---
_id: '63673'
abstract:
- lang: ger
text: Unter welchen historischen Bedingungen und mit welchen Auswirkungen wurde
der Computer zum Bestandteil des Wohnalltags? Und wie verhält es sich dabei mit
Praktiken des Wohnens und Wohnungseinrichtens? Die Beiträger*innen werfen einen
Blick auf die Computerisierung des Zuhauses und zeigen, wie sie sich vollzieht.
Der Fokus ihrer Analysen liegt einerseits darauf, wie Arbeit und Assistenz das
Wohnen im Hinblick auf den Computer prägen. Andererseits denken sie den Computer
aus der Perspektive der Wohnumgebungen neu und geben so einen kompakten medienhistorischen
Überblick über den Beginn des Smart Homes.
citation:
ama: Bartz C, Cyrkel J, Hüttemann F, Miggelbrink M, eds. ComputerWohnen. Zur
Geschichte des Computers in Wohnumgebungen zwischen Arbeit und Assistenz.
Vol 66. transcript Verlag; 2026. doi:10.14361/9783839471159
apa: Bartz, C., Cyrkel, J., Hüttemann, F., & Miggelbrink, M. (Eds.). (2026).
ComputerWohnen. Zur Geschichte des Computers in Wohnumgebungen zwischen Arbeit
und Assistenz (Vol. 66). transcript Verlag. https://doi.org/10.14361/9783839471159
bibtex: '@book{Bartz_Cyrkel_Hüttemann_Miggelbrink_2026, place={Bielefeld}, series={Digitale
Gesellschaft}, title={ComputerWohnen. Zur Geschichte des Computers in Wohnumgebungen
zwischen Arbeit und Assistenz}, volume={66}, DOI={10.14361/9783839471159},
publisher={transcript Verlag}, year={2026}, collection={Digitale Gesellschaft}
}'
chicago: 'Bartz, Christina, Jakob Cyrkel, Felix Hüttemann, and Monique Miggelbrink,
eds. ComputerWohnen. Zur Geschichte des Computers in Wohnumgebungen zwischen
Arbeit und Assistenz. Vol. 66. Digitale Gesellschaft. Bielefeld: transcript
Verlag, 2026. https://doi.org/10.14361/9783839471159.'
ieee: 'C. Bartz, J. Cyrkel, F. Hüttemann, and M. Miggelbrink, Eds., ComputerWohnen.
Zur Geschichte des Computers in Wohnumgebungen zwischen Arbeit und Assistenz,
vol. 66. Bielefeld: transcript Verlag, 2026.'
mla: Bartz, Christina, et al., editors. ComputerWohnen. Zur Geschichte des Computers
in Wohnumgebungen zwischen Arbeit und Assistenz. transcript Verlag, 2026,
doi:10.14361/9783839471159.
short: C. Bartz, J. Cyrkel, F. Hüttemann, M. Miggelbrink, eds., ComputerWohnen.
Zur Geschichte des Computers in Wohnumgebungen zwischen Arbeit und Assistenz,
transcript Verlag, Bielefeld, 2026.
date_created: 2026-01-20T16:07:44Z
date_updated: 2026-01-20T16:52:48Z
department:
- _id: '11'
doi: 10.14361/9783839471159
editor:
- first_name: Christina
full_name: Bartz, Christina
id: '21546'
last_name: Bartz
- first_name: Jakob
full_name: Cyrkel, Jakob
id: '25121'
last_name: Cyrkel
orcid: 0009-0006-7737-0845
- first_name: Felix
full_name: Hüttemann, Felix
id: '85501'
last_name: Hüttemann
- first_name: Monique
full_name: Miggelbrink, Monique
id: '5042'
last_name: Miggelbrink
intvolume: ' 66'
keyword:
- Mediengeschichte
- Digitale Medien
- Design
- Medien
- Medienwissenschaft
- Medienästhetik
- Mediensoziologie
- Medientheorie
- Medienphilosophie
- Architektur
- Technikgeschichte
- Technik
- Kultur
- Kulturwissenschaft
- Kulturgeschichte
- Kulturtheorie
- Popkultur
- Geschichte des 20. Jahrhunderts
- Geschichtswissenschaft
- Kultursoziologie
- Gender Studies
- Mode
- Klang
- Cultural Studies
- Informatik
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.transcript-verlag.de/978-3-8376-7115-5/computerwohnen/?number=978-3-8394-7115-9
oa: '1'
page: '336'
place: Bielefeld
publication_identifier:
eisbn:
- 978-3-8394-7115-9
isbn:
- 978-3-8376-7115-5
publication_status: published
publisher: transcript Verlag
series_title: Digitale Gesellschaft
status: public
title: ComputerWohnen. Zur Geschichte des Computers in Wohnumgebungen zwischen Arbeit
und Assistenz
type: book_editor
user_id: '25121'
volume: 66
year: '2026'
...
---
_id: '61445'
abstract:
- lang: eng
text: ABSTRACT In recent years, there has been an increasing awareness of the importance
of incorporating diversity into research projects, focusing on both how they are
conducted and their content. Funding organizations have started to require that
research applicants pay attention to inclusion and diversity by considering gender
dimensions and other diversity factors in their project plans and ensuring gender
equality during execution. Based on an extensive literature research and expert
discussions on how to develop and implement diversity strategies in large collaborative
research projects, we argue that there is a lack of practical advice in existing
literature. Drawing from our own experiences in conceptualizing and implementing
a Diversity Program across four universities in Germany, we propose a framework
for effectively integrating diversity into collaborative research initiatives
across various academic fields.
author:
- first_name: Mariya
full_name: Lorke, Mariya
last_name: Lorke
- first_name: Rena
full_name: Amelung, Rena
last_name: Amelung
- first_name: Peter
full_name: Kuchling, Peter
last_name: Kuchling
- first_name: Benjamin
full_name: Paaßen, Benjamin
last_name: Paaßen
- first_name: Miriam
full_name: Pein-Hackelbusch, Miriam
last_name: Pein-Hackelbusch
- first_name: Franziska Margarete
full_name: Schloots, Franziska Margarete
id: '33185'
last_name: Schloots
orcid: 0009-0008-9673-2615
- first_name: Klara
full_name: Schulz, Klara
last_name: Schulz
- first_name: Annette
full_name: Nauerth, Annette
last_name: Nauerth
citation:
ama: 'Lorke M, Amelung R, Kuchling P, et al. Development and Implementation of Diversity
Programs in Large Collaborative Research Projects: An Example From Germany. Diversity
& Inclusion Research. 2025;2(4):e70040. doi:https://doi.org/10.1002/dvr2.70040'
apa: 'Lorke, M., Amelung, R., Kuchling, P., Paaßen, B., Pein-Hackelbusch, M., Schloots,
F. M., Schulz, K., & Nauerth, A. (2025). Development and Implementation of
Diversity Programs in Large Collaborative Research Projects: An Example From Germany.
