@article{66851, author = {{Schlarbaum, Laura and Jankovic, N. and Engler, H. and Hirtz, R. and Grasemann, C. and Peters, T. and Hinney, A. and Antel, J. and Hebebrand, J. and Föcker, M. and Libuda, Lars}}, issn = {{2772-4085}}, journal = {{Neuroscience Applied}}, publisher = {{Elsevier BV}}, title = {{{Vitamin D, inflammation and depressive symptoms in adolescents: analysis using observational and interventional data}}}, doi = {{10.1016/j.nsa.2026.106979}}, volume = {{5}}, year = {{2026}}, } @inbook{66846, author = {{Frankemölle, Bernd}}, booktitle = {{Die Wirksamkeit von Lehr-/Lernmethoden im Fremdsprachenunterricht. Empirische Befunde für Lehrkräfte und Unterricht}}, editor = {{Wirag, Andreas}}, pages = {{103--118}}, publisher = {{Narr/Francke/Attempto}}, title = {{{Kulturelles Lernen im Fremdsprachenunterricht unterstützen}}}, doi = {{10.24053/9783381144723}}, year = {{2026}}, } @book{65644, abstract = {{Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. Dieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate. Es handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.}}, editor = {{Vogelsang, Christoph and Grotegut, Lea and Bruns, Julia and Riese, Josef and Fechner, Sabine}}, isbn = {{9783818801052}}, publisher = {{Waxmann Verlag GmbH}}, title = {{{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}}}, doi = {{10.31244/9783818851057}}, year = {{2026}}, } @inbook{66861, author = {{Mindt, Ilka}}, booktitle = {{Evolving Englishes}}, isbn = {{9781003522041}}, publisher = {{Routledge}}, title = {{{Authentic Englishes.nrw: Digital teaching and learning materials for varieties of English}}}, doi = {{10.4324/9781003522041-13}}, year = {{2026}}, } @unpublished{66859, abstract = {{Let $\mathbb{k}$ be a finite field and $\mathcal{A}, \mathcal{B}$ be $\mathbb{k}$-linear $\mathsf{Ext}$-finite hereditary abelian categories. A theorem of Cramer asserts that, under suitable assumptions, a derived equivalence $\mathcal{D}^b(\mathcal{A}) \!\longrightarrow\! \mathcal{D}^b(\mathcal{B})$ between two such categories induces an algebra isomorphism of the corresponding double Hall algebras $\mathsf{DH}_\mathcal{A} \!\longrightarrow\! \mathsf{DH}_\mathcal{B}$. It turns out that a counting formula for certain distinguished triangles in $\mathcal{D}^b(\mathcal{A})$, on which Cramer's proof relies, is incorrect in general. We give a corrected proof of Cramer's theorem which preserves the overall strategy of his approach.}}, author = {{Burban, Igor and Perniok, Daniel}}, title = {{{Double Hall algebras and derived equivalences revisited}}}, year = {{2026}}, } @inproceedings{66864, abstract = {{When signing digital documents, users often insert scanned or digitized handwritten signatures, which provide no assurance of a document’s authenticity and integrity. Cryptographic signatures offer such guarantees, but are rarely adopted due to persistent usability challenges. This paper explores the potential of digital identity wallets for securely and intuitively signing documents with verified personal data. To this end, we developed IdentitySign, an open-source prototype application, and evaluated it through a user study (N=74). Our results indicate good usability but also reveal potential pitfalls for this and similar wallet-based signature applications, such as unjustified trust in documents with signatures that are cryptographically valid but signed by the wrong signer. We provide guidelines and insights for creating user-centric, secure, and trustworthy digital signage applications using identity wallets.}}, author = {{Last, Yorick}}, booktitle = {{Proceedings of the Twenty-Second Symposium on Usable Privacy and Security}}, location = {{Hannover, Germany}}, title = {{{IdentitySign: Design and User Study of a Prototype Application for Digitally Signing Documents Using an Identity Wallet}}}, year = {{2026}}, } @inbook{66848, author = {{Frankemölle, Bernd and Göbel, Kerstin}}, booktitle = {{Digital and AI Competence in Subject-Specific Education}}, isbn = {{9781003653486}}, pages = {{140--149}}, publisher = {{Routledge}}, title = {{{The role of digital teaching experience for learning about digital as well as inter- and transcultural foreign language teaching in a web-based training}}}, doi = {{10.4324/9781003653486-16}}, 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}}, }