@inproceedings{61777, abstract = {{Classical shadows are succinct classical representations of quantum states which allow one to encode a set of properties P of a quantum state rho, while only requiring measurements on logarithmically many copies of rho in the size of P. In this work, we initiate the study of verification of classical shadows, denoted classical shadow validity (CSV), from the perspective of computational complexity, which asks: Given a classical shadow S, how hard is it to verify that S predicts the measurement statistics of a quantum state? We show that even for the elegantly simple classical shadow protocol of [Huang, Kueng, Preskill, Nature Physics 2020] utilizing local Clifford measurements, CSV is QMA-complete. This hardness continues to hold for the high-dimensional extension of said protocol due to [Mao, Yi, and Zhu, PRL 2025]. Among other results, we also show that CSV for exponentially many observables is complete for a quantum generalization of the second level of the polynomial hierarchy, yielding the first natural complete problem for such a class.}}, author = {{Karaiskos, Georgios and Rudolph, Dorian and Meyer, Johannes Jakob and Eisert, Jens and Gharibian, Sevag}}, booktitle = {{International Colloquium on Automata, Languages, and Programming (ICALP)}}, title = {{{How hard is it to verify a classical shadow?}}}, year = {{2026}}, } @article{65631, abstract = {{Abstract Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types ( Gymnasium , Gesamtschule , Realschule ) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance. }}, author = {{Stallmeister, Lea and Rezat, Sebastian}}, issn = {{0013-1954}}, journal = {{Educational Studies in Mathematics}}, keywords = {{mathematics, textbooks, userstudy, resources, digital resources, students, secondary eduction}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The role of the mathematics textbook in times of resource diversity}}}, doi = {{10.1007/s10649-026-10511-7}}, year = {{2026}}, } @article{65242, abstract = {{With the growing demand for lightweight solutions to reduce emissions, especially in the transportation, automotive and aerospace sectors, recyclable, continuous fiber-reinforced plastic composite laminates with a thermoplastic matrix are of rising interest. To achieve their maximum mechanical properties, the fiber-matrix adhesion (FMA) is critical. In this work, continuous fiber-reinforced thermoplastic laminates (CFRTPL) with a polypropylene (PP) matrix and twill woven glass fiber fabrics are produced by film stacking. The films used contain different amounts of maleic-anhydride-grafted PP (MA-g-PP) as a coupling agent to produce CFRTPL of different mechanical strengths. To analyze the FMA, the CFRTPL are subjected to Charpy-impact and tensile tests. Additionally, single fiber pull-out tests (SFPT) are conducted to further investigate the effect of MA-g-PP on the FMA. The results of the SFPT show an improvement in apparent interfacial shear strength (AIFSS) when the MA-g-PP content is increased, which can be attributed to an increase in FMA. However, the research shows that MA-g-PP has a low impact on the mechanical properties if the force is applied parallel to the warp and weft threads during tensile testing and the results of the Charpy-impact testing suffer from embrittlement of the matrix material. Subsequently, the results of this study are compared to three-point flexural tests conducted in a previous study. It can be concluded that tensile and impact tests are not suited to investigate FMA on a macroscopic scale, while SFPT and flexural tests provide a better alternative.