@article{60375,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>A common approach to automatic quad layout generation on surfaces is to, in a first stage, decide on the positioning of irregular layout vertices, followed by finding sensible layout edges connecting these vertices and partitioning the surface into quadrilateral patches in a second stage. While this two‐step approach reduces the problem's complexity, this separation also limits the result quality. In the worst case, the set of layout vertices fixed in the first stage without consideration of the second may not even permit a valid quad layout. We propose an algorithm for the creation of quad layouts in which the initial layout vertices can be adjusted in the second stage. Whenever beneficial for layout quality or even validity, these vertices may be moved within a prescribed radius or even be removed. Our algorithm is based on a robust quantization strategy, turning a continuous T‐mesh structure into a discrete layout. We show the effectiveness of our algorithm on a variety of inputs.</jats:p>}},
  author       = {{Lyon, Max and Campen, Marcel and Kobbelt, Leif}},
  issn         = {{0167-7055}},
  journal      = {{Computer Graphics Forum}},
  number       = {{5}},
  pages        = {{169--180}},
  publisher    = {{Wiley}},
  title        = {{{Simpler Quad Layouts using Relaxed Singularities}}},
  doi          = {{10.1111/cgf.14365}},
  volume       = {{40}},
  year         = {{2021}},
}

@article{49292,
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  journal      = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}},
  pages        = {{432--448}},
  title        = {{{Zusammenhang zwischen familiären Lebenssituationen und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter.}}},
  volume       = {{41}},
  year         = {{2021}},
}

@article{32562,
  abstract     = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse
einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird
die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem
Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene
Arten der Anschlusskommunikation beim gemeinsamen Lesen.}},
  author       = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}},
  issn         = {{0012-0731}},
  journal      = {{Die Deutsche Schule}},
  keywords     = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}},
  number       = {{3}},
  pages        = {{282--301}},
  publisher    = {{Waxmann}},
  title        = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}},
  doi          = {{10.31244/dds.2021.03.04}},
  volume       = {{113}},
  year         = {{2021}},
}

@article{32558,
  abstract     = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}},
  author       = {{Bonanati, Sabrina and Buhl, Heike M.}},
  issn         = {{1387-1579}},
  journal      = {{Learning Environments Research}},
  keywords     = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}},
  number       = {{2}},
  pages        = {{485--505}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}},
  doi          = {{10.1007/s10984-021-09377-8}},
  volume       = {{25}},
  year         = {{2021}},
}

@article{32561,
  abstract     = {{This investigation concentrates on the association of intergenerational value
similarity and adult children’s and parents’subjective well-being, on the linkage
between relationship quality and subjective well-being. Mediation effects of
the relationship quality on the associations between value similarity and
subjective well-being were focused. The sample consisted of 600 adult
German children (53.8% women) and their parents. Dyadic correlations were
constructed to determine the value similarity. In this study, the general value
orientation and the family values were objects of research. We measured the
subjective well-being with the Satisfaction with Life Scale and we used the
Network of Relationships Inventory (NRI) to measure the relationship
quality. Associations between subjective well-being and value similarity, and
between subjective well-being and relationship quality, as well as mediation
effects, were found. All effects depend on gender and perspective.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  issn         = {{0192-513X}},
  journal      = {{Journal of Family Issues}},
  keywords     = {{adult child–parent dyads, relationship quality, life satisfaction, parent–child relationship, intergenerational stake hypothesis, mediation analyses}},
  publisher    = {{SAGE Publications}},
  title        = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
  doi          = {{10.1177/0192513x211054470}},
  year         = {{2021}},
}

