@unpublished{63077,
  abstract     = {{We study $n$-flimsy spaces, which are the topological spaces that remain connected when removing fewer than $n$ points but become disconnected when removing exactly $n$ points. We show that no such space exists for $n \geq 3$, and that the compact $2$-flimsy spaces are precisely the dense and order-complete cyclically ordered sets equipped with their order topology. Furthermore, we examine variants of the definition obtained by replacing connectedness by path-connectedness, where paths are either parametrized by $[0,1]$ or by arbitrary compact linear continua.}},
  author       = {{Khanfir, Robin and Seguin, Beranger Fabrice}},
  booktitle    = {{arXiv:2511.17745}},
  title        = {{{Flimsy Spaces}}},
  year         = {{2025}},
}

@inproceedings{62949,
  author       = {{Fechner, Sabine and Cornelius, Soraya and Pollmeier, Pascal and Siepmann, Karin and Rubner, Isabel}},
  booktitle    = {{Digitale Transformation für Schule und Lehrkräfteausbildung gestalten}},
  keywords     = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Fortbildung, Lehrkräfte, Chemie}},
  location     = {{Potsdam}},
  title        = {{{Digitalisierungsbezogene Kompetenzen im Chemieunterricht fördern – Ein Kurs für Lehrkräfte}}},
  year         = {{2025}},
}

@inproceedings{62952,
  author       = {{Pollmeier, Pascal and Ditter, David and Weiser, David and Siepmann, Karin and Ditter, Rebecca and Rubner, Isabel and Ponath, Jonas and Fechner, Sabine and Hoffmann, Adrian and Sommer, Katrin and Grandrath, Rebecca  and Bohrmann-Linde, Claudia}},
  booktitle    = {{16th Conference of The European Science Education Research Association (ESERA)}},
  keywords     = {{Digital, Digitalisierung, Künstliche Intelligenz, KI, Messsensoren, Fortbildung, Lehrkräfte, Chemie}},
  location     = {{Copenhagen}},
  title        = {{{Fostering digitalisation-related competences of chemistry teachers}}},
  year         = {{2025}},
}

@inproceedings{62921,
  author       = {{Fox, Marvin Lee and Peeters, Hendrik and Fechner, Sabine}},
  booktitle    = {{Conference of The European Science Education Research Association (ESERA)}},
  keywords     = {{Artificial intelligence, education, chemistry}},
  location     = {{Copenhagen, Denmark}},
  title        = {{{How can students be supported by ChatGPT as a tutor in hands-on chemistry education?}}},
  year         = {{2025}},
}

@inproceedings{62934,
  author       = {{Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}},
  booktitle    = {{Jahrestagung der Gesellschaft für Didaktik der Chemie und Physik e.V. (GDCP)}},
  location     = {{Frankfurt am Main}},
  title        = {{{Prompting bei AR-gestütztem Experimentieren im Chemieunterricht}}},
  year         = {{2025}},
}

@article{60466,
  author       = {{Brockmeier, Julian and Schapeler, Timon and Lange, Nina Amelie and Höpker, Jan Philipp and Herrmann, Harald and Silberhorn, Christine and Bartley, Tim}},
  journal      = {{New Journal of Physics}},
  title        = {{{Harnessing temporal dispersion for integrated pump filtering in spontaneous heralded single-photon generation processes}}},
  doi          = {{10.1088/1367-2630/ade46c}},
  year         = {{2025}},
}

@article{60194,
  author       = {{Peeters, Hendrik and Hansel, Jan-Luca and Graute, André and Fischer, Matthias and Weinberger, Christian and Neiske, Iris and Fechner, Sabine}},
  journal      = {{Laborpraxis}},
  number       = {{5-6}},
  pages        = {{22--25}},
  title        = {{{Virtual Reality trifft Künstliche Intelligenz. KI unterstützt bei virtueller Praktikumsvorbereitung}}},
  year         = {{2025}},
}

@inbook{63098,
  author       = {{Tan, Seng Chee and Phillips, Mike and Chammon, Jacob and Cochrane, Janet and Eickelmann, Birgit and Kral, Marijke and Medagedara, Peiris and Pangeni, Shesha Kanta and Murtagh, Karen and Kilcoyne, Anthony}},
  booktitle    = {{Designing Education Ecosystems for the Future: The Role of Digital Technologies. Report of EDUsummIT 2025 (eBook)}},
  editor       = {{Phillips, Michael and Fisser, Petra}},
  location     = {{Dublin}},
  title        = {{{Thematic Working Group 2 - Developing and leading digital learning cultures in schools: the role of leadership}}},
  year         = {{2025}},
}

