@book{57685,
  author       = {{Gabriel, Lena}},
  publisher    = {{Feldhaus}},
  title        = {{{Interkulturelle Bewegungserziehung in der Grundschule}}},
  year         = {{2019}},
}

@inbook{57695,
  author       = {{Gabriel, Lena and Teubert, Hilke}},
  booktitle    = {{Tagungsband, DVS Kommission: Sport & Raum}},
  editor       = {{Balz, Eckart and Bindel, Tim}},
  title        = {{{Sportangebote für Flüchtlinge in Sporthallen-Notunterkünften.}}},
  year         = {{2019}},
}

@inproceedings{57727,
  author       = {{Neuhaus, Dorothee and Vogt, S and Boschmann, A and Dosen, S and Baumeister, J}},
  booktitle    = {{Sportmotorik 2019. Adaption, Lernen und virtuelle Welten. Abstractband zur 16. Jahrestagung der dvs-Sektion Sportmotorik vom 16.-18. Januar 2019 in Bern}},
  editor       = {{Klostermann, A and Vater, C and Hossner, E.-J}},
  pages        = {{48}},
  publisher    = {{Eigenverlag}},
  title        = {{{Effects of an augmented reality training using a myoelectric hand prosthesis: a pilot study}}},
  year         = {{2019}},
}

@inproceedings{57726,
  author       = {{Vogt, S and Neuhaus, Dorothee and Baumeister, J}},
  booktitle    = {{Sportmotorik 2019. Adaption, Lernen und virtuelle Welten. Abstractband zur 16. Jahrestagung der dvs-Sektion Sportmotorik vom 16.-18. Januar 2019 in Bern}},
  editor       = {{Klostermann, A and Vater, C and Hossner, E.-J}},
  pages        = {{48}},
  publisher    = {{Eigenverlag}},
  title        = {{{Effects of different visual conditions on standing balance in a virtual reality scene: a pilot study}}},
  year         = {{2019}},
}

@article{57729,
  author       = {{Vogt, S and Skjaeret Maroni, N and Neuhaus, Dorothee and Baumeister, J}},
  journal      = {{International Journal of Medical Informatics}},
  pages        = {{46--58}},
  title        = {{{Virtual Reality Interventions for Balance Prevention and Rehabilitation after Musculoskeletal Lower Limb Impairments in Young up to Middle-Aged Adults: A Comprehensive Review on Used Technology, Balance Outcome Measures and Observed Effects}}},
  volume       = {{126}},
  year         = {{2019}},
}

@article{57728,
  author       = {{Gokeler, A and Neuhaus, Dorothee and Benjaminse, A and Grooms, D.R and Baumeister, J}},
  journal      = {{Sports Medicine}},
  number       = {{6}},
  pages        = {{853--865}},
  title        = {{{Principles of Motor Learning to Support Neuroplasticity After ACL Injury: Implications for Optimizing Performance and Reducing Risk of Second ACL Injury}}},
  volume       = {{49}},
  year         = {{2019}},
}

@misc{44192,
  author       = {{Cyrkel, Jakob}},
  pages        = {{89}},
  publisher    = {{Universität Paderborn}},
  title        = {{{Historische und medienreflexive Zeitdiagnostik in den literarischen Städtefeuilletons der Weimarer Republik}}},
  doi          = {{10.17619/UNIPB/1-880}},
  year         = {{2019}},
}

@article{45124,
  author       = {{Krischer, M. and Smolka, B. and Voigt, B. and Lehmkuhl, G. and Flechtner, H. and Franke, Sebastian and Hellmich, M. and Trautmann-Voigt, S.}},
  journal      = {{Psychotherapy Research}},
  number       = {{8}},
  pages        = {{1039--1047}},
  title        = {{{Effects of long-term psychodynamic psychotherapy on life quality in mentally disturbed children}}},
  doi          = {{10.1080/10503307.2019.1695169}},
  volume       = {{30}},
  year         = {{2019}},
}

@techreport{45122,
  author       = {{Kißgen, R. and Austermühle, J. and Franke, Sebastian and Limburg, D. and Wöhrle, J.}},
  publisher    = {{Universität Siegen}},
  title        = {{{Rheinland-Kita-Studie: Inklusion von Kindern mit Behinderung in Tageseinrichtungen für Kinder. Abschlussbericht}}},
  year         = {{2019}},
}

@inbook{34123,
  abstract     = {{Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training.}},
  author       = {{Alptekin, Mesut and Temmen, Katrin}},
  booktitle    = {{The Challenges of the Digital Transformation in Education}},
  isbn         = {{9783030119317}},
  issn         = {{2194-5357}},
  keywords     = {{Augmented Reality, Laboratory Training, Engineering Education, Gamification}},
  location     = {{Kos Island, Greece}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}}},
  doi          = {{10.1007/978-3-030-11932-4_54}},
  year         = {{2019}},
}

