[{"title":"Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 “Refugee Crisis” in Germany","date_updated":"2023-01-16T09:04:01Z","volume":17,"author":[{"full_name":"Kapidzic, Sanja","last_name":"Kapidzic","first_name":"Sanja"},{"first_name":"Felix","full_name":"Frey, Felix","last_name":"Frey"},{"full_name":"Neuberger, Christoph","last_name":"Neuberger","first_name":"Christoph"},{"full_name":"Stieglitz, Stefan","last_name":"Stieglitz","first_name":"Stefan"},{"last_name":"Mirbabaie","id":"88691","full_name":"Mirbabaie, Milad","first_name":"Milad"}],"date_created":"2023-01-16T09:03:32Z","year":"2023","intvolume":"        17","citation":{"apa":"Kapidzic, S., Frey, F., Neuberger, C., Stieglitz, S., &#38; Mirbabaie, M. (2023). Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 “Refugee Crisis” in Germany. <i>International Journal of Communication</i>, <i>17</i>(0).","short":"S. Kapidzic, F. Frey, C. Neuberger, S. Stieglitz, M. Mirbabaie, International Journal of Communication 17 (2023).","mla":"Kapidzic, Sanja, et al. “Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 ‘Refugee Crisis’ in Germany.” <i>International Journal of Communication</i>, vol. 17, no. 0, 2023.","bibtex":"@article{Kapidzic_Frey_Neuberger_Stieglitz_Mirbabaie_2023, title={Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 “Refugee Crisis” in Germany}, volume={17}, number={0}, journal={International Journal of Communication}, author={Kapidzic, Sanja and Frey, Felix and Neuberger, Christoph and Stieglitz, Stefan and Mirbabaie, Milad}, year={2023} }","ieee":"S. Kapidzic, F. Frey, C. Neuberger, S. Stieglitz, and M. Mirbabaie, “Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 ‘Refugee Crisis’ in Germany,” <i>International Journal of Communication</i>, vol. 17, no. 0, 2023.","chicago":"Kapidzic, Sanja, Felix Frey, Christoph Neuberger, Stefan Stieglitz, and Milad Mirbabaie. “Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 ‘Refugee Crisis’ in Germany.” <i>International Journal of Communication</i> 17, no. 0 (2023).","ama":"Kapidzic S, Frey F, Neuberger C, Stieglitz S, Mirbabaie M. Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 “Refugee Crisis” in Germany. <i>International Journal of Communication</i>. 2023;17(0)."},"publication_identifier":{"issn":["1932-8036"]},"issue":"0","keyword":["refugee crisis 2015","Germany","social media","Twitter","user types"],"language":[{"iso":"eng"}],"_id":"36877","user_id":"77643","abstract":[{"text":"The study explores differences between three user types in the top tweets about the 2015 “refugee crisis” in Germany and presents the results of a quantitative content analysis. All tweets with the keyword “Flüchtlinge” posted for a monthlong period following September 13, 2015, the day Germany decided to implement border controls, were collected (N = 763,752). The top 2,495 tweets according to number of retweets were selected for analysis. Differences between news media, public and private actor tweets in topics, tweet characteristics such as tone and opinion expression, links, and specific sentiments toward refugees were analyzed. We found strong differences between the tweets. Public actor tweets were the main source of positive sentiment toward refugees and the main information source on refugee support. News media tweets mostly reflected traditional journalistic norms of impartiality and objectivity, whereas private actor tweets were more diverse in sentiments toward refugees. ","lang":"eng"}],"status":"public","publication":"International Journal of Communication","type":"journal_article"},{"title":"Insolvcency Process in Germany and the insol database: A research Note","date_created":"2023-01-17T12:50:09Z","author":[{"first_name":"Theresa","full_name":"Ahlers, Theresa","last_name":"Ahlers"},{"first_name":"Fikir Worku","full_name":"Edossa, Fikir Worku","last_name":"Edossa"},{"first_name":"Matthias","full_name":"Uckert, Matthias","last_name":"Uckert"},{"full_name":"Kosi, Urska","id":"54068","last_name":"Kosi","first_name":"Urska"}],"date_updated":"2024-05-21T11:09:44Z","citation":{"ama":"Ahlers T, Edossa FW, Uckert M, Kosi U. <i>Insolvcency Process in Germany and the Insol Database: A Research Note</i>.; 2022.","chicago":"Ahlers, Theresa, Fikir Worku Edossa, Matthias Uckert, and Urska Kosi. <i>Insolvcency Process in Germany and the Insol Database: A Research Note</i>, 2022.","ieee":"T. Ahlers, F. W. Edossa, M. Uckert, and U. Kosi, <i>Insolvcency Process in Germany and the insol database: A research Note</i>. 