@phdthesis{56090, abstract = {{Mit ihrem Werk Politik der Unpolitischen wirft Julie Adamik ein neues Licht auf die bislang traditionsgeschichtlich basierte Erforschung der Liturgischen Bewegung in der Weimarer Republik, indem sie die vernachlässigte politische Dimension dieser scheinbar unpolitischen Reformbewegung herausarbeitet. Der geschichtswissenschaftliche Ansatz und die damit verbundene umfassende Analyse der Quellen zeigen die komplexen Interaktionen zwischen den vier liturgisch bewegten Akteuren Romano Guardini, Abt Ildefons Herwegen, Abt Albert Schmitt sowie Theodor Abele und politischen Kontexten der Weimarer Republik. Dabei wird das Phänomen einer Politik der Unpolitischen untersucht, das sich im Kontext der Liturgischen Bewegung als destabilisierender Faktor der Weimarer Republik erweist. Das Buch bietet damit nicht nur neue Einblicke in das Selbstverständnis der Liturgischen Bewegung, sondern eröffnet darüber hinaus innovative Zugänge zu den Verflechtungen zwischen Religion und Politik.}}, author = {{Adamik, Julie}}, isbn = {{978-3-515-13804-8}}, keywords = {{Liturgische Bewegung, Weimarer Republik, politischer Katholizismus, Romano Guardini, Reformbewegungen}}, pages = {{308}}, publisher = {{Franz Steiner}}, title = {{{Politik der Unpolitischen. Zur katholischen Liturgischen Bewegung in der Weimarer Republik}}}, doi = {{https://doi.org/10.25162/9783515138086}}, volume = {{Band 27}}, year = {{2025}}, } @article{54445, author = {{Burmeister, Sascha Christian}}, journal = {{Croatian Operational Research Review}}, number = {{2}}, title = {{{A Memetic NSGA-III for Green Flexible Production with Real-Time Energy Costs & Emissions}}}, doi = {{10.17535/crorr.2025.0009}}, volume = {{16}}, year = {{2025}}, } @article{58472, abstract = {{The “kill chain”—involving the analysis of data by human users of military technologies, the understanding of that data, and human decisions—has fast been replaced by the “kill cloud” that necessitates, allows, and exacerbates increased thirst for domination, violence against distant populations, and a culture of experimentation with human lives. This commentary reports an interdisciplinary discussion organised by the Disruption Network Lab that brought together whistleblowers, artists, and experts investigating the impact of artificial intelligence and other emerging technologies on networked warfare. Exposing the problematics of networked warfare and the kill cloud, their colonial overtones, effects on human subjects in real life, erroneous scientific rationalities, and the (business) practices and logics that enable this algorithmic machinery of violence. The conference took place from the 29th of November to the 1st of December 2024 at the Kunstquartier Bethanien in Berlin, Germany.}}, author = {{Bhila, Ishmael}}, issn = {{2662-1975}}, journal = {{Digital War}}, keywords = {{autonomous weapons systems, algorithmic warfare, cloud computing, war on terror}}, number = {{4}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Investigating the kill cloud: information warfare, autonomous weapons & AI}}}, doi = {{10.1057/s42984-025-00101-x}}, volume = {{6}}, year = {{2025}}, } @article{58489, abstract = {{Abstract Natural everyday situations can offer valuable opportunities for children to develop mathematical ideas. However, as children enter school with widely varying levels of achievement in mathematics, not all children seem to benefit equally from embedded math learning opportunities. To help children take advantage of these opportunities, early childhood (EC) teachers seem to play a significant role in fostering children’s mathematical learning. Previous research suggests that both the teacher’s knowledge and their feedback significantly influence the extent to which children learn. However, most studies on feedback rely on experimental research designs and do not examine naturally occurring feedback in situations involving embedded math learning opportunities. Thus, the influence of EC teachers’ mathematical pedagogical content knowledge (MPCK) and their naturally given feedback on children’s mathematical learning remains underexplored. This paper investigates the effects of naturally given feedback and the MPCK of N = 48 EC teachers on the mathematical development of N = 140 children. Results indicate that process-related feedback positively impacts children’s mathematical development, while other kinds of feedback (e.g., person-related) and teachers’ MPCK do not demonstrate significant effects. These findings highlight the importance of integrating process-related feedback into professional development (PD) programs for EC teachers to enhance their ability to provide effective feedback.