@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{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.}}, 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}}, } @techreport{65863, abstract = {{We investigate the impact of Brexit on the corporate bond market by analyzing a comprehensive database covering corporate bond listings on European and UK trading venues. We find a significant shift in bond market activity, evidenced by a 49% increase in the number of bond listings in the EEA30 countries relative to the UK market after Brexit. Country-level analyses reveal a staggered effect on market activity, with predominantly international issuers adjusting their bond listings between the initially scheduled Brexit date and the final withdrawal date. At the issuer level, our findings indicate that the relative attractiveness of the EEA30 market has increased post-Brexit. Overall, these results suggest that the European capital market has successfully adapted to the loss of its largest financial center and exhibits a rising corporate bond market activity.}}, author = {{Franke, Benedikt and Kosi, Urska and Stoczek, Pia}}, publisher = {{TRR 266 Accounting for Transparency }}, title = {{{Brexit and European Corporate Bond Markets}}}, doi = {{10.2139/ssrn.5230141}}, year = {{2025}}, } @article{66844, author = {{Herzig, Bardo}}, issn = {{1862-7366}}, journal = {{TELEVIZION}}, number = {{38/2025/E}}, title = {{{Artificial intelligence - prerequisites for competent use and assessment}}}, year = {{2025}}, } @inbook{60918, author = {{Frankemölle, Bernd and Göbel, Kerstin}}, booktitle = {{Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr}}, editor = {{van Ackeren-Mindel, Isabell and Göbel, Kerstin and Ropohl, Matthias}}, pages = {{193--201}}, publisher = {{Waxmann}}, title = {{{Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen}}}, year = {{2025}}, } @techreport{61135, author = {{Fechner, Sabine and Schlegel-Matthies, Kirsten and Kiepe, Karina}}, publisher = {{AG Bildung für nachhaltige Entwicklung PLAZ}}, title = {{{Positionspapier: Bildung für nachhaltige Entwicklung (BNE) in der Lehrkräftebildung an der UPB}}}, 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{60200, author = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}}, journal = {{Frontiers in Psychology}}, title = {{{Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}}}, doi = {{10.3389/fpsyg.2025.1530689}}, volume = {{16}}, year = {{2025}}, } @article{64870, author = {{Meyer, Marcel and Zapata Gonzalez, David Ricardo and Kaltenpoth, Sascha Benjamin and Müller, Oliver}}, issn = {{2169-3536}}, journal = {{IEEE Access}}, pages = {{218141--218153}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Benchmarking Time Series Foundation Models for Short-Term Household Electricity Load Forecasting}}}, doi = {{10.1109/access.2025.3648056}}, volume = {{13}}, year = {{2025}}, } @inproceedings{66901, author = {{Kullmann, Harry and Müller, Lukas and Rebbert, Heike}}, location = {{Universität Paderborn}}, title = {{{Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen}}}, year = {{2025}}, } @article{66916, author = {{Vogelsang, Christoph and Scholl , Daniel and Meier, Jana and Küth, Simon}}, journal = {{Education Sciences}}, number = {{7}}, pages = {{820}}, title = {{{Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise.}}}, doi = {{https://doi.org/10.3390/educsci15070820}}, volume = {{15}}, year = {{2025}}, } @article{60891, abstract = {{Straight dielectric waveguide channels made from slabs of thin-film lithium niobate (TFLN), or lithium niobate on insulator (LNOI), are investigated in the linear regime, for channels of rib and strip type with common trapezoidal cross sections, in Z-cut and X-cut samples at varying on-chip orientation. We clarify the theoretical basis for the waveguides with potentially non-diagonal core permittivity. Symmetry classes can be distinguished that differ in their consequences for potential modal degeneracy and polarization conversion. Our rigorous numerical analysis by means of a finite-element solver takes the anisotropy of the lithium niobate cores rigorously into account. We discuss extensive data for effective indices, polarization properties, and hybridization of guided modes, in single- and multimode channels. Scans over the waveguide width and orientation as primary parameters are complemented by a series of illustrations of vectorial mode profiles. These turn out to be essentially complex in cases of X-cut channels at non-crystal-axis-aligned orientations.}}, author = {{Hammer, Manfred and Khan, Shahriar and Taheri, Behnood and Farheen, Henna and Förstner, Jens}}, issn = {{2770-0208}}, journal = {{Optics Continuum}}, keywords = {{tet_topic_waveguide}}, number = {{10}}, pages = {{2356}}, publisher = {{Optica Publishing Group}}, title = {{{TFLN channel waveguides of rib and strip type: Properties of guided modes}}}, doi = {{10.1364/optcon.569959}}, volume = {{4}}, year = {{2025}}, } @inbook{45827, author = {{Cao, Chuntian and Steinrück, Hans-Georg}}, booktitle = {{Reference Module in Chemistry, Molecular Sciences and Chemical Engineering}}, isbn = {{9780124095472}}, pages = {{391--416}}, publisher = {{Elsevier}}, title = {{{Molecular-scale synchrotron X-ray investigations of solid-liquid interfaces in lithium-ion batteries}}}, doi = {{10.1016/b978-0-323-85669-0.00105-7}}, year = {{2024}}, } @misc{48363, author = {{Foerster, Anne}}, booktitle = {{Women in Early Medieval England}}, editor = {{Butler, Emily and Dumitrescu, Irina}}, publisher = {{Springer Textbook}}, title = {{{The Swineherd’s Wife who Scolded the King}}}, year = {{2024}}, } @misc{48362, author = {{Foerster, Anne}}, booktitle = {{Women in Early Medieval England}}, editor = {{Butler, Emily and Dumitrescu, Irina}}, publisher = {{Springer Textbook}}, title = {{{Eadburh of Wessex}}}, year = {{2024}}, } @misc{48364, author = {{Foerster, Anne}}, booktitle = {{Women in Early Medieval England}}, editor = {{Butler, Emily and Dumitrescu, Irina}}, publisher = {{Springer Textbook}}, title = {{{Seaxburh}}}, year = {{2024}}, }