[{"citation":{"chicago":"Hilkenmeier, Frederic, Michael Goller, and Niclas Schaper. “The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities.” <i>Vocations and Learning</i>, 2021, 411–38. <a href=\"https://doi.org/10.1007/s12186-021-09266-4\">https://doi.org/10.1007/s12186-021-09266-4</a>.","short":"F. Hilkenmeier, M. Goller, N. Schaper, Vocations and Learning (2021) 411–438.","ama":"Hilkenmeier F, Goller M, Schaper N. The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities. <i>Vocations and Learning</i>. Published online 2021:411-438. doi:<a href=\"https://doi.org/10.1007/s12186-021-09266-4\">10.1007/s12186-021-09266-4</a>","bibtex":"@article{Hilkenmeier_Goller_Schaper_2021, title={The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities}, DOI={<a href=\"https://doi.org/10.1007/s12186-021-09266-4\">10.1007/s12186-021-09266-4</a>}, journal={Vocations and Learning}, author={Hilkenmeier, Frederic and Goller, Michael and Schaper, Niclas}, year={2021}, pages={411–438} }","apa":"Hilkenmeier, F., Goller, M., &#38; Schaper, N. (2021). The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities. <i>Vocations and Learning</i>, 411–438. <a href=\"https://doi.org/10.1007/s12186-021-09266-4\">https://doi.org/10.1007/s12186-021-09266-4</a>","mla":"Hilkenmeier, Frederic, et al. “The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities.” <i>Vocations and Learning</i>, 2021, pp. 411–38, doi:<a href=\"https://doi.org/10.1007/s12186-021-09266-4\">10.1007/s12186-021-09266-4</a>.","ieee":"F. Hilkenmeier, M. Goller, and N. Schaper, “The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities,” <i>Vocations and Learning</i>, pp. 411–438, 2021, doi: <a href=\"https://doi.org/10.1007/s12186-021-09266-4\">10.1007/s12186-021-09266-4</a>."},"publication":"Vocations and Learning","abstract":[{"text":"Participation in designated learning opportunities and engagement in workplace learning are very different kinds of professional learning activities: Whereas the former takes place in organised, predefined settings with intended learning objectives, the latter mostly arises as a by-product through everyday experiences at work. Yet, empirical and theoretical models often do not sufficiently differentiate between these two kinds of learning activities. The main goal in the present study is to test whether the two discrete learning activities are indeed facilitated in different ways and by different antecedents. The results of a multi-wave diary study with a sample of 229 German employees show that engagement in workplace learning is not influenced by conscious beliefs connected to learning, which play a central role in most theoretical models explaining participation in designated learning opportunities, underlining the need for an autonomous theory of workplace learning. Furthermore, the current study shows the strong direct, indirect, and moderating influence of organisational learning culture on both kinds of professional learning activities. Possible implications for practitioners to put greater emphasis on organisational factors when designing learning opportunities are discussed.</jats:p>","lang":"eng"}],"date_created":"2021-12-22T16:32:09Z","department":[{"_id":"452"}],"type":"journal_article","publication_identifier":{"issn":["1874-785X","1874-7868"]},"author":[{"full_name":"Hilkenmeier, Frederic","last_name":"Hilkenmeier","first_name":"Frederic"},{"full_name":"Goller, Michael","last_name":"Goller","first_name":"Michael","orcid":"0000-0002-2820-9178","id":"30984"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"}],"year":"2021","status":"public","title":"The Differential Influence of Learner Factors and Learning Context on Different Professional Learning Activities","date_updated":"2022-02-03T13:26:50Z","publication_status":"published","_id":"29096","language":[{"iso":"eng"}],"page":"411-438","doi":"10.1007/s12186-021-09266-4","user_id":"79910"},{"date_created":"2021-12-22T16:50:32Z","keyword":["Berufswahl","Motivation","Wirtschaftspädagogik","Berufliche