}}, author = {{Aumann, Lena and Puca, Rosa Maria and Gasteiger, Hedwig}}, issn = {{1082-3301}}, journal = {{Early Childhood Education Journal}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Effects of Early Childhood Teacher Knowledge and Feedback on Children’s Early Mathematical Development in German Kindergartens}}}, doi = {{10.1007/s10643-025-01859-1}}, year = {{2025}}, } @article{58510, abstract = {{Today’s ultrasonic transducers find broad application in diverse technology branches and most often cannot be replaced by other actuators. They are typically based on lead-containing piezoelectric ceramics. These should be replaced for environmental and health issues by lead-free alternatives. Multiple material alternatives are already known, but there is a lack of information about their technological readiness level. To fill this gap, a small series of prestressed longitudinally vibrating transducers was set up with a standard PZT material and two lead-free variants within this study. The entire process for building the transducers is documented: characteristics of individual ring ceramics, burn-in results, and free vibration and characteristics under load are shown. The main result is that the investigated lead-free materials are ready to use within ultrasonic bolted Langevin transducers (BLTs) for medium-power applications, when the geometrical setup of the transducer is adopted. Since lead-free ceramics need higher voltages to achieve the same power level, the driving electronics or the mechanical setup must be altered specifically for each material. Lower self-heating of the lead-free materials might be attractive for heat-sensitive processes.}}, author = {{Scheidemann, Claus and Bornmann, Peter and Littmann, Walter and Hemsel, Tobias}}, issn = {{2076-0825}}, journal = {{Actuators}}, number = {{2}}, publisher = {{MDPI AG}}, title = {{{Lead-Free Ceramics in Prestressed Ultrasonic Transducers}}}, doi = {{10.3390/act14020055}}, volume = {{14}}, year = {{2025}}, } @article{58520, author = {{Haker, Christoph}}, issn = {{0863-4564}}, journal = {{Berliner Debatte Initial}}, number = {{2}}, pages = {{207--223}}, publisher = {{Wissenschaftliche Verlagsgesellschaft mbH}}, title = {{{Rechtspopulismus und Rechtsextremismus an Hochschulen}}}, doi = {{10.25162/bdi-2024-0015}}, volume = {{35}}, year = {{2025}}, } @article{58521, author = {{Haker, Christoph}}, issn = {{2939-9416}}, journal = {{Kieler sozialwissenschaftliche Revue. Internationales Tönnies-Forum}}, number = {{2-2024}}, pages = {{133--147}}, publisher = {{Verlag Barbara Budrich GmbH}}, title = {{{Normative Grundlagen des pluralistischen Paradigmas}}}, doi = {{10.3224/ksr.v2i2.02}}, volume = {{2}}, year = {{2025}}, } @article{58193, abstract = {{Zinc tin oxide (ZTO) is investigated as a photoluminescent sensor for oxygen (O2); chemisorbed oxygen quenches the luminescence intensity. At the same time, ZTO is also studied as a resistive sensor; being an n‐type semiconductor, its electrical conductance decreases by adsorption of oxygen. Both phenomena can be exploited for quantitative O2 sensing. The respective sensor responses can be described by the same modified Stern‐Volmer model that distinguishes between accessible and non‐accessible luminescence centers or charge carriers, respectively. The impact of the temperature is studied in the range from room temperature up to 150 °C.