}}, author = {{Moritzer, Elmar and Brandes, Philipp and Wittler, Maurice and Claes, Leander and Wippermann, Mareen and Haag, Markus and Gries, Thomas and Henning, Bernd}}, issn = {{0930-777X}}, journal = {{International Polymer Processing}}, publisher = {{Walter de Gruyter GmbH}}, title = {{{Fiber-matrix adhesion in glass fiber reinforced thermoplastic composite laminates and its effect on mechanical properties}}}, doi = {{10.1515/ipp-2025-0077}}, year = {{2026}}, } @article{65630, abstract = {{Mathematics textbooks used to be the key resource for students’ self-regulated learning of mathematics. Primarily due to the digitalization of society, students have potentially greater access to a wider range of resources such as internet search engines, learning platforms, educational videos, and Generative AI. This study investigates the role of the mathematics textbook in comparison to other resources within students’ self-regulated learning practices. Data were collected via a survey of 1101 German secondary students, representing three school types (Gymnasium, Gesamtschule, Realschule) and three grade levels (6, 9, and upper secondary). The questionnaire assessed the frequency of resource use in and outside class, reasons and purposes of use, and resource-based strategies when facing learning challenges outside class. Results show that the printed mathematics textbook is the most frequently used resource both in class and outside class. The textbook remains the most relevant resource for key purposes, such as an aid for doing homework and preparing for tests and exams. However, its dominance diminishes with age: in upper secondary school, students increasingly rely on self-created notes, and online resources. Correlation analyses reveal moderate to strong links between in-class and out-of-class use, suggesting an association between resource use and classroom culture. The findings underscore the textbook’s enduring centrality as a foundational, trusted resource within a dynamic and increasingly diverse learning environment. This study calls for pedagogical approaches that integrate textbooks more intentionally within broader resource systems, supporting students’ agency and strategic resource selection in an era of digital abundance.}}, author = {{Stallmeister, Lea and Rezat, Sebastian}}, journal = {{Educational Studies in Mathematics}}, publisher = {{Springer}}, title = {{{The role of the mathematics textbook in times of resource diversity}}}, doi = {{10.1007/s10649-026-10511-7}}, year = {{2026}}, } @article{65629, author = {{Iannuzzi, Marcella and Wilhelm, Jan and Stein, Frederick and Bussy, Augustin and Elgabarty, Hossam and Golze, Dorothea and Hehn, Anna-Sophia and Graml, Maximilian and Marek, Stepan and Gökmen, Beliz Sertcan and Schran, Christoph and Forbert, Harald and Khaliullin, Rustam Z. and Kozhevnikov, Anton and Taillefumier, Mathieu and Meli, Rocco and Rybkin, Vladimir V. and Brehm, Martin and Schade, Robert and Schütt, Ole and Pototschnig, Johann V. and Mirhosseini, Hossein and Knüpfer, Andreas and Marx, Dominik and Krack, Matthias and Hutter, Jürg and Kühne, Thomas D.}}, issn = {{1520-6106}}, journal = {{The Journal of Physical Chemistry B}}, number = {{4}}, pages = {{1237--1310}}, publisher = {{American Chemical Society (ACS)}}, title = {{{The CP2K Program Package Made Simple}}}, doi = {{10.1021/acs.jpcb.5c05851}}, volume = {{130}}, year = {{2026}}, } @article{65645, abstract = {{Curriculum material is often designed to address content-specific intended learning goals. However, research indicates that teachers’ personal goals may cause misalignments between their implementation of curriculum material and its intended learning goals. This study aims to investigate misalignments between teachers’ implementation of curriculum material and its intended learning goals and to which extent they are caused by teachers’ personal goals. To reach this aim, a qualitative study was conducted to examine how eight vocational school teachers implemented the learning activity “How many?” suggested for the initial training of early childhood educators on the topic of set perception and determination of cardinality. Each participant provided a lesson plan and self-recorded lesson video on the topic of set perception and determination of cardinality. In addition, participants were interviewed on how they used the provided curriculum material for designing their lessons and their potential reasons to adapt or omit “How many?”