@techreport{5170,
  abstract     = {{Employing credit default swap (CDS) data for a sample of 52 major banks across 18
countries from 2008 to 2016, this paper investigates determinants of the outstanding
net notional amount of CDS which are written on banks. We extend the current
literature dealing with CDS trading by analyzing further CDS trading-specific,
fundamental bank-specific as well as macroeconomic and institutional determinants
with a focus on bank CDS trading. We find that, next to well-discussed determinants
for corporate firms in the literature, especially a bank's tail risk, capital adequacy,
loan portfolio and business model affect a bank's outstanding CDS net notional.
This finding indicates that investors in the bank CDS market partly have a recourse
to a fundamental analysis for their investment decision. Our study fills an important
gap since empirical studies have solely focused on sovereign and corporate CDS yet.
In addition, the analysis at hand provides important implications for both academics
and practitioners since understanding the trading motives of bank CDS investors
gives deeper insights into the still opaque CDS market.}},
  author       = {{Hippert, Benjamin and Uhde, André}},
  keywords     = {{banking, outstanding CDS net notional, determinants of bank CDS trading}},
  title        = {{{Determinants of CDS trading on major banks}}},
  year         = {{2019}},
}

@techreport{15392,
  abstract     = {{Employing a sample of 492 merger and acquisition (M&A) announcements from
284 acquirers across North America and Europe between 2005 and 2018, this study
analyzes the impact of M&A announcements on an acquirers abnormal CDS spread
changes. We nd that spreads from CDS which are written on acquirers increase
by 310 bps during a symmetric ve-day event window suggesting that investors
expect an increase in the acquirers credit risk exposure due to M&As. Next to
this baseline nding, we conduct a large variety of sensitivity analyses to gain more
insight into the driving factors of the rising risk perception of CDS investors due to
M&A announcements.}},
  author       = {{Uhde, André and Hippert, Benjamin}},
  keywords     = {{credit default swaps, risk perception of CDS investors, mergers and acquisitions, event study}},
  title        = {{{The relationship between announcements of complete mergers and acquisitions and acquirers' abnormal CDS-Spread changes}}},
  year         = {{2019}},
}

@article{33598,
  author       = {{Rezat, Sara and Rezat, Sebastian}},
  journal      = {{In: Mathematik differenziert 3/2019}},
  pages        = {{30--37}},
  title        = {{{„...weil man Fermi-Aufgaben so rechnet“. Modelltexte als sprachliche Ressource für das Erklären von Lösungswegen bei Fermi-Aufgaben}}},
  year         = {{2019}},
}

@inbook{44684,
  author       = {{Vollstedt, Maike and Rezat, Sebastian}},
  booktitle    = {{Compendium for Early Career Researchers in Mathematics Education}},
  editor       = {{Kaiser, Gabriele and Presmeg, Norma}},
  isbn         = {{9783030156350}},
  issn         = {{2520-8322}},
  publisher    = {{Springer International Publishing}},
  title        = {{{An Introduction to Grounded Theory with a Special Focus on Axial Coding and the Coding Paradigm}}},
  doi          = {{10.1007/978-3-030-15636-7_4}},
  year         = {{2019}},
}

@article{46156,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>}},
  author       = {{Wessel, Lena}},
  issn         = {{1033-2170}},
  journal      = {{Mathematics Education Research Journal}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{653--681}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}}},
  doi          = {{10.1007/s13394-019-00284-z}},
  volume       = {{32}},
  year         = {{2019}},
}

@inbook{48320,
  author       = {{Leuders, Timo and Wessel, Lena}},
  booktitle    = {{Professionsorientierung in der Lehrerbildung: Kompetenzorientiertes Lehren nach dem 4-Component-Instructional-Design-Modell}},
  editor       = {{Kreutz, J. and Leuders, Timo and Hellmann, T.}},
  pages        = {{117--134}},
  publisher    = {{Springer}},
  title        = {{{3.5 Kompetenzorientierte Didaktik der Analysis durch Orientierung an real-life tasks–Ein Beispiel für ein Lehrdesign nach dem 4C/ID-Modell}}},
  year         = {{2019}},
}

@book{48376,
  abstract     = {{<jats:p>„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate  • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge</jats:p>}},
  editor       = {{Klinger, Marcel and Schüler-Meyer, Alexander and Wessel, Lena}},
  isbn         = {{9783959870986}},
  publisher    = {{WTM-Verlag}},
  title        = {{{Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018}}},
  doi          = {{10.37626/ga9783959870986.0}},
  volume       = {{6}},
  year         = {{2019}},
}

@inproceedings{48409,
  author       = {{Wessel, Lena}},
  booktitle    = {{Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}},
  editor       = {{Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}},
  keywords     = {{Vocational education, language, percentages, scaffolding, design research}},
  number       = {{12}},
  publisher    = {{Freudenthal Group}},
  title        = {{{How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}}},
  volume       = {{TWG07}},
  year         = {{2019}},
}

@article{48324,
  author       = {{Barwell, Richard and Wessel, Lena and Parra, Aldo}},
  issn         = {{1479-4802}},
  journal      = {{Research in Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{2}},
  pages        = {{113--118}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Language diversity and mathematics education: new developments}}},
  doi          = {{10.1080/14794802.2019.1638824}},
  volume       = {{21}},
  year         = {{2019}},
}

@book{48554,
  editor       = {{Barwell, R. and Wessel, Lena and Parra, A.}},
  title        = {{{Mathematics education in a multilingual and multicultural environment. Post-Publikation der Topic Study Group 31 Beiträge der ICME-Konferenz 2016 in Hamburg.}}},
  year         = {{2019}},
}