2022.","apa":"Ahlers, T., Edossa, F. W., Uckert, M., &#38; Kosi, U. (2022). <i>Insolvcency Process in Germany and the insol database: A research Note</i>.","mla":"Ahlers, Theresa, et al. <i>Insolvcency Process in Germany and the Insol Database: A Research Note</i>. 2022.","short":"T. Ahlers, F.W. Edossa, M. Uckert, U. Kosi, Insolvcency Process in Germany and the Insol Database: A Research Note, 2022.","bibtex":"@book{Ahlers_Edossa_Uckert_Kosi_2022, title={Insolvcency Process in Germany and the insol database: A research Note}, author={Ahlers, Theresa and Edossa, Fikir Worku and Uckert, Matthias and Kosi, Urska}, year={2022} }"},"year":"2022","publication_status":"published","has_accepted_license":"1","file_date_updated":"2024-05-21T11:06:28Z","language":[{"iso":"eng"}],"ddc":["330"],"keyword":["insol database","insolvency process","Germany","court fillings"],"user_id":"15866","department":[{"_id":"635"},{"_id":"186"},{"_id":"551"}],"_id":"37089","file":[{"content_type":"application/pdf","relation":"main_file","success":1,"creator":"ast","date_created":"2024-05-21T11:06:28Z","date_updated":"2024-05-21T11:06:28Z","file_name":"ahlers_etal.pdf","file_id":"54378","access_level":"closed","file_size":760825}],"status":"public","abstract":[{"lang":"eng","text":"This research note links the legal framework of the insolvency process of German firms to the information available in the newly-constructed insol database. In particular, the database contains information from documents published by German insolvency courts in period 2005- 2022. This research note first presents the insolvency process with steps and events of the process as determined by the Insolvency Law (InsO). Next, it classifies the documents to specific steps and events, and then presents their information content using textual analysis. Specifically, we identify target phrases via manual document checks and then create regular expressions for the target phrases. Classification of documents allows us to sketch most common paths that insolvent firms go through."}],"type":"working_paper"},{"citation":{"apa":"Mordhorst, L., &#38; Jenert, T. (2022). Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. <i>Higher Education</i>, <i>85</i>(6), 1257–1279. <a href=\"https://doi.org/10.1007/s10734-022-00889-7\">https://doi.org/10.1007/s10734-022-00889-7</a>","bibtex":"@article{Mordhorst_Jenert_2022, title={Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany}, volume={85}, DOI={<a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>}, number={6}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Mordhorst, Lisa and Jenert, Tobias}, year={2022}, pages={1257–1279} }","short":"L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279.","mla":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” <i>Higher Education</i>, vol. 85, no. 6, Springer Science and Business Media LLC, 2022, pp. 1257–79, doi:<a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>.","chicago":"Mordhorst, Lisa, and Tobias Jenert. “Curricular Integration of Academic and Vocational Education: A Theory-Based Empirical Typology of Dual Study Programmes in Germany.” <i>Higher Education</i> 85, no. 6 (2022): 1257–79. <a href=\"https://doi.org/10.1007/s10734-022-00889-7\">https://doi.org/10.1007/s10734-022-00889-7</a>.","ieee":"L. Mordhorst and T. Jenert, “Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany,” <i>Higher Education</i>, vol. 85, no. 6, pp. 1257–1279, 2022, doi: <a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>.","ama":"Mordhorst L, Jenert T. Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany. <i>Higher Education</i>. 