@inbook{65380, author = {{Sauerbrey, Ulf and Menzel, Tessa-Marie and Hemmerich, Fabian}}, booktitle = {{Digitale Ratgebermedien}}, editor = {{Sauerbrey, Ulf and Menzel, Tessa-Marie and Hemmerich, Fabian}}, pages = {{9--24}}, publisher = {{Ergon}}, title = {{{Ratgebermedien in einer 'Kultur des Digitalen'. Annäherungen an eine bislang wenig beachtete Kategorie}}}, doi = {{https://doi.org/10.5771/9783987401589-9}}, year = {{2026}}, } @book{65372, editor = {{Sauerbrey, Ulf and Menzel, Tessa-Marie and Hemmerich, Fabian}}, pages = {{458}}, publisher = {{Ergon}}, title = {{{Digitale Ratgebermedien}}}, doi = {{https://doi.org/10.5771/9783987401589}}, volume = {{9}}, year = {{2026}}, } @article{65382, author = {{Arachchi, Geethike V. and Keiner, Dominik and Khalili, Siavash and Premarathna, Maheshika H.K. and George, Jino P. and Gulagi, Ashish and Edoo, M.N. and Ah King, Robert T.F. and Meschede, Henning and Breyer, Christian}}, issn = {{0360-5442}}, journal = {{Energy}}, publisher = {{Elsevier BV}}, title = {{{Electricity balancing for resilient 100% renewable energy systems on islands: Imported e-fuels versus domestic e-hydrogen on the case of Mauritius}}}, doi = {{10.1016/j.energy.2026.140758}}, volume = {{351}}, year = {{2026}}, } @article{63577, author = {{Eberhartinger, Eva and Speitmann, Raffael and Sureth-Sloane, Caren}}, journal = {{Journal of International Accounting, Auditing and Taxation (JIAAT)}}, title = {{{Banks' tax disclosure, financial secrecy, and tax haven heterogeneity}}}, doi = {{10.1016/j.intaccaudtax.2026.100759}}, volume = {{60}}, year = {{2026}}, } @article{56815, abstract = {{This study investigates the determinants of tax complexity in Indonesia, focusing on the perspectives of tax officers and firms, and thus provides a case study relevant to developing countries. Understanding tax complexity in this context is crucial as developing nations frequently encounter legislative, fiscal, and administrative challenges that exacerbate their tax complexity. Complexity can hinder investment, impair tax revenue collection, and impede economic development. The authors adapt a global survey instrument to the Indonesian context and collect responses from Indonesian tax officers and firms. Transfer pricing is perceived as the most complex tax regulation which is consistent with cross-country studies. However, in contrast to the global findings, statutory tax rates and taxes on dividends rank second and third in Indonesia. While Indonesian tax officers emphasize the complexity of transfer pricing regulations, firms are more concerned about the complexity of tax procedures, especially tax guidance and tax audits. Furthermore, comparative analyses show that tax officers perceive tax regulations as being more complex than tax procedures. In contrast, firms perceive the opposite, particularly for tax audits. The findings offer a nuanced picture of tax complexity in a developing country and provide guidance for tax reforms in Indonesia. They also serve as a commencement for further analyses of developing countries.}}, author = {{Schipp, Adrian and Siahaan, Fernando and Sureth-Sloane, Caren}}, journal = {{Intertax}}, number = {{2}}, pages = {{102--122}}, title = {{{Determinants of Tax Complexity: Evidence from a Developing Country}}}, doi = {{http://dx.doi.org/10.2139/ssrn.4924632}}, volume = {{54}}, year = {{2026}}, } @inbook{65385, author = {{Fuchs, Christian}}, booktitle = {{The Routledge Companion to Critical Marketing}}, editor = {{Tadajewski, Mark and Higgins, Matthew and Denegri-Knott, Janice and Varman, Rohit}}, isbn = {{9781003561347}}, pages = {{563--578}}, publisher = {{Routledge}}, title = {{{Social Media, Big Data, and Critical Marketing}}}, doi = {{10.4324/9781003561347-36}}, year = {{2026}}, } @article{65386, abstract = {{Abstract Risk is an integral part of modern societies and therefore school education, and in particular mathematics education, should develop students’ risk literacy. Students’ risk literacy is part of the interdisciplinary research project siMINT (Understanding complex STEM topics: Using simulations to promote competences for the 21st century). One first challenge in this project was to find a common ground for the inconsistently conceptualised terms of risk and risk literacy. Consequently, the