@article{4684,
  abstract     = {{Recent years have seen the emergence of physical products that are digitally networked with other products and with information systems to enable complex business scenarios in manufacturing, mobility, or healthcare. These “smart products”, which enable the co-creation of “smart service” that is based on monitoring, optimization, remote control, and autonomous adaptation of products, profoundly transform service systems into what we call “smart service systems”. In a multi-method study that includes conceptual research and qualitative data from in-depth interviews, we conceptualize “smart service” and “smart service systems” based on using smart products as boundary objects that integrate service consumers’ and service providers’ resources and activities. Smart products allow both actors to retrieve and to analyze aggregated field evidence and to adapt service systems based on contextual data. We discuss the implications that the introduction of smart service systems have for foundational concepts of service science and conclude that smart service systems are characterized by technology-mediated, continuous, and routinized interactions.}},
  author       = {{Beverungen, Daniel and Müller, Oliver and Matzner, Martin and Mendling, Jan and vom Brocke, Jan}},
  issn         = {{14228890}},
  journal      = {{Electronic Markets}},
  keywords     = {{Boundary object, Internet of things, Service science, Smart products, Smart service}},
  pages        = {{7--18}},
  publisher    = {{SpringerNature}},
  title        = {{{Conceptualizing smart service systems}}},
  doi          = {{10.1007/s12525-017-0270-5}},
  volume       = {{29}},
  year         = {{2019}},
}

@book{53596,
  editor       = {{Bringmann, Oliver and Ecker, Wolfgang and Müller, Wolfgang and Müller-Gridschneder, Daniel}},
  title        = {{{Proceedings of the 2nd International Workshop on Embedded Software for Industrial IoT - ESIIT}}},
  year         = {{2019}},
}

@article{53615,
  author       = {{Tomin, Slawa and Wach, Bernhard and Achterberg, Lars}},
  journal      = {{Personalquarterly}},
  number       = {{4}},
  pages        = {{16–22}},
  title        = {{{Neue Marktchancen durch prozessorientiertes Corporate Entrepreneurship}}},
  volume       = {{71}},
  year         = {{2019}},
}

@inbook{53689,
  author       = {{Reis, Oliver}},
  booktitle    = {{Studium trifft Beruf. Praxisphasen und Praxisbezüge aus Sicht einer angewandten Theologie}},
  editor       = {{Feeser-Lichterfeld, Ul. and Sander, K.G.}},
  pages        = {{33--62}},
  title        = {{{Die Schlüsselfunktion von Praxisphasen in der theologischen und pastoralen Kompetenzentwicklung}}},
  volume       = {{6}},
  year         = {{2019}},
}

@inbook{53690,
  author       = {{Kohlmeyer, Theresa and Reis, Oliver}},
  booktitle    = {{Sinnstiftende Lehr-Lernprozesse initiieren. Zur Rolle von Kontexten in der Fachdidaktik}},
  editor       = {{Ralle, Bernd and Thiele, Jörg}},
  pages        = {{127--146}},
  publisher    = {{Waxmann}},
  title        = {{{„Das muss doch Sinn ergeben!“ – Zur Sinnhaftigkeit von berufsnahen Handlungssituationen}}},
  year         = {{2019}},
}

@inbook{53691,
  author       = {{Reis, Oliver}},
  booktitle    = {{Heterogenität und Inklusion. Reflexionen und Anwendungen für die Religionspädagogik}},
  editor       = {{Lindner, Heike and Tautz, Monika}},
  pages        = {{93--111}},
  title        = {{{Inklusion als religionspädagogische Aufgabe der Hochschulbildung}}},
  year         = {{2019}},
}

@inbook{53727,
  author       = {{Reis, Oliver}},
  booktitle    = {{Responsible University. Verantwortung in Studium und Lehre}},
  editor       = {{Hillebrand Augustin, Elisabetz  and Salmhofer, Gudrun and Scheer, Lisa}},
  pages        = {{79--104}},
  title        = {{{Diversität in der Hochschule ist mehr als Integration. Zur hochschuldidaktischen Bedeutung von Werten im Hochschullernen}}},
  year         = {{2019}},
}

@misc{53748,
  author       = {{Reis, Oliver}},
  booktitle    = {{Theologische Revue}},
  number       = {{2}},
  pages        = {{167--169}},
  title        = {{{Lindner, Konstantin: Wertebildung im Religionsunterricht. Grundlagen, Herausforderungen und Perspektiven. Paderborn: Schöningh Verlag 2017}}},
  volume       = {{115}},
  year         = {{2019}},
}

@misc{53746,
  author       = {{Reis, Oliver}},
  booktitle    = {{KERYKS}},
  pages        = {{325--331}},
  title        = {{{Pemsel-Maier, Sabine / Schambeck, Mirjam (Hrsg.): Inklusion!? Religionspädagogische Einwürfe. Freiburg / Basel / Wien: Herder, 2014}}},
  volume       = {{14-16}},
  year         = {{2019}},
}

@inbook{52985,
  author       = {{Reis, Oliver}},
  booktitle    = {{Miteinander am Tisch. Tisch als Ort sozialer Utopien}},
  editor       = {{Pithan, Annebelle and Wuckelt, Agnes}},
  pages        = {{90--104}},
  title        = {{{Wenn der Altar zum Tisch wird. Eucharistiekatechese inklusiv}}},
  volume       = {{10}},
  year         = {{2019}},
}