@article{32566,
  abstract     = {{Die Querschnittsuntersuchung beschäftigt sich mit der Fragestellung, ob in Zusammenhang mit der familiären Lebenssituation Erwachsener (Elternstatus und Beziehungsstatus) Unterschiede hinsichtlich der Werteähnlichkeit zwischen ihnen und ihren Eltern bestehen. Dabei wurde die Ähnlichkeit der individuellen Grundwerte nach Schwartz (1992) fokussiert. Die Werteähnlichkeit wurde mittels dyadischer Korrelationen bestimmt (Kenny & Winquist, 2001). Die Stichprobe bestand aus N= 1047 Dyaden. Dafür nahmen 600 erwachsene Kinder (53.8 % weiblich) mit ihren Eltern (542 Mütter und 505 Väter) teil. Das Alter der teilnehmenden Kinder lag zwischen 25 und 49 Jahren (M= 33.9, SD = 6.1). Die Ergebnisse dieser Studie zeigten, dass sich die Werteähnlichkeiten in Abhängigkeit von der familiären Lebenssituation unterschieden: Die Elternschaft der erwachsenen Kinder ging mit einer größeren Werteähnlichkeit in der Mutter-Kind-Dyade einher. Ebenso konnte eine größere Werteähnlichkeit zwischen verheirateten Söhnen und deren beiden Elternteilen beobachtet werden, verglichen mit den Söhnen, die Single oder in einer Partnerschaft waren. Die Werteähnlichkeit der Töchter zu ihren Eltern unterschied sich nicht in Abhängigkeit des Beziehungsstatus.}},
  author       = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
  journal      = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}},
  number       = {{4}},
  pages        = {{432--448}},
  title        = {{{Zusammenhang zwischen der familiären Lebenssituation und Werteähnlichkeiten in der Eltern-Kind-Beziehung im Erwachsenenalter}}},
  volume       = {{41}},
  year         = {{2021}},
}

@misc{29066,
  author       = {{Bonanati, Sabrina and Buhl, Heike M. and Eickelmann, Birgit}},
  publisher    = {{Hogrefe}},
  title        = {{{Wie Lernen in digitalen Lernumgebungen motivieren kann – Stichwort: Gamification}}},
  year         = {{2021}},
}

@article{31672,
  author       = {{Patrzek, Justine and Buhl, Heike M. and Scharlau, Ingrid}},
  journal      = {{Psychologieunterricht}},
  keywords     = {{Unterrichtsfach Psychologie}},
  pages        = {{21 -- 26}},
  title        = {{{Unterrichtsfach Psychologie an der Universität Paderborn}}},
  year         = {{2021}},
}

@inbook{53047,
  author       = {{Hofmeister, Lisa and Reis, Oliver}},
  booktitle    = {{Projektbericht 1: Modelle, Transformationen, Corona-Erfahrungen}},
  editor       = {{Reis, Oliver}},
  pages        = {{90--107}},
  title        = {{{Der PGR ohne amtliches Mitglied als Impuls für ein neues Rollengefüge}}},
  year         = {{2021}},
}

@inbook{53049,
  author       = {{Burke, Rebekka and Hackstedt, Carola and Hofmeister, Lisa  and Reis, Oliver}},
  booktitle    = {{Projektbericht 1: Modelle, Transformationen, Corona-Erfahrungen}},
  pages        = {{161--181}},
  title        = {{{Die Corona-Pandemie als Stresstest der Strukturinterventionen}}},
  year         = {{2021}},
}

@misc{60687,
  author       = {{Goldman , Vivien }},
  title        = {{{Die Rache der She-Punks. Eine feministische Musikgeschichte von Poly Styrene bis Pussy Riot}}},
  year         = {{2021}},
}

@article{42247,
  author       = {{Hülsmann, Marius and Reinecke, Kirsten and Barthel, Thorsten and Reinsberger, Claus}},
  journal      = {{Deutsche Zeitschrift für Sportmedizin}},
  number       = {{7}},
  pages        = {{351--358}},
  title        = {{{Musculoskeletal Injuries In CrossFit®: A Systematic Review and Meta-Analysis of Injury Rates and Locations}}},
  doi          = {{10.5960/dzsm.2021.504}},
  volume       = {{72}},
  year         = {{2021}},
}