2022;85(6):1257-1279. doi:<a href=\"https://doi.org/10.1007/s10734-022-00889-7\">10.1007/s10734-022-00889-7</a>"},"intvolume":"        85","page":"1257-1279","publication_status":"published","publication_identifier":{"issn":["0018-1560","1573-174X"]},"main_file_link":[{"url":"https://doi.org/10.1007/s10734-022-00889-7"}],"doi":"10.1007/s10734-022-00889-7","author":[{"first_name":"Lisa","full_name":"Mordhorst, Lisa","id":"81839","last_name":"Mordhorst"},{"orcid":" https://orcid.org/0000-0001-9262-5646","last_name":"Jenert","id":"71994","full_name":"Jenert, Tobias","first_name":"Tobias"}],"volume":85,"date_updated":"2025-12-08T10:44:17Z","status":"public","type":"journal_article","article_type":"original","user_id":"71994","department":[{"_id":"282"},{"_id":"208"},{"_id":"640"}],"_id":"47627","year":"2022","issue":"6","quality_controlled":"1","title":"Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany","date_created":"2023-10-05T09:25:30Z","publisher":"Springer Science and Business Media LLC","abstract":[{"text":"In Germany, dual learning programmes are increasingly offered by higher education institutions. These programmes’ main characteristic and greatest challenge is their integration of academic and vocational learning. So far, this challenge has frequently been stated without specifying its exact nature and consequences for learners. The present study addresses this pedagogical research gap and examines the extent of variation in the degree of integration among dual study programmes. With reference to curriculum theory, the study develops an empirical typology of curricular integration in dual programmes. The data sample consists of 152 programmes at (dual) universities and universities of applied sciences. Data is analysed using hierarchical cluster analysis. Results indicate that the currently prevailing forms of curricular integration should best be differentiated according to five types. The five overlapping types of integration are located on a continuum ranging from parallelism through organisational linking to full curricular integration targeted immediately at students’ personal integration. The analysis confirms that there are problems with complying with integration standards set on the policy level. Above all, the study offers new insights on what marks the diverse integration landscape of dual study programmes. It proves that approaches to integration are more differentiated than previous research has shown.","lang":"eng"}],"publication":"Higher Education","language":[{"iso":"eng"}],"keyword":["Dual study programmes · Curricular integration · Curriculum theory · Empirical typology · Cluster analysis · Germany"]},{"year":"2021","date_created":"2022-12-16T14:53:11Z","publisher":"Emerald Publishing Limited","title":"Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany","publication":"International Perspectives on Inclusive Education","abstract":[{"lang":"eng","text":"Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed in Germany (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014). The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019). The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multi professional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training.\r\n"}],"language":[{"iso":"eng"}],"keyword":["Kooperation","Inklusion","Sonderpädagogik","Schulentwicklung","Inclusion","Cooperation","Collaboration","Team-Teaching","International","Germany"],"publication_status":"published","publication_identifier":{"isbn":["978-1-83982-999-4"]},"citation":{"chicago":"Neumann, Phillip, and Birgit Lütje-Klose. “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany.” In <i>International Perspectives on Inclusive Education</i>, edited by Sarah Semon, Danielle Lane, and Phyllis Jones, 17:55–69. International Perspectives on Inclusive Education. Bingley: Emerald Publishing Limited, 2021. <a href=\"https://doi.org/10.1108/s1479-363620210000017007\">https://doi.org/10.1108/s1479-363620210000017007</a>.","ieee":"P. Neumann and B. Lütje-Klose, “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany,” in <i>International Perspectives on Inclusive Education</i>, vol. 17, S. Semon, D. Lane, and P. Jones, Eds. Bingley: Emerald Publishing Limited, 2021, pp. 55–69.","ama":"Neumann P, Lütje-Klose B. Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany. In: Semon S, Lane D, Jones P, eds. <i>International Perspectives on Inclusive Education</i>. Vol 17. International Perspectives on Inclusive Education. Emerald Publishing Limited; 2021:55-69. doi:<a href=\"https://doi.org/10.1108/s1479-363620210000017007\">10.1108/s1479-363620210000017007</a>","apa":"Neumann, P., &#38; Lütje-Klose, B. (2021). Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany. In S. Semon, D. Lane, &#38; P. Jones (Eds.), <i>International Perspectives on Inclusive Education</i> (Vol. 17, pp. 55–69). Emerald Publishing Limited. <a href=\"https://doi.org/10.1108/s1479-363620210000017007\">https://doi.org/10.1108/s1479-363620210000017007</a>","short":"P. Neumann, B. Lütje-Klose, in: S. Semon, D. Lane, P. Jones (Eds.), International Perspectives on Inclusive Education, Emerald Publishing Limited, Bingley, 2021, pp. 55–69.","mla":"Neumann, Phillip, and Birgit Lütje-Klose. “Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany.” <i>International Perspectives on Inclusive Education</i>, edited by Sarah Semon et al., vol. 17, Emerald Publishing Limited, 2021, pp. 55–69, doi:<a href=\"https://doi.org/10.1108/s1479-363620210000017007\">10.1108/s1479-363620210000017007</a>.","bibtex":"@inbook{Neumann_Lütje-Klose_2021, place={Bingley}, series={International Perspectives on Inclusive Education}, title={Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany}, volume={17}, DOI={<a href=\"https://doi.org/10.1108/s1479-363620210000017007\">10.1108/s1479-363620210000017007</a>}, booktitle={International Perspectives on Inclusive Education}, publisher={Emerald Publishing Limited}, author={Neumann, Phillip and Lütje-Klose, Birgit}, editor={Semon, Sarah and Lane, Danielle and Jones, Phyllis}, year={2021}, pages={55–69}, collection={International Perspectives on Inclusive Education} }"},"page":"55-69","intvolume":"        17","place":"Bingley","author":[{"first_name":"Phillip","id":"95559","full_name":"Neumann, Phillip","last_name":"Neumann"},{"first_name":"Birgit","full_name":"Lütje-Klose, Birgit","last_name":"Lütje-Klose"}],"volume":17,"date_updated":"2022-12-17T12:05:05Z","doi":"10.1108/s1479-363620210000017007","type":"book_chapter","status":"public","editor":[{"full_name":"Semon, Sarah","last_name":"Semon","first_name":"Sarah"},{"first_name":"Danielle","full_name":"Lane, Danielle","last_name":"Lane"},{"full_name":"Jones, Phyllis","last_name":"Jones","first_name":"Phyllis"}],"user_id":"77750","series_title":"International Perspectives on Inclusive Education","department":[{"_id":"479"}],"_id":"34471","extern":"1"},{"publication_status":"published","citation":{"apa":"Opel, S. A., &#38; Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, &#38; S. Schütt-Sayed (Eds.), <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i> (Vol. 55, pp. 176–194). wbv Media GmbH &#38; Co. KG. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","short":"S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH &#38; Co. KG, Bielefeld, 2020, pp. 176–194.","bibtex":"@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55}, DOI={<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>}, booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv Media GmbH &#38; Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael}, editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung, Arbeit und Innovation} }","mla":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer et al., vol. 55, wbv Media GmbH &#38; Co. KG, 2020, pp. 176–94, doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","ama":"Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>. Vol 55. Berufsbildung, Arbeit und Innovation. wbv Media GmbH &#38; Co. KG; 2020:176-194. doi:<a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>","chicago":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” In <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer, and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Media GmbH &#38; Co. KG, 2020. <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>.","ieee":"S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,” in <i>Sammelband der 27. Fachtagung der BAG Berufliche Bildung</i>, Siegen, 2020, vol. 55, pp. 176–194, doi: <a href=\"https://doi.org/10.3278/6004722w\">https://doi.org/10.3278/6004722w</a>."