Diversity & Inclusion Research, 2(4), e70040. https://doi.org/10.1002/dvr2.70040'
bibtex: '@article{Lorke_Amelung_Kuchling_Paaßen_Pein-Hackelbusch_Schloots_Schulz_Nauerth_2025,
title={Development and Implementation of Diversity Programs in Large Collaborative
Research Projects: An Example From Germany}, volume={2}, DOI={https://doi.org/10.1002/dvr2.70040},
number={4}, journal={Diversity & Inclusion Research}, author={Lorke, Mariya
and Amelung, Rena and Kuchling, Peter and Paaßen, Benjamin and Pein-Hackelbusch,
Miriam and Schloots, Franziska Margarete and Schulz, Klara and Nauerth, Annette},
year={2025}, pages={e70040} }'
chicago: 'Lorke, Mariya, Rena Amelung, Peter Kuchling, Benjamin Paaßen, Miriam Pein-Hackelbusch,
Franziska Margarete Schloots, Klara Schulz, and Annette Nauerth. “Development
and Implementation of Diversity Programs in Large Collaborative Research Projects:
An Example From Germany.” Diversity & Inclusion Research 2, no. 4 (2025):
e70040. https://doi.org/10.1002/dvr2.70040.'
ieee: 'M. Lorke et al., “Development and Implementation of Diversity Programs
in Large Collaborative Research Projects: An Example From Germany,” Diversity
& Inclusion Research, vol. 2, no. 4, p. e70040, 2025, doi: https://doi.org/10.1002/dvr2.70040.'
mla: 'Lorke, Mariya, et al. “Development and Implementation of Diversity Programs
in Large Collaborative Research Projects: An Example From Germany.” Diversity
& Inclusion Research, vol. 2, no. 4, 2025, p. e70040, doi:https://doi.org/10.1002/dvr2.70040.'
short: M. Lorke, R. Amelung, P. Kuchling, B. Paaßen, M. Pein-Hackelbusch, F.M. Schloots,
K. Schulz, A. Nauerth, Diversity & Inclusion Research 2 (2025) e70040.
date_created: 2025-09-26T07:54:16Z
date_updated: 2025-09-26T07:55:21Z
department:
- _id: '574'
doi: https://doi.org/10.1002/dvr2.70040
intvolume: ' 2'
issue: '4'
keyword:
- collaborative research projects
- diversity strategy
- gender equality
language:
- iso: eng
page: e70040
publication: Diversity & Inclusion Research
publication_status: published
status: public
title: 'Development and Implementation of Diversity Programs in Large Collaborative
Research Projects: An Example From Germany'
type: journal_article
user_id: '33185'
volume: 2
year: '2025'
...
---
_id: '60524'
abstract:
- lang: ger
text: Damit sich Lehramtsstudierende Genderkompetenz im Studium aneignen können,
ist es zunächst notwendig, diese zur Reflexion über Gender anzuregen – so die
These dieses Beitrags. Kompetenzen entstehen durch die Aneignung von Kenntnissen,
Fähigkeiten, Fertigkeiten und Werthaltungen und sind an Sozialisationserfahrungen
und damit inkorporierte Handlungsweisen und Normen gebunden Genderkompetenz ist
notwendig, um Schülerinnen und Schülern gleiche Entwicklungschancen jenseits geschlechtsspezifischer
Zuschreibungen zu ermöglichen und bei angehenden Lehrkräften umfassende Genderkompetenz
zu etablieren. Dabei ist Gender sozial konstruiert, was als „doing gender“ bezeichnet
wird. Der vorliegende Beitrag stellt ein Seminarkonzept vor, in dem über den Doing-Gender-Ansatz
die alltägliche Herstellung von Geschlecht in den Mittelpunkt gerückt wird. Erst
wenn – so die Grundannahme des Beitrags – verstanden ist, wie Geschlecht in der
Gesellschaft über das Doing Gender (re)produziert wird, kann das Doing durch eigene
Verhaltensänderungen verändert werden. Wie dies erreicht werden kann, wird im
Folgenden dargestellt. Dazu wird zunächst das Seminarkonzept vorgestellt, in dem
durch die Reflexion einer schulischen Situation, in die die Studierenden selbst
involviert waren, das Doing Gender aufgedeckt wird. Anschließend wird eine Typologie
von Situationen vorgestellt, die auf den Portfolios von fünf Seminaren (WS 21/22bis
WS 23/24) basiert. Abschließend wird evaluiert, inwieweit ein Kompetenzerwerb
in Bezug auf Gender im Seminar stattgefunden hat.
author:
- first_name: Isabel
full_name: Steinhardt, Isabel
id: '90339'
last_name: Steinhardt
orcid: https://orcid.org/0000-0002-2590-6189
citation:
ama: 'Steinhardt I. Doing Gender Reflexionen im Lehramtsstudium. In: Glockentöger
I, ed. Förderung von Genderkompetenz in der Ausbildung von Lehrkräften.
wbv; 2025:203-209.'
apa: Steinhardt, I. (2025). Doing Gender Reflexionen im Lehramtsstudium. In I. Glockentöger
(Ed.), Förderung von Genderkompetenz in der Ausbildung von Lehrkräften
(pp. 203–209). wbv.
bibtex: '@inbook{Steinhardt_2025, place={Bielefeld}, title={Doing Gender Reflexionen
im Lehramtsstudium}, booktitle={Förderung von Genderkompetenz in der Ausbildung
von Lehrkräften}, publisher={wbv}, author={Steinhardt, Isabel}, editor={Glockentöger,
Ilke}, year={2025}, pages={203–209} }'
chicago: 'Steinhardt, Isabel. “Doing Gender Reflexionen im Lehramtsstudium.” In
Förderung von Genderkompetenz in der Ausbildung von Lehrkräften, edited
by Ilke Glockentöger, 203–9. Bielefeld: wbv, 2025.'
ieee: 'I. Steinhardt, “Doing Gender Reflexionen im Lehramtsstudium,” in Förderung
von Genderkompetenz in der Ausbildung von Lehrkräften, I. Glockentöger, Ed.
Bielefeld: wbv, 2025, pp. 203–209.'
mla: Steinhardt, Isabel. “Doing Gender Reflexionen im Lehramtsstudium.” Förderung
von Genderkompetenz in der Ausbildung von Lehrkräften, edited by Ilke Glockentöger,
wbv, 2025, pp. 203–09.
short: 'I. Steinhardt, in: I. Glockentöger (Ed.), Förderung von Genderkompetenz
in der Ausbildung von Lehrkräften, wbv, Bielefeld, 2025, pp. 203–209.'
date_created: 2025-07-06T14:27:53Z
date_updated: 2025-09-05T13:08:17Z
ddc:
- '300'
department:
- _id: '121'
editor:
- first_name: Ilke
full_name: Glockentöger, Ilke
last_name: Glockentöger
file:
- access_level: open_access
content_type: application/pdf
creator: isste
date_created: 2025-07-06T14:27:25Z
date_updated: 2025-07-06T14:27:25Z
file_id: '60525'
file_name: 2025 Steinhardt Doing Gender.pdf
file_size: 186494
relation: main_file
file_date_updated: 2025-07-06T14:27:25Z
has_accepted_license: '1'
keyword:
- Doing Gender
- Lehramt
- Kompetenzen
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.researchgate.net/publication/393163707_Doing_Gender_Reflexionen_im_Lehramtsstudium
oa: '1'
page: 203-209
place: Bielefeld
publication: Förderung von Genderkompetenz in der Ausbildung von Lehrkräften
publication_status: published
publisher: wbv
quality_controlled: '1'
status: public
title: Doing Gender Reflexionen im Lehramtsstudium
type: book_chapter
user_id: '90339'
year: '2025'
...