@inbook{63097,
  author       = {{Prestridge, Sarah and Prasse, Doreen and Bescherer, Christine and Bruillard, Eric and Charania, Amina and Drossel, Kerstin and Friesen, Sharon and Ge, Xun and Jacobsen, Michele and Kafyulilo, Ayoub and Morren, Milou and Moynihan, Denis and Nikolova, Nikolina and Norris, Cathie and Redmond, Petrea and Siero, Niek and Slykhuis, David and Soloway, Elliot}},
  booktitle    = {{Designing Education Ecosystems for the Future: The Role of Digital Technologies. Report of EDUsummIT 2025 (eBook)}},
  editor       = {{Phillips, Michael and Fisser, Petra}},
  title        = {{{Thematic Working Group 4 - Professional digital competence of teachers: leveraging digital technologies to deepen learning}}},
  year         = {{2025}},
}

@article{62110,
  author       = {{Schönhärl, Korinna and Sureth-Sloane, Caren}},
  journal      = {{Ethik und Gesellschaft}},
  pages        = {{1--31}},
  title        = {{{Steuern und Steuergerechtigkeit – Ein Gespräch}}},
  doi          = {{10.18156/eug-2-2025-art-2.}},
  volume       = {{19 (2): Die andere Seite der sozialen Gerechtigkeit: Eine gerechtere Finanzierung steigender öffentlicher Ausgaben}},
  year         = {{2025}},
}

@article{63108,
  abstract     = {{In the context of decarbonization initiatives, the repairability and recyclability of components have become a major concern in various industrial sectors, particularly for resource-intensive components. The development of innovative bonding and debonding processes that must adhere to the stringent mechanical specifications of the manufacturers and facilitate their efficient disassembly is a major issue faced in the implementation of a sustainable circular economy. Although adhesively bonded joints satisfy the stringent requirements for mechanical performance, they present several challenges during the repair and recycling process. Solvolytically debondable epoxy resin adhesives may be employed to overcome this issue. In this study, we aim to conduct an exploratory feasibility study on the application of such chemical debonding mechanisms within an adhesive bond as well as to systematically analyse and evaluate the suitability of such adhesive systems for various applications. To this end, we employed various thermo-analytical methods and quasi-static tensile tests to characterise the mechanical adhesive and joint properties of two solvolytically debondable adhesive systems. Furthermore, we analysed the debondability of the adhesive joints and evaluated their feasibility in an industrial environment. The results indicate considerable application potential for solvolytically debondable adhesives, along with further development steps currently required.}},
  author       = {{Gilich, Julian and Kroos, Janika and Teutenberg, Dominik and Meschut, Gerson}},
  issn         = {{0021-8464}},
  journal      = {{The Journal of Adhesion}},
  pages        = {{1--26}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Solvolytically debondable adhesive systems – potentials and challenges for repair and recycling}}},
  doi          = {{10.1080/00218464.2025.2600590}},
  year         = {{2025}},
}

@inbook{61049,
  author       = {{Breuer, Saskia and Taschl-Erber, Andrea}},
  booktitle    = {{Personale Christologie}},
  editor       = {{Breuer, Saskia and Breuer, Saskia}},
  pages        = {{169--186}},
  publisher    = {{Söding, Thomas /Brand, Aleksandra}},
  title        = {{{Christologie der Beziehung – Begegnungen mit Frauen im Markusevangelium}}},
  year         = {{2025}},
}

@inbook{63114,
  author       = {{Breuer, Saskia Rebecca and Taschl-Erber, Andrea}},
  booktitle    = {{Personal Christology}},
  editor       = {{Söding, Thomas and Brand, Aleksandra}},
  pages        = {{169--186}},
  title        = {{{Christologie der Beziehung - Begegnungen mit Frauen im Markusevangelium}}},
  year         = {{2025}},
}