Bildung","FIT-Choice","Lehramt","Career Choice","Business","Education","VET","FIT-Choice","Teacher Education"],"type":"journal_article","department":[{"_id":"452"}],"publication":"Zeitschrift für Berufsund Wirtschaftspädagogik","issue":"2","abstract":[{"text":"National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters).","lang":"ger"}],"language":[{"iso":"ger"}],"doi":"10.25162/zbw-2021-0008","title":"Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik","year":"2021","publication_identifier":{"issn":["0172-2875"]},"author":[{"full_name":"Goller, Michael","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael","id":"30984"},{"full_name":"Ziegler, Simone","last_name":"Ziegler","first_name":"Simone"}],"date_updated":"2022-02-03T13:29:36Z","publication_status":"published","intvolume":"       117","citation":{"mla":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>, vol. 117, no. 2, 2021, pp. 154–93, doi:<a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>.","apa":"Goller, M., &#38; Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>, <i>117</i>(2), 154–193. <a href=\"https://doi.org/10.25162/zbw-2021-0008\">https://doi.org/10.25162/zbw-2021-0008</a>","ieee":"M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,” <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>, vol. 117, no. 2, pp. 154–193, 2021, doi: <a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>.","short":"M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117 (2021) 154–193.","ama":"Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i>. 2021;117(2):154-193. doi:<a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>","chicago":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” <i>Zeitschrift für Berufsund Wirtschaftspädagogik</i> 117, no. 2 (2021): 154–93. <a href=\"https://doi.org/10.25162/zbw-2021-0008\">https://doi.org/10.25162/zbw-2021-0008</a>.","bibtex":"@article{Goller_Ziegler_2021, title={Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}, volume={117}, DOI={<a href=\"https://doi.org/10.25162/zbw-2021-0008\">10.25162/zbw-2021-0008</a>}, number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={154–193} }"},"page":"154-193","_id":"29098","user_id":"79910","volume":117,"status":"public"},{"status":"public","title":"Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen","year":"2021","author":[{"id":"30984","first_name":"Michael","orcid":"0000-0002-2820-9178","last_name":"Goller","full_name":"Goller, Michael"},{"full_name":"Caruso, Carina","last_name":"Caruso","first_name":"Carina"}],"publication_status":"published","date_updated":"2022-02-03T13:29:28Z","_id":"29097","language":[{"iso":"ger"}],"user_id":"79910","doi":"10.11576/PFLB-4541","volume":"3 Nr. 1","publication":"PFLB - PraxisForschungLehrer*innenBildung","issue":"3","citation":{"bibtex":"@article{Goller_Caruso_2021, title={Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen}, volume={3 Nr. 1}, DOI={<a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>}, number={3}, journal={PFLB - PraxisForschungLehrer*innenBildung}, author={Goller, Michael and Caruso, Carina}, year={2021} }","ama":"Goller M, Caruso C. Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen. <i>PFLB - PraxisForschungLehrer*innenBildung</i>. 