@inbook{66771, author = {{Frehe-Halliwell, Petra and Kremer, H.-Hugo and Kundisch, Heike and Otto, Franziska and Laubenstein, Désirée and Seib, Jessica}}, booktitle = {{Didaktik in der Ausbildungsvorbereitung. Selbstinszenierungspraktiken als subjektorientierter Zugang (aus-)bildungsbenachteiligter Jugendlicher}}, editor = {{Kremer, H.-Hugo and Frehe-Halliwell, Petra and Laubenstein, Désirée and Kundisch, Heike}}, isbn = {{9783763978137}}, pages = {{13--32}}, publisher = {{EUSL bei wbv}}, title = {{{Selbstinszenierungspraktiken als Zugang zu einer selbstbestimmten, multimodalen Kompetenzfeststellung für (aus-)bildungsbenachteiligte Jugendliche (SeiP)}}}, doi = {{10.3278/9783763978137}}, year = {{2025}}, } @inbook{66770, author = {{Otto, Franziska and Kremer, H.-Hugo}}, booktitle = {{Didaktik in der Ausbildungsvorbereitung. Selbstinszenierungspraktiken als subjektorientierter Zugang (aus-)bildungsbenachteiligter Jugendlicher}}, editor = {{Kremer, H.-Hugo and Frehe-Halliwell, Petra and Laubenstein, Desiree and Kundisch, Heike}}, isbn = {{9783763978137}}, pages = {{59--92}}, publisher = {{EUSL bei wbv}}, title = {{{Selbstinszenierung als Zugang zum Selbstkonzept – Theoretisch-konzeptionelle Annäherungen und Überlegungen zur didaktischen Gestaltung}}}, doi = {{10.3278/9783763978137}}, year = {{2025}}, } @inbook{66773, author = {{Frehe-Halliwell, Petra and Kückmann, Marie-Ann and Otto, Franziska}}, booktitle = {{bwp@ Profil 12: Transformationen in der beruflichen Bildung – Handlungsräume und Gestaltungsfelder der Wirt-schafts- und Berufspädagogik. Digitale Festschrift für H.-Hugo Kremer zum 60. Geburtstag }}, editor = {{Frehe-Halliwell, Petra and Kückmann, Marie-Ann and Otto, Franziska}}, pages = {{1--38}}, title = {{{Entdeckungsräume: Eröffnen – Eintauchen – Mitgehen. Zur Konturierung einer subjektorientierten Didaktik in der Ausbildungsvorbereitung}}}, year = {{2025}}, } @techreport{66777, author = {{Otto, Franziska and Frehe-Halliwell, Petra and Kremer, H.-Hugo and Kundisch, Heike}}, title = {{{Handreichung: Zum starken Selbst im Übergang Schule–Beruf! : Materialien und Umsetzungsbeispiele aus dem Forschungs- und Entwicklungsprojekt "SeiP": Selbstinszenierungspraktiken als Zugang zu einer selbstbestimmten, multimodalen Kompetenzfeststellung für (aus-) bildungsbenachteiligte Jugendliche}}}, doi = {{https://doi.org/10.17619/UNIPB/1-2421}}, year = {{2025}}, } @article{66774, author = {{Kremer, H.-Hugo and Otto, Franziska}}, journal = {{BVkE-Info}}, number = {{Juni}}, pages = {{5--6}}, title = {{{Selbsterkundung und Selbstinszenierung: Potenziale entfalten. Übergänge gestalten }}}, volume = {{2}}, year = {{2025}}, } @inproceedings{59480, abstract = {{Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form The concept of inclusive education has gained considerable attention recently, emphasizing the importance of creating supportive educational environments for all students. Parental perceptions play a crucial role in shaping these inclusive climates (De Boer et al., 2010; Stevens & Wurf, 2020). However, current measures are often neither concise nor practical for widespread application. This study addresses this gap by developing a valid and reliable short scale for assessing parental perceptions of inclusive education. Despite growing research on inclusive education, there remains a lack of concise instruments that effectively capture parental perceptions across diverse contexts. A recently developed instrument focusing on parents’ views is the ‘Parental Perception of Inclusion Climate Scale’ (PPICS; Sharma et al., 2022). The original scale comprises 28 items representing three factors (‘Teacher and School Support’, ‘Student Engagement’ and ‘Friendships’). Although the original version has its advantages (broad representation of the constructs, tested psychometric properties), a shorter version would make it even easier to use in research and practice. Therefore, our research aims to shorten this instrument and to demonstrate its psychometric integrity. We used a sample of N=4,338 parents from Germany who completed a German version of the ‘PPICS’ (Kullmann & Blankenstein, 2024; Sharma et al., 2022) online. The total sample was randomly divided into two similar subsamples for validation. In the first subsample, we examined factorial structure using exploratory and confirmatory factor analyses. Our results confirmed the replication of the originally proposed three-factor structure; however, one factor (‘Student Engagement’) was represented by only two items with insufficient reliability, while a second factor (‘Friendships’) included items that were not fully congruent with its intended content and had high cross-loadings.  