@inbook{40663,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Anspielung«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2020}},
}

@inbook{40661,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Briefsorte«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2020}},
}

@inbook{40660,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Gestalt«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2020}},
}

@inbook{40664,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Bricolage«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2020}},
}

@inbook{41063,
  author       = {{Schroeter-Wittke, Harald}},
  booktitle    = {{„Weil man halt ja nebenbei, so etwas gelernt hat...“ Lernortspezifische Jugendtheologie in Schule und Gemeinde. }},
  editor       = {{Reis, Oliver and Schlag, Thomas and Roose, Hanna and Höring, Patrik C.}},
  isbn         = {{978-3-7668-4537-5}},
  pages        = {{22--33}},
  publisher    = {{Calwer Verlag}},
  title        = {{{Als ob... Was unterscheidet die Lernorte Schule und Gemeinde?}}},
  volume       = {{4}},
  year         = {{2020}},
}

@article{39987,
  author       = {{Haller, Melanie}},
  journal      = {{In: textil. Wissenschaft, Forschung, Bildung 2/2020, S. 6-10.}},
  title        = {{{Körper Kleid Bewegung – Zum Verhältnis von Kleidern und Bewegungen am Beispiel vom Sportmoden}}},
  year         = {{2020}},
}

@misc{30983,
  author       = {{Schubert, Katrin}},
  booktitle    = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  title        = {{{Okkasionalismus}}},
  volume       = {{Band 6}},
  year         = {{2020}},
}

@misc{30982,
  author       = {{Schubert, Katrin}},
  booktitle    = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  title        = {{{Neologismus}}},
  volume       = {{Band 6}},
  year         = {{2020}},
}

@misc{30981,
  author       = {{Schubert, Katrin}},
  booktitle    = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  title        = {{{Archaismus}}},
  volume       = {{Band 6}},
  year         = {{2020}},
}

@inproceedings{24023,
  abstract     = {{This paper presents an ultra-wideband and ultra-low noise frequency synthesizer using a mode-locked laser as its reference. The frequency synthesizer can lock in the frequency range from 2 GHz to 20 GHz on any harmonic of a mode-locked laser optical pulse train. The integrated rms-jitter (1 kHz-100 MHz) of the synthesizer is less than 5 fs in the frequency range from 4 GHz to 20 GHz with a typical value of 4 fs and a minimum of 3 fs. This is the first reported wideband phase locked loop achieving sub-10 fs rms-jitter for offset frequencies larger than 1 kHz.}},
  author       = {{Bahmanian, Meysam and Fard, Saeed and Koppelmann, Bastian and Scheytt, Christoph}},
  booktitle    = {{ 2020 IEEE/MTT-S International Microwave Symposium (IMS)}},
  publisher    = {{IEEE}},
  title        = {{{Wide-Band Frequency Synthesizer with Ultra-Low Phase Noise Using an Optical Clock Source}}},
  doi          = {{10.1109/IMS30576.2020.9224118}},
  year         = {{2020}},
}

@article{20260,
  author       = {{Crawshaw, Camilla E. and Kern, Friederike and Mertens, Ulrich  and Rohlfing, Katharina}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video}}},
  doi          = {{10.3389/fpsyg.2020.569891}},
  volume       = {{11}},
  year         = {{2020}},
}

@inbook{40245,
  author       = {{Herzig, Bardo}},
  booktitle    = {{Digital?! Perspektiven der Digitalisierung für den Lehrerberuf und die Lehrerbildung (Beiträge zur Lehrerbildung und Bildungsforschung, Band 5)}},
  editor       = {{Rothland, M. and Herrlinger, S.}},
  isbn         = {{978-3830942320}},
  pages        = {{35--50}},
  publisher    = {{Waxmann}},
  title        = {{{Digitalisierung, Medienbildung und Medienkompetenz. Verhältnisbestimmungen und Implikationen für die Lehrerbildung und den Lehrerberuf.}}},
  year         = {{2020}},
}

@article{40284,
  author       = {{Herzig, Bardo}},
  issn         = {{0947-2746}},
  journal      = {{Schulmagazin 5-10: Impulse für kreativen Unterricht}},
  number       = {{4}},
  pages        = {{7--11}},
  publisher    = {{Friedrich}},
  title        = {{{Bildung in der digitalen Welt. Digitalisierungsbezogene Kompetenzen von Lehrpersonen}}},
  year         = {{2020}},
}