---
_id: '56935'
abstract:
- lang: ger
text: 'Der Neologismus ‚MINTfluencer:in‘ beschreibt reichweitenstarke Profile in
sozialen Netzwerken von Frauen in technischen und naturwissenschaftlichen Berufen.
Die qualitative Inhaltsanalyse untersucht die unterrepräsentierten Gruppen ‚Scientist
Mom‘ und ‚Trans* Scientist‘ auf Instagram aus gendermedialer Perspektive. Es werden
Erkenntnisse über das Verhältnis von Wissenschaftskommunikation, Berufsrepräsentation
sowie Geschlecht generiert und mit dekonstruktivistischen, intersektionalen Theorien
und Heteronormativitätskritik verknüpft. Die Betrachtung der Selbstinszenierung
berufstätiger Mütter und transsexueller Wissenschaftler:innen als MINTfluencer:innen
erforscht, inwiefern ihr Auftreten als feministische Transformation im Kontext
weiblicher Berufsausübung und Sichtbarkeit in männlich dominierten Berufen gesehen
werden kann. '
article_type: original
author:
- first_name: Ricarda
full_name: Pätz, Ricarda
id: '73151'
last_name: Pätz
citation:
ama: Pätz R. MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit junger
Frauen in MINT-Berufen. Gender(ed) thoughts. Published online 2024.
apa: Pätz, R. (2024). MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit
junger Frauen in MINT-Berufen. Gender(ed) thoughts.
bibtex: '@article{Pätz_2024, title={MINTfluencerinnen auf Instagram. Sozialmediale
Sichtbarkeit junger Frauen in MINT-Berufen}, journal={Gender(ed) thoughts}, publisher={University
Goettingen}, author={Pätz, Ricarda}, year={2024} }'
chicago: Pätz, Ricarda. “MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit
junger Frauen in MINT-Berufen.” Gender(ed) thoughts, 2024.
ieee: R. Pätz, “MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit junger
Frauen in MINT-Berufen,” Gender(ed) thoughts, 2024.
mla: Pätz, Ricarda. “MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit
junger Frauen in MINT-Berufen.” Gender(ed) thoughts, University Goettingen,
2024.
short: R. Pätz, Gender(ed) thoughts (2024).
date_created: 2024-11-07T07:07:27Z
date_updated: 2024-11-08T10:09:10Z
ddc:
- '380'
has_accepted_license: '1'
keyword:
- MINTfluencerin
- Frauen in MINT
- Wissenschaftskommunikation
- Instagram
- qualitative Inhaltsanalyse
- Gender Media Studies
- Gender Science Studies
language:
- iso: ger
main_file_link:
- url: https://www.gendered-thoughts.de/index.php?id=8&L=0
publication: Gender(ed) thoughts
publication_status: published
publisher: University Goettingen
quality_controlled: '1'
status: public
title: MINTfluencerinnen auf Instagram. Sozialmediale Sichtbarkeit junger Frauen in
MINT-Berufen
type: journal_article
user_id: '1112'
year: '2024'
...
---
_id: '55196'
author:
- first_name: Christoph
full_name: Jacke, Christoph
id: '20747'
last_name: Jacke
citation:
ama: 'Jacke C. Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild und
Entwicklungstendenzen im deutschen Schlager. Musiktheorie Zeitschrift für Musikwissenschaft.
2024;39(2):181-185.'
apa: 'Jacke, C. (2024). Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild
und Entwicklungstendenzen im deutschen Schlager. In Musiktheorie. Zeitschrift
für Musikwissenschaft. (Vol. 39, Issue 2, pp. 181–185). Laaber.'
bibtex: '@article{Jacke_2024, place={Lilienthal}, title={Marina Forell (2023): Atemlos
zum Erfolg. Gender, Frauenbild und Entwicklungstendenzen im deutschen Schlager.},
volume={39}, number={2}, journal={Musiktheorie. Zeitschrift für Musikwissenschaft.},
publisher={Laaber}, author={Jacke, Christoph}, year={2024}, pages={181–185} }'
chicago: 'Jacke, Christoph. “Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild
und Entwicklungstendenzen im deutschen Schlager.” Musiktheorie. Zeitschrift
für Musikwissenschaft. Lilienthal: Laaber, 2024.'
ieee: 'C. Jacke, “Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild und
Entwicklungstendenzen im deutschen Schlager.,” Musiktheorie. Zeitschrift für
Musikwissenschaft., vol. 39, no. 2. Laaber, Lilienthal, pp. 181–185, 2024.'
mla: 'Jacke, Christoph. “Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild
und Entwicklungstendenzen im deutschen Schlager.” Musiktheorie. Zeitschrift
für Musikwissenschaft., vol. 39, no. 2, Laaber, 2024, pp. 181–85.'
short: C. Jacke, Musiktheorie. Zeitschrift für Musikwissenschaft. 39 (2024) 181–185.
date_created: 2024-07-12T15:30:18Z
date_updated: 2026-03-05T12:23:56Z
ddc:
- '780'
department:
- _id: '607'
- _id: '817'
file:
- access_level: closed
content_type: application/pdf
creator: jackech
date_created: 2024-07-29T09:27:03Z
date_updated: 2024-07-29T09:27:03Z
file_id: '55413'
file_name: 181-185_Rombach.pdf
file_size: 82983
relation: main_file
success: 1
file_date_updated: 2024-07-29T09:27:03Z
has_accepted_license: '1'
intvolume: ' 39'
issue: '2'
keyword:
- Popmusik
- Gender
- Schlager
- Frauen
- Image
- Deutschland
language:
- iso: ger
page: 181-185
place: Lilienthal
publication: Musiktheorie. Zeitschrift für Musikwissenschaft.
publication_identifier:
issn:
- 0177-4182
publication_status: published
publisher: Laaber
related_material:
link:
- relation: confirmation
url: https://laaber-verlag.de/listview?link=0107001
status: public
title: 'Marina Forell (2023): Atemlos zum Erfolg. Gender, Frauenbild und Entwicklungstendenzen
im deutschen Schlager.'
type: review
user_id: '20747'
volume: 39
year: '2024'
...
