@article{36329, author = {{Berger, Thomas and Drücker, S. and Lanza, Lukas Johannes and Reis, T. and Seifried, R.}}, journal = {{Nonlinear Dynamics}}, number = {{4}}, pages = {{3671--3699}}, title = {{{Tracking control for underactuated non-minimum phase multibody systems}}}, volume = {{104}}, year = {{2021}}, } @article{36333, author = {{Berger, Thomas and Breiten, T. and Puche, M. and Reis, T.}}, journal = {{Journal of Differential Equations}}, pages = {{164--214}}, title = {{{Funnel control for the monodomain equations with the FitzHugh-Nagumo model}}}, volume = {{286}}, year = {{2021}}, } @article{36342, author = {{Berger, Thomas and Ilchmann, A. and Ryan, E. P.}}, journal = {{Mathematics of Control, Signals, and Systems}}, pages = {{151--194}}, title = {{{Funnel control of nonlinear systems}}}, volume = {{33}}, year = {{2021}}, } @article{23727, author = {{Schapeler, Timon and Höpker, Jan Philipp and Bartley, Tim}}, issn = {{0953-2048}}, journal = {{Superconductor Science and Technology}}, title = {{{Quantum detector tomography of a high dynamic-range superconducting nanowire single-photon detector}}}, doi = {{10.1088/1361-6668/abee9a}}, year = {{2021}}, } @article{26221, author = {{Bartnick, Moritz and Santandrea, Matteo and Höpker, Jan Philipp and Thiele, Frederik and Ricken, Raimund and Quiring, Viktor and Eigner, Christof and Herrmann, Harald and Silberhorn, Christine and Bartley, Tim}}, issn = {{2331-7019}}, journal = {{Physical Review Applied}}, title = {{{Cryogenic Second-Harmonic Generation in Periodically Poled Lithium Niobate Waveguides}}}, doi = {{10.1103/physrevapplied.15.024028}}, year = {{2021}}, } @book{36100, author = {{Becker, Rieke}}, isbn = {{978-3-86218-137-7}}, keywords = {{Universitätsgeschichte, Universität Hamburg, Universitätsjubiläen, Hochschuljubiläen, Jubiläumskultur, Festkulturforschung}}, pages = {{152}}, publisher = {{Dölling und Galitz}}, title = {{{„Kein Grund zum Feiern“. Die Jubiläen der Universität Hamburg 1969 und 1994 im Zeichen politischer Konflikte}}}, volume = {{14}}, year = {{2021}}, } @inbook{36457, author = {{Lauert, Markus}}, booktitle = {{Leben am Hof zu Neuhaus. Biografische Skizzen zur Hofkultur einer fürstbischöflichen Residenz}}, editor = {{Neuwöhner, Andreas and Wolfram, Lars}}, pages = {{162–183}}, title = {{{Gottfried Wilhelm Leibniz: zu Besuch bei Ferdinand von Fürstenberg}}}, volume = {{88}}, year = {{2021}}, } @article{36545, abstract = {{Due to the Corona crisis, German Higher Education Institutions had to close their campuses in March and lecturers had to teach online. To understand how the Corona crisis affected students, first this article explains the structural and social inequalities in the German higher education system, using Tinto's (1975; 1997) student engagement theory. Second, the concept of Bergman-Rosamond et al. (2020) is used to analyze the challenges that Corona has raised for students, including current surveys. We found that the closure of the social space campus (and the Corona crisis as a whole) particularly hit hard those students who had previously been affected by (intersectional) inequality. Therefore, to lessen the specific challenges associated with the ad hoc transition to digital studying, the creation of a digital community of learning can help. We demonstrate how such a community can be created by the example seminar, "Digital practices: an autoethnographic observation". During the seminar, students recorded their digital technology use in a journal, and we analyzed the diary entries using the collaborate autoethnography method. The seminar example shows that this method is well suited for the development of a community of learning as it not only places students in the spotlight but as students work together on a topic they get to know each other, and a basis of trust is created through peer-feedback. Therefore, it was important to have a digital space (in this case Mahara) where the exchange could take place. The continuous insight into the students’ "learning status" enabled the lecturer to promote the learning and provide individual assistance for the students.