@inbook{58060,
  author       = {{Thevißen, Max and Blumberg, Eva}},
  booktitle    = {{Proceedings Book Series-V of the ESERA 2023 Conference.Connecting Science Education with Cultural Heritage, Strand number 15}},
  editor       = {{Kaya, G. and Sardag, M. and Donmez, I.}},
  pages        = {{212--221}},
  publisher    = {{Nobel Bilimsel Eserler}},
  title        = {{{Improvement of Diagnostic Competences Using Video-Supported Training Moduls a Design-Based Research-Study. }}},
  year         = {{2024}},
}

@article{58055,
  author       = {{Wenzel, Annkathrin and Blumberg, Eva}},
  journal      = {{Science Education International}},
  number       = {{4}},
  pages        = {{421--428}},
  title        = {{{Digital Media at the Out-of-school Learning Place - A Qualitative Interview Study with Prospective Science Teachers}}},
  doi          = {{https://doi.org/10.33828/sei.v35.i4.12}},
  volume       = {{35}},
  year         = {{2024}},
}

@article{58062,
  abstract     = {{<jats:p xml:lang="en">Principals have an important role to play in the implementation of digitalization in schools. They can be seen as role models for teachers with regard to information and communication technology (ICT) usage. Furthermore, there is nowadays a solid research linking educational leadership and management indirectly to student achievement. However, there is a lack of studies on the specific ICT usage of principals and the relationship with students' ICT skills. Against this background, our research aimed to find out whether different clusters of principals in Chile, Denmark, Germany, the Republic of Korea, and the United States can be identified on the basis of their leadership and management activities using ICT and whether there are differences in the distribution of the identified clusters across the countries. A latent class analysis was conducted using the International Computer and Information Literacy Study (ICILS) 2018 school questionnaire data. Across the five countries, three different clusters were identified based on principals’ activities using ICT. Proportions of principals’ distribution across the clusters varied significantly between the countries. In addition, it was investigated whether the clusters are related to students' computer and information literacy (CIL) using the means of student's scores in the computer based CIL test. No significant relation was found either when the five countries were considered together or individually.</jats:p>}},
  author       = {{Gerick, Julia and Tulowitzki, Pierre and Eickelmann, Birgit and Bundsgaard, Jeppe and Annemann, Christiane and Menge, Claudia}},
  issn         = {{2564-7261}},
  journal      = {{Research in Educational Administration and Leadership}},
  number       = {{4}},
  pages        = {{661--697}},
  publisher    = {{Egitim Yoneticileri ve Egitim Denetcileri Dernegi}},
  title        = {{{School Management Activities in a Digital Age: An International Comparison Based on ICILS 2018}}},
  doi          = {{10.30828/real.1485901}},
  volume       = {{9}},
  year         = {{2024}},
}

@inbook{51096,
  author       = {{Drossel, Kerstin and Oldak, Anna and Bette, Ricarda and Eickelmann, Birgit and Schreyer, P.}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, B. and Eickelmann, Birgit  and Schwabl, F. and Schulze, J. and Niemann, Jan}},
  pages        = {{203--217}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Videoanalysen zu unterrichtlichen Lehr- und Lernprozessen unter den Bedingungen der Digitalität an organisational resilienten Schulen in Deutschland}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}

@inbook{51125,
  author       = {{Schulze, J. and Eickelmann, Birgit and Drossel, Kerstin}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, B. and Eickelmann, Birgit and Schwabl, F. and Schulze, J. and Niemann, J.}},
  pages        = {{65--73}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Schulentwicklung, Chancengerechtigkeit und Digitalität – Verbindung zentraler Metathemen in einer zeitgemäßen Lehrkräftebildung}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}

@inbook{51128,
  author       = {{Domke, Marius and Fröhlich, Nadine and Niemann, Jan and Eickelmann, Birgit and Pink, Sara}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, B. and Eickelmann, Birgit  and Schwabl, F. and Schulze, J. and Niemann, Jan}},
  pages        = {{87--102}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Digitalisierungsbezogene Lehrkräftebildung als Gegenstand internationaler Schulleistungsstudien}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}

@article{58050,
  author       = {{Kapoor, Sourabh and Sharma, Arnab and Demir, Caglar  and Röder, Michael and Ngonga Ngomo, Axel-Cyrille}},
  journal      = {{arxiv}},
  title        = {{{Performance Evaluation of Knowledge Graph Embedding Approaches under Non-adversarial Attacks}}},
  doi          = {{10.48550/ARXIV.2407.06855}},
  year         = {{2024}},
}