. To evaluate their lesson design’s alignment with the activity’s intended learning goals, the participants' lesson plans were analyzed using qualitative content analysis. Triangulation of the findings with the interview data revealed that only one participant fully adopted the intended learning goals as her own and implemented the activity completely in line with its intended learning goals. Meanwhile, the remaining participants’ personal goals, such as reducing math anxiety, seemed to cause misalignments regarding the intended learning goals. The study's results detail further constraints and affordances to the alignment between teachers’ lesson designs and learning goals intended by curriculum material. It is followed that it is central to support teachers in adopting intended learning goals as their personal goals. Otherwise, teachers’ classroom implementation of curriculum material may not suffice to reach desired outcomes.}}, author = {{Richter, Alix and Bruns, Julia}}, issn = {{1306-3030}}, journal = {{International Electronic Journal of Mathematics Education}}, number = {{2}}, publisher = {{Modestum Ltd}}, title = {{{All a question of the goal? Re-tracing (mis)alignments between teachers’ implementations of curriculum material and intended learning goals in the context of early childhood educator training in Germany}}}, doi = {{10.29333/iejme/18564}}, volume = {{21}}, year = {{2026}}, } @book{65644, abstract = {{Eine zentrale Herausforderung in der Professionalisierung pädagogischer Fach- und Lehrkräfte besteht in der Relation von eher theoretischen und praktischen Ausbildungsbestandteilen. Beispielsweise fühlen sich angehende Lehrkräfte durch ihr Studium häufig nicht ausreichend auf die beruflichen Anforderungen vorbereitet. Daher wird verstärkt versucht, Curricula von Ausbildungs- und Studiengängen deutlicher an den tatsächlichen professionellen Handlungsanforderungen zu orientieren und auch in frühen Ausbildungsphasen verstärkt Elemente beruflicher Praxis zu integrieren. Dieser Band nimmt die Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften theoretisch-konzeptionell sowie empirisch in den Blick. Zudem werden innovative Lehransätze aufgezeigt, die den Fokus auf eine Stärkung einer solchen Handlungsorientierung legen, z.B. durch simulationsbasierte Lern- und Prüfungsformate. Es handelt sich um den zweiten Band der Reihe Paderborner Beiträge zur Bildungsforschung und Lehrkräftebildung, die von der PLAZ – Professional School of Education herausgegeben wird.}}, editor = {{Vogelsang, Christoph and Grotegut, Lea and Bruns, Julia and Riese, Josef and Fechner, Sabine}}, isbn = {{9783818801052}}, publisher = {{Waxmann Verlag GmbH}}, title = {{{Handlungsorientierung in der Ausbildung von Lehrkräften und pädagogischen Fachkräften. Konzeptionen und Forschungsperspektiven}}}, doi = {{10.31244/9783818851057}}, year = {{2026}}, } @article{65655, abstract = {{A functionalization-free plasmonic nanogap platform enables reliable on-site SERS based oxidation-state differentiation of arsenic through uniform metal-vacuum-metal cavities with high electromagnetic enhancement and minimal background interference.}}, author = {{Kim, Minjun and Heo, Damun and Cho, Sung Yoon and Lee, Ye-Won and Gu, Sun-Hwa and Adhikari, Samir and Lee, Donghan and Jeong, Seok Soon and Kim, Hyuck Soo and Devaraj, Vasanthan and Zentgraf, Thomas and Jeon, Min Yong and Lee, Jong-Min}}, issn = {{2040-3364}}, journal = {{Nanoscale}}, number = {{8}}, pages = {{4292--4299}}, publisher = {{Royal Society of Chemistry (RSC)}}, title = {{{A functionalization-free plasmonic hole-sphere nanogap SERS platform for reliable on-site analysis and oxide-state classification}}}, doi = {{10.1039/d5nr03414k}}, volume = {{18}}, year = {{2026}}, } @book{65650, abstract = {{Worum geht es eigentlich in einem Psychologiestudium? Wie ist das Studium aufgebaut? Und wie lässt es sich am besten meistern? Dieses Buch bietet eine Einführung in die Grundlagen, Felder und Themen der Psychologie und gibt Tipps für einen erfolgreichen Einstieg in das Studium und Freude am Fach. Das Buch ist perfekt geeignet für diejenigen, die vor der Entscheidung einen Einblick in das Psychologiestudium gewinnen oder sich in den ersten Semestern orientieren möchten.}}, author = {{Scharlau, Ingrid and Buhl, Heike M.