---
_id: '36877'
abstract:
- lang: eng
  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. '
author:
- first_name: Sanja
  full_name: Kapidzic, Sanja
  last_name: Kapidzic
- first_name: Felix
  full_name: Frey, Felix
  last_name: Frey
- first_name: Christoph
  full_name: Neuberger, Christoph
  last_name: Neuberger
- first_name: Stefan
  full_name: Stieglitz, Stefan
  last_name: Stieglitz
- first_name: Milad
  full_name: Mirbabaie, Milad
  id: '88691'
  last_name: Mirbabaie
citation:
  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).'
  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).'
  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} }'
  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).'
  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.'
  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.'
  short: S. Kapidzic, F. Frey, C. Neuberger, S. Stieglitz, M. Mirbabaie, International
    Journal of Communication 17 (2023).
date_created: 2023-01-16T09:03:32Z
date_updated: 2023-01-16T09:04:01Z
intvolume: '        17'
issue: '0'
keyword:
- refugee crisis 2015
- Germany
- social media
- Twitter
- user types
language:
- iso: eng
publication: International Journal of Communication
publication_identifier:
  issn:
  - 1932-8036
status: public
title: 'Crisis Communication on Twitter: Differences Between User Types in Top Tweets
  About the 2015 “Refugee Crisis” in Germany'
type: journal_article
user_id: '77643'
volume: 17
year: '2023'
...
---
_id: '37089'
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.
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
- first_name: Urska
  full_name: Kosi, Urska
  id: '54068'
  last_name: Kosi
citation:
  ama: 'Ahlers T, Edossa FW, Uckert M, Kosi U. <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>.'
  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} }'
  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.'
  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.'
date_created: 2023-01-17T12:50:09Z
date_updated: 2024-05-21T11:09:44Z
ddc:
- '330'
department:
- _id: '635'
- _id: '186'
- _id: '551'
file:
- access_level: closed
  content_type: application/pdf
  creator: ast
  date_created: 2024-05-21T11:06:28Z
  date_updated: 2024-05-21T11:06:28Z
  file_id: '54378'
  file_name: ahlers_etal.pdf
  file_size: 760825
  relation: main_file
  success: 1
file_date_updated: 2024-05-21T11:06:28Z
has_accepted_license: '1'
keyword:
- insol database
- insolvency process
- Germany
- court fillings
language:
- iso: eng
publication_status: published
status: public
title: 'Insolvcency Process in Germany and the insol database: A research Note'
type: working_paper
user_id: '15866'
year: '2022'
...
---
_id: '47627'
abstract:
- lang: eng
  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.
article_type: original
author:
- first_name: Lisa
  full_name: Mordhorst, Lisa
  id: '81839'
  last_name: Mordhorst
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
citation:
  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>'
  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}
    }'
  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>.'
  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>.'
  short: L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279.
date_created: 2023-10-05T09:25:30Z
date_updated: 2025-12-08T10:44:17Z
department:
- _id: '282'
- _id: '208'
- _id: '640'
doi: 10.1007/s10734-022-00889-7
intvolume: '        85'
issue: '6'
keyword:
- Dual study programmes · Curricular integration · Curriculum theory · Empirical typology
  · Cluster analysis · Germany
language:
- iso: eng
main_file_link:
- url: https://doi.org/10.1007/s10734-022-00889-7
page: 1257-1279
publication: Higher Education
publication_identifier:
  issn:
  - 0018-1560
  - 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Curricular integration of academic and vocational education: a theory-based
  empirical typology of dual study programmes in Germany'
type: journal_article
user_id: '71994'
volume: 85
year: '2022'
...
---
_id: '34471'
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"
author:
- first_name: Phillip
  full_name: Neumann, Phillip
  id: '95559'
  last_name: Neumann
- first_name: Birgit
  full_name: Lütje-Klose, Birgit
  last_name: Lütje-Klose
citation:
  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>
  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} }'
  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.'
  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>.
