@techreport{24677,
  author       = {{Eberhartinger, Eva and Safaei, Reyhaneh and Sureth-Sloane, Caren and Wu, Yuchen}},
  issn         = {{1556-5068}},
  title        = {{{Are Risk-based Tax Audit Strategies Rewarded? An Analysis of Corporate Tax Avoidance}}},
  doi          = {{10.2139/ssrn.3911228}},
  year         = {{2021}},
}

@misc{57071,
  abstract     = {{Textsorten sind ein Begriff der Alltagssprache: Was darunter zu verstehen ist, ist
Sprecher*innen grob geläufig. Geht es allerdings darum, das Wesen von Textsorten und die
Kriterien ihrer Differenzierung zu beschreiben, bleiben auch nach langjähriger
fachwissenschaftlicher Diskussion innerhalb der Linguistik noch immer viele Fragen offen.
Auseinandersetzungen mit dem Gegenstand erfolgten zunächst anhand sehr überschaubarer
Mengen von Textbeispielen und nur selten im Kontrast verschiedener Textsorten. Mit dem
Vorhandensein großer Korpora jedoch ist es nun möglich, viele Vertreter einer Textsorte mit
automatisierten Verfahren und im Vergleich mit großen Korpora anderer Textsorten auf ihre
konstitutiven Merkmale hin zu untersuchen. Zudem stehen mittlerweile zahlreiche Tools und
Werkzeuge zur Verfügung, die die automatische Sprachverarbeitung ermöglichen bzw. die
manuelle Erschließung des Materials mittels Annotation unterstützen. Trotzdem dürfen die
daraus sich ergebenden methodischen Möglichkeiten in ihrer Leistungsfähigkeit auch nicht
überschätzt werden. Quantitatives muss an qualitatives, automatisches an manuelles Arbeiten
rückgekoppelt werden und vice versa, um belastbare Ergebnisse zu erzielen – und es bleibt das
Spannungsfeld zwischen der kritischen Masse und den Grenzen der Fehlertoleranz.
Im Projekt t.evo (DFG, 2019–2022) wird genau diese Synthese angestrebt. Ziel ist, anhand von
Korpora erbaulicher Textsorten des 17. und 18. Jhs. sowie der Pressekommunikation des 19.
und 20. Jhs. (die jeweils als Massenmedium ihrer Zeit gelten können) möglichst
allgemeingültige Kriterien zur Textsortendifferenzierung herauszuarbeiten. Hierzu wurden in
Rückgriff auf den fachwissenschaftlichen Diskurs verschiedene Dimensionen festgelegt, in
denen die musterhaften Erscheinungen verschiedener Textsorten sichtbar und somit
analysierbar gemacht werden sollen. Dabei bedienen wir uns sowohl automatisierter als auch
rein manueller Zugänge zum Korpusmaterial und kombinieren quantitative mit qualitativen
Auswertungsweisen.
Unser Vortrag wird in diese Arbeiten einführen und dabei nicht nur die einzelnen
Arbeitsschritte näher skizzieren, sondern auch Fallstricke der einzelnen Methoden und
schließlich deren Verzahnung zugunsten einer zusammenhängenden Textsortenbeschreibung
eingehen.}},
  author       = {{Georgi, Christopher and Haaf, Susanne and Thielert, Frauke  and Kirsten, Linda}},
  title        = {{{Mixed Methods in Aktion – Das Projekt t.evo und die mehrdimensionale Annäherung an das Phänomen der Textsorte. Vortrag im Rahmen des Berliner DH-Kolloquiums an der BBAW (virtuell), 5. November 2021}}},
  year         = {{2021}},
}

@misc{57070,
  author       = {{Kirsten, Linda and Boenig, Matthias}},
  title        = {{{Das deutsche Textarchiv und die korpusbasierte Analyse komplexer Textmuster. Gastvorlesung im Rahmen der Vorlesungsreihe "Digital Humanities: Grundlagen, Methoden und Reflexion in interdisziplinärer Perspektive" (Koordination durch Prof. Dr. Julia Nantke und Prof. Dr. Heike Zinsmeister, Institut für Germanistik, Universität Hamburg), digital, 11. November 2021}}},
  year         = {{2021}},
}