},"page":"176-194","intvolume":"        55","place":"Bielefeld","author":[{"id":"72932","full_name":"Opel, Simone Anna","last_name":"Opel","first_name":"Simone Anna"},{"full_name":"Schlichtig, Michael","id":"32312","last_name":"Schlichtig","first_name":"Michael"}],"volume":55,"date_updated":"2022-01-12T17:04:10Z","oa":"1","main_file_link":[{"open_access":"1","url":"https://library.oapen.org/handle/20.500.12657/43933"}],"conference":{"start_date":"2019-03-11","name":"20. Hochschultage Berufliche Bildung (HTBB) \"Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften\".","location":"Siegen","end_date":"2019-03-13"},"doi":"https://doi.org/10.3278/6004722w","type":"conference","status":"public","editor":[{"first_name":"Thomas","full_name":"Vollmer, Thomas","last_name":"Vollmer"},{"first_name":"Torben","last_name":"Karges","full_name":"Karges, Torben"},{"first_name":"Tim","full_name":"Richter, Tim","last_name":"Richter"},{"first_name":"Britta","full_name":"Schlömer, Britta","last_name":"Schlömer"},{"last_name":"Schütt-Sayed","full_name":"Schütt-Sayed, Sören","first_name":"Sören"}],"user_id":"32312","series_title":"Berufsbildung, Arbeit und Innovation","department":[{"_id":"67"}],"_id":"29298","year":"2020","date_created":"2022-01-12T16:43:38Z","publisher":"wbv Media GmbH & Co. KG","title":"Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II","publication":"Sammelband der 27. Fachtagung der BAG Berufliche Bildung","abstract":[{"text":"Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.","lang":"ger"},{"lang":"eng","text":"The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially discussed among the general public, but they present new challenges for training in IT and IT-related professions. These challenges will become more important in the future as a result of further social and technological development towards a data society.\r\nAt this point, the question arises as to which aspects of this large complex of topics are important for school and education, and how these topics can be integrated in a meaningful and profitable way into informatics education in vocational education. In 2017, we organized a symposium towards the topic “Data Science” and discussed relevant aspects for general and vocational education. Algorithms of artificial intelligence and their application in industry and society, explorations of Big Data as well as the handling of one's own data in social networks were worked out as core elements for teaching. For this reason, our aim is to develop a comprehensive curriculum on this topic from these subject areas and to develop and test modules for various teaching scenarios in order to enable teachers from computer science, mathematics or technology to teach these topics themselves.\r\nFor this purpose, an experimental project course was developed within the framework of the ProDaBi project (Project Data Science and Big Data at School, https://www.prodabi.de), which we conducted with students from upper secondary classes at the University of Paderborn in the school year 2018/19. In this course we try to address all these aspects. This course consists of several modules: One module has been designed to teach the exploration of Big Data. Another module encompasses aspects of machine learning as part of artificial intelligence. The course concludes in a project phase which, in cooperation with local companies, will enable the students to apply what they have learned into a real Data Science project. Based on the experiences of this project course and the parallel testing of individual modules with vocational schools, we will further develop the material and make it available to other cooperation partners for testing, so that not only complete teaching materials but also a comprehensive curriculum will have been developed until the end of the project."