@article{58030,
  author       = {{Lehmden, F. and Albrecht, K. and Stegenwallner-Schütz, M. and Jaecks, P.}},
  journal      = {{Sprachtherapie aktuell: Forschung -Wissen –Transfer}},
  number       = {{1}},
  title        = {{{Digitalisierung in der Sprachtherapie - Warum die Entwicklung eines theoretischen Modells für die Verflechtung digitaler und originärer Ansätze notwendig ist}}},
  volume       = {{8}},
  year         = {{2021}},
}

@proceedings{60779,
  editor       = {{von Lehmden, F and Albrecht, K and Stegenwallner-Schütz, M and Jaecks, P and Jonas, Kristina}},
  number       = {{1}},
  pages        = {{e2021--05}},
  title        = {{{Digitalisierung in der Sprachtherapie - Warum die Entwicklung eines theoretischen Modells  für die Verflechtung digitaler und originärer Ansätze notwendig ist}}},
  volume       = {{8}},
  year         = {{2021}},
}

@proceedings{60776,
  editor       = {{Landsberg, J and Quinting, J and Stenneken, P and Jonas, Kristina}},
  number       = {{S1}},
  pages        = {{S22}},
  title        = {{{Vorschlag eines ICF-Core-Sets für  Kognitive Kommunikationsstörungen nach Schädel-Hirn-Trauma}}},
  doi          = {{https://doi.org/10.14624/NR21S1001  }},
  volume       = {{27}},
  year         = {{2021}},
}

@proceedings{60778,
  editor       = {{Sparenberg, V and Quinting, J and Jonas, Kristina}},
  number       = {{1}},
  pages        = {{e2021--28}},
  title        = {{{ Kognitive Kommunikationsstörungen in  Deutschland: Wissen & Erfahrungen praktisch tätiger Sprachtherapeut*innen}}},
  volume       = {{8}},
  year         = {{2021}},
}

@proceedings{60774,
  editor       = {{Nettekoven, C and Pieczewski, J and Neuschmelting, V and Jonas, Kristina and Goldbrunner, R and Grefkes, C and Weiß  Lucas, C}},
  number       = {{8}},
  pages        = {{e15}},
  title        = {{{ P 30. Evoking language errors using online paired-pulse TMS – A proof-of principle study}}},
  doi          = {{https://doi.org/10.1016/j.clinph.2021.02.351 }},
  volume       = {{132}},
  year         = {{2021}},
}

@proceedings{60777,
  editor       = {{Rubi-Fessen, I and Jonas, Kristina and  Hüsgen, A and  Gerhards, L and  Rosenkranz, A and  Stenneken, P and Mahlke, A and Quinting, J}},
  number       = {{S1}},
  pages        = {{S26}},
  title        = {{{Subkortikale Läsionen links und rechts –Auswirkungen auf Sprache und  Kommunikation}}},
  doi          = {{https://doi.org/10.14624/NR21S1001  }},
  volume       = {{27}},
  year         = {{2021}},
}

@proceedings{60775,
  editor       = {{Gerhards, L and  Werker, S and  Hembach, P and Jonas, Kristina}},
  number       = {{S1}},
  pages        = {{S19--S20}},
  title        = {{{Status Quo – Diagnostik und Therapie  der Fazialisparese in der sprachtherapeutischen Praxis}}},
  doi          = {{https://doi.org/10.14624/NR21S1001  }},
  volume       = {{27}},
  year         = {{2021}},
}

@inbook{60852,
  author       = {{Dohmann, Olga and Jung, Ulla and Decker, Claudia and Niederhaus, Constanze and Zierau, Cornelia}},
  booktitle    = {{Theorie-Praxis-Verzahnung in der Lehrkräftebildung. Ergebnisse aus dem Netzwerk „Stark durch Diversität“.}},
  editor       = {{Berkel-Otto, Lisa and Peuschel, Kristina and Steinmetz, Sandra}},
  pages        = {{55--80}},
  publisher    = {{Waxmann}},
  title        = {{{„Für meinen späteren Beruf als Lehrerin hat mir das einiges gebracht!“ – Professionalisierung Lehramtsstudierender für das Unterrichten neu zugewanderter Schüler*innen. }}},
  year         = {{2021}},
}