aim of this paper is to contribute to the conceptualisation of risk and risk literacy. The first part of this paper provides a literature review on these areas, resulting in a working conceptualisation of the two concepts. We further carried out two consecutive steps of a Delphi study with N  = 15 and N  = 12 experts respectively, to develop a common conceptualisation based on the plurality of different dimensions and elements of risk and risk literacy. Based on the results of the first step of the Delphi study, we modified our working conceptualisation, using a common model of risk and risk literacy with different dimensions. In the second step of the Delphi study, the experts comment on (i) the dimensions and (ii) the elements of risk and risk literacy in these dimensions. The results showed that the experts are able to locate their individual definitions of risk in the model with three dimensions (relation between risk/uncertainty, connotation, and mathematical object) that we developed and to formulate reasons for their allocation. Furthermore, the results revealed that risk literacy consists of subsets of mathematical and non-mathematical elements that the experts rate differently with regard to their importance. In general, the results contribute to clarifying the constructs of risk and risk literacy as a basis for developing approaches to improve risk literacy. }}, author = {{Eichler, Andreas and Büchter, Theresa and Binder, Karin}}, issn = {{0173-5322}}, journal = {{Journal für Mathematik-Didaktik}}, number = {{1}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Conceptualising Risk and Risk Literacy—results of a Delphi Study Konzeptualisierung von Risiko und Risikokompetenz – Ergebnisse einer Delphi-Studie}}}, doi = {{10.1007/s13138-026-00268-0}}, volume = {{47}}, year = {{2026}}, } @inbook{64230, author = {{Zick, Andreas and Diekmann, Isabell}}, booktitle = {{The Sage Handbook of Psychological Perspectives on Diversity, Equity, and Inclusion}}, editor = {{Esses, Victoria M. and Dovidio, John F. and Jetten, Jolanda and Sekaquaptewa, Denise and West, Keon}}, isbn = {{9781529680836}}, publisher = {{SAGE Publications Ltd }}, title = {{{Anti-Muslim Racism: Facets, Roots, and Consequences}}}, year = {{2026}}, } @inproceedings{65398, author = {{Hellmich, Frank and Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix}}, publisher = {{Polytechnic Porto (P.Porto)}}, title = {{{The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. (accepted)}}}, year = {{2026}}, } @inproceedings{65399, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{Polytechnic Porto (P.Porto)}}, title = {{{Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. (accepted)}}}, year = {{2026}}, } @article{65395, author = {{Kergassner, J. and Lamers, H. and Theiss, F. and Lins, J. and Zhang, B. and Rose, M. and Gutmann, Torsten and Buntkowsky, G.}}, journal = {{Applied Magnetic Resonance}}, number = {{7}}, title = {{{Benchtop NMR for Catalytic Hydrogenation Reactions Suitable for Studies with Parahydrogen}}}, doi = {{10.1007/s00723-025-01825-5}}, volume = {{57}}, year = {{2026}}, } @inproceedings{65400, author = {{Sloane, Hannah Sabrina}}, location = {{Helsinki}}, title = {{{Early career researchers' identity constructions in crisis}}}, year = {{2026}}, } @article{65396, author = {{Pusse, S. and Heinz, S. and Limprasart, W. and Gemmer, L. and Witayakran, S. and Schabel, S. and Presser, V. and Gutmann, Torsten and Gallei, M.}}, journal = {{Polymer Chemistry}}, title = {{{Development and Modification of Porous Polymer Structures in the Vicinity of Cellulose Fibers}}}, doi = {{10.1039/d5py01203a}}, year = {{2026}}, } @inbook{64837, author = {{Jacke, Christoph}}, booktitle = {{Bored Teenabgers . Ein Punk-Mixtape.}}, editor = {{Engelmann, Jonas}}, isbn = {{978-3-95575-258-3}}, pages = {{99--101}}, publisher = {{Ventil Verlag}}, title = {{{Swell Maps: Full Moon in My Pocket/BLAM!!/Full Moon Reprise (1979). Vollmond auf dem kleingroßstädtischen Musikkneipenboden}}}, year = {{2026}}, } @inbook{65406, author = {{Jacke, Christoph}}, booktitle = {{Angriff aufs Schlaraffenland. Ein Deutschpunk-Mixtape.}}, editor = {{Engelmann, Jonas}}, isbn = {{978-3-95575-257-6}}, pages = {{65--68}}, publisher = {{Ventil Verlag}}, title = {{{Palais Schaumburg: Gute Luft (1981). Grünes Winkelkanu im Tischtenniskeller.