}],"language":[{"iso":"ger"}],"keyword":["Berufsbildung","vocational education","Ausbildung","training","berufliche Weiterbildung","advanced vocational education","Digitalisierung","digitalization","Unterricht","teaching","Lehrmethode","teaching method","Interdisziplinarität","interdisciplinarity","Fachdidaktik","subject didactics","Curriculum","curriculum","gewerblich-technischer Beruf","vocational/technical occupation","Fachkraft","specialist","Qualifikationsanforderungen","qualification requirements","Kompetenz","competence","Lehrerbildung","teacher training","Bundesrepublik Deutschland","Federal Republic of Germany"]},{"status":"public","abstract":[{"lang":"eng","text":"This study examines whether lexical repetition, syntactic skills, and working memory (WM) affect children’s syntactic-priming behavior, i.e. their tendency to adopt previously encountered syntactic structures. Children with Specific Language Impairment (SLI) and typically developing (TD) children were primed with prenominal (e.g., the yellow cup) or relative clause (RC; e.g., the cup that is yellow) structures with or without lexical overlap and performed additional tests of productive syntactic skills and WM capacity. Results revealed a reliable syntactic-priming effect without lexical boost in both groups: SLI and TD children produced more RCs following RC primes than following prenominal primes. Grammaticality requirements influenced RC productions in that SLI children produced fewer grammatical RCs than TD children. Of the additional measures, WM positively affected how frequently children produced dispreferred RC structures, but productive syntactic skills had no effect. The results support an implicit-learning account of syntactic priming and emphasize the importance of WM in syntactic priming tasks."}],"publication":"Journal of child language","type":"journal_article","extern":"1","language":[{"iso":"eng"}],"keyword":["Child","Female","Germany","Humans","Linguistics","Male","Memory","Short-Term","Vocabulary"],"user_id":"61071","_id":"58013","page":"932–945","intvolume":"        42","citation":{"ama":"Foltz A, Thiele K, Kahsnitz D, Stenneken P. Children’s syntactic-priming magnitude: lexical factors and participant characteristics. <i>Journal of child language</i>. 2015;42(4):932–945. doi:<a href=\"https://doi.org/10.1017/S0305000914000488\">10.1017/S0305000914000488</a>","chicago":"Foltz, Anouschka, Kristina Thiele, Dunja Kahsnitz, and Prisca Stenneken. “Children’s Syntactic-Priming Magnitude: Lexical Factors and Participant Characteristics.” <i>Journal of Child Language</i> 42, no. 4 (2015): 932–945. <a href=\"https://doi.org/10.1017/S0305000914000488\">https://doi.org/10.1017/S0305000914000488</a>.","ieee":"A. Foltz, K. Thiele, D. Kahsnitz, and P. Stenneken, “Children’s syntactic-priming magnitude: lexical factors and participant characteristics,” <i>Journal of child language</i>, vol. 42, no. 4, pp. 932–945, 2015, doi: <a href=\"https://doi.org/10.1017/S0305000914000488\">10.1017/S0305000914000488</a>.","apa":"Foltz, A., Thiele, K., Kahsnitz, D., &#38; Stenneken, P. (2015). Children’s syntactic-priming magnitude: lexical factors and participant characteristics. <i>Journal of Child Language</i>, <i>42</i>(4), 932–945. <a href=\"https://doi.org/10.1017/S0305000914000488\">https://doi.org/10.1017/S0305000914000488</a>","bibtex":"@article{Foltz_Thiele_Kahsnitz_Stenneken_2015, title={Children’s syntactic-priming magnitude: lexical factors and participant characteristics}, volume={42}, DOI={<a href=\"https://doi.org/10.1017/S0305000914000488\">10.1017/S0305000914000488</a>}, number={4}, journal={Journal of child language}, author={Foltz, Anouschka and Thiele, Kristina and Kahsnitz, Dunja and Stenneken, Prisca}, year={2015}, pages={932–945} }","short":"A. Foltz, K. Thiele, D. Kahsnitz, P. Stenneken, Journal of Child Language 42 (2015) 932–945.","mla":"Foltz, Anouschka, et al. “Children’s Syntactic-Priming Magnitude: Lexical Factors and Participant Characteristics.” <i>Journal of Child Language</i>, vol. 42, no. 4, 2015, pp. 932–945, doi:<a href=\"https://doi.org/10.1017/S0305000914000488\">10.1017/S0305000914000488</a>."