  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.'
date_created: 2022-12-16T14:53:11Z
date_updated: 2022-12-17T12:05:05Z
department:
- _id: '479'
doi: 10.1108/s1479-363620210000017007
editor:
- first_name: Sarah
  full_name: Semon, Sarah
  last_name: Semon
- first_name: Danielle
  full_name: Lane, Danielle
  last_name: Lane
- first_name: Phyllis
  full_name: Jones, Phyllis
  last_name: Jones
extern: '1'
intvolume: '        17'
keyword:
- Kooperation
- Inklusion
- Sonderpädagogik
- Schulentwicklung
- Inclusion
- Cooperation
- Collaboration
- Team-Teaching
- International
- Germany
language:
- iso: eng
page: 55-69
place: Bingley
publication: International Perspectives on Inclusive Education
publication_identifier:
  isbn:
  - 978-1-83982-999-4
publication_status: published
publisher: Emerald Publishing Limited
series_title: International Perspectives on Inclusive Education
status: public
title: Collaboration Is the Key – The Role of Special Educators in Inclusive Schools
  in Germany
type: book_chapter
user_id: '77750'
volume: 17
year: '2021'
...
---
_id: '29298'
abstract:
- lang: ger
  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: 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."
author:
- first_name: Simone Anna
  full_name: Opel, Simone Anna
  id: '72932'
  last_name: Opel
- first_name: Michael
  full_name: Schlichtig, Michael
  id: '32312'
  last_name: Schlichtig
citation:
  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>'
  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>
  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} }'
  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>.'
  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>.
  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.'
conference:
  end_date: 2019-03-13
  location: Siegen
  name: 20. Hochschultage Berufliche Bildung (HTBB) "Digitale Welt - Bildung und Arbeit
    in Transformationsgesellschaften".
  start_date: 2019-03-11
date_created: 2022-01-12T16:43:38Z
date_updated: 2022-01-12T17:04:10Z
department:
- _id: '67'
doi: https://doi.org/10.3278/6004722w
editor:
- first_name: Thomas
  full_name: Vollmer, Thomas
  last_name: Vollmer
- first_name: Torben
  full_name: Karges, Torben
  last_name: Karges
- first_name: Tim
  full_name: Richter, Tim
  last_name: Richter
- first_name: Britta
  full_name: Schlömer, Britta
  last_name: Schlömer
- first_name: Sören
  full_name: Schütt-Sayed, Sören
  last_name: Schütt-Sayed
intvolume: '        55'
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
language:
- iso: ger
main_file_link:
- open_access: '1'
  url: https://library.oapen.org/handle/20.500.12657/43933
oa: '1'
page: 176-194
place: Bielefeld
publication: Sammelband der 27. Fachtagung der BAG Berufliche Bildung
publication_status: published
publisher: wbv Media GmbH & Co. KG
series_title: Berufsbildung, Arbeit und Innovation
status: public
title: Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung
  eines Projektkurses für die Sekundarstufe II
type: conference
user_id: '32312'
volume: 55
year: '2020'
...
---
_id: '58013'
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.'
author:
- first_name: Anouschka
  full_name: Foltz, Anouschka
  last_name: Foltz
- 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
- first_name: Prisca
  full_name: Stenneken, Prisca
  last_name: Stenneken
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>'
  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}
    }'
  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>.'
  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>.'
  short: A. Foltz, K. Thiele, D. Kahsnitz, P. Stenneken, Journal of Child Language
    42 (2015) 932–945.
date_created: 2025-01-06T12:11:49Z
date_updated: 2026-04-20T11:04:40Z
doi: 10.1017/S0305000914000488
extern: '1'
intvolume: '        42'
issue: '4'
keyword:
- Child
- Female
- Germany
- Humans
- Linguistics
- Male
- Memory
- Short-Term
- Vocabulary
language:
- iso: eng
page: 932–945
publication: Journal of child language
status: public
title: 'Children’s syntactic-priming magnitude: lexical factors and participant characteristics'
type: journal_article
user_id: '61071'
volume: 42
year: '2015'
...
---
_id: '32518'
abstract:
- lang: eng
  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."
author:
- first_name: Heike M.
  full_name: Buhl, Heike M.
  id: '27152'
  last_name: Buhl
citation:
  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.
  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.
  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}
    }'
  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.'
  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.
  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.
  short: H.M. Buhl, International Journal of Behavioral Development 32 (2008) 381–389.
date_created: 2022-08-02T23:53:32Z
date_updated: 2022-08-29T04:42:04Z
department:
- _id: '427'
extern: '1'
intvolume: '        32'
issue: '5'
keyword:
- adult child–parent relationships
- adulthood
- connectedness
- Germany
- individuation
- symmetry
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://journals.sagepub.com/doi/pdf/10.1177/0165025408093656
oa: '1'
page: 381 - 389
publication: International Journal of Behavioral Development
publication_status: published
status: public
title: Development of a model describing individuated adult child-parent relationships
type: journal_article
user_id: '42165'
volume: 32
year: '2008'
...