@inproceedings{63132,
  abstract     = {{Diskriminierungserfahrungen können sich negativ auf die Kompetenzentwicklung von Schülerinnen und Schülern auswirken, was wiederum Bildungsungerechtigkeit zur Folge haben kann (Hummrich, 2023). Um solchen Dynamiken frühzeitig entgegenzuwirken soll in der Lehrkräfteausbildung, nach den Standards der Kultusministerkonferenz (KMK) auch der reflektierte Umgang mit Diskriminierung gefördert werden: „Die Absolventinnen und Absolventen […] analysieren Konflikte und kennen Methoden der konstruktiven Konfliktbearbeitung sowie des Umgangs mit Gewalt und Diskriminierung“ (KMK, 2019, S.10). Ein wichtiger Bestandteil der universitären Phase ist das Praxissemester (PS), das in NRW ein fünfmonatiges Schulpraktikum umfasst. Obwohl sich bereits einige Studien mit Diskriminierungserfahrungen an Schulen (z.B. Höhl, 2021; Ziemes, 2024) und in der Lehrkräfteausbildung (Fereidooni, 2015) auseinandersetzten, gibt es bislang keine quantitative Studie, die die Perspektive von Lehramtsstudierenden im PS systematisch einbezieht. An der Universität Paderborn wurde daher in einer explorativen Querschnittsbefragung (N=431) erfasst, inwiefern Lehramtsstudierende Diskriminierungssituationen im Praxissemester beobachten und wie sie ihre Kompetenzen im Umgang mit Diskriminierung in der Schule einschätzen. In den Ergebnissen zeigt sich, dass die Studierenden das Differenzmerkmal Migrationshintergrund mit 31% in den beobachteten Fällen als Diskriminierungsgrund nannten. Zudem nahmen sie wahr, dass am häufigsten die Schüler*innen untereinander abwertend über andere Mitschüler*innen sprachen. Dies kam bei 67% der Befragten mindestens einmal im PS vor. Bei den Studierenden selbst haben 11% mindestens einmal im PS Diskriminierung durch Lehrkräfte erfahren und mit 14% wurden sie mindestens einmal von Schüler*innen diskriminiert. Die Studierenden hielten sich aber überwiegend für ausreichend kompetent im Umgang mit Diskriminierungssituationen.}},
  author       = {{Truong, Ha My and Vogelsang, Christoph}},
  location     = {{Essen}},
  title        = {{{Diskriminierungssituationen im Praxissemester aus Sicht von Lehramtsstudierenden}}},
  year         = {{2025}},
}

@inproceedings{63134,
  author       = {{Truong, Ha My}},
  location     = {{online - Paderborn}},
  title        = {{{Diskrimierungserfahrungen im Praxissemester}}},
  year         = {{2025}},
}

@article{60196,
  abstract     = {{This paper examines the governance and quality control of digital curriculum resources (DCR) for K-12 mathematics education in Germany. It focuses on approval processes and criteria set by the 16 federal states, arguing that these have the potential to influence the development of DCR. Using qualitative content analysis, the study explores three research questions: which DCR require official approval, the criteria applied for approval, and the extent to which these criteria are mathematics-specific. Findings indicate that 10 federal states maintain official approval systems, covering digital equivalents of printed textbooks and selected supplemental materials. However, most DCR fall outside these regulated processes, leaving their evaluation largely to individual schools and teachers. The study identifies 17 categories of quality criteria, but reveals a lack of detailed, mathematics-specific requirements. Instead, many criteria are broad references to didactical principles and educational goals, leaving the interpretation and application of these quality standards open-ended. Subject-specific criteria are included but remain limited in specificity. The study underscores the need for research-informed, mathematics-specific quality standards to guide DCR development and approval, emphasizing their importance amidst challenges like artificial intelligence. Policymakers are urged to adopt clearer criteria to ensure high-quality DCR to be used in schools.}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{governance, digital curriculum resources, digital textbooks, digital curriculum materials, quality}},
  pages        = {{ 891–904}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The quality of digital curriculum resources for mathematics in German educational policy}}},
  doi          = {{10.1007/s11858-025-01708-w}},
  volume       = {{57}},
  year         = {{2025}},
}

@article{63143,
  author       = {{Letz, Janina Carmen and Stephan, Marc}},
  issn         = {{1431-0635}},
  journal      = {{Doc. Math.}},
  number       = {{2}},
  pages        = {{379--415}},
  title        = {{{Generation time for biexact functors and Koszul objects in triangulated categories}}},
  doi          = {{10.4171/DM/1000}},
  volume       = {{30}},
  year         = {{2025}},
}

@article{63144,
  author       = {{Briggs, Benjamin and Cameron, James C. and Letz, Janina Carmen and Pollitz, Josh}},
  journal      = {{Forum Math. Sigma}},
  pages        = {{e63}},
  title        = {{{Koszul homomorphisms and universal resolutions in local algebra}}},
  doi          = {{10.1017/fms.2025.21}},
  volume       = {{13}},
  year         = {{2025}},
}

@unpublished{63150,
  author       = {{Cummings, Charley and Gratz, Sira and Kirkman, Ellen and Letz, Janina Carmen and Rock, J. Daisie and Špenko, Špela}},
  pages        = {{1--9}},
  title        = {{{An equivalence linking CM-types $A_\infty$ and $D_\infty$}}},
  year         = {{2025}},
}

@unpublished{63149,
  author       = {{Kekkou, Antonia and Letz, Janina Carmen and Stephan, Marc}},
  pages        = {{1--37}},
  title        = {{{Regular sequences for triangulated categories}}},
  year         = {{2025}},
}