@article{46051,
  author       = {{Asenkerschbaumer, Stefan and Sureth-Sloane, Caren}},
  journal      = {{Schmalenbach IMPULSE}},
  number       = {{1}},
  pages        = {{1--2}},
  title        = {{{Editorial: Schmalenbach IMPULSE: Will etwas in Bewegung setzen}}},
  volume       = {{1}},
  year         = {{2021}},
}

@article{52707,
  author       = {{Büker, Ronja and Jenert, Tobias}},
  journal      = {{Zeitschrift für Hochschulentwicklung}},
  number       = {{3}},
  pages        = {{45--66}},
  title        = {{{Being a first-year student during COVID-19 pandemic}}},
  doi          = {{https://doi.org/10.3217/zfhe-16-03/03}},
  volume       = {{16}},
  year         = {{2021}},
}

@article{58083,
  author       = {{Yaremkevich, Dmytro D.  and Scherbakov, Alexey V.  and Kukhtaruk, Serhii M.  and Linnik, Tetiana L.  and Khokhlov, Nikolay E.  and Godejohann, Felix  and Dyatlova, Olga A.  and Nadzeyka, Achim  and Pattnaik, Debi P.  and Wang, Mu  and Roy, Syamashree  and Campion, Richard P.  and Rushforth, Andrew W.  and Gusev, Vitalyi E.  and Akimov, Andrey V.  and Bayer, Manfred }},
  journal      = {{ACS Nano}},
  number       = {{3}},
  title        = {{{Protected Long-Distance Guiding of Hypersound Underneath a Nanocorrugated Surface}}},
  doi          = {{10.1021/acsnano.0c09475}},
  volume       = {{15}},
  year         = {{2021}},
}

@article{58084,
  author       = {{Rolle, Konrad  and Yaremkevich, Dmytro  and Scherbakov, Alexey V.  and Bayer, Manfred  and Fytas, George }},
  journal      = {{Nature Scientific Reports}},
  title        = {{{Lifting restrictions on coherence loss when characterizing non-transparent hypersonic phononic crystals}}},
  doi          = {{10.1038/s41598-021-96663-3}},
  volume       = {{11}},
  year         = {{2021}},
}

@article{21475,
  author       = {{Frese, Daniel and Wei, Qunshuo and Wang, Yongtian and Cinchetti, Mirko and Huang, Lingling and Zentgraf, Thomas}},
  issn         = {{2330-4022}},
  journal      = {{ACS Photonics}},
  number       = {{4}},
  pages        = {{1013--1019}},
  title        = {{{Nonlinear Bicolor Holography Using Plasmonic Metasurfaces}}},
  doi          = {{10.1021/acsphotonics.1c00028}},
  volume       = {{8}},
  year         = {{2021}},
}

@inbook{57884,
  abstract     = {{Although music apps are becoming increasingly popular, there has been little research on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences with informal appmusic practices. In particular, it discusses the aesthetic practices (Reckwitz, 2008b) of using specific places for making music. In our grounded theory study (Charmaz, 2014) we collected data using interviews, participant observation and videography. As exemplary cases, this article presents two analyses of the use of ‘inspiring places’ and ‘safe places’. The results suggest that perceiving the atmosphere is a fundamental prerequisite for both places. Additionally, the results shed light on aesthetic aspects of mobile music making. (DIPF/Orig.)}},
  author       = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias and Rolle, Christian}},
  booktitle    = {{Musikpädagogik im Spannungsfeld von Reflexion und Intervention}},
  editor       = {{Hasselhorn, Johannes and Kautny, Oliver and Platz, Friedrich}},
  keywords     = {{Education, Ästhetik, Schul- und Bildungswesen, Informal learning, Informelles Lernen, Musical education, Musikpädagogik, Anwendung, Ästhetische Erfahrung, Grounded Theory, Längsschnittuntersuchung, Learning process, Lernprozess, Longitudinal analysis, Longitudinal study, Mobiles Gerät, Music reading, Musizieren, Erziehung}},
  pages        = {{155–172}},
  publisher    = {{Waxmann}},
  title        = {{{Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}}},
  volume       = {{41}},
  year         = {{2021}},
}