---
_id: '61908'
abstract:
- lang: eng
text: For students, study abroad has its advantages but might also have unwanted
adverse ef-fects, such as social isolation and loneliness. We analyze the role
of emotional support in understanding loneliness among Chinese international students
in Germany, in comparison to local students, from a gender perspective. Based
on a representative sample, our findings suggest that Chinese international students
feel lonelier than local ones. Female Chinese international students are less
lonely compared to male ones, whereas the opposite is true for local students.
Contrary to our expectations, a higher number of emotionally supportive ties is
associated with higher levels of loneliness for all the students. Our further
analysis of the correlation between emotional support and loneliness separately
for the four subgroups indicates that while for female local students having more
emotionally supportive ties is as-sociated with lower levels of loneliness, for
female Chinese international students we find the opposite trend. For all male
students, we find no significant effect of emotional support on loneliness. We
recommend conducting a longitudinal study for examining the causality of the relationship
between networks and loneliness in the future. Results have important implica-tions
for universities and higher education research in understanding the role of networks
on loneliness.
author:
- first_name: Basak
full_name: Bilecen, Basak
last_name: Bilecen
- first_name: Isabell
full_name: Diekmann, Isabell
id: '119325'
last_name: Diekmann
- first_name: Thomas
full_name: Faist, Thomas
last_name: Faist
citation:
ama: 'Bilecen B, Diekmann I, Faist T. The Dark Side of International Student
Mobility: Which Students Suffer from Loneliness? Vol 178. Centre on Migration,
Citizenship and Development (COMCAD), Fakultät für Soziologie; 2023.'
apa: 'Bilecen, B., Diekmann, I., & Faist, T. (2023). The Dark Side of International
Student Mobility: Which Students Suffer from Loneliness? (Vol. 178). Centre
on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie.'
bibtex: '@book{Bilecen_Diekmann_Faist_2023, title={The Dark Side of International
Student Mobility: Which Students Suffer from Loneliness?}, volume={178}, publisher={Centre
on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie},
author={Bilecen, Basak and Diekmann, Isabell and Faist, Thomas}, year={2023} }'
chicago: 'Bilecen, Basak, Isabell Diekmann, and Thomas Faist. The Dark Side of
International Student Mobility: Which Students Suffer from Loneliness? Vol.
178. Centre on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie,
2023.'
ieee: 'B. Bilecen, I. Diekmann, and T. Faist, The Dark Side of International
Student Mobility: Which Students Suffer from Loneliness?, vol. 178. Centre
on Migration, Citizenship and Development (COMCAD), Fakultät für Soziologie, 2023.'
mla: 'Bilecen, Basak, et al. The Dark Side of International Student Mobility:
Which Students Suffer from Loneliness? Centre on Migration, Citizenship and
Development (COMCAD), Fakultät für Soziologie, 2023.'
short: 'B. Bilecen, I. Diekmann, T. Faist, The Dark Side of International Student
Mobility: Which Students Suffer from Loneliness?, Centre on Migration, Citizenship
and Development (COMCAD), Fakultät für Soziologie, 2023.'
date_created: 2025-10-21T11:21:43Z
date_updated: 2025-10-21T12:06:39Z
extern: '1'
intvolume: ' 178'
keyword:
- loneliness
- personal networks
- international student mobility
- gender
- emotional support
language:
- iso: eng
page: '23'
publisher: Centre on Migration, Citizenship and Development (COMCAD), Fakultät für
Soziologie
status: public
title: 'The Dark Side of International Student Mobility: Which Students Suffer from
Loneliness?'
type: report
user_id: '119325'
volume: 178
year: '2023'
...
---
_id: '33416'
author:
- first_name: Magdalena
full_name: Kißling, Magdalena
id: '86552'
last_name: Kißling
citation:
ama: 'Kißling M. Wortkritik als Aufgabenfeld einer diversitätssensiblen Literaturdidaktik.
Das Verfahren der Dechiffrierung als ein Weg fachintegrativer Verankerung von
Diversitätssensibilität. In: Dannecker W, Schindler K, eds. Diversitätsorientierte
Deutschdidaktik: Theoretisch-konzeptionelle Fundierung und Perspektiven für empirisches
Arbeiten. Band 4 SLLD (B) . Open Access; 2022:35-50. doi:https://doi.org/10.46586/SLLD.223'
apa: 'Kißling, M. (2022). Wortkritik als Aufgabenfeld einer diversitätssensiblen
Literaturdidaktik. Das Verfahren der Dechiffrierung als ein Weg fachintegrativer
Verankerung von Diversitätssensibilität. In W. Dannecker & K. Schindler (Eds.),
Diversitätsorientierte Deutschdidaktik: Theoretisch-konzeptionelle Fundierung
und Perspektiven für empirisches Arbeiten. Band 4 SLLD (B) (pp. 35–50). Open
Access. https://doi.org/10.46586/SLLD.223'
bibtex: '@inbook{Kißling_2022, title={Wortkritik als Aufgabenfeld einer diversitätssensiblen
Literaturdidaktik. Das Verfahren der Dechiffrierung als ein Weg fachintegrativer
Verankerung von Diversitätssensibilität}, DOI={https://doi.org/10.46586/SLLD.223},
booktitle={Diversitätsorientierte Deutschdidaktik: Theoretisch-konzeptionelle
Fundierung und Perspektiven für empirisches Arbeiten. Band 4 SLLD (B) }, publisher={Open
Access}, author={Kißling, Magdalena}, editor={Dannecker, Wiebke and Schindler,
Kirsten}, year={2022}, pages={35–50} }'
chicago: 'Kißling, Magdalena. “Wortkritik als Aufgabenfeld einer diversitätssensiblen
Literaturdidaktik. Das Verfahren der Dechiffrierung als ein Weg fachintegrativer
Verankerung von Diversitätssensibilität.” In Diversitätsorientierte Deutschdidaktik:
Theoretisch-konzeptionelle Fundierung und Perspektiven für empirisches Arbeiten.
Band 4 SLLD (B) , edited by Wiebke Dannecker and Kirsten Schindler, 35–50.
Open Access, 2022. https://doi.org/10.46586/SLLD.223.'
ieee: 'M. Kißling, “Wortkritik als Aufgabenfeld einer diversitätssensiblen Literaturdidaktik.
Das Verfahren der Dechiffrierung als ein Weg fachintegrativer Verankerung von
Diversitätssensibilität,” in Diversitätsorientierte Deutschdidaktik: Theoretisch-konzeptionelle
Fundierung und Perspektiven für empirisches Arbeiten. Band 4 SLLD (B) , W.
Dannecker and K. Schindler, Eds. Open Access, 2022, pp. 35–50.'
mla: 'Kißling, Magdalena. “Wortkritik als Aufgabenfeld einer diversitätssensiblen
Literaturdidaktik. Das Verfahren der Dechiffrierung als ein Weg fachintegrativer
Verankerung von Diversitätssensibilität.” Diversitätsorientierte Deutschdidaktik:
Theoretisch-konzeptionelle Fundierung und Perspektiven für empirisches Arbeiten.
