@article{35650,
  abstract     = {{We consider autoregressive sequences Xn = aXn−1 + ξn and
Mn = max{aMn−1 , ξn} with a constant a ∈ (0, 1) and with positive, in-
dependent and identically distributed innovations {ξk }. It is known that if
P(ξ1 > x) ∼ d
log x with some d ∈ (0, − log a) then the chains {Xn} and {Mn}
are null recurrent. We investigate the tail behaviour of recurrence times in this
case of logarithmically decaying tails. More precisely, we show that the tails
of recurrence times are regularly varying of index −1 − d/ log a. We also prove
limit theorems for {Xn} and {Mn} conditioned to stay over a fixed level x0.
Furthermore, we study tail asymptotics for recurrence times of {Xn} and {Mn}
in the case when these chains are positive recurrent and the tail of log ξ1 is
subexponential.}},
  author       = {{Denisov, Denis and Hinrichs, Günter and Kolb, Martin and Wachtel, Vitali}},
  journal      = {{Electronic Journal of Probability}},
  pages        = {{1--43}},
  publisher    = {{Institute of Mathematical Statistics}},
  title        = {{{Persistence of autoregressive sequences with logarithmic tails}}},
  doi          = {{https://doi.org/10.48550/arXiv.2203.14772}},
  volume       = {{27}},
  year         = {{2022}},
}

@article{35719,
  author       = {{Kengelbach, Jens and Keienburg, Georg and Söllner, Tobias and Wang, Yiran and Sievers, Sönke and Friedmann, Daniel and Nielsen, Jesper}},
  journal      = {{BCG M&A Report 2022}},
  title        = {{{Green Deals Gain Steam }}},
  year         = {{2022}},
}

@article{35722,
  author       = {{Kengelbach, Jens and Friedman, Daniel and Keienburg, Georg and Degen, Dominik and Söllner, Tobias and Wang, Yiran and Sievers, Sönke}},
  journal      = {{BCG M&A Report 2022}},
  title        = {{{Do Green Deals Create Value? }}},
  year         = {{2022}},
}

@article{35740,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>While the Information Systems (IS) discipline has researched digital platforms extensively, the body of knowledge appertaining to platforms still appears fragmented and lacking conceptual consistency. Based on automated text mining and unsupervised machine learning, we collect, analyze, and interpret the IS discipline’s comprehensive research on platforms—comprising 11,049 papers spanning 44 years of research activity. From a cluster analysis concerning platform concepts’ semantically most similar words, we identify six research streams on platforms, each with their own platform terms. Based on interpreting the identified concepts vis-à-vis the extant research and considering a temporal perspective on the concepts’ application, we present a lexicon of platform concepts, to guide further research on platforms in the IS discipline. Researchers and managers can build on our results to position their work appropriately, applying a specific theoretical perspective on platforms in isolation or combining multiple perspectives to study platform phenomena at a more abstract level.</jats:p>}},
  author       = {{Bartelheimer, Christian and zur Heiden, Philipp and Lüttenberg, Hedda and Beverungen, Daniel}},
  issn         = {{1019-6781}},
  journal      = {{Electronic Markets}},
  keywords     = {{Management of Technology and Innovation, Marketing, Computer Science Applications, Economics and Econometrics, Business and International Management}},
  number       = {{1}},
  pages        = {{375--396}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Systematizing the lexicon of platforms in information systems: a data-driven study}}},
  doi          = {{10.1007/s12525-022-00530-6}},
  volume       = {{32}},
  year         = {{2022}},
}

@inbook{35745,
  author       = {{Öhlschläger, Claudia}},
  booktitle    = {{Inter- und transmediale Ästhetik bei Josef Winkler}},
  editor       = {{Bosse, Anke and Glinik, Christina and Lenhart, Elmar}},
  pages        = {{33--45}},
  publisher    = {{Metzler}},
  title        = {{{Schärfung der Sinne. Josef Winklers Mikroästhetik im Kontext kleiner Prosaformen der Moderne}}},
  year         = {{2022}},
}

@misc{34962,
  author       = {{Anonymous, A}},
  title        = {{{Evaluating database systems relying on secure multiparty computation}}},
  year         = {{2022}},
}

@misc{34963,
  author       = {{Anonymous, A}},
  title        = {{{Cost of Privacy-preserving SMPC Protocols for NN-Based Inference}}},
  year         = {{2022}},
}

@inbook{35731,
  author       = {{Öhlschläger, Claudia}},
  booktitle    = {{Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen}},
  editor       = {{Larcati, Arturo and Perrone Capano, Lucia}},
  pages        = {{157--168}},
  publisher    = {{Istituto Italiano di Studi Germanici}},
  title        = {{{Alfred Anderschs "Die Rote" mit Antonioni gelesen}}},
  year         = {{2022}},
}

@misc{35772,
  author       = {{Lohse, Jan}},
  title        = {{{Lattice Revocation Mechanisms}}},
  year         = {{2022}},
}

