@inproceedings{3930, author = {{Brassat, Katharina and Taube, A. and Kool, Daniel and Tasche, L. and Hoyer, K.P. and Schaper, Mirko and Lindner, Jörg}}, location = {{Warsaw, Poland}}, title = {{{Ti-6Al-4V alloy: 3D printing of lightweight implants and nanopatterning by self-assembly}}}, year = {{2018}}, } @inproceedings{15585, author = {{Bednarik, Roman and Schulte, Carsten and Budde, Lea and Heinemann, Birte and Vrzakova, Hana}}, booktitle = {{Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018}}, pages = {{2:1--2:8}}, title = {{{Eye-movement Modeling Examples in Source Code Comprehension: A Classroom Study}}}, doi = {{10.1145/3279720.3279722}}, year = {{2018}}, } @article{27027, author = {{Bühlmeier, Judith and Harris, Carla and Koletzko, Sibylle and Lehmann, Irina and Bauer, Carl-Peter and Schikowski, Tamara and von Berg, Andrea and Berdel, Dietrich and Heinrich, Joachim and Hebebrand, Johannes and Föcker, Manuel and Standl, Marie and Libuda, Lars}}, issn = {{2072-6643}}, journal = {{Nutrients}}, title = {{{Dietary Acid Load and Mental Health Outcomes in Children and Adolescents: Results from the GINIplus and LISA Birth Cohort Studies}}}, doi = {{10.3390/nu10050582}}, year = {{2018}}, } @techreport{36411, author = {{Becker, Rieke and Heidgen, Michael and Lauert, Markus and Witschel, Verena}}, title = {{{Tagungsbericht: Kulturen der Moral – Moral Cultures. Internationale und interdisziplinäre Tagung in Kooperation mit der DGEJ vom 19. bis 22. September 2018 an der Universität Paderborn.}}}, year = {{2018}}, } @techreport{47090, author = {{Kesternich, Martin}}, pages = {{19--22}}, publisher = {{EAERE Magazine 1, 19-22}}, title = {{{ Bottom-up climate mitigation efforts}}}, volume = {{1}}, year = {{2018}}, } @article{48866, abstract = {{Bossek, (2018). grapherator: A Modular Multi-Step Graph Generator. Journal of Open Source Software, 3(22), 528, https://doi.org/10.21105/joss.00528}}, author = {{Bossek, Jakob}}, issn = {{2475-9066}}, journal = {{Journal of Open Source Software}}, number = {{22}}, pages = {{528}}, title = {{{Grapherator: A Modular Multi-Step Graph Generator}}}, doi = {{10.21105/joss.00528}}, volume = {{3}}, year = {{2018}}, } @article{54928, abstract = {{The epithelial Na+ channel (ENaC) is a heteromeric channel composed of three subunits ($\alpha$, $\beta$, $\gamma$). At the C-terminus of each subunit, a PY-motif allows binding of the ubiquitin ligase Nedd4-2 which plays a key role in promoting ENaC retrieval from the plasma membrane. Phosphorylation of Nedd4-2 by the serum and glucocorticoid-inducible kinase 1 (Sgk1) reduces Nedd4-2 binding to the PY-motifs. In $\beta$ and $\gamma$ENaC, threonine residues ($\beta$T613, $\gamma$T623) belong to an extracellular signal-regulated kinase (ERK) motif and directly precede the PY-motifs. Thus, phosphorylation of these residues may modulate the interaction of their adjacent PY-motifs with Nedd4-2. In this study, a phosphospecific antibody was used to demonstrate phosphorylation of $\beta$T613 in Xenopus laevis oocytes heterologously expressing rat $\alpha$$\beta$$\gamma$ENaC. Treating the oocytes with progesterone to stimulate ERK increased phosphorylation of $\beta$T613. Inactivation of the putative phosphorylation sites by mutating both threonine residues to alanine ($\beta$T613A/$\gamma$T623A) increased ENaC-mediated amiloride-sensitive whole-cell currents ($\Delta$Iami) and expression of $\beta$ENaC at the cell surface. Co-expression of Nedd4-2 largely reduced $\Delta$Iami in oocytes expressing $\alpha$$\beta$$\gamma$ENaC or channels with mutated PY-motifs in $\alpha$ and $\gamma$ENaC or in $\alpha$ and $\beta$ENaC. Importantly, the inhibitory effect of co-expressed Nedd4-2 was largely reduced in channels with mutated PY-motifs in $\alpha$ and $\gamma$ENaC when combined with the $\beta$T613A mutation but conserved in channels with mutated PY-motifs in $\alpha$ and $\beta$ENaC combined with the $\gamma$T623A mutation. These results suggest that phosphorylation and dephosphorylation of $\beta$T613 play a prominent role in regulating Nedd4-2-mediated ENaC retrieval from the plasma membrane.