@inbook{59864, author = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena Maria}}, booktitle = {{Transdisziplinäre Räume in den Kulturwissenschaften}}, editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}}, pages = {{7--31}}, publisher = {{Herder Verlag}}, title = {{{Transdisziplinäre Räume in den Kulturwissenschaften}}}, volume = {{3}}, year = {{2025}}, } @article{59915, abstract = {{In our daily lives, we often come across ideas and approaches that are intended to support and enhance our well-being, with the aim of achieving positive results, such as resilience and health, if implemented effectively. This trend can be understood as part of the long history of disciplining and normalizing the body in Western societies. Functioning, keeping up, and being resilient in our fast-paced society now appear to be the social norm. This status quo creates a link to physical education (PE) as a body-related school subject, where the focus is on the body and its performance. Several recent studies have explored the experiences of people with visual impairment (VI) in PE. For young people with blindness and visual impairment (BVI), sports and physical activity (PA) are deemed beneficial as they promote physical and mental health while increasing well-being and life satisfaction. These factors—well-being and life satisfaction—are closely intertwined with the concept of resilience. However, resilience cannot be conceived without acknowledging vulnerability, which people embody to different degrees. Vulnerability represents a human condition, as all people are potentially vulnerable. What can this concept mean for adolescents who are assigned to a so-called vulnerable group? By adopting a critical perspective of Ableism within the context of Disability Studies, we reclassified societal attributions of abilities. This article focuses on a semi-narrative guided interview conducted with a 15-year-old teenager with BVI who had recently transitioned from inclusive mainstream schools to a state-approved special school for the visually impaired. Thus, she has had diverse experiences in both segregated and inclusive educational settings. This study highlights the extent to which empowering personal and non-personal factors are perceived as such and examines their interaction with participation in sports contexts. The findings critically reflect on the teachers' role in either enabling or hindering participation in PE, emphasizing the need for inclusion-sensitive approaches in teacher education.}}, author = {{Bödicker, Anne and Elisath, Sandra}}, issn = {{2624-9367}}, journal = {{Frontiers in Sports and Active Living}}, keywords = {{inclusion, narrative interview, sports, teacher-education, vulnerability}}, title = {{{"I have a personal claim to myself": a visually impaired student’s perspective on her participation in physical activity and physical education settings}}}, doi = {{10.3389/fspor.2025.1585254}}, volume = {{Volume 7 - 2025}}, year = {{2025}}, } @article{59842, author = {{Kothe, Linda and Kloß, Marvin and Wagner, Tobias and Wengenroth, Marc and Poeplau, Michael and Ester, Stephan and Tiemann, Michael}}, issn = {{1932-7447}}, journal = {{The Journal of Physical Chemistry C}}, number = {{19}}, pages = {{9239--9245}}, publisher = {{American Chemical Society (ACS)}}, title = {{{Temperature Studies of Zinc Tin Oxide Photoluminescence for Optical O2 Sensing}}}, doi = {{10.1021/acs.jpcc.5c01678}}, volume = {{129}}, year = {{2025}}, } @article{59918, author = {{Eikermann, Larissa}}, journal = {{BDK-Mitteilungen}}, number = {{2}}, pages = {{S. 42--43}}, title = {{{Skulptur. Materialität - Konzeption - Technik. Kunstpädagogischer Workshoptag an der Universität Paderborn}}}, year = {{2025}}, } @misc{59922, author = {{Porwol, Philip and Scharlau, Ingrid}}, publisher = {{OSF}}, title = {{{An annotated corpus of elicited metaphors of explaining and understanding using MIPVU}}}, doi = {{10.17605/OSF.IO/Y6SMX}}, year = {{2025}}, } @inbook{59858, abstract = {{Zusammenfassung Für die Erklärung von