@article{40288,
  author       = {{Herzig, Bardo}},
  journal      = {{Zeitschrift für Grundschulforschung}},
  number       = {{13}},
  pages        = {{1--18}},
  publisher    = {{Springer}},
  title        = {{{Medienbildung in der Grundschule - ein konzeptioneller Beitrag zur Auseinandersetzung mit (digitalen) Medien.}}},
  doi          = {{10.1007/s42278-019-00064-5}},
  year         = {{2020}},
}

@inbook{40977,
  author       = {{Silvestri, Marco and Seng, Eva- Maria}},
  booktitle    = {{Le chantier cathédral en Europe. Diffusion et sauvegarde des savoirs, savoir-faire et matériaux du Moyen Âge à nos jours}},
  editor       = {{Chave et. al., Isabel }},
  pages        = {{57–69}},
  title        = {{{Die Wiedereinrichtung der Dombauhütten in Europa im 19. und 20. Jahrhundert}}},
  year         = {{2020}},
}

@article{41027,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Fluoride ion batteries (FIBs) are a recent alternative all-solid-state battery technology. However, the FIB systems proposed so far suffer from poor cycling performance. In this work, we report La<jats:sub>2</jats:sub>NiO<jats:sub>4.13</jats:sub> with a Ruddlesden-Popper type structure as an intercalation-based active cathode material in all solid-state FIB with excellent cycling performance. The critical charging conditions to maintain the conductivity of the cell were determined, which seems to be a major obstacle towards improving the cycling stability of FIBs. For optimized operating conditions, a cycle life of about 60 cycles and over 220 cycles for critical cut-off capacities of 50 mAh/g and 30 mAh/g, respectively, could be achieved, with average Coulombic efficiencies between 95 – 99%. Cycling of the cell is a result of fluorination/de-fluorination into and from the La<jats:sub>2</jats:sub>NiO<jats:sub>4+d</jats:sub> cathode, and it is revealed that La<jats:sub>2</jats:sub>NiO<jats:sub>4.13</jats:sub> is a multivalent electrode material. Our findings suggest that La<jats:sub>2</jats:sub>NiO<jats:sub>4.13</jats:sub> is a promising high energy cathode for FIBs.</jats:p>}},
  author       = {{Nowroozi, Mohammad Ali and Wissel, Kerstin and Donzelli, Manuel and Hosseinpourkahvaz, Niloofar and Plana-Ruiz, Sergi and Kolb, Ute and Schoch, Roland and Bauer, Matthias and Malik, Ali Muhammad and Rohrer, Jochen and Ivlev, Sergei and Kraus, Florian and Clemens, Oliver}},
  issn         = {{2662-4443}},
  journal      = {{Communications Materials}},
  keywords     = {{Mechanics of Materials, General Materials Science}},
  number       = {{1}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{High cycle life all-solid-state fluoride ion battery with La<jats:sub>2</jats:sub>NiO<jats:sub>4+d</jats:sub> high voltage cathode}}},
  doi          = {{10.1038/s43246-020-0030-5}},
  volume       = {{1}},
  year         = {{2020}},
}

@inbook{39960,
  author       = {{Sackel, Johanna}},
  booktitle    = {{Nord/Süd Perspektiven auf eine globale Konstellation}},
  editor       = {{Fiebrig, Steffen and Dinkel, Jürgen and Reichherzer, Frank}},
  isbn         = {{ 9783110676006}},
  location     = {{Leipzig}},
  pages        = {{455}},
  publisher    = {{De Gruyter Oldenbourg}},
  title        = {{{Solidarität vs. Ressourcensouveränität? Die dritte Seerechtskonferenz als Herausforderung für die Süd-Süd-Beziehungen }}},
  year         = {{2020}},
}

@inbook{20210,
  author       = {{Rohlfing, Katharina and Grimminger, Angela and Wrede, Britta}},
  booktitle    = {{International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.}},
  editor       = {{Rohlfing, Katharina and Müller-Brauers, Claudia}},
  title        = {{{The role of caregivers in keeping a child-robot interaction going.}}},
  year         = {{2020}},
}

@article{24458,
  abstract     = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening
the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}},
  author       = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  keywords     = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}},
  pages        = {{129--140}},
  title        = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}},
  doi          = {{10.1007/s12369-020-00622-3}},
  year         = {{2020}},
}

@article{20257,
  author       = {{Kohlmeyer, Theresa and Reis, Oliver and Viertel, Franziska and Rohlfing, Katharina}},
  journal      = {{Theo Web}},
  title        = {{{Wie meinst du das? - Begriffserwerb im Religionsunterricht }}},
  doi          = {{10.23770/tw0137}},
  year         = {{2020}},
}