@inbook{65550,
abstract = {{
We explain how to construct a uniformly random cubic integral domain
S
S
of given signature with
|
d
i
s
c
(
S
)
|
≤
T
\lvert disc(S)\rvert \leq T
in expected time
\widetilde \mathcal {O}(\log T)
.
}},
author = {{Gundlach, Fabian}},
booktitle = {{Contemporary Mathematics}},
isbn = {{9781470485702}},
issn = {{0271-4132}},
publisher = {{American Mathematical Society}},
title = {{{Sampling cubic rings}}},
doi = {{10.1090/conm/840/16804}},
year = {{2026}},
}
@article{65565,
abstract = {{Abstract
Gaze behavior, being continuously accessible to interlocutors in face-to-face interactions, serves as a cue for managing turn-taking, regulating the duration of topical sequences, and supporting cognitive processing in various everyday conversational contexts. The present study seeks to enhance the understanding of the relation between two forms of interactive gaze behavior – gaze aversions and mutual gaze – and the topical development in the explanatory discourse. To do so, we analyzed 24 dyadic board game explanations in which one explainer subsequently explained a board game to three different explainees while the board game was physically absent from the shared space. The main objective of the present study was to investigate the relation of gaze aversions and mutual gaze to the topical development of explanations. For this, based on previous research (Lazarov et al., 2024; Rossano, 2012) we hypothesized that (1) gaze aversions are more likely to be associated with topic changes than topic continuations, and that (2) mutual gaze is more likely to be associated with topic continuations than topic changes. In addition, we explored how the two forms of gaze behavior are related to the interlocutor who initiates a topic change or continuation. Our proportional analysis using a Generalized linear mixed effects model revealed that gaze aversions are related to topic changes initiated by both interlocutors. In contrast, the analysis did not reveal a significant relation between mutual gaze and topic continuations, which could be explained by the feedback elicitation function of mutual gaze at the end of speakers’ utterances (Bavelas et al., 2002; Brône et al., 2017; Kendon, 1967) while monitoring the addressees’ understanding (Clark & Krych, 2004) and the complexity of the analyzed fixed and random effects.}},
author = {{Lazarov, Stefan Teodorov and Grimminger, Angela}},
issn = {{0191-5886}},
journal = {{Journal of Nonverbal Behavior}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{How are Gaze Aversions and Mutual Gaze Related to the Topical Development of Dyadic Explanatory Interactions?}}},
doi = {{10.1007/s10919-026-00512-8}},
year = {{2026}},
}
@inproceedings{65566,
author = {{Haak, Anselm and Koopmann, Patrick and Mahmood, Yasir and Turhan, Anni-Yasmin}},
editor = {{Haak, Anselm}},
location = {{Lisbon}},
title = {{{ABox Abduction for Inconsistent Knowledge Bases under Repair Semantics}}},
year = {{2026}},
}
@inproceedings{65567,
abstract = {{We introduce the notion of contrastive ABox explanations to answer questions of the type “Why is a an instance of C, but b is not?”. While there are various approaches for explaining positive entailments (why is C(a) entailed by the knowledge base) as well as missing entailments (why is C(b) not entailed) in isolation, contrastive explanations consider both at the same time, which allows them to focus on the relevant commonalities and differences between a and b. We develop an appropriate notion of contrastive explanations for the special case of ABox reasoning with description logic ontologies, and analyze the computational complexity for different variants under different optimality criteria, considering lightweight as well as more expressive description logics. We
implemented a first method for computing one variant of contrastive explanations, and evaluated it on generated problems for realistic knowledge bases.}},
author = {{Koopmann, Patrick and Mahmood, Yasir and Ngonga Ngomo, Axel-Cyrille and Tiwari, Balram}},
booktitle = {{Proceedings of the AAAI Conference on Artificial Intelligence}},
issn = {{2374-3468}},
number = {{23}},
pages = {{19189--19197}},
publisher = {{Association for the Advancement of Artificial Intelligence (AAAI)}},
title = {{{Can You Tell the Difference? Contrastive Explanations for ABox Entailments}}},
doi = {{10.1609/aaai.v40i23.38993}},
volume = {{40}},
year = {{2026}},
}
@inbook{65569,
author = {{Althoff, Sebastian}},
booktitle = {{Plattformforschung nach dem Digital Services Act – Interdisziplinäre Perspektiven}},
editor = {{Eickelmann, Jennifer and Mämecke, Thorben and Ruschmeier, Hannah and Waldmann, Maximilian}},
