@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     = {{<jats:p>
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.
</jats:p>}},
  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}},
}

@techreport{17514,
  abstract     = {{This paper introduces an index that captures the complexity of countries’ corporate income tax systems faced by multinational corporations. It is based on surveys of highly experienced tax consultants of the largest international tax services networks. The index, called the Tax Complexity Index (TCI), is composed of a tax code subindex covering tax regulations and a tax framework subindex covering tax processes and features. For a sample of 100 countries for the year 2016, we find that the level of tax complexity varies considerably across countries, while tax code and framework complexity also vary within countries. From a global perspective, tax complexity is strongly driven by the complexity of both transfer pricing regulations in the tax code and tax audits in the tax framework. When analyzing the associations with other country characteristics, we identify different correlation patterns. For example, tax framework complexity is negatively associated with countries’ governance, suggesting that strongly governed countries tend to have less complex tax frameworks, while tax code complexity is positively associated with the statutory tax rate, indicating that high-tax countries tend to have more complex tax codes. However, none of the observed associa-tions are very strong. We conclude that tax complexity represents a distinct country charac-teristic and propose the use of our TCI and its subindices in future research.}},
  author       = {{Hoppe, Thomas and Schanz, Debora and Sturm, Susann and Sureth-Sloane, Caren}},
  title        = {{{The Tax Complexity Index – A Survey-Based Country Measure of Tax Code and Framework Complexity}}},
  doi          = {{10.2139/ssrn.3469663}},
  year         = {{2021}},
}

@techreport{24676,
  abstract     = {{This study investigates the effect of mandatory public Country-by-Country Reporting (CbCR) for European banks on their presence in tax and regulatory havens. We find that the number of subsidiaries of European banks in tax havens declines significantly after the introduction of mandatory public CbCR in contrast to insurance firms that need not disclose. We document that this decline is mainly driven by a reduction of subsidiaries in small countries with little economic substance (“dot havens”) and in tax havens that are regulatory havens at the same time, i.e., with high financial secrecy. Further, we find that high exposure to reputational risk is a major amplifier of reorganizational activities. Our results explain prior mixed evidence and document that CbCR effectively curbs tax haven presence only under specific circumstances, i.e., in countries offering both tax shelter and financial secrecy, and more strongly for banks with high reputational risk. These findings suggest that increased tax disclosure on banks does not effectively attenuate tax haven presence per se, but only for a subset of havens and banks. Policymakers need to be aware of these limitations, especially in light of the current decision of extending public CbCR to all large multinationals. }},
  author       = {{Eberhartinger, Eva and Speitmann, Raffael and Sureth-Sloane, Caren}},
  title        = {{{Banks’ tax disclosure, financial secrecy, and tax haven heterogeneitys}}},
  doi          = {{10.2139/ssrn.3523909}},
  year         = {{2021}},
}

@techreport{24674,
  author       = {{Diller, Markus and Lorenz, Johannes and Schneider, Georg Thomas and Sureth-Sloane, Caren}},
  issn         = {{1556-5068}},
  title        = {{{Is Transfer Pricing Harmonization the Panacea? Reporting Transparency, Standards Consistency, and Tax Avoidance}}},
  doi          = {{10.2139/ssrn.3895611}},
  year         = {{2021}},
}

@techreport{24661,
  author       = {{Lorenz, Johannes and Diller, Markus and Sureth-Sloane, Caren}},
  issn         = {{1556-5068}},
  title        = {{{The Epidemiology of Tax Avoidance Narratives}}},
  doi          = {{10.2139/ssrn.2992732}},
  year         = {{2021}},
}