Band 4 SLLD (B) , edited by Wiebke Dannecker and Kirsten Schindler, Open Access,
2022, pp. 35–50, doi:https://doi.org/10.46586/SLLD.223.'
short: 'M. Kißling, in: W. Dannecker, K. Schindler (Eds.), Diversitätsorientierte
Deutschdidaktik: Theoretisch-konzeptionelle Fundierung und Perspektiven für empirisches
Arbeiten. Band 4 SLLD (B) , Open Access, 2022, pp. 35–50.'
date_created: 2022-09-16T11:14:09Z
date_updated: 2024-01-04T19:42:13Z
department:
- _id: '464'
doi: https://doi.org/10.46586/SLLD.223
editor:
- first_name: Wiebke
full_name: Dannecker, Wiebke
last_name: Dannecker
- first_name: Kirsten
full_name: Schindler, Kirsten
last_name: Schindler
keyword:
- Diversität
- Inklusion
- Gender
- Deutschdidaktik
language:
- iso: ger
main_file_link:
- url: https://omp.ub.rub.de/index.php/SLLD/catalog/view/223/197/1186
page: 35-50
publication: 'Diversitätsorientierte Deutschdidaktik: Theoretisch-konzeptionelle Fundierung
und Perspektiven für empirisches Arbeiten. Band 4 SLLD (B) '
publisher: Open Access
quality_controlled: '1'
status: public
title: Wortkritik als Aufgabenfeld einer diversitätssensiblen Literaturdidaktik. Das
Verfahren der Dechiffrierung als ein Weg fachintegrativer Verankerung von Diversitätssensibilität
type: book_chapter
user_id: '86552'
year: '2022'
...
---
_id: '21276'
abstract:
- lang: eng
text: "This collection of essays presents new work on women’s contribution to philosophy
between the Renaissance and the mid-eighteenth century. They bring a new perspective
to the history of philosophy, by highlighting women’s contributions to philosophy
and testifying to the rich history of women’s thought in this period.\r\n\r\nBy
showing that women were active in many branches of philosophy (metaphysics, science,
political philosophy cosmology, ontology, epistemology) the book testifies to
the rich history of women’s thought across Europe in this period. The scope of
the collection is international, both in terms of the philosophers represented
and the contributors themselves from Britain and North America, but also from
continental Europe and from as far afield as Australia and Brazil. The philosophers
discussed here include both figures who have recently come to be better known
(Elisabeth of Bohemia, Anne Conway, Mary Astell, Catharine Trotter Cockburn, Emilie
du Châtelet), and less familiar figures (Moderata Fonte, Lucrezia Marinella Arcangela
Tarabotti, Tullia d’Aragona, Madame Deshoulières, Madame de Sablé, Angélique de
Saint-Jean Arnauld d’Andilly, Olivia Sabuco, Susanna Newcome).\r\n\r\nThe chapters
in this book were originally published as a special issue of the British Journal
for the History of Philosophy."
citation:
ama: Hagengruber R, Hutton S, eds. Women Philosophers from the Renaissance to
the Enlightenment. 1st ed. Routledge; 2021.
apa: Hagengruber, R., & Hutton, S. (Eds.). (2021). Women Philosophers from
the Renaissance to the Enlightenment (1st ed.). Routledge.
bibtex: '@book{Hagengruber_Hutton_2021, place={London}, edition={1}, title={Women
Philosophers from the Renaissance to the Enlightenment}, publisher={Routledge},
year={2021} }'
chicago: 'Hagengruber, Ruth, and Sarah Hutton, eds. Women Philosophers from the
Renaissance to the Enlightenment. 1st ed. London: Routledge, 2021.'
ieee: 'R. Hagengruber and S. Hutton, Eds., Women Philosophers from the Renaissance
to the Enlightenment, 1st ed. London: Routledge, 2021.'
mla: Hagengruber, Ruth, and Sarah Hutton, editors. Women Philosophers from the
Renaissance to the Enlightenment. 1st ed., Routledge, 2021.
short: R. Hagengruber, S. Hutton, eds., Women Philosophers from the Renaissance
to the Enlightenment, 1st ed., Routledge, London, 2021.
date_created: 2021-02-24T15:50:57Z
date_updated: 2022-11-25T19:55:54Z
department:
- _id: '519'
edition: '1'
editor:
- first_name: Ruth
full_name: Hagengruber, Ruth
id: '198'
last_name: Hagengruber
orcid: https://orcid.org/0000-0003-3360-6335
- first_name: Sarah
full_name: Hutton, Sarah
last_name: Hutton
keyword:
- History of Women Philosophers
- Methodology
- History of Philosophy
- Women's Studies
- Gender History
language:
- iso: eng
place: London
publication_identifier:
isbn:
- ISBN 9780367758646
publisher: Routledge
quality_controlled: '1'
status: public
title: Women Philosophers from the Renaissance to the Enlightenment
type: book_editor
user_id: '49063'
year: '2021'
...
---
_id: '36545'
abstract:
- lang: eng
text: 'Due to the Corona crisis, German Higher Education Institutions had to close
their campuses in March and lecturers had to teach online. To understand how the
Corona crisis affected students, first this article explains the structural and
social inequalities in the German higher education system, using Tinto''s (1975;
1997) student engagement theory. Second, the concept of Bergman-Rosamond et al.
(2020) is used to analyze the challenges that Corona has raised for students,
including current surveys. We found that the closure of the social space campus
(and the Corona crisis as a whole) particularly hit hard those students who had
previously been affected by (intersectional) inequality. Therefore, to lessen
the specific challenges associated with the ad hoc transition to digital studying,
the creation of a digital community of learning can help. We demonstrate how such
a community can be created by the example seminar, "Digital practices: an autoethnographic
observation". During the seminar, students recorded their digital technology use
in a journal, and we analyzed the diary entries using the collaborate autoethnography
method. The seminar example shows that this method is well suited for the development
of a community of learning as it not only places students in the spotlight but
as students work together on a topic they get to know each other, and a basis
of trust is created through peer-feedback. Therefore, it was important to have
a digital space (in this case Mahara) where the exchange could take place. The
continuous insight into the students’ "learning status" enabled the lecturer to
promote the learning and provide individual assistance for the students.'
article_type: original
author:
- first_name: Isabel
full_name: Steinhardt, Isabel
id: '90339'
last_name: Steinhardt
orcid: https://orcid.org/0000-0002-2590-6189
citation:
ama: 'Steinhardt I. Students in the spotlight: Using collaborative autoethnography
to build a community of learning in the Corona crisis. ISA Pedagogy Series.