publisher = {{Büchner}},
title = {{{Abolitionismus und Digitale Gewalt}}},
year = {{2026}},
}
@inbook{44862,
author = {{Peckhaus, Volker}},
booktitle = {{New Perspectives on Neo-Kantianism and the Sciences}},
editor = {{Pulte, Helmut and Baedke, Jan and Koenig, Daniel and Nickel, Gregor}},
pages = {{17--37}},
publisher = {{Routledge}},
title = {{{(Neo-)Kantian Foundation of Foundations: The Göttingen Case}}},
year = {{2025}},
}
@book{55650,
editor = {{Eke, Norbert Otto and Ludwig , Janine and Vaßen, Florian }},
pages = {{172}},
title = {{{1. Heiner-Müller-Jahrbuch 1: Heiner Müllers Natur.}}},
year = {{2025}},
}
@article{32099,
author = {{Weich, Tobias and Budde, Julia}},
journal = {{Journal of Functional Analysis}},
number = {{1}},
title = {{{Wave Front Sets of Nilpotent Lie Group Representations}}},
doi = {{ https://doi.org/10.1016/j.jfa.2024.110684}},
volume = {{288}},
year = {{2025}},
}
@inbook{56638,
author = {{Silvestri, Marco}},
booktitle = {{Art, Travel, and Exchange between Iberia and Global Geographies, c. 1400–1550}},
editor = {{Beltrami, Costanza and Alvares-Correa, Sylvia}},
pages = {{108--142}},
title = {{{Travelling Stonemasons and the Architectural Cultural Exchange between Spain, Mexico, and Peru in the 16th Century: Connections and Paths of the Toribio de Alcaraz Family}}},
doi = {{https://doi.org/10.1163/9789004707474}},
volume = {{24}},
year = {{2025}},
}
@inbook{56854,
author = {{Schuster, Britt-Marie and Bubenhofer, Noah}},
booktitle = {{Germanistische Linguistik. Genese, Zustand und Zukunft eines Faches im Spiegel der RGL}},
editor = {{Schuster, Britt-Marie and Bubenhofer, Noah and Habermann, Mechthild and Hausendorf, Heiko}},
pages = {{1--18}},
publisher = {{de Gruyter}},
title = {{{Facetten der Germanistischen Linguistik: Bestandsaufnahme und Perspektiven}}},
year = {{2025}},
}
@book{56851,
editor = {{Schuster, Britt-Marie and Bubenhofer, Noah and Habermann, Mechthild and Hausendorf, Heiko}},
title = {{{Germanistische Linguistik. Genese, Zustand und Zukunft eines Faches im Spiegel der RGL}}},
volume = {{336}},
year = {{2025}},
}
@article{56265,
abstract = {{The metal-organic framework CPO-27 exhibits free coordination sites (open metal sites) and can be prepared with a wide range of metals that influence its properties. It is therefore an intriguing structure to study sorption phenomena. We analyze the water resistance and sorption behavior of these frameworks, with particular attention to the sorption mechanism in detail and the structure of the confined water molecules. For this purpose, we use manometric water vapor sorption analysis and FTIR spectroscopy. The respective metal center orchestrates both the adsorption behavior and the arrangement of the water molecules in the micropores of the framework. The extent to which water molecules form hydrogen bonds (with each other and with framework oxygen atoms) plays a crucial role in the stability of the framework towards water. Water adsorption is governed by the coordination of water molecules to the open metal sites (except for CPO-27-Cu) and subsequent H-bonding. A stepwise adsorption of water is observed, with significant differences depending on the choice of metal.}},
author = {{Kloß, Marvin and Weinberger, Christian and Tiemann, Michael}},
issn = {{1387-1811}},
journal = {{Microporous and Mesoporous Materials}},
pages = {{113352}},
publisher = {{Elsevier BV}},
title = {{{Water in the Micropores of CPO-27 Metal-Organic Frameworks: A Comprehensive Study}}},
doi = {{10.1016/j.micromeso.2024.113352}},
volume = {{381}},
year = {{2025}},
}
@article{56960,
author = {{Black, Tobias}},
issn = {{0893-9659}},
journal = {{Applied Mathematics Letters}},
publisher = {{Elsevier BV}},
title = {{{Absence of dead-core formations in chemotaxis systems with degenerate diffusion}}},
doi = {{10.1016/j.aml.2024.109361}},
volume = {{161}},
year = {{2025}},
}
@inbook{57020,
abstract = {{AbstractIn this symposium we investigate students’ agency of selecting and using (digital) resources for developing their own learning paths. For that, we first review the literature related to students’ selection and use of resources in mathematics education in different pedagogical settings (presentation 1). Second, we develop insights from the different studies that participate in this symposium (presentation 2–6), at school as well as at university level. Results show that attempts have been made to provide students opportunities to develop agency of their mathematics learning, in particular with the development and provision of numerous digital tools and learning resources at university level and related to innovative pedagogical approaches. At the same time, it is not obvious how