@article{34056,
  abstract     = {{<jats:p> A process sequence enabling the large-area fabrication of nanopillar-patterned semiconductor templates for selective-area heteroepitaxy is developed. Herein, the nanopillar tops surrounded by a SiN<jats:sub>x</jats:sub> mask film serve as nanoscale growth areas. The molecular beam epitaxial growth of InAs on such patterned GaAs[Formula: see text]A templates is investigated by means of electron microscopy. It is found that defect-free nanoscale InAs islands grow selectively on the nanopillar tops at a substrate temperature of 425 °C. High-angle annular dark-field scanning transmission electron microscopy imaging reveals that for a growth temperature of 400 °C, the InAs islands show a tendency to form wurtzite phase arms extending along the lateral [Formula: see text] directions from the central zinc blende region of the islands. This is ascribed to a temporary self-catalyzed vapor–liquid–solid growth on [Formula: see text] B facets, which leads to a kinetically induced preference for the nucleation of the wurtzite phase driven by the local, instantaneous V/III ratio, and to a concomitant reduction of surface energy of the nanoscale diameter arms. </jats:p>}},
  author       = {{Riedl, Thomas and Kunnathully, Vinay S. and Verma, Akshay Kumar and Langer, Timo and Reuter, Dirk and Büker, Björn and Hütten, Andreas and Lindner, Jörg}},
  issn         = {{0021-8979}},
  journal      = {{Journal of Applied Physics}},
  keywords     = {{General Physics and Astronomy}},
  number       = {{18}},
  publisher    = {{AIP Publishing}},
  title        = {{{Selective area heteroepitaxy of InAs nanostructures on nanopillar-patterned GaAs(111)A}}},
  doi          = {{10.1063/5.0121559}},
  volume       = {{132}},
  year         = {{2022}},
}

@article{34053,
  author       = {{Riedl, Thomas and Kunnathully, Vinay and Trapp, Alexander and Langer, Timo and Reuter, Dirk and Lindner, Jörg}},
  issn         = {{2196-7350}},
  journal      = {{Advanced Materials Interfaces}},
  keywords     = {{Mechanical Engineering, Mechanics of Materials}},
  number       = {{11}},
  publisher    = {{Wiley}},
  title        = {{{Size‐Dependent Strain Relaxation in InAs Quantum Dots on Top of GaAs(111)A Nanopillars}}},
  doi          = {{10.1002/admi.202102159}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{35664,
  author       = {{Janzen, Thomas}},
  journal      = {{Englisch betrifft uns}},
  number       = {{4}},
  title        = {{{Democracy ≠ Democracy. Creating digital infographics to compare different democratic systems.}}},
  year         = {{2022}},
}

@misc{35884,
  author       = {{Krämer, Anike}},
  booktitle    = {{Fachlexikon der Sozialen Arbeit}},
  isbn         = {{978-3-8487-7131-8}},
  title        = {{{ Geschlechtsidentität}}},
  year         = {{2022}},
}

@misc{35885,
  author       = {{Krämer, Anike}},
  booktitle    = {{Fachlexikon der Sozialen Arbeit}},
  isbn         = {{978-3-8487-7131-8}},
  title        = {{{Sexuelle Orientierung}}},
  year         = {{2022}},
}

@inbook{35874,
  abstract     = {{<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>}},
  author       = {{Franzen, Katja and Albers, Timm and Hellmich, Frank}},
  booktitle    = {{Qualifizierung für Inklusion. Grundschule}},
  editor       = {{Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}},
  isbn         = {{9783830945130}},
  pages        = {{163--176}},
  publisher    = {{Waxmann}},
  title        = {{{Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}}},
  doi          = {{10.31244/9783830995135}},
  volume       = {{2}},
  year         = {{2022}},
}

@article{35867,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.</jats:p>}},
  author       = {{Görel, Gamze and Hellmich, Frank}},
  issn         = {{2515-0731}},
  journal      = {{Australasian Journal of Special and Inclusive Education}},
  keywords     = {{General Engineering}},
  number       = {{2}},
  pages        = {{127--137}},
  publisher    = {{Cambridge University Press (CUP)}},
  title        = {{{Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}}},
  doi          = {{10.1017/jsi.2022.9}},
  volume       = {{46}},
  year         = {{2022}},
}

@inbook{35787,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{334–340}},
  publisher    = {{Bad Heilbrunn}},
  title        = {{{Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}}},
  year         = {{2022}},
}

@inbook{35832,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{372–378}},
  publisher    = {{Klinkhardt}},
  title        = {{{Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}}},
  year         = {{2022}},
}

@book{35883,
  author       = {{Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves  and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and Sanches-Ferreira, Maria Manuela Pires Sanches and Hellmich, Frank and Schwab, Susanne and Avramidis, Ilias}},
  publisher    = {{Porto Polytechnic}},
  title        = {{{FRIEND-SHIP Intervention Program – The Handbook}}},
  year         = {{2022}},
}

@article{34468,
  abstract     = {{Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.}},
  author       = {{Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}},
  issn         = {{2625-0675}},
  journal      = {{Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{13--25}},
  title        = {{{Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}}},
  doi          = {{10.11576/HLZ-4949}},
  volume       = {{5}},
  year         = {{2022}},
}