sozialer Ungleichheit und des Einflusses sozialer Herkunft auf die Bildungsteilhabe von Individuen, auf ihre Bildungsbeteiligung und ihren Bildungserfolg wird oft auf die kultur- und bildungssoziologischen Ansätze Pierre Bourdieus zurückgegriffen. Dies gilt auch für den Bereich der Grundbildung, für die Erklärung von individuellen Leistungsunterschieden im Lesen, Schreiben und Rechnen. Unterschiede bei der Bildungsteilhabe und im Bildungserfolg werden von ihm u. a. auf die soziale Herkunft und die sozialen Praktiken in den sozialen Milieus zurückgeführt. Gerade Bourdieu versucht auch zu erklären, wie konkrete Anforderungen und Bildungsinhalte den Weg in schulische Curricula finden und so in Wechselwirkung mit den Strukturen des Bildungswesens und seinen sozialen Praktiken zur Reproduktion sozialer Ungleichheit in der Gesellschaft beitragen. Die These ist, dass die Inhalte und auch die Strukturen des Bildungswesens von einer bildungsnahen sozialen Oberschicht bestimmt werden, was den Bildungserfolg der Angehörigen dieser Schicht begünstigt und im Weiteren zur Reproduktion der Unterschiede zwischen den sozialen Milieus beiträgt. Der vorliegende Beitrag übersetzt dies in den Bereich der Grundbildung, vor allem der mathematischen Grundbildung und Vermittlung basaler mathematischer Grundkompetenzen. Ausgangspunkt ist die Frage, was unter mathematischer Grundbildung verstanden wird. Dafür wurden 21 Berufsschullehrkräfte in Interviews befragt. Die Ergebnisse der Befragung zeigen, dass mathematische Grundbildung von den Lehrkräften zu den Anforderungen von Bildungsgängen und Berufen kontextualisiert bzw. in Relation gesetzt wird. Als mathematische Grundkompetenzen werden Wissen und Fähigkeiten verstanden, die notwendig sind, um einen gegenwärtigen Bildungsgang bewältigen zu können, und die in vorangegangenen Bildungsgängen erworben wurden. Folglich werden mathematische Grundkompetenzen, die für die Bewältigung beruflicher Bildungsgänge notwendig sind, an den Klassenstufen im allgemeinbildenden Schulsystem festgemacht, deren Inhalte für den jeweiligen Bildungsgang als Voraussetzung oder grundlegend zur Bewältigung seiner Anforderungen und Inhalte betrachtet werden. Das hat zur Folge, dass es zum einen kein einheitliches Verständnis zu mathematischer Grundkompetenz bzw. sogenannten basalen Rechenfähigkeiten gibt. Vielmehr werden diese an unterschiedlichen Klassenstufen und Leistungsniveaus festgemacht. Unter Rückgriff auf die Überlegungen Bourdieus bedeutet dies zum anderen, dass die beruflichen Schulen die soziale und herkunftsbedingte Selektivität, die bislang vor allem am allgemeinbildenden Schulsystem kritisiert wird, über ihre Bildungsgänge fortschreiben, indem aus den Bildungsgängen heraus formale und inhaltliche Anforderungen formuliert werden, die den konkreten Bezug zu bestimmten Klassenstufen und Schulformen nehmen. Dies kann nun als Ausdruck oder Hinweis auf die Selektions- und Allokationsfunktion von Schule interpretiert werden. Allerdings erscheint es insofern kritisch, da die beruflichen Schulen seit ihren Reformen in den 1970er Jahren doch den Anspruch erheben, deutlich durchlässiger und weniger sozial selektiv zu sein als die allgemeinbildenden Schulen.}}, author = {{Heisler, Dietmar and Sommer, Christian}}, booktitle = {{Grundbildung und Habitus}}, isbn = {{9783658472535}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Mathematische Grundbildung und rechnerische Grundkompetenzen im Feld der „Berufsbildung“}}}, doi = {{10.1007/978-3-658-47254-2_11}}, year = {{2025}}, } @article{59438, abstract = {{Abstract It has been established that, in Bayesian tasks, performance and typical errors in reading information from filled visualizations depend both on the type of the provided visualization and information format. However, apart from reading visualizations, students should also be able to create visualizations on their own and successfully use them as heuristic tools in modeling tasks. In this paper, we first want to broaden the view on Bayesian reasoning to probabilistic tasks with