@inproceedings{66190,
  author       = {{Henkel, Jorg and Siddhu, Lokesh and Bauer, Lars and Teich, Jurgen and Wildermann, Stefan and Tahoori, Mehdi and Mayahinia, Mahta and Castrillon, Jeronimo and Khan, Asif Ali and Farzaneh, Hamid and Lima, Joao Paulo C. De and Chen, Jian-Jia and Hakert, Christian and Chen, Kuan-Hsun and Yang, Chia-Lin and Cheng, Hsiang-Yun}},
  booktitle    = {{Proceedings of the International Conference on Compilers, Architecture, and Synthesis for Embedded Systems}},
  publisher    = {{ACM}},
  title        = {{{Special Session - Non-Volatile Memories: Challenges and Opportunities for Embedded System Architectures with Focus on Machine Learning Applications}}},
  doi          = {{10.1145/3607889.3609088}},
  year         = {{2024}},
}

@inproceedings{66186,
  author       = {{Henkel, Jorg and Siddhu, Lokesh and Bauer, Lars and Teich, Jurgen and Wildermann, Stefan and Tahoori, Mehdi and Mayahinia, Mahta and Castrillon, Jeronimo and Khan, Asif Ali and Farzaneh, Hamid and Lima, Joao Paulo C. De and Chen, Jian-Jia and Hakert, Christian and Chen, Kuan-Hsun and Yang, Chia-Lin and Cheng, Hsiang-Yun}},
  booktitle    = {{Proceedings of the International Conference on Compilers, Architecture, and Synthesis for Embedded Systems}},
  publisher    = {{ACM}},
  title        = {{{Special Session - Non-Volatile Memories: Challenges and Opportunities for Embedded System Architectures with Focus on Machine Learning Applications}}},
  doi          = {{10.1145/3607889.3609088}},
  year         = {{2024}},
}

@inproceedings{66189,
  author       = {{Ridder, Frank and Chen, Kuan-Hsun and Alachiotis, Nikolaos}},
  booktitle    = {{2023 International Conference on Field Programmable Technology (ICFPT)}},
  publisher    = {{IEEE}},
  title        = {{{Accelerated Real-Time Classification of Evolving Data Streams using Adaptive Random Forests}}},
  doi          = {{10.1109/icfpt59805.2023.00031}},
  year         = {{2024}},
}

@article{66166,
  author       = {{Shi, Liang and Shi, Jingtong and Amrouch, Hussam and Chen, Kuan-Hsun and Zhao, Mengying and Liu, Weichen}},
  issn         = {{1539-9087}},
  journal      = {{ACM Transactions on Embedded Computing Systems}},
  number       = {{6}},
  pages        = {{1--3}},
  publisher    = {{Association for Computing Machinery (ACM)}},
  title        = {{{Introduction to Special Issue on In/Near Memory and Storage Computing for Embedded Systems}}},
  doi          = {{10.1145/3677018}},
  volume       = {{23}},
  year         = {{2024}},
}

@inproceedings{66172,
  author       = {{Malcher, Jannik and Biebert, Daniel and Chen, Kuan-Hsun and Buschjäger, Sebastian and Hakert, Christian and Chen, Jian-Jia}},
  booktitle    = {{Proceedings of the 25th ACM SIGPLAN/SIGBED International Conference on Languages, Compilers, and Tools for Embedded Systems}},
  publisher    = {{ACM}},
  title        = {{{Language-Based Deployment Optimization for Random Forests (Invited Paper)}}},
  doi          = {{10.1145/3652032.3659366}},
  year         = {{2024}},
}

@inproceedings{66170,
  author       = {{Smit, Tijmen T. and Forlin, Bruno Endres and Chen, Kuan-Hsun and Souvatzoglou, Ioanna and Psarakis, Mihalis and Ottavi, Marco}},
  booktitle    = {{2024 IEEE International Symposium on Defect and Fault Tolerance in VLSI and Nanotechnology Systems (DFT)}},
  publisher    = {{IEEE}},
  title        = {{{An Enhanced Fault Injection Framework for FPGA-Based Soft-Cores}}},
  doi          = {{10.1109/dft63277.2024.10753564}},
  year         = {{2024}},
}

