@article{53205, author = {{Tavana, Madjid and Sorooshian, Shahryar}}, issn = {{1568-4946}}, journal = {{Applied Soft Computing}}, keywords = {{Software}}, publisher = {{Elsevier BV}}, title = {{{A systematic review of the soft computing methods shaping the future of the metaverse}}}, doi = {{10.1016/j.asoc.2023.111098}}, volume = {{150}}, year = {{2024}}, } @inbook{53522, author = {{Wortmann, Fabio and Kämmerling, Sina and Hemmrich, Simon and Gradert, Till and Ellermann, Kai}}, booktitle = {{Digitale Plattformen im industriellen Mittelstand. Strategien, Methoden, Umsetzungsbeispiele}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Einführung}}}, year = {{2024}}, } @book{53520, editor = {{Beverungen, Daniel and Dumitrescu, Roman and Kühn, Arno and Plass, Christoph}}, isbn = {{9783662681152}}, issn = {{2523-3637}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Digitale Plattformen im industriellen Mittelstand}}}, doi = {{10.1007/978-3-662-68116-9}}, year = {{2024}}, } @book{53523, editor = {{Beverungen, Daniel and Dumitrescu, Roman and Kühn, Arno and Plass, Christoph}}, isbn = {{9783662681152}}, issn = {{2523-3637}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Digitale Plattformen im industriellen Mittelstand}}}, doi = {{10.1007/978-3-662-68116-9}}, year = {{2024}}, } @inbook{53524, author = {{Hemmrich, Simon and Wortmann, Fabio and Lüttenberg, Hedda and Gradert, Till and Kämmerling, Sina and Meyer, Maurice}}, booktitle = {{Digitale Plattformen im industriellen Mittelstand. Strategien, Methoden, Umsetzungsbeispiele}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Grundlagen}}}, year = {{2024}}, } @inbook{53525, author = {{Kämmerling, Sina and Gradert, Till and Wortmann, Fabio and Hemmrich, Simon and Lüttenberg, Hedda and Meyer, Maurice}}, booktitle = {{Digitale Plattformen im industriellen Mittelstand. Strategien, Methoden, Umsetzungsbeispiele}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Digitale Plattformen - Strategien und Methoden}}}, year = {{2024}}, } @inproceedings{53529, abstract = {{The Fused Filament Fabrication (FFF) process is increasingly used for the manufacturing of individualized and complex structures, which continuously results in new requirements regarding the material properties. A characteristic material property for polymers is the low thermal conductivity. However, for specific applications, such as additively manufactured injection molding tool inserts, increased thermal conductivity is advantageous. In this study, the influence of fillers of different types, shapes and sizes on the resulting thermal conductivity of compounds is investigated. The aim is to analyze the effects of the fillers, considering the FFF-typical strand structure. The first step is to characterize the fillers in terms of shape and size. Based on this, the resulting thermal conductivity of specimens manufactured in the FFF process for different build orientations is specifically examined and compared to injection molding. This ensures that the process- and material-related anisotropy of the specimens is considered in the analysis. For the evaluation, a methodology is developed to be applied in Laser Flash Analysis (LFA), which allows the results to be evaluated despite the characteristic FFF surface structure. For the final visualization of the influence of the particle size on the particle orientation, Scanning Electron Microscopy (SEM) images of the relevant polymer compounds are made. The investigations provide a data basis regarding the influence of the particle type, shape and size on the thermal conductivity as well as for the requirement-oriented selection of fillers for processing thermally conductive polymer compounds in the FFF process.}}, author = {{Moritzer, Elmar and Elsner, Christian Lennart}}, location = {{St. Louis}}, title = {{{Evaluation of the Influence of Particle Type, Shape and Size on the Thermal Conductivity of Filled Polymers in the Fused Filament Fabrication Process}}}, year = {{2024}}, } @article{53542, abstract = {{AbstractThis work deals with the extension problem for the fractional Laplacian on Riemannian symmetric spaces G/K of noncompact type and of general rank, which gives rise to a family of convolution operators, including the Poisson operator. More precisely, motivated by Euclidean results for the Poisson semigroup, we study the long-time asymptotic behavior of solutions to the extension problem for $$L^1$$ L 1 initial data. In the case of the Laplace–Beltrami operator, we show that if the initial data are bi-K-invariant, then the solution to the extension problem behaves asymptotically as the mass times the fundamental solution, but this convergence may break down in the non-bi-K-invariant case. In the second part, we investigate the long-time asymptotic behavior of the extension problem associated with the so-called distinguished Laplacian on G/K. In this case, we observe phenomena which are similar to the Euclidean setting for the Poisson semigroup, such as $$L^1$$ L 1 asymptotic convergence without the assumption of bi-K-invariance.