2021;3 Nr. 1(3). doi:<a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>","mla":"Goller, Michael, and Carina Caruso. “Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen.” <i>PFLB - PraxisForschungLehrer*innenBildung</i>, vol. 3 Nr. 1, no. 3, 2021, doi:<a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>.","short":"M. Goller, C. Caruso, PFLB - PraxisForschungLehrer*innenBildung 3 Nr. 1 (2021).","chicago":"Goller, Michael, and Carina Caruso. “Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen.” <i>PFLB - PraxisForschungLehrer*innenBildung</i> 3 Nr. 1, no. 3 (2021). <a href=\"https://doi.org/10.11576/PFLB-4541\">https://doi.org/10.11576/PFLB-4541</a>.","ieee":"M. Goller and C. Caruso, “Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen,” <i>PFLB - PraxisForschungLehrer*innenBildung</i>, vol. 3 Nr. 1, no. 3, 2021, doi: <a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>.","apa":"Goller, M., &#38; Caruso, C. (2021). Aufgaben, Ziele und Betreuungsstrategien von am Praxissemester beteiligten Lehrkräften. Zur Exploration der Perspektive und der Erfahrungen von Mentor*innen. <i>PFLB - PraxisForschungLehrer*innenBildung</i>, <i>3 Nr. 1</i>(3). <a href=\"https://doi.org/10.11576/PFLB-4541\">https://doi.org/10.11576/PFLB-4541</a>"},"abstract":[{"lang":"ger","text":"Im Praxissemester sind Mentor*innen für Studierende wichtige Bezugspersonen und Kooperationspartner*innen, die die Studierenden u.a. bei der Planung, Durchführung und Reflexion von Unterricht begleiten. Während z.B. zur Kompetenzentwicklung Studierender im Praxissemester mehrere Erkenntnisse vorliegen, wurde die Perspektive von Mentor*innen bisher wenig untersucht. Dieser Beitrag zielt darauf, die Perspektive und Erfahrungen von Mentor*innen zu explorieren und sichtbar zu machen. In diesem Zusammenhang werden Ergebnisse einer leitfadenzentrierten Interviewstudie vorgestellt, an der 23 nordrhein-westfälische Lehrkräfte teilnahmen. Auf Grundlage der inhaltsanalytischen Auswertung der Transkripte werden die nachstehenden Fragestellungen beantwortet: (1) Was sind aus Sicht von Mentor*innen Aufgaben im Zusammenhang mit der Betreuung und Begleitung von Praxissemesterstudierenden?, (2) Welche Ziele haben Praxisphasen aus der Perspektive der Mentor*innen?, (3) Welchen Betreuungsstrategien folgen Mentor*innen bei der Betreuung und Begleitung von Praxissemesterstudierenden? Die Ergebnisse zeigen, dass die Antworten der Mentor*innen hinsichtlich der ihnen selbst zugeschriebenen Aufgaben und der dem Praxissemester attribuierten Ziele kaum differieren. Die Betreuungsstrategien der Befragten unterscheiden sich hingegen vergleichsweise stark. Unterschiede bestehen u.a. bezüglich der den Studierenden zugesprochenen Freiheitsgrade bei der Unterrichtsplanung und -durchführung sowie bei der (gemeinsamen) Gestaltung der Unterrichtsplanung bzw. -vorbesprechung."}],"date_created":"2021-12-22T16:40:12Z","keyword":["Lehrer*innenbildung","Mentoring","Praxissemester","Professionalisierung","Kompetenzentwicklung"],"type":"journal_article","department":[{"_id":"452"}]},{"department":[{"_id":"276"}],"type":"conference_abstract","date_created":"2021-04-23T12:24:38Z","project":[{"name":"Steigerung der kulturellen Teilhabe mittels innovativer und ökonomisch nachhaltiger Preiskonzepte","_id":"95","grant_number":"01UG1917"}],"citation":{"short":"M. Althaus, S.J.M. Müller, D. Kundisch, in: 2021.","chicago":"Althaus, Maike, Stefanie Jutta Marianne Müller, and Dennis Kundisch. “What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums,” 2021.","ieee":"M. Althaus, S. J. M. Müller, and D. Kundisch, “What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums,” presented at the 21st International Conference on Cultural Economics, ACEI2020, Virtual Conference/Workshop, 2021.","apa":"Althaus, M., Müller, S. J. M., &#38; Kundisch, D. (2021). <i>What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums</i>. 21st International Conference on Cultural Economics, ACEI2020, Virtual Conference/Workshop.","bibtex":"@inproceedings{Althaus_Müller_Kundisch_2021, title={What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums}, author={Althaus, Maike and Müller, Stefanie Jutta Marianne and Kundisch, Dennis}, year={2021} }","ama":"Althaus M, Müller SJM, Kundisch D. What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums. In: ; 2021.","mla":"Althaus, Maike, et al. <i>What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums</i>. 