}}, author = {{Kothe, Linda and Klippstein, Josefin and Kloß, Marvin and Wengenroth, Marc and Poeplau, Michael and Ester, Stephan and Tiemann, Michael}}, issn = {{1439-4235}}, journal = {{ChemPhysChem}}, pages = {{e202400984}}, publisher = {{Wiley}}, title = {{{Oxygen‐dependent Photoluminescence and Electrical Conductance of Zinc Tin Oxide (ZTO): A Modified Stern‐Volmer Description}}}, doi = {{10.1002/cphc.202400984}}, volume = {{26}}, year = {{2025}}, } @inproceedings{58867, author = {{Ertel, Erhart and Lamb, Jochen and Münzmay, Andreas and Primavesi, Patrick and Probst, Nora and Rittershaus, David and Schäfer, Martin Jörg and Voß, Franziska}}, booktitle = {{Matters of Urgency – Herausforderungen der Gegenwart in Theater und Wissenschaft}}, editor = {{Kolesch, Doris and Lazadzig, Jan and Schrödl, Jenny and Seidler, Lisa-Frederike and Walch, Thore and Warstatt, Matthias}}, location = {{Berlin}}, publisher = {{Universities Publishing}}, title = {{{Digitalität in der Theaterwissenschaft. Forum der AG ARCHIV mit NFDI4Culture}}}, doi = {{10.14279/depositonce-22414}}, year = {{2025}}, } @article{59416, abstract = {{Abstract The present study explored the role of first-year physics students’ sense of belonging to physics and how it relates to their learning progression in higher education-level physics. Conducted at Paderborn University, this study examined how students’ sense of belonging to physics influences their academic outcomes in an introductory experimental physics course. Additionally, we investigated how physics students’ engagement in the Physiktreff—a holistic support program for first-year physics students to help them cope with academic and social challenges during their studies—impacts the development of their sense of belonging to physics over time. Our findings indicated that students with a stronger sense of belonging to physics performed better academically. Moreover, students who actively participated in the support program experienced a positive shift in their sense of belonging to physics. However, our findings also revealed that physics students with a higher initial sense of belonging to physics tended to experience a decline in their sense of belonging to physics during their first semester. These results underscore the importance of fostering a sense of belonging to physics within higher education, particularly during the introductory phase of students’ studies.
}}, author = {{Feser, Markus Sebastian and Bauer, Anna Brigitte}}, issn = {{0143-0807}}, journal = {{European Journal of Physics}}, publisher = {{IOP Publishing}}, title = {{{From belonging to success: Evaluating the influence of sense of belonging to physics on first-year university students’ academic outcomes and the benefits of a holistic support program}}}, doi = {{10.1088/1361-6404/adca13}}, year = {{2025}}, } @inbook{59451, abstract = {{Stets haben menschliche Gemeinschaften versucht, dem nahenden, sichvollziehenden sowie geschehenen Tod zu begegnen und dabei kommunikativePraktiken ausgebildet, die für die Zwecke der Todes- und Trauerverarbeitung zumEinsatz kommen. Die Erfassung und Reflexion dieser Praktiken ist Thema diesesBeitrags, in dem die extremen kommunikativen Ränder des sprachlichen Erfassensvon Tod sowie des performativen Vollziehens von Trauer während der Shoa reflek-tiert werden sollen. Als Grundlage dienen textuelle Kommunikate des Gettos Litz-mannstadt der Jahre 1941 bis 1944. Gefragt werden soll nach Mustern des Anzeigensvon Tod, Musteranschlüssen anhand von Personifikationen und Metaphorisierun-gen des Todes und nach Musterabbrüchen als Formen des Nicht-(Mehr)-Ausdrücken-Könnens.}}, author = {{Markewitz, Friedrich}}, booktitle = {{Tod und Trauer – digital/analog}}, editor = {{Frick, Karina and Gröbel, Lea and Siever, Christina}}, keywords = {{Gettokommunikation, Gettokommunikate, kommunikative Praktiken, Shoa, Unsagbarkeit}}, pages = {{29--50}}, publisher = {{Walter de Gruyter}}, title = {{{„Der Tod tritt an jede Pritsche, an jede zerschlagene Fensterscheibe heran und fragt: 'Wann darf ich kommen?'