@inbook{57885,
  abstract     = {{Although music apps are becoming increasingly popular, there has been little re- search on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences in informal app- music practices. In particular, it discusses the experience of playfulness in aesthetic experiences with music apps. In our grounded-theory study, we collected data us- ing narrative interviews, video-stimulated recall interviews, and participant ob- servation. The article presents two different kinds of ludic aesthetic experiences in app-music practices: the experience of playful exploration and the experience of game-like music making. Results shed light on aesthetic aspects of mobile music making in the context of a ludic digital culture.}},
  author       = {{Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Rolle, Christian}},
  booktitle    = {{Wege und Perspektiven in der musikpädagogischen Forschung. Ways and perspectives in music education research}},
  isbn         = {{978-3-8309-4428-7}},
  keywords     = {{Lernprozesse, ästhetische Erfahrungen, informelle Musikpraktiken, Musik-Apps, Spielhaftigkeit}},
  pages        = {{199–216}},
  publisher    = {{Waxmann Verlag}},
  title        = {{{Spielwiese und Spielzeug: ludische Qualitäten ästhetischer Erfahrung in der Appmusikpraxis}}},
  volume       = {{Musikpädagogische Forschung}},
  year         = {{2021}},
}

@article{44200,
  author       = {{Teichert, Jeannine}},
  journal      = {{Networking Knowledge}},
  number       = {{1}},
  pages        = {{51--66}},
  title        = {{{Mediating close friendship intimacy in times of (social) distance}}},
  doi          = {{https://doi.org/10.31165/nk.2021.141.648}},
  volume       = {{14}},
  year         = {{2021}},
}

@article{32562,
  abstract     = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse
einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird
die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem
Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene
Arten der Anschlusskommunikation beim gemeinsamen Lesen.}},
  author       = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}},
  issn         = {{0012-0731}},
  journal      = {{Die Deutsche Schule}},
  keywords     = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}},
  number       = {{3}},
  pages        = {{282--301}},
  publisher    = {{Waxmann}},
  title        = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}},
  doi          = {{10.31244/dds.2021.03.04}},
  volume       = {{113}},
  year         = {{2021}},
}

@article{32558,
  abstract     = {{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       = {{Bonanati, Sabrina and Buhl, Heike M.}},
  issn         = {{1387-1579}},
  journal      = {{Learning Environments Research}},
  keywords     = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}},
  number       = {{2}},
  pages        = {{485--505}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}},
  doi          = {{10.1007/s10984-021-09377-8}},
  volume       = {{25}},
  year         = {{2021}},
}

@article{32561,
  abstract     = {{This investigation concentrates on the association of intergenerational value
similarity and adult children’s and parents’subjective well-being, on the linkage
between relationship quality and subjective well-being. Mediation effects of
the relationship quality on the associations between value similarity and
subjective well-being were focused. The sample consisted of 600 adult
German children (53.8% women) and their parents. Dyadic correlations were
constructed to determine the value similarity. In this study, the general value
orientation and the family values were objects of research. We measured the
subjective well-being with the Satisfaction with Life Scale and we used the
Network of Relationships Inventory (NRI) to measure the relationship
quality. Associations between subjective well-being and value similarity, and
between subjective well-being and relationship quality, as well as mediation
effects, were found. All effects depend on gender and perspective.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{adult child–parent dyads, relationship quality, life satisfaction, parent–child relationship, intergenerational stake hypothesis, mediation analyses}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
  doi          = {{10.1177/0192513x211054470}},
  year         = {{2021}},
}