two binary events in general and embed the whole process of solving these tasks using probabilistic visualizations in a modified modeling framework. Thereby, it becomes apparent that most of the steps remained untouched by existing research. Second, in the present empirical study, we focused on one part of the largely unexplored creation process and examined entering statistical information into empty visualizations as heuristic tools. N = 172 participants had to enter conditional and joint probabilities or the corresponding frequencies into empty visualizations in a paper-and-pencil test. We analyze (a) students’ performance when entering information in visualizations and (b) typical errors, both dependent on the information format (probabilities vs. natural frequencies), which empty visualization structure (2⨯2 table, double tree, net diagram) was provided, and type of information (conditional vs. joint information). The well-known positive effect of natural frequencies on participants’ performance was evident when entering conditional information into 2⨯2 tables and net diagrams. However, with respect to joint information, no superior effect of frequencies was observed. Furthermore, the theoretical implementation of our research in a modeling cycle allows us to identify desiderata for future research.}}, author = {{Rößner, Michael and Binder, Karin and Geier, Corbinian and Krauss, Stefan}}, issn = {{0013-1954}}, journal = {{Educational Studies in Mathematics}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Students’ performance and typical errors in filling empty probabilistic visualizations with probabilities or frequencies}}}, doi = {{10.1007/s10649-024-10372-y}}, year = {{2025}}, } @inbook{51748, author = {{Schulz, Christian}}, booktitle = {{Populäre Artikulationen – Artikulationen des Populären}}, editor = {{Koch, Günter and Rottgeri , André }}, issn = {{2364-9224}}, pages = {{215--244}}, publisher = {{Schüren}}, title = {{{In Likes We Trust oder die unmögliche Möglichkeit vom Like als Gabe zu sprechen}}}, doi = {{https://doi.org/10.15475/skms.2025.1.11}}, year = {{2025}}, } @inbook{59982, author = {{Schroeder, René and Reh, Anne and Miller, Susanne and Blumberg, Eva and Kottmann, Brigitte and Franzen, Katja and Thevißen, Max}}, booktitle = {{Förderbezogene Diagnostik in der inklusiven Bildung. Band I: Kompetenzbereiche - Fachdidaktik}}, editor = {{Beck, Katja and Ferdigg, Rosa Anna and Katzenbach, Dieter and Kett-Hauser, Julia and Laux, Sophia and Urban, Michael}}, pages = {{209--229}}, publisher = {{Waxmann}}, title = {{{Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts (DiPoSa) – Einblicke in ein designbasiertes Entwicklungsprojekt}}}, year = {{2025}}, } @inbook{51747, author = {{de Gruisbourne, Birte and Schulz, Christian}}, booktitle = {{Audiovisual Healing and Reparation: Recuperative Affect of Mediation}}, editor = {{Çiçek, Özgür and Savaş, Özlem}}, pages = {{111--124}}, publisher = {{Routledge}}, title = {{{A Healing Media System of Care - Cancer Diaries and Social Media}}}, doi = {{https://doi.org/10.4324/9781032647425}}, year = {{2025}}, } @article{59992, abstract = {{The immobilization of DNA origami nanostructures on solid surfaces is an important prerequisite for their application in many biosensors. So far, DNA origami immobilization has been investigated in detail only...}}, author = {{Xu, Xiaodan and Golebiowska, Sandra Alicja and de los Arcos, Teresa and Grundmeier, Guido and Keller, Adrian}}, issn = {{2755-3701}}, journal = {{RSC Applied Interfaces}}, publisher = {{Royal Society of Chemistry (RSC)}}, title = {{{DNA origami adsorption at single-crystalline TiO2 surfaces}}}, doi = {{10.1039/d5lf00109a}}, year = {{2025}}, } @inbook{59997, author = {{Schlieper, Hendrik}}, booktitle = {{G. E. Lessings Hamburgische Dramaturgie. Zwischen ästhetischer Theorie und dramatischer Praxis}}, editor = {{Robert, Jörg and Steigerwald, Jörn}}, isbn = {{9783770569441}}, pages = {{185--205}}, publisher = {{Brill | Fink}}, title = {{{Der spanische Essex}}}, doi = {{10.30965/9783846769447_010}}, volume = {{12}}, year = {{2025}}, } @article{59998, author = {{Schlieper, Hendrik}}, issn = {{2772-7610}}, journal = {{Artes}}, number = {{1}}, pages = {{1--23}}, publisher = {{Brill/Fink}}, title = {{{Gunst der Stunde}}}, doi = {{10.30965/27727629-20250001}}, volume = {{4}}, year = {{2025}}, } @inbook{60003, author = {{Langer, Svenja}}, booktitle = {{Transdisziplinäre Räume in den Kulturwissenschaften}}, editor = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}}, pages = {{367 -- 401}}, publisher = {{Verlag Herder GmbH (wbg Academic)}}, title = {{{Die Spur in transdisziplinären Kontexten an den Schnittstellen zwischen Alltags-, Wissens- und Bildräumen}}}, volume = {{3}}, year = {{2025}}, } @article{59749, author = {{Balke, Stefan and Berndt, Axel and Müller, Meinard}}, issn = {{2514-3298}}, journal = {{Transactions of the International Society for Music Information Retrieval}}, number = {{1}}, pages = {{39--54}}, publisher = {{Ubiquity Press, Ltd.}}, title = {{{ChoraleBricks: A Modular Multitrack Dataset for Wind Music Research}}}, doi = {{10.5334/tismir.252}}, volume = {{8}}, year = {{2025}}, } @inbook{60010, author = {{Fuchs, Christian}}, booktitle = {{Manfred Knoche: Critique of the Political Economy of the Media: Foundations and Applications}}, isbn = {{9781915445506}}, publisher = {{University of Westminster Press}}, title = {{{Postface; On the Critique of the Political Economy of Digital Capitalism: The Importance of Manfred Knoche’s Contributions to the Critique of the Political Economy of the Media Today}}}, doi = {{10.16997/book79}}, year = {{2025}}, } @article{60015, author = {{Cyrkel, Jakob}}, journal = {{Spiel|Formen}}, number = {{4}}, pages = {{93--120}}, title = {{{press start. Ein Laborbericht aus dem GamesLab und dem VR Lab der Universität Paderborn}}}, doi = {{10.25969/mediarep/23863}}, volume = {{5}}, year = {{2025}}, } @inproceedings{60022, author = {{Brauckmann, Michael and Narvaez Castaneda, Emmanuel and Siebert, Dustin and Brecht, Benjamin and Förstner, Jens and Zentgraf, Thomas}}, booktitle = {{Proceedings of The 15th International Conference on Metamaterials, Photonic Crystals and Plasmonics}}, location = {{Malaga, Spain}}, title = {{{Enhancement Of Light-matter Interaction In Topological Waveguides And Resonators}}}, year = {{2025}}, } @inbook{60030, author = {{Daniel-Söltenfuß, Desiree and Kremer, H.-Hugo and Kückmann, Marie-Ann}}, booktitle = {{Berufsbildungsforschung. Rezeption - Translation - Transfer}}, editor = {{Rödl, Bodo and Ertl, Hubert and Liebscher, Sandra}}, isbn = {{ 978-3-8474-2823-7}}, pages = {{239--252}}, publisher = {{BIBB}}, title = {{{One size fits all? Annäherungen an Leitlinien zum Transfer in Rahmen von Innovationsprogrammen}}}, year = {{2025}}, } @inproceedings{59894, abstract = {{Abstract. This study presents intrinsic lubrication as a novel approach to deep drawing processes, using additively manufactured, lubricant-permeable tools to minimize lubricant consumption and improve efficiency. Two systems were evaluated: a passive system based on capillary action and gravity, and an active system using pumped delivery for precise, on-demand application. Experimental tests were conducted on micro-bores (0.2-0.5 mm) to demonstrate their suitability for lubricant transport. Smaller bores have excellent capillary action but are prone to clogging, while larger bores offer higher permeability. The passive system is resource-efficient but requires adjustments to counteract gravitational asymmetry. The active system provides consistent lubricant distribution but is more complex. These findings provide a basis for optimizing intrinsic lubrication systems.}}, author = {{Cakici, Ermir and Homberg, Werner}}, booktitle = {{Materials Research Proceedings}}, issn = {{2474-395X}}, location = {{Paestum, Italien}}, publisher = {{Materials Research Forum LLC}}, title = {{{Intrinsic lubrication: A new approach in the context of the deep drawing process}}}, doi = {{10.21741/9781644903599-122}}, volume = {{54}}, year = {{2025}}, }