“. Möglichkeiten und Grenzen des Sprechens über Tod und des sprachlichen Vollzugs von Trauer in Textkommunikaten des Gettos Litzmannstadt}}}, doi = {{http://doi.org/10.1515/9783111636108-003}}, volume = {{66}}, year = {{2025}}, } @misc{59453, author = {{Markewitz, Friedrich}}, booktitle = {{Zeitschrift für Rezensionen zur germanistischen Sprachwissenschaft}}, number = {{1}}, publisher = {{Walter de Gruyter}}, title = {{{Langrezension zu Matthias Bau et al (Hg.) 'Vergessene Klassiker der Sprachwissenschaft? Zur Einführung und Erinnerung`}}}, volume = {{17}}, year = {{2025}}, } @article{59478, author = {{Gräßler, Iris and Rarbach, Sven and Pottebaum, Jens}}, issn = {{2942-6170}}, journal = {{Industry 4.0 Science}}, number = {{2}}, publisher = {{GITO mbH Verlag}}, title = {{{Data Quality in the Engineering of Circular Products - Decision support for circular value creation through data ecosystems}}}, doi = {{10.30844/i4se.25.2.12}}, volume = {{2025}}, year = {{2025}}, } @techreport{59518, abstract = {{The two-step norm elicitation procedure describes a commonly used tool for measuring normative expectations in an incentivized way. This study tests some of its design features to determine whether elicited beliefs and related behaviours vary depending on i) the time of elicitation (before vs after the decision), ii) incentivizing vs not incentivizing a question about normative expectations, and iii) questioning subjects on their beliefs about the action of interest alone or combined with an alternative action. An online experiment is conducted via Prolific comprising a dictator game and the elicitation of fairness beliefs. A pretest reveals that applying role uncertainty does not alter beliefs and behaviours compared to a baseline treatment without it. Subsequently, three treatments are implemented. Contrary to previous studies, results indicate that varying the time of elicitation does not significantly alter the money-share decision. However, incentivizing the question about normative expectations significantly increases the fit with the actual majority norm. Finally, asking about a fair share and an unfair share instead of only about fair sharing does not alter personal normative beliefs or normative expectations, but it increases the empirical expectations that other dictators have provided a fair share.}}, author = {{Plaß, Sabrina}}, keywords = {{Social Norms, Normative Expectations, Elicitation, Economic Experiment}}, title = {{{Variations in the Two-Step Norm Elicitation Procedure}}}, year = {{2025}}, } @inbook{59634, author = {{Hufnagl, Julia and Kiepe, Karina and Annen, Silvia}}, booktitle = {{Berufsbildungsforschung. Rezeption – Translation – Transfer.}}, editor = {{Rödel, Bodo and Ertl, Hubert and Liebscher, Sandra }}, pages = {{171--187}}, publisher = {{Bundesinstitut für Berufsbildung (BIBB)}}, title = {{{Berufliche Kompetenzen für nachhaltiges Wirtschaften – Status quo und Herausforderungen in der betrieblichen Ausbildung}}}, year = {{2025}}, } @inbook{59635, author = {{Kiepe, Karina and Schlömer, Tobias}}, booktitle = {{Berufsbildungsforschung. Rezeption – Translation – Transfer.}}, editor = {{Rödel, Bodo and Ertl, Hubert and Liebscher, Sandra }}, pages = {{311--325}}, publisher = {{Bundesinstitut für Berufsbildung (BIBB)}}, title = {{{Transformative Forschung zur Berufsbildung für nachhaltige Entwicklung – Bedeutung und Funktion der Wissenschaft}}}, year = {{2025}}, } @article{59653, abstract = {{Spätestens seit der Ratifizierung der UN-Behindertenrechtskonvention und der Formulierung der Men­schenrechte ist ein Bekenntnis zur Inklusion ein zentrales Thema in der Schule, in der Ausbildung an­gehender Lehrkräfte und in der Bildungspolitik. Der Umgang mit Kindern und Jugendlichen mit und ohne Beeinträchtigung in einer heterogenen Klassengemeinschaft einer Regelschule kann Herausfor­derungen im beruflichen Alltag einer Lehrperson mit sich bringen. Da inklusive schulische Bildung ebenso wie der Anspruch auf Teilhabe in der Gesellschaft zwei Rechte sind, die alle Personen der Ge­sellschaft einfordern dürfen, bedarf es neben einer positiven Haltung gegenüber Diversität und Vielfalt auch bestimmten Rahmenbedingungen, um unterschiedlichen Bedarfen von Schüler*innen mit Beein­trächtigungen gerecht zu werden.