@inbook{63728,
  author       = {{Skuratova, Angelina}},
  booktitle    = {{Video Game Ecologies and Culture}},
  isbn         = {{9783111379715}},
  publisher    = {{De Gruyter}},
  title        = {{{Disruptive Imaginations: Chronotopic Time Loops and Environmental Agency in Sky: Children of the Light}}},
  doi          = {{10.1515/9783111379715-009}},
  year         = {{2025}},
}

@inproceedings{66520,
  author       = {{Luchterhandt, Lars and Govindasamy, Vivek and Wang, Yutong and Scheytt, Christoph and Müller, Wolfgang and Dömer, Rainer}},
  booktitle    = {{2025 Forum on Specification & Design Languages (FDL)}},
  publisher    = {{IEEE}},
  title        = {{{A Quantitative Guide to Navigate Speed/Accuracy Tradeoffs in System Level Design of RISC-V Processor Grids}}},
  doi          = {{10.1109/fdl68117.2025.11165408}},
  year         = {{2025}},
}

@inproceedings{65897,
  author       = {{Breuing, Friederike and Daniel-Söltenfuß, Desiree and Kückmann, Marie-Ann}},
  location     = {{Bonn}},
  title        = {{{Trust the process?! Innovations- und Transferprozesse gestalten}}},
  year         = {{2025}},
}

@book{66581,
  editor       = {{Dehn, Freya and Gallusser, Rebekka and Sander, Isa-Lou}},
  issn         = {{ISSN 2569-1112}},
  publisher    = {{Franz Steiner Verlag}},
  title        = {{{Sprache(n) in Ausbildung und Beruf – aktuelle Forschungsfragen und -projekte.}}},
  year         = {{2025}},
}

@inproceedings{58801,
  abstract     = {{Iran employs one of the most prominent Internet censors in the world. An important part of Iran’s censorship apparatus is its analysis of unencrypted protocols such as HTTP and DNS. During routine evaluations of Iran’s HTTP and DNS censorship, we noticed several properties we believe to be unknown today. For instance, we found injections of correct static IPs for some domains such as google.com on the DNS level, unclear HTTP version parsing, and correlations between DNS and HTTP censorship. In this paper, we present our findings to the community and discuss possible takeaways for affected people and the censorship circumvention community. As some of our findings left us bewildered, we hope to ignite a discussion about Iran’s censorship behavior. We aim to use the discussion of our work to execute a thorough analysis and explanation of Iran’s censorship behavior in the future.}},
  author       = {{Lange, Felix and Niere, Niklas and von Niessen, Jonathan and Suermann, Dennis and Heitmann, Nico and Somorovsky, Juraj}},
  booktitle    = {{Proceedings on Privacy Enhancing Technologies}},
  location     = {{Virtual}},
  title        = {{{I(ra)nconsistencies: Novel Insights into Iran’s Censorship}}},
  year         = {{2025}},
}

@inproceedings{60503,
  abstract     = {{Censors have long censored Transport Layer Security (TLS) traffic by inspecting the domain name in the unencrypted Server Name Indication (SNI) extension. By encrypting the SNI extension, the Encrypted ClientHello (ECH) prevents censors from blocking TLS traffic to certain domains. Despite this promising outlook, ECH’s current capability to contest TLS censorship is unclear; for instance, Russia has started censoring ECH connections successfully. This paper clarifies ECH’s current role for TLS censorship. To this end, we evaluate servers’ support for ECH and its analysis and subsequent blocking by censors. We determine Cloudflare as the only major provider supporting ECH. Additionally, we affirm previously known ECH censorship in Russia and uncover indirect censorship of ECH through encrypted DNS censorship in China and Iran. Our findings suggest that ECH’s contribution to censorship circumvention is currently limited: we consider ECH’s dependence on encrypted DNS especially challenging for ECH’s capability to circumvent censorship. We stress the importance of censorship-resistant ECH to solve the long-known problem of SNI-based TLS censorship.}},
  author       = {{Niere, Niklas and Lange, Felix and Heitmann, Nico and Somorovsky, Juraj}},
  keywords     = {{censorship, circumvention, ECH, TLS}},
  location     = {{Washington, D.C.}},
  title        = {{{Encrypted Client Hello (ECH) in Censorship Circumvention}}},
  year         = {{2025}},
}

@inproceedings{60133,
  author       = {{Böer, Nils Tobias and Güldenpenning, Iris and Weigelt, Matthias}},
  booktitle    = {{Abstracts of the 57th Annual Conference of the German Association of Sport Psychology}},
  editor       = {{Kullik, Lisa and Birnkraut, Tim and Kellmann, Michael}},
  location     = {{Bochum}},
  pages        = {{105}},
  title        = {{{Differences of producing head fakes with and without a social partner}}},
  year         = {{2025}},
}

@book{66747,
  author       = {{Krauter, Stefan and Ofenheusle, Christian and Haselhuhn, Ralf}},
  isbn         = {{ 978-3-527-72181-8}},
  publisher    = {{Wiley-VCH, Weinheim}},
  title        = {{{Balkonkraftwerke kompakt für Dummies}}},
  year         = {{2025}},
}