2021;1(1):42-59.'
apa: 'Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography
to build a community of learning in the Corona crisis. ISA Pedagogy Series,
1(1), 42–59.'
bibtex: '@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative
autoethnography to build a community of learning in the Corona crisis}, volume={1},
number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology
Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }'
chicago: 'Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography
to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series
1, no. 1 (2021): 42–59.'
ieee: 'I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography
to build a community of learning in the Corona crisis,” ISA Pedagogy Series,
vol. 1, no. 1, pp. 42–59, 2021.'
mla: 'Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography
to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series,
vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.'
short: I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59.
date_created: 2023-01-13T09:21:52Z
date_updated: 2023-01-13T09:21:57Z
ddc:
- '300'
department:
- _id: '121'
extern: '1'
file:
- access_level: closed
content_type: application/pdf
creator: isste
date_created: 2023-01-13T09:19:55Z
date_updated: 2023-01-13T09:19:55Z
file_id: '36547'
file_name: 2021 Steinhardt Students in the spotlight.pdf
file_size: 391202
relation: main_file
success: 1
file_date_updated: 2023-01-13T09:19:55Z
has_accepted_license: '1'
intvolume: ' 1'
issue: '1'
keyword:
- Intersectionality
- inequality
- gender
- diversity
- higher-education
- crisis
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/
oa: '1'
page: 42-59
publication: ISA Pedagogy Series
publication_status: published
publisher: International Sociology Association
quality_controlled: '1'
status: public
title: 'Students in the spotlight: Using collaborative autoethnography to build a
community of learning in the Corona crisis'
type: journal_article
user_id: '90339'
volume: 1
year: '2021'
...
---
_id: '32558'
abstract:
- lang: eng
text: With the rapid progress of technological development, self-efficacy in reference
to digital devices (i.e., information and computer technology [ICT] self-efficacy)
is an important driver that helps students to deal with technological problems
and support their lifelong learning processes. Schools, peers, and home learning
environments are important sources for the development of positive self-efficacy.
Expanding on previous research, we investigated the associations between different
aspects of the digital home learning environment and students’ ICT self-efficacy.
The moderation effects of gender were also tested. A total of 651 children answered
a questionnaire about different digital home learning environment dimensions and
estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s
(1999) general self-efficacy scale. Using the structural equation modeling technique,
a digital home learning environment containing six different qualities of parental
support was investigated. Families’ cultural capital, parents’ attitudes toward
the Internet, and shared Internet activities at home contributed positively to
ICT self-efficacy. We observed small gender differences, with the moderation effect
being nonsignificant. The results help researchers and practitioners to understand
how different dimensions of the digital home learning environment support ICT
self-efficacy. We will discuss how parents can enhance the home learning environment
and how teachers can integrate this knowledge into formal education.
author:
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bonanati S, Buhl HM. The digital home learning environment and its relation
to children’s ICT self-efficacy. Learning Environments Research. 2021;25(2):485-505.
doi:10.1007/s10984-021-09377-8
apa: Bonanati, S., & Buhl, H. M. (2021). The digital home learning environment
and its relation to children’s ICT self-efficacy. Learning Environments Research,
25(2), 485–505. https://doi.org/10.1007/s10984-021-09377-8
bibtex: '@article{Bonanati_Buhl_2021, title={The digital home learning environment
and its relation to children’s ICT self-efficacy}, volume={25}, DOI={10.1007/s10984-021-09377-8},
number={2}, journal={Learning Environments Research}, publisher={Springer Science
and Business Media LLC}, author={Bonanati, Sabrina and Buhl, Heike M.}, year={2021},
pages={485–505} }'
chicago: 'Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment
and Its Relation to Children’s ICT Self-Efficacy.” Learning Environments Research
25, no. 2 (2021): 485–505. https://doi.org/10.1007/s10984-021-09377-8.'
ieee: 'S. Bonanati and H. M. Buhl, “The digital home learning environment and its
relation to children’s ICT self-efficacy,” Learning Environments Research,
vol. 25, no. 2, pp. 485–505, 2021, doi: 10.1007/s10984-021-09377-8.'
mla: Bonanati, Sabrina, and Heike M. Buhl. “The Digital Home Learning Environment
and Its Relation to Children’s ICT Self-Efficacy.” Learning Environments Research,
vol. 25, no. 2, Springer Science and Business Media LLC, 2021, pp. 485–505, doi:10.1007/s10984-021-09377-8.
short: S. Bonanati, H.M. Buhl, Learning Environments Research 25 (2021) 485–505.
date_created: 2022-08-03T05:53:48Z
date_updated: 2025-07-16T08:38:51Z
department:
- _id: '427'
doi: 10.1007/s10984-021-09377-8
intvolume: ' 25'
issue: '2'
keyword:
- Digital media use
- Gender
- Home learning environment
- ICT self-efcacy
- Motivation
- Parental involvement
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10984-021-09377-8.pdf
oa: '1'
page: 485-505
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Learning Environments Research
publication_identifier:
issn:
- 1387-1579
- 1573-1855
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The digital home learning environment and its relation to children’s ICT self-efficacy
type: journal_article
user_id: '27152'
volume: 25
year: '2021'
...
---
_id: '24462'
abstract:
- lang: eng
text: "This article offers new insight into students’ responses to Womens’\r\nand
Gender Studies (WGS) classes by overcoming the self-selection\r\nbias hitherto
inherent in the field. Exploring the experiences of 1406\r\nstudents (770 women,
636 men) of a university with a WGS\r\nrequirement across all study programmes,
we examine the\r\nprevailing discourses on WGS, participants’ (dis)agreement as
well\r\nas personal and professional benefits gained through WGS.\r\nAdditionally,
we evaluate the perceived value of WGS for\r\nthemselves, in society, and of WGS
opportunities in higher\r\neducation. Findings reveal a gender bias regarding
discourses,\r\nexperience, benefit, and value, with 70.1% women and 32.4% men\r\nsupporting
the idea of WGS as a mandatory subject. Women’s\r\nsupport indicates a need for
tools to negotiate gender issues,\r\nwhile men’s resistance serves to defend male
privileges. We\r\nconclude that a requirement of WGS classes amplifies the\r\npotential
for both – resistance and change."
author:
- first_name: Ilona
full_name: Horwath, Ilona
last_name: Horwath
- first_name: Christian
full_name: Diabl, Christian
last_name: Diabl
citation:
ama: Horwath I, Diabl C. Liberating or indoctrinating? Surveying students’ perceptions
of a Womens’ and Gender Studies requirement. Gender and Education. Published
online 2019:1109-1126. doi:10.1080/09540253.2019.1608355
apa: Horwath, I., & Diabl, C. (2019). Liberating or indoctrinating? Surveying
students’ perceptions of a Womens’ and Gender Studies requirement. Gender and
Education, 1109–1126. https://doi.org/10.1080/09540253.2019.1608355
bibtex: '@article{Horwath_Diabl_2019, title={Liberating or indoctrinating? Surveying
students’ perceptions of a Womens’ and Gender Studies requirement}, DOI={10.1080/09540253.2019.1608355},
journal={Gender and Education}, author={Horwath, Ilona and Diabl, Christian},
year={2019}, pages={1109–1126} }'
chicago: Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying
Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender
and Education, 2019, 1109–26. https://doi.org/10.1080/09540253.2019.1608355.
