}},
  publisher    = {{Cambridge University Press (CUP)}},
  title        = {{{Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}}},
  doi          = {{10.1017/jsi.2022.9}},
  volume       = {{46}},
  year         = {{2022}},
}

@inbook{35787,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{334–340}},
  publisher    = {{Bad Heilbrunn}},
  title        = {{{Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}}},
  year         = {{2022}},
}

@inbook{35832,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{372–378}},
  publisher    = {{Klinkhardt}},
  title        = {{{Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}}},
  year         = {{2022}},
}

@book{35883,
  author       = {{Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves  and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and Sanches-Ferreira, Maria Manuela Pires Sanches and Hellmich, Frank and Schwab, Susanne and Avramidis, Ilias}},
  publisher    = {{Porto Polytechnic}},
  title        = {{{FRIEND-SHIP Intervention Program – The Handbook}}},
  year         = {{2022}},
}

@article{34468,
  abstract     = {{Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.}},
  author       = {{Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}},
  issn         = {{2625-0675}},
  journal      = {{Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{13--25}},
  title        = {{{Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}}},
  doi          = {{10.11576/HLZ-4949}},
  volume       = {{5}},
  year         = {{2022}},
}

@article{34461,
  abstract     = {{Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (<jats:italic>N</jats:italic> = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.}},
  author       = {{Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}}},
  doi          = {{10.3389/fpsyg.2022.876521}},
  volume       = {{13}},
  year         = {{2022}},
}

@article{36133,
  abstract     = {{Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. }},
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}},
  issn         = {{2158-2440}},
  journal      = {{SAGE Open}},
  keywords     = {{General Social Sciences, General Arts and Humanities}},
  number       = {{1}},
  publisher    = {{SAGE Publications}},
  title        = {{{Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}}},
  doi          = {{10.1177/21582440221079896}},
  volume       = {{12}},
  year         = {{2022}},
}