It was therefore decided to retain only one robust factor (‘Teacher and School Support’) for further analysis. Items were excluded based on item characteristics and content relevance. This resulted in an eight-item scale, which was subsequently validated in the second subsample. The final analyses confirmed measurement invariance across both subsamples and different federal states as well as across parents of children with and without disabilities. These findings suggest that the shortened scale is reliable and valid for assessing parental perceptions of inclusive teacher and school support in different contexts. Its application can contribute to incorporating parents' perspectives into discussions about inclusive education. As part of a study in Switzerland in March 2025, the short version will be tested. These results will be complemented and discussed in the presentation. References  De Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181. Kullmann, H., & Blankenstein, L. (2024). GAPS-G – Global Parent Study – Germany: (Globale) Wahrnehmung von Eltern und Erziehungsberechtigten in Bezug auf Förder- und Regelschulen – Deutschland. German Version of the English Questionnaire of Sharma, Umesh (2023): Parental/Carer Global Perception towards Special/Mainstream Education. Project ID: 29469. Melbourne: Monash University. Paderborn: Paderborn University. Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742. Stevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.}}, author = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}}, location = {{University of Belgrade. Serbia}}, title = {{{Parental perceptions of inclusive teacher and school support – Establishment of a short-form}}}, year = {{2025}}, } @inproceedings{59481, author = {{Knickenberg, Margarita and Kullmann, Harry}}, location = {{University of Belgrade, Serbia}}, title = {{{Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}}}, year = {{2025}}, } @inproceedings{66884, author = {{Kullmann, Harry}}, location = {{Universität Flensburg}}, title = {{{Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven}}}, year = {{2025}}, } @inproceedings{63111, author = {{Vogelsang, Christoph and Janzen, Thomas and Wotschel, Philipp and Grotegut, Lea}}, location = {{RPTU Kaiserslautern-Landau}}, title = {{{Simulationsbasierte Prüfung handlungsnaher Kompetenzen im Lehramtsstudium - Assessment drives learning}}}, year = {{2025}}, } @inproceedings{63125, author = {{Wotschel, Philipp}}, location = {{Universität Bamberg}}, title = {{{Von der Theorie zur (Beratungs)Praxis? Ein handlungsnahes Prüfungsformat zur Erfassung von Beratungskompetenz im Lehramtsstudium}}}, year = {{2025}}, } @inproceedings{63400, abstract = {{Data centers (DCs) form the backbone of our growing digital economy, but their rising energy demands pose challenges to our environment. At the same time, reusing waste heat from DCs also represents an opportunity, for example, for more sustainable heating of residential buildings. Modeling and optimizing these coupled and dynamic systems of heat generation and reuse is complex. On the one hand, physical simulations can be used to model these systems, but they are time-consuming to develop and run. Machine learning (ML), on the other hand, allows efficient data-driven modeling, but conventional correlation-based approaches struggle with the prediction of interventions and out-of-distribution generalization. Recent advances in causal ML, which combine principles from causal inference with flexible ML methods, are a promising approach for more robust predictions. Due to their focus on modeling interventions and cause-and-effect relationships, it is difficult to evaluate causal ML approaches rigorously. To address this challenge, we built a testbed of a miniature DC with an integrated waste heat network, equipped with sensors and actuators. This testbed allows conducting controlled experiments and automatic collection of realistic data, which can then be used to benchmark conventional and causal ML methods. Our experimental results highlight the strengths and weaknesses of each modeling approach, providing valuable insights on how to appropriately apply different types of machine learning to optimize data center operations and enhance their sustainability.