@article{66768,
  abstract     = {{Das schulische Wohlbefinden von Schüler*innen kann durch die Gestaltung der Lernumgebung positiv beeinflusst werden. Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen.}},
  author       = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}},
  issn         = {{0044-3247}},
  journal      = {{Zeitschrift für Pädagogik}},
  keywords     = {{Selbsteinschätzung, Wertschätzung, Wohlbefinden, Pädagogische Diagnostik, Schule, Schuljahr 6, Schuljahr 7, Schuljahr 8, Sekundarstufe I, Laborschule, Lehrer, Schüler, Individualisierung, Lerngruppe, Unterrichtsgestaltung, Mitbestimmung, Empirische Untersuchung, Fragebogen, Längsschnittuntersuchung, Mehrebenenanalyse, Inklusion, Einflussfaktor, Unterstützung, Bielefeld, Deutschland}},
  pages        = {{530--554}},
  title        = {{{Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}}},
  doi          = {{https://doi.org/10.3262/ZP2504530}},
  volume       = {{71}},
  year         = {{2025}},
}

@article{66685,
  abstract     = {{Basado en una encuesta en línea efectuada a futuros docentes en Badajoz (España) y Posadas (Argentina), el presente artículo explora competencias multilingües y formas de educación intercultural más allá de las fronteras nacionales. Los datos cuantitativos obtenidos demuestran que, en ambas ciudades, la gran mayoría de los futuros docentes considera que los conocimientos sobre sistemas educativos de otros países, la inclusión de recursos didácticos bi- o multilingües y la inclusión de temas interculturales son importantes o muy importantes. Además, muchos de los futuros profesionales de la educación cuentan con capital intercultural que se podría aplicar en diferentes contextos nacionales y transnacionales de enseñanza y aprendizaje interculturales. Sin embargo, para poder aprovechar plenamente su potencial, es crucial crear contextos educativos más equitativos e incluyentes que traten de superar los desequilibrios sistemáticos en las oportunidades de realización del capital intercultural.}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{2347-1085}},
  journal      = {{Revista La Rivada}},
  keywords     = {{educación intercultural, capital intercultural, encuesta comparativa, futuros docentes, multilingüismo, transnacionalidad}},
  number       = {{25}},
  pages        = {{22--41}},
  publisher    = {{Universidad Nacional de Misiones}},
  title        = {{{Dimensiones transnacionales y multilingües de la educación intercultural: Resultados de una encuesta a futuros docentes en Badajoz (España) y Posadas (Argentina)}}},
  volume       = {{13}},
  year         = {{2025}},
}

@article{66661,
  abstract     = {{Basándose en el marco conceptual de Pierre Bourdieu, este artículo presenta la noción de pluriformidad cultural y su relevancia para una educación intercultural crítica, inclusiva y equitativa. Situado en el nexo de las nociones bourdianas de habitus, campo y doxa, el concepto de pluriformidad cultural se refiere a la coocurrencia de diferentes formas de capital cultural e intercultural dentro de un mismo individuo o campo. El análisis crítico y exploratorio de la pluriformidad cultural ofrece una alternativa viable a las prescripciones normativas de lo que supuestamente significa ser competente interculturalmente. El artículo sostiene que el concepto de pluriformidad cultural resulta especialmente apropiado para cuestionar críticamente los contextos institucionales monolingües (por ejemplo, en las escuelas) que no reconocen ni valoran adecuadamente la diversidad lingüística y cultural real del alumnado. Al hacerlo, ilustra que la investigación empírica de la pluriformidad cultural en los niveles de incorporación, objetivación e institucionalización requiere especial atención de la colaboración empática e inclusiva de investigadores y sujetos de investigación.</jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{2530-934X}},
  journal      = {{MODULEMA. Revista científica sobre Diversidad Cultural}},
  pages        = {{22--41}},
  publisher    = {{Editorial de la Universidad de Granada}},
  title        = {{{El concepto de pluriformidad cultural y su relevancia para la educación intercultural: Una perspectiva crítica desde Bourdieu}}},
  doi          = {{10.30827/modulema.v9i.31478}},
  volume       = {{9}},
  year         = {{2025}},
}

@article{66660,
  abstract     = {{Drawing on Bourdieu’s work, this article outlines the notions of cultural pluriformity and intersectional interculturality. The concept of cultural pluriformity refers to the co-occurrence of different (inter)cultural resources within the same individual or field. The notion of intersectional interculturality highlights the importance of considering not only which individually embodied (inter)cultural resources are recognised and valued in educational fields, but also whose. In doing so, it acknowledges that individuals may be more or less self-conscious, assertive, and persistent when it comes to self-attributions in terms of socially and culturally relevant categories such as class, gender, race, nationality, citizenship status, religious affiliation, age, sexual orientation, health, and ability. The respective self-attributions may be more or less consistent with pertinent external attributions – including those expressed by other individuals as well as those materialised in the context of relevant cultural and intercultural objectifications and institutionalisations. The open-ended exploration of intersectional interculturality in contexts of cultural pluriformity offers opportunities for introspection, collaboration, and empathy, with a genuine potential for reflexive and dialogical intercultural competence development. Instead of treating ‘culture’ as some sort of essentialised explanatory force, it is jointly explored as a variable phenomenon, with an analytical focus on intra-individual, inter-individual, and structural factors.}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{1467-5986}},
  journal      = {{Intercultural Education}},
  number       = {{4}},
  pages        = {{403--417}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Exploring intersectional interculturality in contexts of cultural pluriformity}}},
  doi          = {{10.1080/14675986.2025.2484515}},
  volume       = {{36}},
  year         = {{2025}},
}