}}, author = {{Steinhardt, Isabel}}, journal = {{ISA Pedagogy Series}}, keywords = {{Intersectionality, inequality, gender, diversity, higher-education, crisis}}, number = {{1}}, pages = {{42--59}}, publisher = {{International Sociology Association}}, title = {{{Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis}}}, volume = {{1}}, year = {{2021}}, } @techreport{36551, abstract = {{The call for free access to research data and materials is becoming louder and louder from the political and scientific communities in Germany. More and more researchers are facing demands to open up qualitative research data for scientific purposes. They often have a general interest in sharing their data, but are unsure how to proceed. This handout was developed to provide an initial introduction to opening and sharing qualitative data. It was developed at a workshop held in Berlin in January 2020, organized by the research group „Digitization of Science“ of the Weizenbaum Institute, together with its associate researcher Dr. Isabel Steinhardt from the University of Kassel. The workshop involved staff from German research data centers as well as mentees and mentors from the Fellow Program Open Science who already have experience with Open Science, qualitative research, and interdisciplinary research. The handout is addressed primarily to qualitatively researching scientists in Germany. For this reason, it was initially written in German. One year later, we have now decided to translate the handout into English as well. The reasons are twofold: first, we want to make it accessible to researchers in Germany with little knowledge of German. Second, we also want to give interested people outside Germany an insight into the German system and the German discussion about opening up and sharing qualitative data. Due to the objectives and the history of its development, the handout focuses on the German context. This includes the literature references and further sources, and the references to research data centers as well as legal issues. We have deliberately not included a contextualization of the German situation in international discussions in order to keep the handout as short as possible.}}, author = {{Steinhardt, Isabel and Fischer, Caroline and Heimstädt, Maximilian and Hirsbrunner, Simon David and Ikiz-Akinci, Dilek and Kressin, Lisa and Kretzer, Susanne and Möllenkamp, Andreas and Portzelt, Maike and Rahal, Rima-Maria and Schimmler, Sonja and Wilke, René and Wünsche, Hannes}}, pages = {{20}}, publisher = {{Weizenbaum Institute for the Networked Society - The German Internet Institu}}, title = {{{Opening up and Sharing Data from Qualitative Research: A Primer}}}, doi = {{10.34669/WI.WS/17}}, volume = {{17}}, year = {{2021}}, } @inbook{36557, abstract = {{Anhand einer explorativen Studie in den Fächern Jura und Soziale Arbeit wird rekonstruiert welche Praktiken Studierende in Bezug auf digitale Technologien haben und ob digitale Praktiken im Studium existieren. Dazu wurden narrative Interviews mit sechs Studierenden geführt, die habitushermeneutisch ausgewertet wurden. Die Ergebnisse zeigen keine digitalen Praktiken in Bezug auf das Studium, wohingegen sich digitale Praktiken im alltäglichen Leben zeigen. Für das Studium zeigen sich unterschiedliche Praktiken in der Nutzung digitaler Technologien, die in Beziehung zu den Kapitalsorten stehen, die Studierende besitzen. Die explorativen Ergebnisse legen nahe, dass Studierende unterschiedliche Hilfestellungen in Bezug auf die Digitalisierung des Studiums benötigen, die in der Lehrplanung und -pädagogik berücksichtigt werden müssten.}}, author = {{Steinhardt, Isabel}}, booktitle = {{Entwicklungen im Feld der Hochschule}}, editor = {{Bremer, Helmut and Lange-Vester, Andrea}}, isbn = {{978-3-7799-5861-1}}, pages = {{213--226}}, title = {{{Digitale Praktiken und das Studium}}}, year = {{2021}}, }