}}, author = {{Zapata Gonzalez, David Ricardo and Meyer, Marcel and Müller, Oliver}}, booktitle = {{ACM SIGEnergy Energy Informatics Review}}, issn = {{2770-5331}}, number = {{2}}, pages = {{4--10}}, publisher = {{Association for Computing Machinery (ACM)}}, title = {{{Causal Machine Learning Approaches for Modelling Data Center Heat Recovery: A Physical Testbed Study}}}, doi = {{10.1145/3757892.3757893}}, volume = {{5}}, year = {{2025}}, } @article{61354, author = {{del Valle Luque, Victoria}}, issn = {{2264-7082}}, journal = {{TIPA. Travaux interdisciplinaires sur la parole et le langage}}, publisher = {{OpenEdition}}, title = {{{[Synthèse] “Le théâtre au service de la formation des enseignants”. Développement d’un concept d’enseignement basé sur le théâtre pour la promotion de la compétence d’enseignement performatif des futurs enseignants de langues étrangères}}}, doi = {{10.4000/14nop}}, volume = {{39}}, year = {{2025}}, } @techreport{67010, author = {{Alves, Hirley and Mahmood, Nurul H. and López, Onel Luis Alcaraz and Samarakoon, Sumudu and Yrjölä, Seppo and Latva-aho, Matti and Juntti, Markku and Pouttu, Ari and Dekorsy, Armin and family=Sena, given=Arthur Sousa, prefix=de and Sezgin, Aydin and Matthiesen, Bho and Benzaid, Chafika and Weeraddana, Chathuranga and Hutchison, David and Marasinghe, Dileepa and Ergenç, Doğanalp and Jorswieck, Eduard and Harjula, Erkki and Dressler, Falko and Atzeni, Italo and van de Beek, Japp and Rak, Jacek and Mikhaylov, Konstantin and Lovén, Lauri and Liyanage, Madhusanka and Katz, Marcos and Matinmikko-Blue, Marja and Rasti, Mehdi and Ylianttila, Mika and Nguyen, Nhan and Porambage, Pawani and Popovski, Petar and Ahokangas, Petri and Rajatheva, Premanandana and Reifert, Robert-Jeron and Hewa, Tharaka and Svensson, Tommy}}, title = {{{6G Resilience White Paper}}}, year = {{2025}}, } @inproceedings{66968, author = {{Razmi, Nasrin and Mukherjee, Sourav and Matthiesen, Bho and Dekorsy, Armin and Popovski, Petar}}, booktitle = {{2025 14th International ITG Conference on Systems, Communications and Coding (SCC)}}, publisher = {{IEEE}}, title = {{{Sparse Incremental Aggregation in Satellite Federated Learning}}}, doi = {{10.1109/ieeeconf62907.2025.10949091}}, year = {{2025}}, } @inproceedings{66969, author = {{Razmi, Nasrin and Matthiesen, Bho and Dekorsy, Armin and Popovski, Petar}}, booktitle = {{2024 IEEE Globecom Workshops (GC Wkshps)}}, publisher = {{IEEE}}, title = {{{Energy-Aware Federated Learning in Satellite Constellations}}}, doi = {{10.1109/gcwkshp64532.2024.11100966}}, year = {{2025}}, } @inbook{60208, author = {{Kruse, Iris and Kanning, Julian}}, booktitle = {{Praktiken der Erinnerung}}, editor = {{Ballis, Anja and Sosna, Anette and Wrobel, Dieter}}, publisher = {{Wissenschaftlicher Verlag Trier}}, title = {{{Zwischen Ablehnung und Befürwortung . Professionelle Beliefs zu Holocaust-Bilderbüchern im Unterricht von Klasse 4}}}, year = {{2025}}, } @article{63053, author = {{Hernández, Carlos and Rodriguez-Fernandez, Angel E. and Schäpermeier, Lennart and Cuate, Oliver and Trautmann, Heike and Schütze, Oliver}}, journal = {{IEEE Transactions on Evolutionary Computation}}, keywords = {{Optimization, Evolutionary computation, Hands, Proposals, Convergence, Computational efficiency, Artificial intelligence, Accuracy, Approximation algorithms, Aerospace electronics, Multi-objective optimization, evolutionary algorithms, nearly optimal solutions, multimodal optimization, archiving, continuation}}, pages = {{1747--1760}}, title = {{{An Evolutionary Approach for the Computation of ∈-Locally Optimal Solutions for Multi-Objective Multimodal Optimization}}}, doi = {{10.1109/TEVC.2025.3637276}}, year = {{2025}}, } @misc{67026, author = {{Leinfellner, Stefanie and Lammer, Christina}}, title = {{{Soziale Nachhaltigkeit – Perspektiven für Mentoring-Programme}}}, year = {{2025}}, } @article{67188, author = {{Eckel, Julia and Reinerth, Maike Sarah and Schamal, Vera}}, journal = {{animationstudies 2.0}}, title = {{{Editorial: Animation and Agency}}}, year = {{2025}}, } @misc{67187, booktitle = {{animationstudies 2.0}}, editor = {{Eckel, Julia and Reinerth, Maike Sarah and Schamal, Vera}}, title = {{{animationstudies 2.0. Theme: Animation and Agency}}}, year = {{2025}}, }