@article{27508,
  abstract     = {{<jats:p>To analyze the influence of suspension kinematics on tire wear, detailed simulation models are required. In this study, a non-linear, flexible multibody model of a rear axle system is built up in the simulation software MSC Adams/View. The physical model comprises the suspension kinematics, compliance, and dynamics as well as the non-linear behavior of the tire using the FTire model. FTire is chosen because it has a separate tire tread model to compute the contact pressure and friction force distribution in the tire contact patch. To build up the simulation model, a large amount of data is needed. Bushings, spring, and damper characteristics are modeled based on measurements. For the structural components (e.g., control arms), reverse engineering techniques are used. The components are 3D-scanned, reworked, and included as a modal reduced finite element (FE)-model using component mode synthesis by Craig–Bampton. Finally, the suspension model is validated by comparing the simulated kinematic and compliance characteristics to experimental results. To investigate the interaction of suspension kinematics and tire wear, straight line driving events, such as acceleration, driving with constant velocity, and deceleration, are simulated with different setups of wheel suspension kinematics. The influence of the setups on the resulting friction work between tire and road is examined, and an exemplarily calculation of tire wear based on a validated FTire tire model is carried out. The results demonstrate, on the one hand, that the chosen concept of elasto-kinematic axle leads to a relatively good match with experimental results and, on the other hand, that there are significant possibilities to reduce tire wear by adjusting the suspension kinematics.</jats:p>}},
  author       = {{Schütte, Jan and Sextro, Walter}},
  issn         = {{2624-8921}},
  journal      = {{Vehicles}},
  pages        = {{233--256}},
  title        = {{{Tire Wear Reduction Based on an Extended Multibody Rear Axle Model}}},
  doi          = {{10.3390/vehicles3020015}},
  year         = {{2021}},
}

@inproceedings{29291,
  author       = {{Zahera, Hamada Mohamed Abdelsamee and Heindorf, Stefan and Ngonga Ngomo, Axel-Cyrille}},
  booktitle    = {{Proceedings of the 11th on Knowledge Capture Conference}},
  publisher    = {{ACM}},
  title        = {{{ASSET: A Semi-supervised Approach for Entity Typing in Knowledge Graphs}}},
  doi          = {{10.1145/3460210.3493563}},
  year         = {{2021}},
}

@misc{28706,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl 1472.01028}},
  title        = {{{Wittgenstein, Ludwig, Wiener Ausgabe, Bd. 7: Synopse der Manuskriptbände I bis IV, hg. v. Michael Nedo, Vittorio Klostermann: Frankfurt a.M. 2020}}},
  year         = {{2021}},
}

@misc{28708,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl 1475.00016}},
  title        = {{{Wittgenstein, Ludwig, Wiener Ausgabe, Bd. 9: Philosophische Bemerkungen, hg. v. Michael Nedo, Vittorio Klostermann: Frankfurt a.M. 2020}}},
  year         = {{2021}},
}

@misc{28707,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1475.01044}},
  title        = {{{Bolzano, Bernard, "Briefe an Michael Josef Fesl 1831–1836", hg. v. Otto Neumaier, Frommann-Holzboog, Eckhart Holzboog: Stuttgart-Bad Cannstatt 2020 (Bernard Bolzano-Gesamtausgabe. Reihe III: Briefwechsel. Bd. 2.2)}}},
  year         = {{2021}},
}

@misc{28705,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1471.01007}},
  title        = {{{Negrepontis, Stelios, “Plato on Geometry and the Geometers”, in: S.G. Dani et al. (eds.), Geometry in History, Cham: Springer 2019, 1–88}}},
  year         = {{2021}},
}

@misc{28709,
  author       = {{Peckhaus, Volker}},
  booktitle    = {{zbMATH Open, Zbl. 1478.01009}},
  title        = {{{Rusnock, Paul, “Bolzano on Continuity”, in: Stewart Shapiro et. al. (eds.), The History of Continua. Philosophical and Mathematical Perspectives, Oxford: Oxford University Press 2021, 188–218}}},
  year         = {{2021}},
}

@article{37644,
  abstract     = {{Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology  education  ininterdisciplinaryscience  and  social  studies  is  quite  underrepresented  in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in  society  through  participation  in  technological  development  is  a  fundamental  common  goal  of technological  and  inclusive  education  and  part  of  widely  recognized  technological  literacy.It  is therefore  not well  understood  how  teaching  and  learning  arrangementscan  consider  and satisfythe needs  of  all  different  students.  The  research  project  the  present  paper  is  part  of  tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs  in interdisciplinary  science  studies  in  primary  educationto  allow for  a well-reasoned  sample choice  for  subsequent  interviews. Quantitative  results  point  towards  some  revisions  regarding  the instrument  used  and  several  implications  on  the  diversity  of  students ́needs  in  science  and  social studies. Future research is needed with larger samples for factor-analysis.}},
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  issn         = {{1893-1774}},
  journal      = {{TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}},
  keywords     = {{Inclusion, basic needs, Technology Education, Primary Education, autonomy, competence, social relatedness}},
  location     = {{Rauma (FIN)}},
  number       = {{2}},
  pages        = {{322--331}},
  publisher    = {{TECHNE SERIES}},
  title        = {{{Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}}},
  volume       = {{28}},
  year         = {{2021}},
}