},"year":"2015","issue":"4","doi":"10.1017/S0305000914000488","title":"Children’s syntactic-priming magnitude: lexical factors and participant characteristics","volume":42,"author":[{"last_name":"Foltz","full_name":"Foltz, Anouschka","first_name":"Anouschka"},{"first_name":"Kristina","full_name":"Thiele, Kristina","id":"94540","last_name":"Thiele","orcid":"0000-0002-1067-9139"},{"first_name":"Dunja","full_name":"Kahsnitz, Dunja","last_name":"Kahsnitz"},{"last_name":"Stenneken","full_name":"Stenneken, Prisca","first_name":"Prisca"}],"date_created":"2025-01-06T12:11:49Z","date_updated":"2026-04-20T11:04:40Z"},{"status":"public","type":"journal_article","extern":"1","department":[{"_id":"427"}],"user_id":"42165","_id":"32518","page":"381 - 389","intvolume":"        32","citation":{"apa":"Buhl, H. M. (2008). Development of a model describing individuated adult child-parent relationships. <i>International Journal of Behavioral Development</i>, <i>32</i>(5), 381–389.","short":"H.M. Buhl, International Journal of Behavioral Development 32 (2008) 381–389.","mla":"Buhl, Heike M. “Development of a Model Describing Individuated Adult Child-Parent Relationships.” <i>International Journal of Behavioral Development</i>, vol. 32, no. 5, 2008, pp. 381–89.","bibtex":"@article{Buhl_2008, title={Development of a model describing individuated adult child-parent relationships}, volume={32}, number={5}, journal={International Journal of Behavioral Development}, author={Buhl, Heike M.}, year={2008}, pages={381–389} }","ama":"Buhl HM. Development of a model describing individuated adult child-parent relationships. <i>International Journal of Behavioral Development</i>. 2008;32(5):381-389.","ieee":"H. M. Buhl, “Development of a model describing individuated adult child-parent relationships,” <i>International Journal of Behavioral Development</i>, vol. 32, no. 5, pp. 381–389, 2008.","chicago":"Buhl, Heike M. “Development of a Model Describing Individuated Adult Child-Parent Relationships.” <i>International Journal of Behavioral Development</i> 32, no. 5 (2008): 381–89."},"publication_status":"published","main_file_link":[{"url":"https://journals.sagepub.com/doi/pdf/10.1177/0165025408093656","open_access":"1"}],"volume":32,"author":[{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."}],"date_updated":"2022-08-29T04:42:04Z","oa":"1","abstract":[{"text":"This study investigates age-related changes and dyadic-specific differences in adult child–parent\r\nrelationships. Using an individuation framework, two German samples of 224 and 105 participants\r\naged between 21 and 47 years were administered the Network of Relationships Inventory, the\r\nEmotional Autonomy Scale and the Authority Reciprocity Questionnaire. Factor analyses resulted\r\nin a measurement model valid for adult children, their mothers and fathers. The model includes\r\nconnectedness (with emotional and cognitive aspects) as well as individuality (assessed as power\r\nsymmetry). Connectedness decreased with age. Symmetry in father–child relationships increased over\r\ntime, while mother–child relationships were perceived to be symmetrical by early adulthood.\r\nChild–mother relationships were more connected than child–father relationships. Sons described\r\nthemselves as more powerful than did daughters.","lang":"eng"}],"publication":"International Journal of Behavioral Development","language":[{"iso":"eng"}],"keyword":["adult child–parent relationships","adulthood","connectedness","Germany","individuation","symmetry"],"year":"2008","issue":"5","title":"Development of a model describing individuated adult child-parent relationships","date_created":"2022-08-02T23:53:32Z"}]