@misc{34962,
  author       = {{Anonymous, A}},
  title        = {{{Evaluating database systems relying on secure multiparty computation}}},
  year         = {{2022}},
}

@misc{34963,
  author       = {{Anonymous, A}},
  title        = {{{Cost of Privacy-preserving SMPC Protocols for NN-Based Inference}}},
  year         = {{2022}},
}

@inbook{35731,
  author       = {{Öhlschläger, Claudia}},
  booktitle    = {{Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen}},
  editor       = {{Larcati, Arturo and Perrone Capano, Lucia}},
  pages        = {{157--168}},
  publisher    = {{Istituto Italiano di Studi Germanici}},
  title        = {{{Alfred Anderschs "Die Rote" mit Antonioni gelesen}}},
  year         = {{2022}},
}

@misc{35772,
  author       = {{Lohse, Jan}},
  title        = {{{Lattice Revocation Mechanisms}}},
  year         = {{2022}},
}

@article{34056,
  abstract     = {{<jats:p> A process sequence enabling the large-area fabrication of nanopillar-patterned semiconductor templates for selective-area heteroepitaxy is developed. Herein, the nanopillar tops surrounded by a SiN<jats:sub>x</jats:sub> mask film serve as nanoscale growth areas. The molecular beam epitaxial growth of InAs on such patterned GaAs[Formula: see text]A templates is investigated by means of electron microscopy. It is found that defect-free nanoscale InAs islands grow selectively on the nanopillar tops at a substrate temperature of 425 °C. High-angle annular dark-field scanning transmission electron microscopy imaging reveals that for a growth temperature of 400 °C, the InAs islands show a tendency to form wurtzite phase arms extending along the lateral [Formula: see text] directions from the central zinc blende region of the islands. This is ascribed to a temporary self-catalyzed vapor–liquid–solid growth on [Formula: see text] B facets, which leads to a kinetically induced preference for the nucleation of the wurtzite phase driven by the local, instantaneous V/III ratio, and to a concomitant reduction of surface energy of the nanoscale diameter arms. </jats:p>}},
  author       = {{Riedl, Thomas and Kunnathully, Vinay S. and Verma, Akshay Kumar and Langer, Timo and Reuter, Dirk and Büker, Björn and Hütten, Andreas and Lindner, Jörg}},
  issn         = {{0021-8979}},
  journal      = {{Journal of Applied Physics}},
  keywords     = {{General Physics and Astronomy}},
  number       = {{18}},
  publisher    = {{AIP Publishing}},
  title        = {{{Selective area heteroepitaxy of InAs nanostructures on nanopillar-patterned GaAs(111)A}}},
  doi          = {{10.1063/5.0121559}},
  volume       = {{132}},
  year         = {{2022}},
}

@article{34053,
  author       = {{Riedl, Thomas and Kunnathully, Vinay and Trapp, Alexander and Langer, Timo and Reuter, Dirk and Lindner, Jörg}},
  issn         = {{2196-7350}},
  journal      = {{Advanced Materials Interfaces}},
  keywords     = {{Mechanical Engineering, Mechanics of Materials}},
  number       = {{11}},
  publisher    = {{Wiley}},
  title        = {{{Size‐Dependent Strain Relaxation in InAs Quantum Dots on Top of GaAs(111)A Nanopillars}}},
  doi          = {{10.1002/admi.202102159}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{35664,
  author       = {{Janzen, Thomas}},
  journal      = {{Englisch betrifft uns}},
  number       = {{4}},
  title        = {{{Democracy ≠ Democracy. Creating digital infographics to compare different democratic systems.}}},
  year         = {{2022}},
}

@misc{35884,
  author       = {{Krämer, Anike}},
  booktitle    = {{Fachlexikon der Sozialen Arbeit}},
  isbn         = {{978-3-8487-7131-8}},
  title        = {{{ Geschlechtsidentität}}},
  year         = {{2022}},
}

@misc{35885,
  author       = {{Krämer, Anike}},
  booktitle    = {{Fachlexikon der Sozialen Arbeit}},
  isbn         = {{978-3-8487-7131-8}},
  title        = {{{Sexuelle Orientierung}}},
  year         = {{2022}},
}