}}, author = {{Papageorgiou, Efthymia}}, issn = {{1424-3199}}, journal = {{Journal of Evolution Equations}}, keywords = {{Mathematics (miscellaneous)}}, number = {{2}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Asymptotic behavior of solutions to the extension problem for the fractional Laplacian on noncompact symmetric spaces}}}, doi = {{10.1007/s00028-024-00959-6}}, volume = {{24}}, year = {{2024}}, } @article{53555, abstract = {{Wiederholt wird im Kontext inklusiver Bildung auf die Relevanz multiprofessioneller Teamarbeit verwiesen und darauf aufbauend werden auch zunehmend angemessene Qualifizierungskon­zepte für pädagogische Fachkräfte eingefordert. Bei der Sichtung bestehender Angebote fällt dann aber auf, dass diese den Blick häufig primär auf Erfolgsfaktoren für die Teamentwicklung und damit die vorzufindenden kollektiven Strukturen richten, wodurch die Gefahr besteht, dass die individuellen, berufsbiografischen Perspektiven im Prozess entsprechend wenig beleuchtet werden oder aber ganz unberücksichtigt bleiben. Auch Einblicke in den Forschungsstand veran­schaulichen die verbundene Komplexität und heben dabei teils auch bereits individuelle, inter­aktionelle, institutionelle und gesellschaftliche Perspektiven hervor. Dabei wird jedoch nicht immer klar expliziert, welche individuellen, kollektiven oder verbindenden Verständnisse sozia­len Handelns der Forschungsarbeit jeweils zugrunde liegen. Diesbezüglich fehlen u. U. Refe­renzsysteme, die die Komplexität des sozialen Konstrukts multiprofessioneller Teamarbeit im Spannungsfeld von sowohl Struktur- als auch Handlungsmomenten aufnehmen und entspre­chenden Qualifizierungskonzepten überhaupt zugrunde gelegt werden können. Der vorliegende Artikel widmet sich diesem Anspruch, versucht diesbezüglich sowohl aus theoretischer als auch aus empirischer Perspektive vertiefende Einsichten in die multiprofessionelle Teamarbeit im Kontext inklusiver Bildung zu eröffnen, hierauf aufbauend erste Anschlussstellen für mögliche Qualifizierungskonzepte auszuweisen und soll so einen Ausgangspunkt für eine wissenschaft­lich fundierte Gestaltungsarbeit anbieten. Abstract The relevance of multi-professional teamwork is often mentioned in the context of inclusive education. The need for qualification concepts for teaching staff is also increasing. However, existing qualifications often focus primarily on collective structures. This involves the risk of re­ducing the content and not taking individual, professional biographical perspectives into account sufficiently. Insights into current research illustrate the associated complexity and, in some cases, also emphasise individual, interactional, institutional and social perspectives. However, it is not always clear which individual and/or collective understandings of social action underpin the research. In this sense, there is a lack of reference systems that address the complexity of the social construct of multi-professional teamwork integrating both structural as well as individ­ual perspectives. The aim of this paper is to analyse what constitutes multi-professional team­work and how it is related to the individual development of its members. Based on an extensive examination of its theoretical as well as empirical underpinnings, it lays the foundation for an ongoing productive discussion about suitable qualification concepts in this context.}}, author = {{Kückmann, Marie-Ann}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, number = {{3}}, title = {{{„Vom Schieben und geschoben werden…“ Grundlegungen zu einer multiperspektivischen Qualifizierung (mpQ) zur Förderung multiprofessioneller Teamarbeit (mpT) im Kontext inklusiver Bildung}}}, doi = {{10.21248/qfi.138}}, volume = {{5}}, year = {{2024}}, } @article{52584, author = {{Rezat, Sebastian}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer}}, title = {{{Research on curriculum resources in mathematics education: a survey of the field}}}, doi = {{10.1007/s11858-024-01559-x}}, year = {{2024}}, } @article{51841, abstract = {{athematische Kompetenzen digital zu fördern und digitale Kompetenzen mathematisch zu fördern – dies ist eine Forderung der neuen Bildungsstandards mit Blick auf eine Bildung in der digitalen Welt. Gerade das Potenzial digitaler Medien für das fachliche Lernen wurde in vielen Studien bestätigt. Eine sinnvoll gestaltete Einbettung digitaler Medien bietet die Chance, allen fünf Prinzipien eines guten Unterrichts gerecht zu werden: Verstehensorientierung, Durchgängigkeit, kognitive Aktivierung, Lernendenorientierung & Adaptivität und Kommunikationsförderung. Die flächendeckende Nutzung digitaler Medien etabliert sich bislang nur zögerlich. Aber wie können wir Lehrkräfte stärken, digitale Medien sinnvoll einzusetzen? Wir möchten hier die Bandbreite der Möglichkeiten an Beispielen verdeutlichen, ihren Einsatz motivieren und Wege für einen guten Unterricht aufzeigen.