}}, isbn = {{9783838564746}}, pages = {{173}}, publisher = {{utb GmbH}}, title = {{{Psychologie studieren}}}, doi = {{10.36198/9783838564746}}, year = {{2026}}, } @article{65659, abstract = {{Over the past decades, nanoparticulate drug carrier systems have emerged as promising tools in medicine. A persistent challenge in current pharmacotherapy is the limited selectivity of active pharmaceutical ingredients, resulting in undesirable side effects. Smart drug delivery systems, which release encapsulated active pharmaceutical ingredients in response to specific stimuli, offer a potential solution by enabling controlled drug release. This approach can be particularly relevant for exploiting biochemical differences between extracellular and intracellular environments. In this study, self-immolative polydisulfide based polymers manufactured from dithiothreitol were processed into nanoparticle formulations to respond preferentially to elevated glutathione levels, which are characteristic of intracellular environments and are often increased in tumor cells. The influence of polymer chain length on the physicochemical properties of the resulting nanoparticles was investigated. Lumogen® Red was incorporated as a model substance to determine the loading capacity of the carrier system. Degradation was characterized using dynamic light scattering and asymmetric flow field-flow fractionation, as well as by imaging techniques such as atomic force microscopy. Selective release of the embedded substance was demonstrated at elevated glutathione concentrations, while no significant release was observed at extracellularly relevant levels (10 µM glutathione), where the behavior was comparable to the buffer control. Increased release was observed under intracellularly relevant conditions (2 – 10 mM glutathione). These findings support a redox-responsive behavior under intracellular-like conditions. The latter was proven for primary fibroblasts and the cancer cell lines BT-474, MCF-7 and SK-BR-3 by quantification of intracellular low molecular weight thiols. The nanoparticle uptake was confirmed in the investigated cell lines by visualization via confocal laser scanning microscopy. Via lysosomal staining it was shown that nanoparticles accumulate in lysosomes. Furthermore, the carrier system itself showed no cytotoxic properties in cell culture studies against the four different cell types. The developed system is a suitable and very promising smart drug delivery system in the context of controlled drug release.}}, author = {{Kramer, Maurice and Horky, Corinna and Völlmecke, Katharina and Mulac-Hahnen, Dennis and Herrmann, Fabian and Kuckling, Dirk and Langer, Klaus}}, issn = {{2949-8295}}, journal = {{Next Nanotechnology}}, keywords = {{Nanoparticles, Smart drug delivery, Controlled release, Self-immolative polymers, Tumor targeting}}, publisher = {{Elsevier BV}}, title = {{{Smart drug delivery systems for potential targeted cancer therapy: Exploiting increased glutathione levels in tumor microenvironments}}}, doi = {{10.1016/j.nxnano.2026.100510}}, volume = {{9}}, year = {{2026}}, } @inbook{65599, author = {{Schlüter, Alexander and Krogbäumker, Luisa and Böse, Kevin and Riese, Julia}}, booktitle = {{Hydrogen and Bioenergy}}, isbn = {{9780443404931}}, publisher = {{Elsevier}}, title = {{{Opportunities and obstacles for industrial applications}}}, doi = {{10.1016/b978-0-443-40493-1.00019-x}}, year = {{2026}}, } @inproceedings{65013, author = {{Illian, Marvin and Khalili, Ramin and A. de A. Rocha, Antonio and Wang, Lin}}, booktitle = {{2026 24th International Symposium on Modeling and Optimization in Mobile, Ad Hoc, and Wireless Networks (WiOpt)}}, publisher = {{IFIP}}, title = {{{Cells on Autopilot: Adaptive Cell (Re)Selection via Reinforcement Learning}}}, year = {{2026}}, } @article{65665, author = {{Ahmadi, Mehdi and Schlosser, Florian and Divkovic, Denis and Meschede, Henning}}, issn = {{2590-1745}}, journal = {{Energy Conversion and Management: X}}, publisher = {{Elsevier BV}}, title = {{{Cost-effective and low-carbon cooling strategies for data centers integrated into wind turbine towers}}}, doi = {{10.1016/j.ecmx.2026.101930}}, volume = {{31}}, year = {{2026}}, } @inproceedings{65660, author = {{Nickerson, Robert C. and Varshney, Upkar and Muntermann, Jan and Kundisch, Dennis}}, booktitle = {{Proceedings of the 32nd Americas Conference on Information Systems (AMCIS 2026), Technology Research, Education, and Opinion (TREO) Talk}}, title = {{{Issues in Taxonomies and Taxonomy Development}}}, year = {{2026}}, } @article{65668, author = {{Damm, Jannis and Ummenhofer, Thomas and Albiez, Matthias and Meschut, Gerson and Sander, Sascha and Teutenberg, Dominik and Kötz, Fabian}}, issn = {{0021-8464}}, journal = {{The Journal of Adhesion}}, pages = {{1--39}}, publisher = {{Informa UK Limited}}, title = {{{Life prediction of adhesive steel joints under ageing stress – experimentally based model validation}}}, doi = {{10.1080/00218464.2026.2671924}}, year = {{2026}}, } @article{65666, author = {{Bodenberger, Robin and Thommes, Kirsten}}, issn = {{1366-9877}}, journal = {{Journal of Risk Research}}, pages = {{1--21}}, publisher = {{Informa UK Limited}}, title = {{{Words or numbers? How framing uncertainties affects risk assessment and decision-making}}}, doi = {{10.1080/13669877.2026.2667755}}, year = {{2026}}, } @inbook{65670, abstract = {{Ensuring the veracity of assertions is {vital for building reliable and consistent knowledge graphs}. A variety of automatic fact-checking approaches have been proposed over the past decade. Among these, path-based fact-checking approaches are particularly attractive due to their independence of supplementary external knowledge and their faster runtimes compared to methods reliant on external corpora or embeddings. However, the effectiveness of these approaches is fundamentally limited by the incompleteness of existing knowledge graphs, which often lack the paths necessary to support or refute assertions. To address this limitation, we propose \system{}, a framework that supplements the knowledge graph with shallow knowledge---automatically extracted RDF assertions from external unstructured sources---even if this additional knowledge may not always fit a well-defined ontology nor be fully verified. By appending such shallow knowledge, we enhance the graph’s coverage and increase the chances of finding relevant evidence for fact checking. Comprehensive experiments on three widely used benchmark datasets demonstrate that integrating \system{} consistently and significantly enhances the performance of {state-of-the-art path-based fact-checking approaches}, yielding improvements of up to 0.24 in Area Under the Receiver Operating Characteristic Curve (AUROC). These results establish \system{} as a broadly applicable auxiliary component for improving the reliability and coverage of automatic fact checking in knowledge graphs. Our code is open-source and can be found at \url{https://github.com/dice-group/ShallKnow}.}}, author = {{Qudus, Umair and Pokharel, Neha and Röder, Michael and Ngonga Ngomo, Axel-Cyrille}}, booktitle = {{Lecture Notes in Computer Science}}, isbn = {{9783032251558}}, issn = {{0302-9743}}, keywords = {{fact checking}}, publisher = {{Springer Nature Switzerland}}, title = {{{No Need to Be a Know-It-All: Fact Checking with Shallow Knowledge}}}, doi = {{10.1007/978-3-032-25156-5_23}}, year = {{2026}}, } @inproceedings{65257, author = {{Böer, Nils Tobias and Steinborn, Michael B. and Weigelt, Matthias and Güldenpenning, Iris}}, booktitle = {{Abstracts of the 68th Conference of Experimental Psychologists}}, editor = {{Kaup, Barbara and Roth, Lilly and Rück, Franziska}}, keywords = {{effort, try-harder instruction, deception, sport psychology, action and perception}}, location = {{Tübingen}}, title = {{{When Trying Harder Helps: Effort Instructions Affect Performance in Complex Motor Tasks}}}, year = {{2026}}, } @inproceedings{65566, author = {{Haak, Anselm and Koopmann, Patrick and Mahmood, Yasir and Turhan, Anni-Yasmin}}, location = {{Lisbon}}, title = {{{ABox Abduction for Inconsistent Knowledge Bases under Repair Semantics}}}, year = {{2026}}, } @misc{60912, author = {{Spener, Anna Maria}}, booktitle = {{feministische studien}}, pages = {{149--151}}, title = {{{Rezension: "Friederike Beier (Hg.): Materialistischer Queerfeminismus. Theorien zu Geschlecht und Sexualität im Spätkapitalismus, Münster: Unrast 2024"}}}, doi = {{https://doi.org/10.1515/fs-2026-0015}}, year = {{2026}}, }