@article{58092,
  author       = {{Carr, Alex D.  and Ruppert, Claudia  and Samusev, Anton K.  and Magnabosco, Giulia  and Vogel, Nicolas  and Linnik, Tetiana L.  and Rushforth, Andrew W.  and Bayer, Manfred  and Scherbakov, Alexey V.  and Akimov, Andrey V. }},
  journal      = {{ACS Photonics}},
  number       = {{3}},
  title        = {{{Enhanced Photon–Phonon Interaction in WSe2 Acoustic Nanocavities}}},
  doi          = {{10.1021/acsphotonics.3c01601}},
  volume       = {{11}},
  year         = {{2024}},
}

@inproceedings{58054,
  author       = {{Sharma, Arnab and Leite, Daniel and Demir, Caglar and Ngomo, Axel-Cyrille Ngonga}},
  booktitle    = {{2024 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE)}},
  publisher    = {{IEEE}},
  title        = {{{Trading-Off Interpretability and Accuracy in Medical Applications: A Study Toward Optimal Explainability of Hoeffding Trees}}},
  doi          = {{10.1109/fuzz-ieee60900.2024.10611982}},
  year         = {{2024}},
}

@inproceedings{58053,
  author       = {{Leite, Daniel and Sharma, Arnab and Demir, Caglar and Ngomo, Axel-Cyrille}},
  booktitle    = {{2024 IEEE International Conference on Fuzzy Systems (FUZZ-IEEE)}},
  publisher    = {{IEEE}},
  title        = {{{Interpretability Index Based on Balanced Volumes for Transparent Models and Agnostic Explainers}}},
  doi          = {{10.1109/fuzz-ieee60900.2024.10611937}},
  year         = {{2024}},
}

@article{58049,
  abstract     = {{In recent years, knowledge graph embedding models have been successfully applied in the transductive setting to tackle various challenging tasks including link prediction, and query answering. Yet, the transductive setting does not allow for reasoning over unseen entities, relations, let alone numerical or non-numerical literals. Although increasing efforts are put into exploring inductive scenarios, inference over unseen entities, relations, and literals has yet to come. This limitation prohibits the existing methods from handling real-world dynamic knowledge graphs involving heterogeneous information about the world. Here, we propose a remedy to this limitation. We propose the attentive byte-pair encoding layer (BytE) to construct a triple embedding from a sequence of byte-pair encoded subword units of entities and relations. Compared to the conventional setting, BytE leads to massive feature reuse via weight tying, since it forces a knowledge graph embedding model to learn embeddings for subword units instead of entities and relations directly. Consequently, the size of the embedding matrices are not anymore bound to the unique number of entities and relations of a knowledge graph. Experimental results show that BytE improves the link prediction performance of 4 knowledge graph embedding models on datasets where the syntactic representations of triples are semantically meaningful. However, benefits of training a knowledge graph embedding model with BytE dissipate on knowledge graphs where entities and relations are represented with plain numbers or URIs. We provide an open source implementation of BytE to foster reproducible research.}},
  author       = {{Demir, Caglar and KOUAGOU, N'Dah Jean and Sharma, Arnab and Ngonga Ngomo, Axel-Cyrille}},
  journal      = {{Arxiv}},
  title        = {{{Inference over Unseen Entities, Relations and Literals on Knowledge Graphs}}},
  doi          = {{10.48550/ARXIV.2410.06742}},
  year         = {{2024}},
}

@inproceedings{58052,
  author       = {{Leite, Daniel and Silva, Alisson and Casalino, Gabriella and Sharma, Arnab and Fortunato, Danielle and Ngomo, Axel-Cyrille}},
  booktitle    = {{2024 IEEE International Conference on Evolving and Adaptive Intelligent Systems (EAIS)}},
  publisher    = {{IEEE}},
  title        = {{{EGNN-C+: Interpretable Evolving Granular Neural Network and Application in Classification of Weakly-Supervised EEG Data Streams}}},
  doi          = {{10.1109/eais58494.2024.10570033}},
  year         = {{2024}},
}

@phdthesis{56139,
  author       = {{Niemann, Jan}},
  isbn         = {{978-3-658-46102-7}},
  publisher    = {{Springer VS}},
  title        = {{{Nutzungsmuster digitaler Anwendungen im Fachunterricht – empirische Analysen unter besonderer Berücksichtigung von Fremdsprachenlehrkräften in Deutschland}}},
  doi          = {{10.1007/978-3-658-46103-4}},
  year         = {{2024}},
}

@article{58048,
  author       = {{Sharma, Arnab and KOUAGOU, N'Dah Jean and Ngonga Ngomo, Axel-Cyrille}},
  journal      = {{Arxiv}},
  title        = {{{Resilience in Knowledge Graph Embeddings}}},
  doi          = {{10.48550/ARXIV.2410.21163}},
  year         = {{2024}},
}