@inproceedings{66167,
  author       = {{Forlin, Bruno and Chen, Kuan-Hsun and Alachiotis, Nikolaos and Cassano, Luca and Ottavi, Marco}},
  booktitle    = {{2024 Design, Automation & Test in Europe Conference & Exhibition (DATE)}},
  publisher    = {{IEEE}},
  title        = {{{Lightweight Instrumentation for Accurate Performance Monitoring in RTOSes}}},
  doi          = {{10.23919/date58400.2024.10546790}},
  year         = {{2024}},
}

@inproceedings{66169,
  author       = {{Hakert, Christian and Chen, Kuan-Hsun and Chen, Jian-Jia}},
  booktitle    = {{2024 Design, Automation & Test in Europe Conference & Exhibition (DATE)}},
  publisher    = {{IEEE}},
  title        = {{{FLInt: Exploiting Floating Point Enabled Integer Arithmetic for Efficient Random Forest Inference}}},
  doi          = {{10.23919/date58400.2024.10546851}},
  year         = {{2024}},
}

@article{66174,
  title        = {{{Register Your Forests: Decision Tree Ensemble Optimization by Explicit CPU Register Allocation}}},
  doi          = {{10.48550/ARXIV.2404.06846}},
  year         = {{2024}},
}

@article{66173,
  title        = {{{Dawn of the Dead(line Misses): Impact of Job Dismiss on the Deadline Miss Rate}}},
  doi          = {{10.48550/ARXIV.2401.15503}},
  year         = {{2024}},
}

@unpublished{66295,
  abstract     = {{In this paper, we study properties of nodal orders defined over arbitrary base fields. In particular we give a classification of complete real nodal orders.}},
  author       = {{Burban, Igor and Drozd, Yuriy}},
  booktitle    = {{arXiv:2410.05792}},
  title        = {{{Classification of real nodal orders}}},
  year         = {{2024}},
}

@inproceedings{59337,
  abstract     = {{Im Rahmen der Fortbildungsinitiative QuaMath beschäftige ich mich mit der Entwicklung von Fortbildungsaktivitäten für den Inhaltsbereich der analytischen Geometrie. Um dies zu realisieren, stellt sich zunächst die Frage: Über welche Expertise verfügen (angehende) Lehrkräfte zum verstehensorientierten Unterrichten von anaGeo.? Dazu spezifiziere ich ein gegenstandsbezogenes Expertisemodell (Prediger) für den Unterricht zur anaGeo., erhebe Vorwissen von (angehenden) Lehrkräften und erprobe Aus- und Fortbildungsaktivitäten in verschiedenen Stichproben zur Rekonstruktion von Orientierungen.}},
  author       = {{Herrmann, Janine}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2024}},
  keywords     = {{Mathematikfortbildungen, analytische Geometrie, Expertise}},
  location     = {{Duisburg/Essen}},
  publisher    = {{LibreCat University}},
  title        = {{{Ansprüche an eine Fortbildung zur analytischen Geometrie}}},
  year         = {{2024}},
}