}}, author = {{Krueger, Bettina and Yang, Limin and Korbmacher, Christoph and Rauh, Robert}}, journal = {{Pflügers Archiv - European Journal of Physiology}}, number = {{4}}, pages = {{649–660}}, publisher = {{Springer}}, title = {{{The phosphorylation site T613 in the $\beta$-subunit of rat epithelial Na+ channel (ENaC) modulates channel inhibition by Nedd4-2}}}, doi = {{10.1007/s00424-018-2115-2}}, volume = {{470}}, year = {{2018}}, } @inproceedings{34130, abstract = {{There have been numerous studies so far highlighting the potential of Augmented Reality (AR) in different educational domains and its impact on learners regarding their increased motivation, improved learning, concentration on the topic etc. Ever since high-end AR applications could be used on smartphones, this technology has become suitable to be used in many formal and informal learning environments and educational institutions, beginning with Arts courses in preschool over Biology, History, Chemistry, Physics etc. in K-12 and universities as well as in vocational schools ([1], [2]), e.g. for assembly trainings [3]. However, less research has been done regarding proper educational design principles and guides identifying the learning-promoting characteristics as to their efficacy in an AR environment ([1], [4]). Particularly there is a big lack for design concepts in the field of preparation and accompanying tools for laboratory work, since current studies are only extending real papers or books with additional links, videos or static 3D models (e.g. [5], [6]). Hence, this paper investigates and focuses at a design concept for mobile device based AR application (App) to acquire and deepen practical skills in dealing with electro-technical laboratory equipment and components. In a previous paper, the potentials and limitation of AR technology regarding engineering education with a special focus on laboratory work have been investigated to avoid common mistakes in the design concept.}}, author = {{Alptekin, Mesut and Temmen, Katrin}}, booktitle = {{2018 IEEE Global Engineering Education Conference (EDUCON)}}, isbn = {{978-1-5386-2957-4}}, location = {{Santa Cruz de Tenerife, Spain}}, pages = {{963--968}}, publisher = {{IEEE}}, title = {{{Design concept and prototype for an augmented reality based virtual preparation laboratory training in electrical engineering}}}, doi = {{10.1109/educon.2018.8363334}}, year = {{2018}}, } @book{40193, editor = {{Häußler, Angela and Küster, Christine and Ohrem, Sandra and Wagenknecht, Inga}}, isbn = {{9783658193614}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Care und die Wissenschaft vom Haushalt}}}, doi = {{10.1007/978-3-658-19362-1}}, year = {{2018}}, } @article{40585, author = {{Lopez Salas, Nieves and Ferrer, M.L. and Gutiérrez, M.C. and Fierro, J.L.G. and Cuadrado-Collados, C. and Gandara-Loe, J. and Silvestre-Albero, J. and del Monte, F.}}, issn = {{0008-6223}}, journal = {{Carbon}}, keywords = {{General Chemistry, General Materials Science}}, pages = {{470--479}}, publisher = {{Elsevier BV}}, title = {{{Hydrogen-bond supramolecular hydrogels as efficient precursors in the preparation of freestanding 3D carbonaceous architectures containing BCNO nanocrystals and exhibiting a high CO2/CH4 adsorption ratio}}}, doi = {{10.1016/j.carbon.2018.03.066}}, volume = {{134}}, year = {{2018}}, } @phdthesis{42533, author = {{Dibblee, Katharina}}, isbn = {{978-3-18-335018-6}}, issn = {{0178-9457}}, pages = {{180}}, title = {{{3D-Risswachstum in homogenen, isotropen sowie funktional gradierten Strukturen}}}, volume = {{350}}, year = {{2018}}, } @article{43015, author = {{Stutz, Bianca and Ahola, A.J. and Harjutsalo, V. and Forsblom, C. and Groop, P.-H.}}, issn = {{0939-4753}}, journal = {{Nutrition, Metabolism and Cardiovascular Diseases}}, keywords = {{Cardiology and Cardiovascular Medicine, Nutrition and Dietetics, Endocrinology, Diabetes and Metabolism, Medicine (miscellaneous)}}, number = {{5}}, pages = {{470--476}}, publisher = {{Elsevier BV}}, title = {{{Association between habitual coffee consumption and metabolic syndrome in type 1 diabetes}}}, doi = {{10.1016/j.numecd.2018.01.011}}, volume = {{28}}, year = {{2018}}, } @inproceedings{56711, author = {{Heinemann, Birte and Opel, Simone and Budde, Lea and Schulte, Carsten and Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Wassong, Thomas}}, booktitle = {{Proceedings of the 18th Koli Calling International Conference on Computing Education Research, November 22–25, 2018, Koli, Finland}}, publisher = {{ACM}}, title = {{{Drafting a Data Science Curriculum for Secondary Schools}}}, doi = {{10.1145/3279720.3279737}}, year = {{2018}}, } @article{45731, author = {{Steinhoff, Lena and Witte, Carina and Eggert, Andreas}}, journal = {{Journal of Service Management Research}}, number = {{2}}, pages = {{22--35}}, title = {{{Mixed Effects of Company-Initiated Customer Engagement on Customer Loyalty: The Contingency Role of Service Category Involvement}}}, doi = {{http://dx.doi.org/10.15358/2511-8676-2018-2-22}}, volume = {{2}}, year = {{2018}}, } @inproceedings{64374, author = {{Gerhardt, Nils Christopher and Neutsch, Krisztian and Göring, Lena}}, booktitle = {{Nanoimaging and Nanospectroscopy VI}}, title = {{{Common-path digital holographic microscopy for 3D nanoparticle localization}}}, doi = {{10.1117/12.2321175}}, year = {{2018}}, } @inproceedings{58666, abstract = {{In this paper, a questionnaire-based survey on the use of online videos by undergraduate engineering students for study-related purposes is presented. Over the last few years, a large number of instructional videos has been uploaded to websites such as YouTube. Due to the widespread distribution of high-speed internet connections and (mobile) devices, such as smartphones or laptops, which are nowadays routinely used by students, online videos are also frequently used in higher education. While much research on this subject focuses on Massive Open Online Courses (MOOCs) or flipped classroom approaches, this survey examines use of videos for self-study, complementary to traditional face-to-face courses. Furthermore, we analyze the acceptance of a characteristic video production style, which uses specific 3D animations to clarify complex connections between technical and mathematical aspects. The results indicate extensive use of short videos which address subjects that are particularly difficult for the students. This survey can help educators to develop an impression of current video use by undergraduate engineering students. In this paper, a questionnaire-based survey on the use of online videos by undergraduate engineering students for study-related purposes is presented. Especially over the last few years, a large number of instructional videos has been uploaded to websites such as YouTube. Due to the widespread distribution of high-speed internet connections and (mobile) devices, such as smartphones or laptops, which are nowadays routinely used by students, online videos are also frequently used in higher education. While much research on this subject focuses on Massive Open Online Courses (MOOCs) or flipped classroom approaches, this survey examines usage behavior concerning the apparently much more common use of videos for self-study, complementary to traditional face-to-face courses. Furthermore, we analyze the acceptance of a characteristic video production style using specific 3D animations to clarify complex connections between technical and mathematical aspects. The results indicate that short videos addressing subjects that are particularly difficult for the students are extensively used. Additionally, this survey can help educators to develop a realistic understanding of current video use by undergraduate engineering students.}}, author = {{Hennig, Markus and Mertsching, Bärbel}}, booktitle = {{Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18)}}, publisher = {{Universitat Politècnica València}}, title = {{{Study-related Use of Instructional Videos by Undergraduate Engineering Students}}}, doi = {{10.4995/head18.2018.8207}}, year = {{2018}}, } @inproceedings{60448, author = {{Lim, Isaak and Dielen, Alexander and Campen, Marcel and Kobbelt, Leif}}, booktitle = {{Computer Vision - ECCV 2018 Workshops - Munich, Germany, September 8-14, 2018, Proceedings, Part III}}, editor = {{Leal-Taixé, Laura and Roth, Stefan}}, pages = {{349–362}}, publisher = {{Springer}}, title = {{{A Simple Approach to Intrinsic Correspondence Learning on Unstructured 3D Meshes}}}, doi = {{10.1007/978-3-030-11015-4_26}}, volume = {{11131}}, year = {{2018}}, } @inbook{19515, author = {{Bührmann, Thorsten and Büker, Petra and Höke, Julia}}, booktitle = {{Profession und Disziplin - Grundschulpädagogik im Diskurs. Jahrbuch Grundschulforschung. Band 22.}}, pages = {{212--217}}, publisher = {{Springer VS}}, title = {{{Wir sind jetzt alle Lernbegleiter“ – Nivellierungstendenzen in der multiprofessionellen Teamarbeit im Übergang Kita-Grundschule}}}, volume = {{22}}, year = {{2017}}, } @inbook{26867, author = {{Klünder, Nina}}, booktitle = {{Care und die Wissenschaft vom Haushalt}}, editor = {{Häußler, Angela and Küster, Christine and Ohrem, Sandra and Wagenknecht, Inga }}, title = {{{Mahlzeitenmuster von Eltern in Paarbeziehungen}}}, doi = {{10.1007/978-3-658-19362-1_7}}, year = {{2017}}, } @misc{26868, author = {{Klünder, Nina}}, publisher = {{LibreCat University}}, title = {{{Differenzierte Ermittlung des Gender Care Gap auf Basis der repräsentativen Zeitverwendungsdaten 2012/13}}}, doi = {{10.25595/1368}}, year = {{2017}}, }