}}}, year = {{2026}}, } @article{65415, abstract = {{Der Beitrag untersucht die Einführung von iPads im  Musikunterricht einer Sekundarschule aus einer soziomaterialen Perspektive. Auf der Grundlage einer mehrjährigen Begleitung wird mit Verfahren der Situationsanalyse aufgezeigt, wie die Digitaltechnologien – insbesondere die App GarageBand – in bestehende Fachkulturen, Dingordnungen und Unterrichtsroutinen eingebettet werden. Die Analyse offenbart, wie im Musikunterricht der Digitalisierungsprozess oft an alten Dingen, vertrauten Routinen und fachimmanenten Ideologien, wie dem Klaviozentrismus und einer Liveness-Norm, scheitert. Zugleich ergänzt ein alternatives Verständnis unterrichtlichen Musiklernens das handwerkliche Reproduzieren und Selbstüberwinden in Präsenzdarbietungen um die Klangarbeit beim explorativ-selbstständigen Erfinden und Produzieren präziser Aufnahmen. Die Ergebnisse werden hinsichtlich der Debatten um Digitalisierung in Schule und Musikunterricht diskutiert.}}, author = {{Godau, Marc}}, issn = {{2190-3174}}, journal = {{Beiträge empirischer Musikpädagogik}}, keywords = {{Digitalisierung, GarageBand, Tablet-Klassen, Fachkultur, Situationsanalyse}}, number = {{1}}, pages = {{1--52}}, publisher = {{Sachsische Landesbibliothek, Staats- und Universitatsbibliothek Dresden}}, title = {{{Vom „Push the Keys“ zum „Touch the Screen“? Eine Spurensuche zur Konkurrenz der Dinge im Musikunterricht.}}}, doi = {{10.62563/bem.v18i1.269}}, volume = {{18}}, year = {{2026}}, } @inbook{65418, author = {{Godau, Marc}}, booktitle = {{Zukunft Musikhochschule!? Impulse für Lehre, Forschung und Organisationsentwicklung}}, editor = {{Busch, Barbara and Herbst, Sebastian}}, pages = {{271--280}}, publisher = {{Schott}}, title = {{{Von der Wissensvermittlung zum situierten Lernen. Communities of Practice als Zukunftsperspektive für Musikhochschulen}}}, year = {{2026}}, } @inbook{65416, author = {{Godau, Marc and Ahlers, Michael}}, booktitle = {{Handbuch Musikpädagogik: Grundlagen - Forschung - Diskurse}}, editor = {{Dartsch, Michael and Knigge, Jens and Niessen, Anne and Platz, Friedrich and Stöger, Christine}}, pages = {{111--119}}, publisher = {{Waxmann}}, title = {{{Medientheorien}}}, year = {{2026}}, } @inbook{65417, author = {{Godau, Marc and Ahlers, Michael}}, booktitle = {{Musik zeigt Wirkung. Zur Bedeutung musikalischer Bildung für Mensch und Gesellschaft}}, editor = {{Dartsch, Michael and Oberschmidt, Jürgen}}, pages = {{34--36}}, publisher = {{Schott}}, title = {{{Zur Bedeutung von Medienbildung für musikalische Bildung}}}, year = {{2026}}, } @book{65405, abstract = {{Mit der international vergleichenden Schulleistungsstudie ICILS 2023 (International Computer and Information Literacy Study) wurden zum dritten Mal die computer- und informationsbezogenen Kompetenzen von Achtklässler*innen in Deutschland im internationalen Vergleich untersucht. Zudem wurden zum zweiten Mal im Rahmen eines internationalen Zusatzmoduls die Kompetenzen im Bereich ‚Computational Thinking‘ getestet. Darüber hinaus wurden mit der Studie ICILS 2023 umfangreiche Rahmendaten zum Erwerb dieser Kompetenzen mittels Hintergrundfragebögen für Schüler*innen, Lehrkräfte, Schulleitungen und IT-Koordinator*innen erfasst. Mit dieser Publikation werden die im Rahmen der Studie in Deutschland eingesetzten Erhebungsinstrumente dokumentiert. Die Dokumentation der Instrumente umfasst sowohl die international eingesetzten Instrumente in der deutschen Fassung als auch die nationalen Ergänzungen, die zusätzlich für Deutschland entwickelt wurden. Diese Dokumentation ergänzt die von der IEA (International Association for the Evaluation of Educational Achievement) vorgelegten Materialen zur Studie. Die nationale Dokumentation der Erhebungsinstrumente richtet sich an Wissenschaftler*innen ebenso wie an interessierte Akteure aus der Bildungsadministration und der schulischen Praxis.}}, author = {{Domke, Marius and Eickelmann, Birgit and Drossel, Kerstin and Niemann, Jan and Funk, Michael and Casamassima, Gianna}}, isbn = {{9783818801694}}, publisher = {{Waxmann}}, title = {{{ICILS 2023 #Deutschland. Dokumentation der Erhebungsinstrumente der dritten Computer and Information Literacy Study}}}, doi = {{10.31244/9783818851699}}, year = {{2026}}, }