@inbook{52616,
  abstract     = {{<jats:p>Außerschulische Praktika sind trotz ihrer geografisch und historisch unterschiedlichen Ausgestaltungen konstanter Bestandteil der Lehrkräftebildung in Deutschland. Eine Diskussion ihres Beitrags zur Professionalisierung angehender Lehrkräfte steht ebenso aus wie ein Versuch, die Vielfalt der Ausgestaltungsmöglichkeiten darzulegen. Der vorliegende Band widmet sich beiden Leerstellen, indem zunächst aus theoretischer Perspektive diskutiert wird, welchen Stellenwert außerschulische Praktika im Rahmen der kontinuierlichen Professionsentwicklung im Lehramtsstudium einnehmen können. Anhand des Berufsfeldpraktikums in Nordrhein-Westfalen werden anschließend exemplarische Einblicke in verschiedene universitäre Praktikumskonzepte und vielfältige Projekte und Kooperationen gegeben sowie erste empirische Befunde zum Beitrag der außerschulischen Praxiserfahrungen dargestellt. Der Band vereint unterschiedliche wissenschaftliche und praxisorientierte Perspektiven und Zugänge aus der Erziehungswissenschaft, den Bildungs- und Sozialwissenschaften, der Allgemeinen Didaktik, mehreren Fachdidaktiken sowie der Professionalisierungsforschung. (DIPF/Orig.)</jats:p>}},
  author       = {{Beese, Melanie and Heil, Rebekka and Jahn, Stefanie and Moraitis, Anastasia and Salewski-Teßmann, Kerstin and Schubert, Julia}},
  booktitle    = {{Das Berufsfeldpraktikum als Professionalisierungselement. Grundlagen, Konzepte, Beispiele für das Lehramtsstudium}},
  editor       = {{Schöning, Anke and Heer, Michaela and Pahl, Michelle and Diehr, Frank and Parusel, Eva and Tinnefeld, Anja and Walke, Jutta}},
  isbn         = {{9783781526150}},
  pages        = {{213--220}},
  publisher    = {{Verlag Julius Klinkhardt}},
  title        = {{{Auf dem Weg zur Professionalisierung: Mehrperspektivische Umsetzung sprachbildender Projekte in schulischen und außerschulischen Kontexten.}}},
  doi          = {{10.35468/6068}},
  year         = {{2024}},
}

@book{66655,
  author       = {{Loy, Sarah}},
  isbn         = {{9783658438760}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Nachhaltigkeit im Berufsfeld Ernährung und Hauswirtschaft}}},
  doi          = {{10.1007/978-3-658-43877-7}},
  year         = {{2024}},
}

@inproceedings{57816,
  abstract     = {{TLS-Attacker is an open-source framework for analyzing Transport
Layer Security (TLS) implementations. The framework allows users
to specify custom protocol flows and provides modification hooks to
manipulate message contents. Since its initial publication in 2016 by
Juraj Somorovsky, TLS-Attacker has been used in numerous studies
published at well-established conferences and helped to identify
vulnerabilities in well-known open-source TLS libraries. To enable
automated analyses, TLS-Attacker has grown into a suite of projects,
each designed as a building block that can be applied to facilitate
various analysis methodologies. The framework still undergoes
continuous improvements with feature extensions, such as DTLS
1.3 or the addition of new dialects such as QUIC, to continue its
effectiveness and relevancy as a security analysis framework.}},
  author       = {{Bäumer, Fabian and Brinkmann, Marcus and Erinola, Nurullah and Hebrok, Sven Niclas and Heitmann, Nico and Lange, Felix and Maehren, Marcel and Merget, Robert and Niere, Niklas and Radoy, Maximilian Manfred and Schmidt, Conrad and Schwenk, Jörg and Somorovsky, Juraj}},
  booktitle    = {{Proceedings of Cybersecurity Artifacts Competition and Impact Award (ACSAC ’24)}},
  keywords     = {{SSL, TLS, DTLS, Protocol State Fuzzing, Planning Based}},
  location     = {{Hawaii}},
  title        = {{{TLS-Attacker: A Dynamic Framework for Analyzing TLS Implementations}}},
  year         = {{2024}},
}