2021."},"user_id":"16205","language":[{"iso":"eng"}],"_id":"21724","date_updated":"2022-02-03T14:38:34Z","conference":{"name":"21st International Conference on Cultural Economics, ACEI2020","location":"Virtual Conference/Workshop"},"author":[{"id":"61896","last_name":"Althaus","first_name":"Maike","full_name":"Althaus, Maike"},{"full_name":"Müller, Stefanie Jutta Marianne","first_name":"Stefanie Jutta Marianne","last_name":"Müller","id":"70858"},{"full_name":"Kundisch, Dennis","first_name":"Dennis","last_name":"Kundisch","id":"21117"}],"status":"public","title":"What Price Culture? – A Taxonomy of Entry Pricing Policies at Museums","year":"2021"},{"department":[{"_id":"452"}],"type":"journal_article","date_created":"2022-02-03T12:52:44Z","file":[{"file_name":"4541-Artikeltext-21517-4-10-20211229.pdf","file_size":810922,"access_level":"closed","relation":"main_file","date_updated":"2022-02-03T18:24:26Z","file_id":"29752","content_type":"application/pdf","success":1,"creator":"mcpetrik","date_created":"2022-02-03T18:24:26Z"}],"abstract":[{"text":"Im Praxissemester sind Mentor*innen für Studierende wichtige Bezugspersonen und Kooperationspartner*innen, die die Studierenden u.a. bei der Planung, Durchführung und Reflexion von Unterricht begleiten. Während z.B. zur Kompetenzentwicklung Studierender im Praxissemester mehrere Erkenntnisse vorliegen, wurde die Perspektive von Mentor*innen bisher wenig untersucht. Dieser Beitrag zielt darauf, die Perspektive und Erfahrungen von Mentor*innen zu explorieren und sichtbar zu machen. In diesem Zusammenhang werden Ergebnisse einer leitfadenzentrierten Interviewstudie vorgestellt, an der 23 nordrhein-westfälische Lehrkräfte teilnahmen. Auf Grundlage der inhaltsanalytischen Auswertung der Transkripte werden die nachstehenden Fragestellungen beantwortet: (1) Was sind aus Sicht von Mentor*innen Aufgaben im Zusammenhang mit der Betreuung und Begleitung von Praxissemesterstudierenden?, (2) Welche Ziele haben Praxisphasen aus der Perspektive der Mentor*innen?, (3) Welchen Betreuungsstrategien folgen Mentor*innen bei der Betreuung und Begleitung von Praxissemesterstudierenden? Die Ergebnisse zeigen, dass die Antworten der Mentor*innen hinsichtlich der ihnen selbst zugeschriebenen Aufgaben und der dem Praxissemester attribuierten Ziele kaum differieren. Die Betreuungsstrategien der Befragten unterscheiden sich hingegen vergleichsweise stark. Unterschiede bestehen u.a. bezüglich der den Studierenden zugesprochenen Freiheitsgrade bei der Unterrichtsplanung und -durchführung sowie bei der (gemeinsamen) Gestaltung der Unterrichtsplanung bzw. -vorbesprechung.","lang":"ger"}],"related_material":{"link":[{"url":"https://www.pflb-journal.de/index.php/pflb/article/view/4541","relation":"other"}]},"publication":"Praxis Forschung Lehrer*innen Bildung","issue":"3","doi":"10.11576/PFLB-4541","language":[{"iso":"eng"}],"article_type":"original","intvolume":"         3","date_updated":"2022-02-03T18:26:03Z","author":[{"full_name":"Caruso, Carina","last_name":"Caruso","first_name":"Carina"},{"id":"30984","orcid":"0000-0002-2820-9178","first_name":"Michael","last_name":"Goller","full_name":"Goller, Michael"}],"year":"2021","title":"Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben, Ziele und Betreuungsstrategien involvierter Lehrkräfte.","citation":{"chicago":"Caruso, Carina, and Michael Goller. “Das Praxissemester Aus Der Perspektive von Mentor*innen: Aufgaben, Ziele Und Betreuungsstrategien Involvierter Lehrkräfte.” <i>Praxis Forschung Lehrer*innen Bildung</i> 3, no. 3 (2021). <a href=\"https://doi.org/10.11576/PFLB-4541\">https://doi.org/10.11576/PFLB-4541</a>.","short":"C. Caruso, M. Goller, Praxis Forschung Lehrer*innen Bildung 3 (2021).","apa":"Caruso, C., &#38; Goller, M. (2021). Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben, Ziele und Betreuungsstrategien involvierter Lehrkräfte. <i>Praxis Forschung Lehrer*innen Bildung</i>, <i>3</i>(3). <a href=\"https://doi.org/10.11576/PFLB-4541\">https://doi.org/10.11576/PFLB-4541</a>","ieee":"C. Caruso and M. Goller, “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben, Ziele und Betreuungsstrategien involvierter Lehrkräfte.,” <i>Praxis Forschung Lehrer*innen Bildung</i>, vol. 3, no. 3, 2021, doi: <a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>.","ama":"Caruso C, Goller M. Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben, Ziele und Betreuungsstrategien involvierter Lehrkräfte. <i>Praxis Forschung Lehrer*innen Bildung</i>. 2021;3(3). doi:<a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>","bibtex":"@article{Caruso_Goller_2021, title={Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben, Ziele und Betreuungsstrategien involvierter Lehrkräfte.}, volume={3}, DOI={<a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>}, number={3}, journal={Praxis Forschung Lehrer*innen Bildung}, author={Caruso, Carina and Goller, Michael}, year={2021} }","mla":"Caruso, Carina, and Michael Goller. “Das Praxissemester Aus Der Perspektive von Mentor*innen: Aufgaben, Ziele Und Betreuungsstrategien Involvierter Lehrkräfte.” <i>Praxis Forschung Lehrer*innen Bildung</i>, vol. 3, no. 3, 2021, doi:<a href=\"https://doi.org/10.11576/PFLB-4541\">10.11576/PFLB-4541</a>."},"file_date_updated":"2022-02-03T18:24:26Z","volume":3,"user_id":"79910","ddc":["370"],"_id":"29742","has_accepted_license":"1","status":"public"},{"_id":"23410","language":[{"iso":"eng"}],"user_id":"16205","status":"public","title":"Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment","year":"2021","author":[{"last_name":"Poniatowski","first_name":"Martin","full_name":"Poniatowski, Martin","id":"32441"},{"full_name":"Neumann, Jürgen","last_name":"Neumann","first_name":"Jürgen","id":"32456"},{"first_name":"Dennis","last_name":"Kundisch","full_name":"Kundisch, Dennis","id":"21117"}],"conference":{"start_date":"2021-10-23","name":"Conference on Information Systems and Technology (CIST)","location":"Newport Beach, California, USA","end_date":"2021-10-24"},"publication_status":"accepted","date_updated":"2022-02-04T10:18:43Z","date_created":"2021-08-16T08:15:50Z","type":"conference_abstract","department":[{"_id":"276"}],"citation":{"short":"M. Poniatowski, J. Neumann, D. Kundisch, in: n.d.","chicago":"Poniatowski, Martin, Jürgen Neumann, and Dennis Kundisch. “Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment,” n.d.","apa":"Poniatowski, M., Neumann, J., &#38; Kundisch, D. (n.d.). <i>Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment</i>. Conference on Information Systems and Technology (CIST), Newport Beach, California, USA.","ieee":"M. Poniatowski, J. Neumann, and D. Kundisch, “Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment,” presented at the Conference on Information Systems and Technology (CIST), Newport Beach, California, USA.","ama":"Poniatowski M, Neumann J, Kundisch D. Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment.","bibtex":"@inproceedings{Poniatowski_Neumann_Kundisch, title={Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment}, author={Poniatowski, Martin and Neumann, Jürgen and Kundisch, Dennis} }","mla":"Poniatowski, Martin, et al. <i>Nudging Their Thoughts –  Analyzing the Impact of Online Review Templates on Review Sentiment</i>."},"project":[{"name":"SFB 901","_id":"1"},{"name":"SFB 901 - Project Area A","_id":"2"},{"_id":"8","name":"SFB 901 - Subproject A4"}]},{"date_created":"2022-01-11T07:23:37Z","type":"conference","department":[{"_id":"58"}],"publication":"The 2021 IEEE BiCMOS and Compound Semiconductor Integrated Circuits and Technology Symposium","citation":{"bibtex":"@inproceedings{Iftekhar_Gudyriev_Scheytt_2021, title={Reference-less Bang-bang CDR with Enhanced Frequency Acquisition Range Using Static and Modulated Integral Branch Offset Currents}, DOI={<a href=\"https://doi.org/10.1109/BCICTS50416.2021.9682207\">10.1109/BCICTS50416.2021.9682207</a>}, booktitle={The 2021 IEEE BiCMOS and Compound Semiconductor Integrated Circuits and Technology Symposium}, author={Iftekhar, Mohammed and Gudyriev, Sergiy and Scheytt, J. 