ieee: 'I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’
perceptions of a Womens’ and Gender Studies requirement,” Gender and Education,
pp. 1109–1126, 2019, doi: 10.1080/09540253.2019.1608355.'
mla: Horwath, Ilona, and Christian Diabl. “Liberating or Indoctrinating? Surveying
Students’ Perceptions of a Womens’ and Gender Studies Requirement.” Gender
and Education, 2019, pp. 1109–26, doi:10.1080/09540253.2019.1608355.
short: I. Horwath, C. Diabl, Gender and Education (2019) 1109–1126.
date_created: 2021-09-14T21:05:30Z
date_updated: 2022-04-21T18:11:32Z
ddc:
- '300'
department:
- _id: '603'
doi: 10.1080/09540253.2019.1608355
file:
- access_level: closed
content_type: application/pdf
creator: innem
date_created: 2021-09-14T21:07:03Z
date_updated: 2021-09-14T21:07:03Z
file_id: '24463'
file_name: Horwath_Diabl_2019.pdf
file_size: 1495079
relation: main_file
success: 1
file_date_updated: 2021-09-14T21:07:03Z
has_accepted_license: '1'
keyword:
- Education policy
- equality
- higher education
- critical pedagogies
- gender mainstreaming
- curriculum
language:
- iso: eng
page: 1109-1126
publication: Gender and Education
publication_identifier:
issn:
- 0954-0253
- 1360-0516
publication_status: published
quality_controlled: '1'
status: public
title: Liberating or indoctrinating? Surveying students’ perceptions of a Womens’
and Gender Studies requirement
type: journal_article
user_id: '83744'
year: '2019'
...
---
_id: '32542'
abstract:
- lang: eng
text: "This study investigates how different factors in regard to intergenerational
relationships are associated with emotional support\r\ngiven by adults to their
parents. The analysis focuses on adult children and their parents in a representative
German sample.\r\nData were obtained from the second wave of the German Family
Panel (pairfam) consisting of 2064 women and 1841 men.\r\nResults show that transfer
of emotional support by the adult children was especially associated not only
with received emotional support from parents, but also with affection, conflicts,
and expectations concerning parents. A moderator analysis\r\nfocuses on gender
and showed differences for the association between given support by adults and
conflicts between mothers\r\nand fathers. For the offspring, no gender effects
were found."
author:
- first_name: Sabrina
full_name: Sommer, Sabrina
last_name: Sommer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s
Emotional Support of Their Parents. Journal of Adult Development. 2018;25(4):286-296.
doi:10.1007/s10804-018-9296-y'
apa: 'Sommer, S., & Buhl, H. M. (2018). Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents. Journal of Adult
Development, 25(4), 286–296. https://doi.org/10.1007/s10804-018-9296-y'
bibtex: '@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={10.1007/s10804-018-9296-y},
number={4}, journal={Journal of Adult Development}, publisher={Springer Science
and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018},
pages={286–296} }'
chicago: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development 25, no. 4 (2018): 286–96. https://doi.org/10.1007/s10804-018-9296-y.'
ieee: 'S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with
Adult Children’s Emotional Support of Their Parents,” Journal of Adult Development,
vol. 25, no. 4, pp. 286–296, 2018, doi: 10.1007/s10804-018-9296-y.'
mla: 'Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations
with Adult Children’s Emotional Support of Their Parents.” Journal of Adult
Development, vol. 25, no. 4, Springer Science and Business Media LLC, 2018,
pp. 286–96, doi:10.1007/s10804-018-9296-y.'
short: S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.
date_created: 2022-08-03T03:19:32Z
date_updated: 2025-07-16T08:44:10Z
department:
- _id: '427'
doi: 10.1007/s10804-018-9296-y
intvolume: ' 25'
issue: '4'
keyword:
- Intergenerational relationships
- Emotional support
- Solidarity
- Adult children
- Gender
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10804-018-9296-y.pdf
oa: '1'
page: 286-296
project:
- _id: '372'
grant_number: '281828538'
name: Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern
publication: Journal of Adult Development
publication_identifier:
issn:
- 1068-0667
- 1573-3440
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Intergenerational Transfers: Associations with Adult Children’s Emotional
Support of Their Parents'
type: journal_article
user_id: '27152'
volume: 25
year: '2018'
...
---
_id: '48967'
citation:
ama: Schulze M, Lange-Berndt P, Rübel D, Jansen G, Kunsthalle Düsseldorf, eds. Singular/Plural.
Kollaborationen in der Post-Pop-Polit Arena, 1969-1980. Snoeck Verlagsgesellschaft
mbH; 2017.
apa: Schulze, M., Lange-Berndt, P., Rübel, D., Jansen, G., & Kunsthalle Düsseldorf
(Eds.). (2017). Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena,
1969-1980. Snoeck Verlagsgesellschaft mbH.
bibtex: '@book{Schulze_Lange-Berndt_Rübel_Jansen_Kunsthalle Düsseldorf_2017, place={Köln},
title={Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena, 1969-1980},
publisher={Snoeck Verlagsgesellschaft mbH}, year={2017} }'
chicago: 'Schulze, Max, Petra Lange-Berndt, Dietmar Rübel, Gregor Jansen, and Kunsthalle
Düsseldorf, eds. Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena,
1969-1980. Köln: Snoeck Verlagsgesellschaft mbH, 2017.'
ieee: 'M. Schulze, P. Lange-Berndt, D. Rübel, G. Jansen, and Kunsthalle Düsseldorf,
Eds., Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena, 1969-1980.
Köln: Snoeck Verlagsgesellschaft mbH, 2017.'
mla: Schulze, Max, et al., editors. Singular/Plural. Kollaborationen in der Post-Pop-Polit
Arena, 1969-1980. Snoeck Verlagsgesellschaft mbH, 2017.
short: M. Schulze, P. Lange-Berndt, D. Rübel, G. Jansen, Kunsthalle Düsseldorf,
eds., Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena, 1969-1980,
Snoeck Verlagsgesellschaft mbH, Köln, 2017.
corporate_editor:
- Kunsthalle Düsseldorf
date_created: 2023-11-16T12:50:54Z
date_updated: 2023-11-16T12:51:13Z
editor:
- first_name: Max
full_name: Schulze, Max
id: '77991'
last_name: Schulze
- first_name: Petra
full_name: Lange-Berndt, Petra
last_name: Lange-Berndt
- first_name: Dietmar
full_name: Rübel, Dietmar
last_name: Rübel
- first_name: Gregor
full_name: Jansen, Gregor
last_name: Jansen
extern: '1'
keyword:
- Kollaborationen
- Rheinland
- Szene
- Drogen
- Freaks
- Musik
- Gender
- Nationalsozialismus
- Tabu
- Provokation
- Subkultur
- Malerei
- Comic
- Fotografie
- Film
language:
- iso: ger
- iso: eng
place: Köln
publication_identifier:
isbn:
- 978-3-86442-223-2
publication_status: published
publisher: Snoeck Verlagsgesellschaft mbH
status: public
title: Singular/Plural. Kollaborationen in der Post-Pop-Polit Arena, 1969-1980
type: book_editor
user_id: '77991'
year: '2017'
...
