@inproceedings{24160,
abstract = {{In automotive and other fields of application media-carrying components often have complex, flow-optimized geometries and are made of plastics for reasons of weight and cost. Therefore, the laser sintering technology is predestinated to manufacture these components as it offers a very high degree of design freedom and good mechanical properties.
For industrial applications the long-term properties of the SLS material in contact with liquid media are important and were therefore investigated for PA12, PP and PA613. Hereby, different media such as motor oil or Glysantin based coolant were tested with different temperatures and immersion times of up to 26 weeks. The mechanical properties were tested after immersion and compared to injection molded samples. Furthermore, laser sintering design guidelines for media-carrying components were developed. These guidelines for instance include the minimum wall thickness to ensure media tightness and the removal of powder from channels with a high length to diameter ratio.}},
author = {{Kletetzka, Ivo and Kummert, Christina and Schmid, Hans-Joachim}},
booktitle = {{Proceedings of the 32nd Annual International Solid Freeform Fabrication Symposium}},
location = {{Austin}},
publisher = {{Laboratory for Freeform Fabrication and University of Texas}},
title = {{{Laser Sintering Design Guidelines for media transmitting Components}}},
doi = {{http://dx.doi.org/10.26153/tsw/17548}},
volume = {{32}},
year = {{2021}},
}
@inbook{32488,
abstract = {{In diesem Beitrag wird das Konzept des student engagement mit den drei Dimensionen Verhalten, Emotion und Kognition skizziert und in Bezug auf die unterstützenden Faktoren für Lehre auf Distanz in digitalen Lehr-Lernsettings untersucht. Ein Abgleich der theoretischen Grundlagen mit Forschungsergebnissen verschiedener Studien zum Onlinesemester 2020 sowie eine Konkretisierung durch Evaluationen aus Seminaren der englischen Sprachwissenschaft und der Kunstdidaktik gibt Aufschluss darüber, wie ein geeignetes how to engage auch in digitalen Lehr-Lernsettings gelingen kann. Darüber hinaus lassen die Ausführungen erkennen, dass die unterstützenden Faktoren häufig in ähnlich priorisiert werden. Daraus ergibt sich eine Reihenfolge mit dem unterstützenden Umfeld an erster, aktivem und kollaborativem Lernen an zweiter, Erleben von Kompetenz an dritter und akademischer Herausforderung an vierter Stelle. Die Ergebnisse können damit einen Weg aufzeigen, wie auch in ungewohnten Lehr-Lernsettings sukzessive ein geeignetes how to engage entwickelt werden kann, um student engagement zu fördern.}},
author = {{Schmidt, Rebekka and Mindt, Ilka}},
booktitle = {{Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre }},
editor = {{Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}},
issn = {{2749-7623}},
pages = {{117--140}},
publisher = {{transcript Verlag}},
title = {{{Student engagement in digitalen Lehr-Lern-Szenarien}}},
doi = {{10.14361/9783839456903-009}},
year = {{2021}},
}
@article{48691,
author = {{Spener, Anna Maria}},
journal = {{Undercurrents – Forum für linke Literaturwissenschaft}},
pages = {{40–43}},
title = {{{"Unsere Rache ist unsere Existenz. Unsere Waffe ist die Sprache." Zum desintegrativen Potenzial von Mirna Funks Roman "Winternähe"}}},
volume = {{16}},
year = {{2021}},
}
@article{50862,
author = {{Blank, Andreas}},
journal = {{Journal of Modern Philosophy}},
number = {{5}},
pages = {{1--21}},
title = {{{“Mably on Esteem, Republicanism, and the Question of Human Corruption.” }}},
volume = {{3}},
year = {{2021}},
}
@article{50863,
author = {{Blank, Andreas}},
journal = {{History of European Ideas}},
number = {{6}},
pages = {{1228--1242}},
title = {{{“The Morality of the Desire for Esteem: Gassendi and the Augustinian Challenge.” }}},
volume = {{47}},
year = {{2021}},
}
@article{50864,
author = {{Blank, Andreas}},
journal = {{European Journal of Philosophy}},
number = {{4}},
pages = {{475--486}},
title = {{{“Wolff on Duties of Esteem in the Law of Peoples.” }}},
volume = {{29}},
year = {{2021}},
}
@inbook{51310,
author = {{Haker, Christoph and Otterspeer, Lukas}},
booktitle = {{recht extrem? Dynamiken in zivilgesellschaftlichen Räumen}},
editor = {{Sehmer, Julian and Simon, Stephanie and Ten Elsen, Jennifer and Thiele, Felix}},
isbn = {{9783658325596}},
pages = {{249--273}},
publisher = {{Springer Fachmedien Wiesbaden}},
title = {{{Die epistemische Dimension der Neuen Rechten. Von einer Kritik des Wissenschafts- und Bildungsverständnisses der Neuen Rechten zu einer Selbstkritik}}},
doi = {{10.1007/978-3-658-32560-2_14}},
year = {{2021}},
}
@article{51315,
abstract = {{Critique has run out of steam – this diagnosis by Bruno Latour is crucial for the “Manifesto for post-critical education” as well as for the on_education issue “The Fatique of Critique?”. With this essay, we contradict Latour's diagnosis. Latour’s polemic against critique is based firstly on a questionable diagnosis of our time and secondly on a general and programmatic critique of sociology. Against that, we bring out two main points. The first insight highlights that change is initially dependent on variations that can only arise from a negation of the existing. The second insight comes from the sociology of critique, which paradoxically sees success in the failure of critique.}},