}}, author = {{Barzel, Bärbel and Greefrath, Gilbert and Nagel, Mareike and Hoffmann, Max}}, journal = {{mathematik lehren}}, pages = {{42 -- 47}}, title = {{{Digitalisierung als Chance für alle Prinzipien guten Unterrichts}}}, volume = {{242}}, year = {{2024}}, } @inbook{50554, author = {{Prediger, Susanne and Wessel, Lena}}, booktitle = {{Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis}}, editor = {{Efing, Christian and Kalkavan-Aydin, Zeynep}}, isbn = {{978-3-11-074544-3}}, pages = {{363--372}}, publisher = {{DE GRUYTER}}, title = {{{31 Sprachbildung im berufsbezogenen Mathematikunterricht.}}}, volume = {{Band 3}}, year = {{2024}}, } @article{45444, abstract = {{An admission pricing policy should allow a museum to facilitate access to cultural education and heritage while contributing to its economical sustainability. Despite the importance of this matter to museums, design-relevant knowledge on the configuration of the admission pricing policy in museums remains limited, resulting in museum decision-makers lack the necessary understanding of how to customize their admission pricing policy, and researchers the foundation for advancing knowledge on the topic. To address these issues, we draw on a well-established development method to build a taxonomy, which involved synthesising the literature on the admission pricing policy of museums, analysing the characteristics of the admission pricing policy of 149 museums, and creating a cluster analysis for 117 museums located in the same region. The analysis yielded three distinct clusters (namely, free admission pricing policy, simple admission pricing policy, comprehensive admission pricing policy). Our work supports practitioners by showing them different options for structuring an admission pricing policy, while providing researchers with a foundation for further investigating museums’ admission pricing policies.}}, author = {{Althaus, Maike and Müller, Stefanie Jutta Marianne and Kundisch, Dennis}}, journal = {{International Journal of Cultural Policy}}, number = {{3}}, pages = {{392--407}}, title = {{{What Price Culture? – A Taxonomy of the Admission Pricing Policy at Museums}}}, doi = {{10.1080/10286632.2023.2217198}}, volume = {{30}}, year = {{2024}}, } @inproceedings{53569, author = {{Nickerson, Robert C. and Varshney, Upkar and Muntermann, Jan and Kundisch, Dennis}}, booktitle = {{Proceedings of Thirtieth Americas Conference on Information Systems (AMCIS)}}, location = {{Salt Lake City, USA}}, title = {{{Hierarchical Taxonomies in Information Systems}}}, year = {{2024}}, } @inproceedings{53579, author = {{Palomero Bernardo, Paul and Schmid, Patrick and Bringmann, Oliver and Iftekhar, Mohammed and Sadiye, Babak and Müller, Wolfgang and Koch, Andreas and Jentsch, Eyck and Sauer, Axel and Feldner, Ingo and Ecker, Wolfgang}}, booktitle = {{DATE 24 - Design Automation and Test in Europe}}, location = {{Valencia, Spain}}, title = {{{A Scalable RISC-V Hardware Platform for Intelligent Sensor Processing}}}, year = {{2024}}, } @inproceedings{53578, author = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}}, publisher = {{Pädagogische Hochschule Wien}}, title = {{{ Team-Teaching und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Thema: „Diversität diskursiv. Bildungswissenschaftliche Zugänge und pädagogische Perspektiven".}}}, year = {{2024}}, } @inproceedings{53550, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Pädagogische Hochschule Wien}}, title = {{{Effekte eines universitären Kooperationstrainings auf inklusionsbezogene Selbstkonzepte von Lehramtsstudierenden. Vortrag auf der Tagung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Thema: „Diversität diskursiv. Bildungswissenschaftliche Zugänge und pädagogische Perspektiven".}}}, year = {{2024}}, } @inproceedings{53549, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Universität Potsdam}}, title = {{{Effekte eines universitären Lehrerkooperationstrainings auf die inklusionsbezogenen Selbstkonzepte angehender Lehrkräfte. Vortrag auf der 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung verstehen – Partizipation erreichen – Transfer gestalten“. }}}, year = {{2024}}, } @inproceedings{53602, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Universitat de València}}, title = {{{Effects of a collaborative teacher education on pre-service teachers’ inclusion-related self-concept. Oral Paper Presentation. EARLI SIG 15 Biennial Conference 2024 ‘Special Educational Needs’. “Neurodiversity in Education: Research and Practice”.}}}, year = {{2024}}, } @inproceedings{53551, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Porto International Conference on Research in Education (ICRE) 2024. Polytechnic Porto (P.Porto), Centre for Research and Innovation in Education (inEd).}}, title = {{{Effects of University Teacher Collaboration Training on the Inclusion-Related Self-Concepts of Prospective Teachers. }}}, year = {{2024}}, }