@inbook{57887,
  abstract     = {{Die Konsequenzen und Potenziale, die die digitale Transformation für die Kulturelle Bildung mit sich bringt, sind bislang weitestgehend unerforscht. Diesem Desiderat begegnet die Richtlinie zur Förderung von Forschungsvorhaben zur Digitalisierung in der kulturellen Bildung, die im Februar 2017 vom Bundesministerium für Bildung und Forschung veröffentlicht wurde. 13 Verbund- und Einzelprojekte in ganz Deutschland forschen seit Ende 2017 zu digitalen Phänomenen in der Kulturellen Bildung unter anderem in den Bereichen Musik, Literatur, Tanz, Performance und bildender Kunst. Die Forschungsvorhaben zeichnen sich dabei durch eine große Perspektivenvielfalt aus: Neben Erziehungswissenschaft und Bildungsforschung sind Musikpädagogik, Kunst-, Tanz-, Musik-, Literatur- Medien-, und Sportwissenschaft, Humangeographie, Wirtschaftsinformatik, Medienpädagogik, Informatik und Computerlinguistik vertreten. Das noch junge Instrument der Förderrichtlinie geht mit dem Anspruch einher, die geförderten Projekte aktiv miteinander in Beziehung zu setzen, um so größtmögliche Effizienz und Sichtbarkeit sowohl der Einzelprojekte als auch der projektübergreifend gemeinsamen Forschungsziele zu erreichen. Hierzu wurde ein Metaforschungsvorhaben ausgeschrieben und bewilligt. Das Metavorhaben unter der Leitung von Prof. Dr. Benjamin Jörissen und Prof. Dr. Stephan Kröner (beide FAU Erlangen-Nürnberg) hat zum Ziel, über theoretische Modellbildungen, qualitative Metaanalysen und quantitative Forschungssynthesen die gesellschaftliche und bildungswissenschaftliche Bedeutung der Ergebnisse zu reflektieren und die unterschiedlichen Themenbereiche der Förderrichtlinie auf dieser Grundlage zusammen zu führen. Neben dem wissenschaftlichen Erkenntnisgewinn ist es ein wesentliches Ziel des Metavorhabens, die Ergebnisse der Forschung auch für die Innovation in den Praxisfeldern der Kulturellen Bildung fruchtbar zu machen und die Befunde und Ergebnisse über den Fachdiskurs hinaus für die Zivilgesellschaft und politische Entscheidungsträgerinnen und Entscheidungsträger verständlich und handlungsorientiert zu kommunizieren}},
  author       = {{Godau, Marc and Eusterbrock, Linus and Haenisch, Matthias and Hasselhorn, Johannes, Johannes and Knigge, Jens and Krebs, Matthias and Rolle, Christian and Stenzel, Maurice and Weidner, Verena}},
  booktitle    = {{Forschung zur Digitalisierung in der kulturellen Bildung}},
  editor       = {{Jörissen, Benjamin and Kröner, Stephan and Unterberg, Lisa}},
  isbn         = {{978-3-86736-522-2}},
  pages        = {{129–148}},
  publisher    = {{kopaed}},
  title        = {{{Musikalische Bildung mit mobilen Digitaltechnologien}}},
  year         = {{2019}},
}

@article{57888,
  author       = {{Ahlers, Michael and Godau, Marc}},
  journal      = {{Diskussion Musikpädagogik}},
  number       = {{82}},
  pages        = {{4–9}},
  title        = {{{Digitalisierung – Musik – Unterricht: Rahmen, Theorien und Projekte}}},
  year         = {{2019}},
}

@article{57937,
  author       = {{Yang, Philip and Riepe, Jan and Moser, Katharina and Pull, Kerstin and Terjesen, Siri}},
  issn         = {{1048-9843}},
  journal      = {{The Leadership Quarterly}},
  number       = {{5}},
  publisher    = {{Elsevier BV}},
  title        = {{{Women directors, firm performance, and firm risk: A causal perspective}}},
  doi          = {{10.1016/j.leaqua.2019.05.004}},
  volume       = {{30}},
  year         = {{2019}},
}

@article{57936,
  author       = {{Riepe, Jan and Uhl, Kristina}},
  issn         = {{1544-6123}},
  journal      = {{Finance Research Letters}},
  publisher    = {{Elsevier BV}},
  title        = {{{Startups’ demand for non-financial resources: Descriptive evidence from an international corporate venture capitalist}}},
  doi          = {{10.1016/j.frl.2019.101321}},
  volume       = {{36}},
  year         = {{2019}},
}