@article{58051,
  author       = {{Demir, Caglar and Sharma, Arnab and Ngonga Ngomo, Axel-Cyrille}},
  journal      = {{arxiv}},
  title        = {{{Adaptive Stochastic Weight Averaging}}},
  doi          = {{10.48550/ARXIV.2406.19092}},
  year         = {{2024}},
}

@article{58109,
  abstract     = {{The present study aims to understand how metaphors are used in explanations. According to many current theories, metaphors have a conceptual function for the understanding of abstract objects. From this theoretical assumption, we derived the hypothesis that the lower the expertise of the addressee of an explanation, the more metaphors should be used. We tested this hypothesis on a relatively natural data set of 24 published videos with close to 100,000 words overall in which experts explain abstract, mostly scientific concepts to persons of different expertise, varying from minimal (children) to profound (expert). Contrary to our expectations, the frequency of metaphors did not decrease with expertise, but actually increased. This increase could be statistically substantiated with higher differences in expertise. The study contributes to a better understanding of the use of metaphors in actual explanatory processes and how metaphor use depends on contextual factors. It thus supports the expansion of the conceptual and linguistic perspective on metaphors to include the aspect of how metaphors are used by speakers.}},
  author       = {{Scharlau, Ingrid and Körber, Miriam and Sengupta, Meghdut and Wachsmuth, Henning}},
  journal      = {{Frontiers in Language Sciences}},
  keywords     = {{metaphor, conceptual metaphor, conceptual metaphor theory, metaphor usage, explaining, explanation}},
  pages        = {{1474924}},
  title        = {{{When to use a metaphor: Metaphors in dialogical explanations with addressees of different expertise}}},
  volume       = {{3}},
  year         = {{2024}},
}

@inbook{58112,
  abstract     = {{In this chapter, I propose an encompassing reading of Arendt’s oeuvre through the lens of her concept of judgment, and specifically her claim that political thinking must be acquired and practiced in form of exercises. Although she describes her concept of such exercises only in the introduction to Between Past and Future, its relevance cannot be grasped without the theoretical background of her Lectures on Kant’s Political Philosophy. From this perspective, all Arendt’s writings can be read as exercises in political thinking, decisively communicating her ideas on how to think much more than what to think.}},
  author       = {{Robaszkiewicz, Maria Anna}},
  booktitle    = {{Kant Lectures}},
  editor       = {{Dunn, Nick}},
  publisher    = {{De Gruyter}},
  title        = {{{Reflective Judgment and Hannah Arendt’s Exercises in Political Thinking}}},
  volume       = {{1}},
  year         = {{2024}},
}

@article{54094,
  author       = {{Heise, Tillmann}},
  journal      = {{Expressionismus}},
  pages        = {{15--27}},
  title        = {{{"Der Zeitgeist" (1922/23). Expressionismus in Österreich zwischen Kunst- und Weltanschauung}}},
  volume       = {{19}},
  year         = {{2024}},
}

@article{58111,
  abstract     = {{<jats:p>Hoy día, en tiempos en que se intensifica la movilidad migratoria en todo el mundo, y con ello, se multiplican y diversifican las lenguas habladas en las comunidades que habitamos y en sus márgenes, compartir una lengua es algo que cada vez se debe dar menos por supuesto. En este artículo, examino las prácticas de hablar unos con otros en condiciones de ausencia de lengua común, esto es, situaciones en las que no se dan las bases para la comunicación verbal, ni tampoco una comunicación translingüística que use la proximidad de las lenguas, así como el habla con intermediarios. Desde una aproximación teórica, me baso en la fenomenología del lenguaje de Merleau-Ponty y en las reflexiones existenciales y políticas de Hannah Arendt sobre el habla.</jats:p>}},
  author       = {{Robaszkiewicz, Maria Anna}},
  issn         = {{2444-7072}},
  journal      = {{Azafea: Revista de Filosofía}},
  pages        = {{143--163}},
  publisher    = {{Ediciones Universidad de Salamanca}},
  title        = {{{«So Many Ways of Singing the World»: Reflections on Transborder Movement, Common Speech, and Care for the World with Arendt and Merleau-Ponty}}},
  doi          = {{10.14201/azafea202426143163}},
  volume       = {{26}},
  year         = {{2024}},
}

@inbook{58110,
  author       = {{Gruchel, Nicole and Kamin, Anna-Maria}},
  booktitle    = {{Handbuch Digitalisierung in der Kita. Grundlagen, Kompetenzen und Praxis}},
  editor       = {{Schindler, Lara }},
  isbn         = {{9783556098424}},
  pages        = {{305 -- 326}},
  publisher    = {{Carl Link}},
  title        = {{{Mediennutzung von Eltern}}},
  year         = {{2024}},
}