@inbook{35874,
  abstract     = {{<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>}},
  author       = {{Franzen, Katja and Albers, Timm and Hellmich, Frank}},
  booktitle    = {{Qualifizierung für Inklusion. Grundschule}},
  editor       = {{Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}},
  isbn         = {{9783830945130}},
  pages        = {{163--176}},
  publisher    = {{Waxmann}},
  title        = {{{Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}}},
  doi          = {{10.31244/9783830995135}},
  volume       = {{2}},
  year         = {{2022}},
}

@article{35867,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.</jats:p>}},
  author       = {{Görel, Gamze and Hellmich, Frank}},
  issn         = {{2515-0731}},
  journal      = {{Australasian Journal of Special and Inclusive Education}},
  keywords     = {{General Engineering}},
  number       = {{2}},
  pages        = {{127--137}},
  publisher    = {{Cambridge University Press (CUP)}},
  title        = {{{Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}}},
  doi          = {{10.1017/jsi.2022.9}},
  volume       = {{46}},
  year         = {{2022}},
}

@inbook{35787,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{334–340}},
  publisher    = {{Bad Heilbrunn}},
  title        = {{{Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}}},
  year         = {{2022}},
}

@inbook{35832,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{372–378}},
  publisher    = {{Klinkhardt}},
  title        = {{{Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}}},
  year         = {{2022}},
}

@book{35883,
  author       = {{Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves  and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and Sanches-Ferreira, Maria Manuela Pires Sanches and Hellmich, Frank and Schwab, Susanne and Avramidis, Ilias}},
  publisher    = {{Porto Polytechnic}},
  title        = {{{FRIEND-SHIP Intervention Program – The Handbook}}},
  year         = {{2022}},
}

@article{34468,
  abstract     = {{Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.}},
  author       = {{Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}},
  issn         = {{2625-0675}},
  journal      = {{Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{13--25}},
  title        = {{{Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}}},
  doi          = {{10.11576/HLZ-4949}},
  volume       = {{5}},
  year         = {{2022}},
}

@article{34461,
  abstract     = {{Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (<jats:italic>N</jats:italic> = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.}},
  author       = {{Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}}},
  doi          = {{10.3389/fpsyg.2022.876521}},
  volume       = {{13}},
  year         = {{2022}},
}

@techreport{34289,
  author       = {{Gorges, Julia and Neumann, Phillip and Wild, Elke and Lütje-Klose, Birgit and Grüter, Sandra and Weber, Antonia and Senior, Jonathan}},
  pages        = {{162}},
  publisher    = {{Univ. Bielefeld, Abteilung für Psychologie & Fakultät für Erziehungswissenschaft}},
  title        = {{{Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi) : Technical Report V. 1.0}}},
  doi          = {{10.4119/unibi/2962493}},
  year         = {{2022}},
}

@article{34086,
  author       = {{Bürger, Julius and Venugopal, Harikrishnan and Kool, Daniel and de los Arcos de Pedro, Maria Teresa and Gonzalez Orive, Alejandro and Grundmeier, Guido and Brassat, Katharina and Lindner, Jörg}},
  issn         = {{2196-7350}},
  journal      = {{Advanced Materials Interfaces}},
  keywords     = {{General Medicine}},
  number       = {{26}},
  publisher    = {{Wiley}},
  title        = {{{High‐Resolution Study of Changes in Morphology and Chemistry of Cylindrical PS‐            <i>b</i>            ‐PMMA Block Copolymer Nanomasks during Mask Development}}},
  doi          = {{10.1002/admi.202200962}},
  volume       = {{9}},
  year         = {{2022}},
}

@article{35987,
  author       = {{Schlegel-Matthies, Kirsten}},
  issn         = {{2193-8806}},
  journal      = {{Haushalt in Bidlung und Forschung}},
  number       = {{1}},
  pages        = {{89--94}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Zur Erinnerung: Warum Bildung für Lebensführung immer eine politische Dimension hat. Das Beispiel Nationalsozialismus}}},
  doi          = {{10.3224/hibifo.v11i1.06}},
  volume       = {{11}},
  year         = {{2022}},
}

@inbook{35980,
  author       = {{Schlegel-Matthies, Kirsten}},
  booktitle    = {{Konsum - Ernährung - Gesundheit. Grundlagen der Ernährungs- und Verbraucherbildung}},
  isbn         = {{978-3-8252-5767-5}},
  pages        = {{302--318}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Konzepte von Qualität in ihrer Bedeutung für Konsumentscheidungen verstehen}}},
  year         = {{2022}},
}