these tools and resources help students to develop deeper conceptual understandings. Certainly, students often ‘demand’ more student-centered and autonomous education approaches (e.g., at university level), also in mathematics education. Further, it seems that authentic problem-based education approaches are more motivating for students. These ‘innovative’ approaches necessitate particular types of structure and support for students. Moreover, they require different ways of providing resources that students can and want to interact with, and that help students to navigate through the curriculum to develop their own learning paths. At the same time, teachers also need support on how to orchestrate student learning with the available resources in such environments, so to be able to attend to students’ individual needs. The symposium comprised altogether six presentations:Birgit Pepin & Sebastian Rezat: Students’ agency of selecting and using (digital) resources for developing their own learning paths: An overviewAnnalisa Cusi & Agnese I. Telloni: Learning through digital curriculum resource design: students’ reflections on their role as designersVilma Mesa, Lelia Burley-Sanford, Xinyi Hao, & Carlos Quiroz: Interactive features in university textbooks and their use by teachers and studentsSebastian Rezat: Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking toolBirgit Pepin & Ulises Salinas: Challenge/problem-based mathematics learning at university level: The case of the modeling weekFarzad Radmehr: Problem-posing: An inclusive activity for improving teaching and learning of mathematics at university level}},
author = {{Pepin, Birgit and Rezat, Sebastian}},
booktitle = {{Recent Advances in Mathematics Textbook Research and Development}},
editor = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}},
isbn = {{9789819784257}},
pages = {{123–126}},
publisher = {{Springer Nature}},
title = {{{Symposium—Towards innovative practices in mathematics education: Teachers’ and students’ choice and use of digital resources}}},
doi = {{10.1007/978-981-97-8426-4_17}},
year = {{2025}},
}
@inbook{57022,
abstract = {{AbstractEven in the digital age, learning mathematics at an academic level still requires much interaction with mathematical texts. Understanding and developing disciplinary literacy skills at all levels is an increasing matter of interest.}},
author = {{Rezat, Sebastian}},
booktitle = {{Recent Advances in Mathematics Textbook Research and Development}},
editor = {{Qi, Chunxia and Fan, Lianghuo and Liu, Jian and Liu, Qimeng and Dong, Lianchun}},
isbn = {{9789819784257}},
pages = {{133–136}},
publisher = {{Springer Nature}},
title = {{{Fostering university students’ reading and understanding of mathematical text in a flipped classroom approach with a digital marking tool}}},
doi = {{10.1007/978-981-97-8426-4_20}},
year = {{2025}},
}
@inbook{56852,
author = {{Schuster, Britt-Marie and Georgi, Christopher}},
booktitle = {{Germanistische Linguistik. Genese, Zustand und Zukunft eines Faches im Spiegel der RGL}},
editor = {{Schuster, Britt-Marie and Bubenhofer, Noah and Habermann, Mechthild and Hausendorf, Heiko}},
pages = {{189–220}},
publisher = {{de Gruyter}},
title = {{{Beispiele geben, Belege anführen und Daten erheben. Diachrone Untersuchung zur Herstellung empirischer Evidenz}}},
volume = {{336}},
year = {{2025}},
}
@inproceedings{58227,
author = {{Brockmeier, Jan and Kruse, Stephan and Scheytt, J. Christoph}},
booktitle = {{German Microwave Conference 2025}},
location = {{Dresden}},
title = {{{A Mach-Zehnder-Modulator based FMCW Lidar Emulator in C-Band}}},
year = {{2025}},
}
@inbook{56101,
author = {{Adamik, Julie}},
booktitle = {{Macht und Partizipation in gesellschaftlichen Transformationsprozessen}},
title = {{{„Das Mitschaffen am Werden eines neuen Menschen, einer neuen Zeit“ – katholische Geistliche als (Mit-)Gestalter gesellschaftspolitischer Transformationsprozesse in der Weimarer Republik}}},
year = {{2025}},
}
@inbook{58313,
author = {{Mildorf, Jarmila}},
booktitle = {{Pandemic Storytelling}},
editor = {{Alber, Jan and de Muijnck, Deborah and Jumpertz, Jessica }},
isbn = {{978-90-04-51985-5 }},
pages = {{83--96}},
publisher = {{Brill}},
title = {{{Crisis and Creativity: Poetry in Times of Corona}}},
volume = {{3}},
year = {{2025}},
}
@inbook{58323,
author = {{Autsch, Sabiene}},
booktitle = {{Impulse 7. Texte und Bilder zur Kunstvermittlung. Ein interdisziplinäres Projekt zur Biennale Venedig 2024. }},
editor = {{Autsch, Sabiene and Pickartz, Tim}},
title = {{{„Klassenfahrt“. Einige Überlegungen zum Begriff des Modells im Kontext einer Kunstvermittlungspraxis zum Thema „Fremde überall“.}}},
year = {{2025}},
}