author = {{Haker, Christoph and Otterspeer, Lukas}},
issn = {{2571-7855}},
journal = {{On Education. Journal for Research and Debate}},
number = {{9}},
title = {{{Against Latour – On the Questionable Foundations of Post-Critical Pedagogy}}},
doi = {{10.17899/on_ed.2020.9.16}},
volume = {{3}},
year = {{2021}},
}
@article{51311,
author = {{Haker, Christoph and Otterspeer, Lukas}},
journal = {{BEHEMOTH. A Journal on Civilisation}},
pages = {{31--47}},
title = {{{Die Beweglichkeit der Kritik: zur Wechselbeziehung von Kontextualisierung und Objektivierung im digitalen Zeitalter}}},
doi = {{10.6094/BEHEMOTH.2021.14.2.1058}},
year = {{2021}},
}
@inbook{47962,
author = {{Schneider, Jennifer Nicole}},
booktitle = {{Fostering Digitisation and Industry 4.0: Education – Vocation - Industry – Future. New Opportunities and Challenges for European VET. Insights in the DigI-VET Project}},
editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer}},
pages = {{87 -- 100}},
title = {{{Digitalisation in the Classroom – Learning Tools}}},
year = {{2021}},
}
@book{47978,
editor = {{Beutner, Marc and Pechuel, Rasmus and Schneider, Jennifer Nicole}},
title = {{{Fostering Digitisation and Industry 4.0: Education – Vocation – Industry – Future. New Opportunities and Challenges for European VET. Insight in the DigI-VET Project}}},
year = {{2021}},
}
@book{50808,
author = {{Degeling, Jasmin}},
publisher = {{Büchner-Verlag}},
title = {{{Medien der Sorge, Techniken des Selbst. Praktiken des Über-sich-selbst-Schreibens bei Christoph Schlingensief und Elfriede Jelinek}}},
doi = {{10.14631/978-3-96317-776-7}},
year = {{2021}},
}
@book{51785,
author = {{Richter, Susanne}},
isbn = {{978-3-593-51403-1}},
keywords = {{{\textless}3}},
publisher = {{Campus}},
title = {{{Hallo Schönheiten! Performances und Aushandlungen der Geschlechterordnung in der YouTube-Beauty-Community}}},
year = {{2021}},
}
@article{52102,
author = {{Ried, Dennis}},
journal = {{Mitteilungen der IMRG}},
number = {{39}},
pages = {{36}},
publisher = {{Internationale Max-Reger-Gesellschaft}},
title = {{{Weltweite Verfügbarkeit und digitale Langzeitarchivierung}}},
year = {{2021}},
}
@techreport{52552,
author = {{Nassery, Idris and Tatari, Muna and Mustafa, Abdul Rahman}},
pages = {{131--135}},
title = {{{Conference Report: Dynamics of Tradition: Islamic Theology and Law in Relation (September 17-19, 2021, Paderborn)}}},
volume = {{13/14}},
year = {{2021}},
}
@article{24971,
author = {{Jenert, Tobias and Kremer, H.-Hugo}},
journal = {{bwp@ Berufs- und Wirtschaftspädagogik – online}},
pages = {{1--24}},
title = {{{Digitale Prozessintegration in berufs- und wirtschaftspädagogischen Studiengängen – Überlegungen zur Professionalität und professionellen Entwicklung}}},
volume = {{40}},
year = {{2021}},
}
@article{52706,
abstract = {{Lehrer*innen können dazu beitragen, dass bestehende soziale Ungleichheiten verstärkt oder auch abgebaut werden. Eine wichtige Rolle spielen dabei der sogenannte Habitus der Lehrer*innen und dessen (Nicht-)Passung zur sozialen Herkunft der Schüler*innen. In diesem Text stelle ich die Frage, wie angehende Lehrer*innen im Studium unterstützt werden können, die Bedeutung eigener habitueller Prägungen für das professionelle Handeln als Lehrperson zu reflektieren. Ganz besonders befasse ich mich mit der Rolle der Lehrer*innenbildner*innen bei der Förderung von solchen habitusreflexiven Kompetenzen. Hier spielen das Selbst der Hochschullehrenden und die bildungsbiographischen Erfahrungen, die auf dem Weg in die Hochschule gemacht wurden, eine wichtige Rolle.}},
author = {{Jenert, Tobias}},
journal = {{PraxisForschungLehrer*innenbildung}},
number = {{5}},
pages = {{82--92}},
title = {{{Anderssein als Ressource: Habitus und Habitusreflexion in der Lehrer*innenbildung}}},
doi = {{10.11576/PFLB-4801}},
volume = {{3}},
year = {{2021}},
}
@inbook{52716,
author = {{Jenert, Tobias and Bosse, Elke}},
booktitle = {{Transfer von Innovation und Wissen}},
isbn = {{9783658336660}},
publisher = {{Springer Fachmedien Wiesbaden}},
title = {{{Lehrentwicklung an Hochschulen als transferorientierte Netzwerkarbeit: Das Bündnis für Hochschullehre Lehren}}},
doi = {{10.1007/978-3-658-33667-7_15}},
year = {{2021}},
}
@article{52704,
abstract = {{
Research on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.
}},
author = {{Jenert, Tobias and Brahm, Taiga}},
issn = {{2295-3159}},
journal = {{Frontline Learning Research}},
keywords = {{Education}},
number = {{2}},
pages = {{50--77}},
publisher = {{EARLI}},
title = {{{The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}}},
doi = {{10.14786/flr.v9i2.669}},
volume = {{9}},
year = {{2021}},
}
@inbook{53176,
author = {{Krause, Ina and Gerhards, Christian}},
booktitle = {{Internationales Jahrbuch für Erwachsenenbildung 2022: Optimierung in der Weiterbildung}},
editor = {{Schemmann, Michael }},
title = {{{Betriebliche Weiterbildungskulturen in Zeiten der Digitalisierung – Eine Analyse mit Daten des BIBB-Qualifizierungspanels. }}},
year = {{2021}},
}