TY - JOUR AB - We consider a measure given as the continuum limit of a one-dimensional Ising model with long-range translationally invariant interactions. Mathematically, the measure can be described by a self-interacting Poisson driven jump process. We prove a correlation inequality, estimating the magnetic susceptibility of this model, which holds for small norm of the interaction function. The bound on the magnetic susceptibility has applications in quantum field theory and can be used to prove existence of ground states for the spin boson model. AU - Hasler, David AU - Hinrichs, Benjamin AU - Siebert, Oliver ID - 43493 JF - Stochastic Processes and their Applications SN - 0304-4149 TI - Correlation bound for a one-dimensional continuous long-range Ising model VL - 146 ER - TY - CONF AU - Schubert, Philipp AU - Hermann, Ben AU - Bodden, Eric AU - Leer, Richard ID - 26406 T2 - SCAM '21: IEEE International Working Conference on Source Code Analysis and Manipulation (Engineering Track) TI - Into the Woods: Experiences from Building a Dataflow Analysis Framework for C/C++ ER - TY - CONF AU - Schubert, Philipp AU - Sattler, Florian AU - Schiebel, Fabian AU - Hermann, Ben AU - Bodden, Eric ID - 26405 T2 - 2021 IEEE 21st International Working Conference on Source Code Analysis and Manipulation (SCAM) TI - Modeling the Effects of Global Variables in Data-Flow Analysis for C/C++ ER - TY - CONF AB - We present a monolithically integrated electronic-photonic Mach-Zehnder modulator with a linear, segmented driver on the same silicon substrate. As metric for the modulation efficiency, the external V$\pi$ is hereby reduced to only 420 mV. AU - Kress, Christian AU - Singh, Karanveer AU - Schwabe, Tobias AU - Preußler, Stefan AU - Schneider, Thomas AU - Scheytt, J. Christoph ID - 29203 KW - Analog to digital converters KW - Extinction ratios KW - Grating couplers KW - Modulation KW - Modulators KW - Phase shift T2 - OSA Advanced Photonics Congress 2021 TI - High Modulation Efficiency Segmented Mach-Zehnder Modulator Monolithically Integrated with Linear Driver in 0.25 \textmum BiCMOS Technology ER - TY - JOUR AB - An analysis of an optical Nyquist pulse synthesizer using Mach-Zehnder modulators is presented. The analysis allows to predict the upper limit of the effective number of bits of this type of photonic digital-to-analog converter. The analytical solution has been verified by means of electro-optic simulations. With this analysis the limiting factor for certain scenarios: relative intensity noise, distortions by driving the Mach-Zehnder modulator, or the signal generator phase noise can quickly be identified. AU - Kress, Christian AU - Bahmanian, Meysam AU - Schwabe, Tobias AU - Scheytt, J. Christoph ID - 29204 IS - 15 JF - Opt. Express KW - Analog to digital converters KW - Diode lasers KW - Laser sources KW - Phase noise KW - Signal processing KW - Wavelength division multiplexers TI - Analysis of the effects of jitter, relative intensity noise, and nonlinearity on a photonic digital-to-analog converter based on optical Nyquist pulse synthesis VL - 29 ER - TY - THES AU - Fanasch, Patrizia ID - 45670 TI - Governance and Reputation in the Market for Experience Goods ER - TY - JOUR AB - The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge. AU - Bruns, Julia AU - Gasteiger, Hedwig AU - Strahl, Carolin ID - 34822 IS - 2 JF - Review of Education KW - content knowledge KW - domain-specific learning KW - early childhood education KW - teacher knowledge SN - 2049-6613 TI - Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review VL - 9 ER - TY - JOUR AU - Bruns, Julia AU - Schopferer, T. ID - 45687 JF - . TPS – Theorie und Praxis der Sozialpädagogik TI - Eine mustergültige Wissenschaft VL - 11 ER - TY - CONF AU - Jensen, Solveig AU - Gasteiger, Hedwig AU - Bruns, Julia ED - Inprasitha, Maitree ED - Changsri, Narumon ED - Boonsena, Nisakorn ID - 36527 T2 - Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education TI - Place value and regrouping as seperate constructs of place value understanding VL - 3 ER - TY - JOUR AU - Bruns, Julia AU - Gasteiger, Hedwig AU - Strahl, Carolin ID - 34823 IS - 2 JF - Review of Education SN - 2049-6613 TI - Context and Implications Document for: Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review VL - 9 ER -