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Alshomary, S. Syed, M. Potthast, H. Wachsmuth, in: Proceedings of the Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (ACL-IJCNLP 2021), Association for Computational Linguistics, 2021, pp. 1816–1827.","ama":"Alshomary M, Syed S, Potthast M, Wachsmuth H. Argument Undermining: Counter-Argument Generation by Attacking Weak Premises. In: <i>Proceedings of the Joint Conference of the 59th Annual Meeting of the Association for Computational Linguistics and the 11th International Joint Conference on Natural Language Processing (ACL-IJCNLP 2021)</i>. Findings of the Association for Computational Linguistics: ACL-IJCNLP 2021. 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Jahrestagung für Akustik"},"title":"Tomographie des Schallfelds von Ultraschallwandlern mittels Schlierentechnik","year":"2021","status":"public","has_accepted_license":"1","publication_status":"published","date_updated":"2022-05-12T15:29:26Z"},{"citation":{"ieee":"P. Schütte, T. Weich, and B. Delarue, “Resonances and weighted zeta functions for obstacle scattering via smooth models.” 2021.","apa":"Schütte, P., Weich, T., &#38; Delarue, B. (2021). <i>Resonances and weighted zeta functions for obstacle scattering via smooth models</i>.","short":"P. Schütte, T. Weich, B. Delarue, (2021).","chicago":"Schütte, Philipp, Tobias Weich, and Benjamin Delarue. “Resonances and Weighted Zeta Functions for Obstacle Scattering via Smooth Models,” 2021.","mla":"Schütte, Philipp, et al. <i>Resonances and Weighted Zeta Functions for Obstacle Scattering via Smooth Models</i>. 2021.","bibtex":"@article{Schütte_Weich_Delarue_2021, title={Resonances and weighted zeta functions for obstacle scattering via smooth models}, author={Schütte, Philipp and Weich, Tobias and Delarue, Benjamin}, year={2021} }","ama":"Schütte P, Weich T, Delarue B. Resonances and weighted zeta functions for obstacle scattering via smooth models. Published online 2021."},"abstract":[{"lang":"eng","text":"We consider a geodesic billiard system consisting of a complete Riemannian manifold and an obstacle submanifold with boundary at which the trajectories of the geodesic flow experience specular reflections. We show that if the geodesic billiard system is hyperbolic on its trapped set and the latter is compact and non-grazing the techniques for open hyperbolic systems developed by Dyatlov and Guillarmou can be applied to a smooth model for the discontinuous flow defined by the non-grazing billiard trajectories. This allows us to obtain a meromorphic resolvent for the generator of the billiard flow. As an application we prove a meromorphic continuation of weighted zeta functions together with explicit residue formulae. In particular, our results apply to scattering by convex obstacles in the Euclidean plane."}],"date_created":"2022-05-04T12:25:58Z","external_id":{"arxiv":["2109.05907"]},"department":[{"_id":"10"},{"_id":"548"}],"type":"preprint","author":[{"full_name":"Schütte, Philipp","last_name":"Schütte","first_name":"Philipp","id":"50168"},{"orcid":"0000-0002-9648-6919","last_name":"Weich","first_name":"Tobias","full_name":"Weich, Tobias","id":"49178"},{"full_name":"Delarue, Benjamin","last_name":"Delarue","first_name":"Benjamin"}],"title":"Resonances and weighted zeta functions for obstacle scattering via smooth models","status":"public","year":"2021","date_updated":"2022-05-17T12:05:52Z","_id":"31058","language":[{"iso":"eng"}],"user_id":"50168"}]