@article{57940,
  abstract     = {{<jats:title>ABSTRACT</jats:title>
               <jats:p>Accountability is a key concern for international standard setters. If transnational actors set standards instead of national democratic authorities, then the standard setters might suffer from ‘apparent’ deficits in their democratic accountability and oversight. Consequently, most international standard setters rely on different processes to enhance their accountability and transparency to mitigate concerns about their own standards. Ensuring accountability is already a major challenge for a single or homogenous set of rules or standards. So how can a supranational body design legitimate rules that rest on the standards of another very different supranational standard setter? This study examines the accountability and transparency concerns from the interaction of supranational standard setters that have different objectives. Therefore, I investigate the processes of prudential regulation based on the capital adequacy standard of the Basel Committee on Banking Supervision that relies on the financial accounting standards set by the International Accounting Standards Board. The results show flaws with respect to accountability in the regulatory process that involves another standard setter and how the prudential regulator reacts to these flaws to ensure a higher degree of accountability in its banking regulation.</jats:p>}},
  author       = {{Riepe, Jan}},
  issn         = {{1369-3034}},
  journal      = {{Journal of International Economic Law}},
  number       = {{2}},
  pages        = {{261--283}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{Basel and the IASB: Accountability Interdependencies and Consequences for Prudential Regulation}}},
  doi          = {{10.1093/jiel/jgz012}},
  volume       = {{22}},
  year         = {{2019}},
}

@inproceedings{58027,
  author       = {{Lucas, C. Weiß and Nettekoven, C. and Schmehr, J. and Jonas, Kristina and Karhu, J. and Goldbrunner, R. and Grefkes, C.}},
  booktitle    = {{Clinical Neurophysiology}},
  issn         = {{13882457}},
  number       = {{8}},
  pages        = {{e139--e140}},
  title        = {{{FV 41 Short-train transcranial magnetic stimulation for time-locked mapping of cortical language processing}}},
  doi          = {{10.1016/j.clinph.2019.04.646}},
  volume       = {{130}},
  year         = {{2019}},
}

@misc{58057,
  author       = {{Demenev, A.A. and Yaremkevich, D.D. and Scherbakov, A.V.  and Kukhtaruk, S.M. and Gavrilov, S.S. and Yakolev, D.R.  and Kulakovskii, V.D. and Bayer, M.}},
  booktitle    = {{Physical Review B}},
  title        = {{{Ultrafast strain-induced switching of a bistable cavity-polariton system}}},
  year         = {{2019}},
}

@article{13282,
  author       = {{Lin, Zemeng and Huang, Lingling and Xu, Zhen Tao and Li, Xiaowei and Zentgraf, Thomas and Wang, Yongtian}},
  issn         = {{2195-1071}},
  journal      = {{Advanced Optical Materials}},
  number       = {{21}},
  pages        = {{1900782}},
  title        = {{{Four‐Wave Mixing Holographic Multiplexing Based on Nonlinear Metasurfaces}}},
  doi          = {{10.1002/adom.201900782}},
  volume       = {{7}},
  year         = {{2019}},
}

@inbook{57886,
  abstract     = {{The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.)}},
  author       = {{Godau, Marc and Haenisch, Matthias}},
  booktitle    = {{Praxen und Diskurse aus Sicht musikpädagogischer Forschung}},
  editor       = {{Weidner, Verena and Rolle, Christian}},
  keywords     = {{Praxeologie, Informal learning, Informelles Lernen, Komponieren, Learning, Lernen, Musical Composition, Musical education, Musician, Musiker, Musikpädagogik, Pop music, Popmusik, Popular Music, Prozess, Studie}},
  pages        = {{51–67}},
  publisher    = {{Waxmann}},
  title        = {{{How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten}}},
  year         = {{2019}},
}

@inproceedings{24052,
  abstract     = {{This paper presents a broadband track-and-hold amplifier (THA) based on switched-emitter-follower (SEF) topology. The THA exhibits a record 3dB small-signal bandwidth of 70 GHz. With the high sampling rate of 40 GS/s, it achieves an effective number of bits (ENOB) of 7.5 bit at 1 GHz input frequency and an ENOB of >5 bit up to 15 GHz input frequency. The chip was fabricated in a 130 nm SiGe BiCMOS technology from IHP (SG13G2). It draws 110 mA from a -4 V supply voltage, dissipating 440 mW.}},
  author       = {{Wu, Liang and Weizel, Maxim and Scheytt, Christoph}},
  booktitle    = {{26th IEEE International Conference on Electronics Circuits and Systems (ICECS)}},
  title        = {{{A 70 GHz Small-signal Bandwidth 40 GS/s Track-and-Hold Amplifier in 130 nm SiGe BiCMOS Technology}}},
  doi          = {{10.1109/ICECS46596.2019.8965046}},
  year         = {{2019}},
}