@article{42247,
  author       = {{Hülsmann, Marius and Reinecke, Kirsten and Barthel, Thorsten and Reinsberger, Claus}},
  journal      = {{Deutsche Zeitschrift für Sportmedizin}},
  number       = {{7}},
  pages        = {{351--358}},
  title        = {{{Musculoskeletal Injuries In CrossFit®: A Systematic Review and Meta-Analysis of Injury Rates and Locations}}},
  doi          = {{10.5960/dzsm.2021.504}},
  volume       = {{72}},
  year         = {{2021}},
}

@article{49270,
  abstract     = {{<jats:p>Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, <jats:xref>2009</jats:xref>), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.</jats:p>}},
  author       = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}},
  doi          = {{10.3389/fpsyg.2021.672383}},
  volume       = {{12}},
  year         = {{2021}},
}

@article{49273,
  abstract     = {{<jats:p> This investigation concentrates on the association of intergenerational value similarity and adult children’s and parents’ subjective well-being, on the linkage between relationship quality and subjective well-being. Mediation effects of the relationship quality on the associations between value similarity and subjective well-being were focused. The sample consisted of 600 adult German children (53.8% women) and their parents. Dyadic correlations were constructed to determine the value similarity. In this study, the general value orientation and the family values were objects of research. We measured the subjective well-being with the Satisfaction with Life Scale and we used the Network of Relationships Inventory (NRI) to measure the relationship quality. Associations between subjective well-being and value similarity, and between subjective well-being and relationship quality, as well as mediation effects, were found. All effects depend on gender and perspective. </jats:p>}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{Social Sciences (miscellaneous)}},
  number       = {{3}},
  pages        = {{610--632}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
  doi          = {{10.1177/0192513x211054470}},
  volume       = {{44}},
  year         = {{2021}},
}

@article{65154,
  abstract     = {{Die ersten fünf der insgesamt zehn angeführten Impulse für kirchliches Bildungshandeln in der Evangelischen Kirche im Rheinland (EKiR) zeigen deutlich, dass eine detaillierte empirische Erfassung von konfessionslosen Menschen im Bildungsbereich allen weiteren Überlegungen vorausgehen muss, um überhaupt zu weiterführenden Analysen und Verstehensbemühungen zu gelangen und konkrete Orte und Situationen innerhalb der EKiR als „Kontaktflächen“ zu Konfessionslosen identifizieren zu können. Darauf aufbauend bieten die weiteren fünf Impulse Konkretionen für kirchliches Bildungshandeln unter dieser herausfordernden Perspektive im Pädagogisch-Theologischem Institut (PTI) als religionspädagogisches Institut der EKiR.
}},
  author       = {{Keuchen, Marion}},
  journal      = {{TheoWeb. Zeitschrift für Religionspädagogik	 }},
  keywords     = {{Konfessionslosigkeit, kirchliche Bildungsarbeit, Kasualien, Elementarbildung, Religionsunterricht, Schulkultur, religionspädagogische Institute}},
  pages        = {{94--103}},
  title        = {{{Konfessionslosigkeit im Rheinland als religionspädagogische Herausforderung – Empirische Daten und zukunftsweisende Impulse	 }}},
  doi          = {{10.23770/tw0179}},
  volume       = {{1}},
  year         = {{2021}},
}

@article{37539,
  author       = {{Freitag, Christine}},
  journal      = {{Katechetische Blätter}},
  number       = {{4}},
  pages        = {{255--258}},
  publisher    = {{https://www.katbl.de}},
  title        = {{{Denk-Wege zu einer religionssensiblen Schulkultur: erziehungswissenschaftliche Perspektiven}}},
  year         = {{2021}},
}

@book{60724,
  editor       = {{Gerhards, L and Hüsgen, A and Jonas, Kristina and Quinting, J and Rosenkranz, A and Rubi-Fessen, I and Stenneken, P}},
  title        = {{{Abstractband zur 20. Jahrestagung der Gesellschaft für  Aphasieforschung und –behandlung}}},
  volume       = {{S1}},
  year         = {{2021}},
}