}}, author = {{Schlierkamp, Marie Luise}}, issn = {{2791-4046}}, journal = {{#schuleverantworten}}, keywords = {{Inklusion, Disability, Umgang mit Diversität und Vielfalt im Kontext Beeinträchtigungen}}, pages = {{120--124}}, title = {{{Disability im schulischen Kontext. Über den Umgang von Lehrpersonen}}}, volume = {{5}}, year = {{2025}}, } @inproceedings{59683, abstract = {{Woven fibre-reinforced polymers are used in a variety of application, especially where a low mass to stiffness ratio is required. Of paramount importance for the tailored mechanical properties these composite materials exhibit is the type and geometry of the fibre weave. Especially continuous fibre-reinforced thermoplastic composites are fabricated as laminates and subsequently exposed to forming processes which alter the geometry of the fibres unit cell and thus the local mechanical properties of the material. An approach utilising broadband ultrasonic waves is proposed to non-destructively determine the geometry of the unit cell of the weave. The dispersive behaviour of woven fibre-reinforced sheets is described in accordance with the Flouquet-Bloch theorem as a phononic crystal. In order to develop a model for a description of these periodically structured waveguides, the smallest repeating unit of the wave is modelled with periodic boundary conditions. The resulting dispersion diagram exhibits similarities to that of a homogeneous plate, but additionally displays a periodicity in the wavenumber regime, which correspond with the size of the unit cell. Experimental studies of the dispersive behaviour of acoustic waves in woven fibre-reinforced samples also show a periodicity in the wavenumber regime, enabling a measurement procedure of the unit cell geometry.}}, author = {{Wippermann, Mareen and Claes, Leander and Brandes, Philipp and Moritzer, Elmar and Henning, Bernd}}, location = {{Copenhagen}}, title = {{{Determination of the unit cell geometry in fibre-reinforced polymer sheets using guided acoustic waves}}}, doi = {{10.71568/DASDAGA2025.116}}, year = {{2025}}, } @inproceedings{59688, author = {{Claes, Leander and Zeipert, Henning and Brandes, Philipp and Moritzer, Elmar and Henning, Bernd}}, location = {{Copenhagen}}, title = {{{Assessment of Fibre-Matrix Adhesion in Reinforced Polymers by Modal Damping of Guided Acoustic Waves}}}, doi = {{10.71568/DASDAGA2025.052}}, year = {{2025}}, } @article{59708, abstract = {{Die Arbeitszufriedenheit von Lehrkräften gilt als zentrale Komponente für die Qualität des Bil­dungssystems. In inklusiven Schulen müssen Regelschullehrkräfte und sonderpädagogische Lehrkräfte kooperieren, um allen Schüler:innen eine bestmögliche Förderung zu gewährleisten. Dazu benötigen sie jedoch Zeitfenster, die von vielen Lehrkräften als nicht ausreichend benannt werden. Ziel des vorliegenden Beitrags ist es, empirisch zu untersuchen, welche Bedeutung festen Zeitfenstern für die Lehrkräftekooperation im Klassenteam, im Jahrgangsteam und im Fachteam für die Arbeitszufriedenheit zukommt. Weiterhin soll überprüft werden, ob Teile der Zusammenhänge über die Zufriedenheit mit der Kooperationshäufigkeit und die kollektive Selbstwirksamkeitsüberzeugung der Lehrkräfte erklärt werden können. Dazu werden Daten aus dem BMBF-geförderten Projekt BiFoKi mit N=194 Lehrkräften und N=28 Schulleitungen analy­siert. Die Ergebnisse zeigen, dass feste Zeitfenster für die Kooperation in den unterschiedlichen Teams mit einer erhöhten Arbeitszufriedenheit im Zusammenhang stehen und in Teilen über die kollektive Selbstwirksamkeitsüberzeugung mediiert werden.}}, author = {{Wohnhas, Verena and Neumann, Phillip and Lütje-Klose, Birgit}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, keywords = {{Arbeitszufriedenheit, Inklusion, Sonderpädagogik, Kooperation, Selbstwirksamkeit, Schulentwicklung, job satisfaction, Inclusion, Special Education, Self-efficacy, school development}}, number = {{2}}, publisher = {{University Library J. C. Senckenberg}}, title = {{{Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen}}}, doi = {{10.21248/qfi.167}}, volume = {{6}}, year = {{2025}}, }