---
_id: '4690'
author:
- first_name: Elena
full_name: Gorbacheva, Elena
last_name: Gorbacheva
- first_name: Armin
full_name: Stein, Armin
last_name: Stein
- first_name: Theresa
full_name: Schmiedel, Theresa
last_name: Schmiedel
- first_name: Oliver
full_name: Müller, Oliver
id: '72849'
last_name: Müller
citation:
ama: Gorbacheva E, Stein A, Schmiedel T, Müller O. The Role of Gender in Business
Process Management Competence Supply. Business and Information Systems Engineering.
2016;(3):213--231. doi:10.1007/s12599-016-0428-2
apa: Gorbacheva, E., Stein, A., Schmiedel, T., & Müller, O. (2016). The Role
of Gender in Business Process Management Competence Supply. Business and Information
Systems Engineering, (3), 213--231. https://doi.org/10.1007/s12599-016-0428-2
bibtex: '@article{Gorbacheva_Stein_Schmiedel_Müller_2016, title={The Role of Gender
in Business Process Management Competence Supply}, DOI={10.1007/s12599-016-0428-2},
number={3}, journal={Business and Information Systems Engineering}, author={Gorbacheva,
Elena and Stein, Armin and Schmiedel, Theresa and Müller, Oliver}, year={2016},
pages={213--231} }'
chicago: 'Gorbacheva, Elena, Armin Stein, Theresa Schmiedel, and Oliver Müller.
“The Role of Gender in Business Process Management Competence Supply.” Business
and Information Systems Engineering, no. 3 (2016): 213--231. https://doi.org/10.1007/s12599-016-0428-2.'
ieee: E. Gorbacheva, A. Stein, T. Schmiedel, and O. Müller, “The Role of Gender
in Business Process Management Competence Supply,” Business and Information
Systems Engineering, no. 3, pp. 213--231, 2016.
mla: Gorbacheva, Elena, et al. “The Role of Gender in Business Process Management
Competence Supply.” Business and Information Systems Engineering, no. 3,
2016, pp. 213--231, doi:10.1007/s12599-016-0428-2.
short: E. Gorbacheva, A. Stein, T. Schmiedel, O. Müller, Business and Information
Systems Engineering (2016) 213--231.
date_created: 2018-10-12T08:29:58Z
date_updated: 2022-01-06T07:01:18Z
doi: 10.1007/s12599-016-0428-2
extern: '1'
issue: '3'
keyword:
- BPM workforce
- Business process management
- Competences
- Gender diversity
- Latent semantic analysis
- Skills
- Text mining
language:
- iso: eng
page: 213--231
publication: Business and Information Systems Engineering
publication_identifier:
issn:
- '18670202'
status: public
title: The Role of Gender in Business Process Management Competence Supply
type: journal_article
user_id: '72849'
year: '2016'
...
---
_id: '5617'
abstract:
- lang: eng
text: CAPTCHAs are challenge-response tests that aim at preventing unwanted machines,
including bots, from accessing web services while providing easy access for humans.
Recent advances in artificial-intelligence based attacks show that the level of
security provided by many state-of-the-art text-based CAPTCHAs is declining. At
the same time, techniques for distorting and obscuring the text, which are used
to maintain the level of security, make text-based CAPTCHAs diffcult to solve
for humans, and thereby further degrade usability. The need for developing alternative
types of CAPTCHAs which improve both, the current security and usability levels,
has been emphasized by several researchers. With this study, we contribute to
research through (1) the development of two new face recognition CAPTCHAs (Farett-Gender
and Farett-Gender&Age), (2) the security analysis of both procedures, and (3)
the provision of empirical evidence that one of the suggested CAPTCHAs (Farett-Gender)
is similar to Google's reCAPTCHA and better than KCAPTCHA concerning effectiveness
(error rates), superior to both regarding learnability and satisfaction but not
effciency.
author:
- first_name: Guido
full_name: Schryen, Guido
id: '72850'
last_name: Schryen
- first_name: Gerit
full_name: Wagner, Gerit
last_name: Wagner
- first_name: Alexander
full_name: Schlegel, Alexander
last_name: Schlegel
citation:
ama: 'Schryen G, Wagner G, Schlegel A. Development of two novel face-recognition
CAPTCHAs: a security and usability study. Computers & Security. 2016;60(July):95-116.'
apa: 'Schryen, G., Wagner, G., & Schlegel, A. (2016). Development of two novel
face-recognition CAPTCHAs: a security and usability study. Computers &
Security, 60(July), 95–116.'
bibtex: '@article{Schryen_Wagner_Schlegel_2016, title={Development of two novel
face-recognition CAPTCHAs: a security and usability study}, volume={60}, number={July},
journal={Computers & Security}, publisher={Elsevier}, author={Schryen, Guido
and Wagner, Gerit and Schlegel, Alexander}, year={2016}, pages={95–116} }'
chicago: 'Schryen, Guido, Gerit Wagner, and Alexander Schlegel. “Development of
Two Novel Face-Recognition CAPTCHAs: A Security and Usability Study.” Computers
& Security 60, no. July (2016): 95–116.'
ieee: 'G. Schryen, G. Wagner, and A. Schlegel, “Development of two novel face-recognition
CAPTCHAs: a security and usability study,” Computers & Security, vol.
60, no. July, pp. 95–116, 2016.'
mla: 'Schryen, Guido, et al. “Development of Two Novel Face-Recognition CAPTCHAs:
A Security and Usability Study.” Computers & Security, vol. 60, no.
July, Elsevier, 2016, pp. 95–116.'
short: G. Schryen, G. Wagner, A. Schlegel, Computers & Security 60 (2016) 95–116.
date_created: 2018-11-14T14:00:47Z
date_updated: 2022-01-06T07:02:10Z
ddc:
- '000'
department:
- _id: '277'
extern: '1'
file:
- access_level: open_access
content_type: application/pdf
creator: hsiemes
date_created: 2018-12-07T11:38:19Z
date_updated: 2018-12-13T15:07:36Z
file_id: '6029'
file_name: cose_991_final.pdf
file_size: 2983143
relation: main_file
file_date_updated: 2018-12-13T15:07:36Z
has_accepted_license: '1'
intvolume: ' 60'
issue: July
keyword:
- CAPTCHA
- Usability
- Facial features
- Gender classiffcation
- Age classification
- Face recognition reverse Turing test
language:
- iso: eng
oa: '1'
page: 95-116
publication: Computers & Security
publisher: Elsevier
status: public
title: 'Development of two novel face-recognition CAPTCHAs: a security and usability
study'
type: journal_article
user_id: '61579'
volume: 60
year: '2016'
...