@inproceedings{55137,
  abstract     = {{Many countries limit their residents' access to various websites. As a substantial number of these websites do not support TLS encryption, censorship of unencrypted HTTP requests remains prevalent. Accordingly, circumvention techniques can and have been found for the HTTP protocol. In this paper, we infer novel circumvention techniques on the HTTP layer from a web security vulnerability by utilizing HTTP request smuggling (HRS). To demonstrate the viability of our techniques, we collected various test vectors from previous work about HRS and evaluated them on popular web servers and censors in China, Russia, and Iran. Our findings show that HRS can be successfully employed as a censorship circumvention technique against multiple censors and web servers. We also discover a standard-compliant circumvention technique in Russia, unusually inconsistent censorship in China, and an implementation bug in Iran. The results of this work imply that censorship circumvention techniques can successfully be constructed from existing vulnerabilities. We conjecture that this implication provides insights to the censorship circumvention community beyond the viability of specific techniques presented in this work.}},
  author       = {{Müller, Philipp and Niere, Niklas and Lange, Felix and Somorovsky, Juraj}},
  booktitle    = {{Proceedings on Privacy Enhancing Technologies}},
  keywords     = {{censorship, censorship circumvention, http, http request smuggling}},
  location     = {{Bristol}},
  title        = {{{Turning Attacks into Advantages: Evading HTTP Censorship with HTTP Request Smuggling}}},
  year         = {{2024}},
}

@article{53207,
  abstract     = {{Das schulische Wohlbefinden ist ein grundlegendes, sozio-emo-
tionales Bedürfnis aller Schüler*innen und daher ein zentraler Qualitätsindikator
inklusiver Schulen. Wenig ist bislang jedoch über die Entwicklung des schulischen
Wohlbefindens in inklusiven Klassen der Sekundarstufe I bekannt. Im Rahmen ei-
nes internen Evaluationsprozesses an der Laborschule Bielefeld, der inklusiven Ver-
suchsschule des Landes Nordrhein-Westfalen, hat ein interdisziplinäres Team im
Forschungs- und Entwicklungsprojekt „Wohlbefinden und Inklusion an der Labor-
schule – eine Selbstreflexion“ die Selbsteinschätzungen der Schüler*innen hinsicht-
lich ihres schulischen Wohlbefindens untersucht. Hierzu wurden alle Schüler*innen
der Jahrgangstufen 6 bis 10 zwischen 2013 und 2018 jährlich zu einer Befragung
eingeladen. Auf der Grundlage des zugehörigen, mit vielen Messzeitpunkten und
hoher Beteiligungsquote ausgestatteten längsschnittlichen Datensatzes, wurden fürden vorliegenden Beitrag lineare und quadratische Verläufe des schulischen Wohl-
befindens von Schüler*innen aus inklusiven Lerngruppen der Sekundarstufe I ver-
gleichend analysiert.
Unter Berücksichtigung von insgesamt sechs Komponenten des schulischen
Wohlbefindens zeigt sich für zwei Komponenten eine lineare Entwicklung: Die
Affinität zur Stammgruppe (bzw. zur eigenen Klasse) nimmt über die Sekundarstu-
fe I leicht ab, ebenso die wahrgenommenen sozialen Probleme in der Schule. Die
Verläufe der drei Komponenten Einstellungen und Emotionen gegenüber der Schule,
schulischer Selbstwert und Sorgen wegen der Schule werden hingegen signifikant
besser durch eine quadratische Modellierung abgebildet. Für diese zeigt sich mit
zunehmender Jahrgangsstufe eine weniger ausgeprägte Abnahme (Einstellungen
und Emotionen gegenüber der Schule, Abwesenheit von Sorgen wegen der Schule),
der teilweise eine Zunahme in höheren Jahrgangsstufen folgt (schulischer Selbstwert). Das Ausmaß körperlicher Beschwerden verändert sich nicht signifikant in
Abhängigkeit von der Jahrgangsstufe. Schulpädagogische Implikationen werden im
Beitrag ebenso diskutiert wie die Perspektiven für künftige Forschung.}},
  author       = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}},
  journal      = {{Unterrichtswissenschaft}},
  keywords     = {{Schulisches Wohlbefinden, Sekundarstufe I, Inklusion, Längsschnittstudie · Laborschule Bielefeld}},
  pages        = {{417--446}},
  title        = {{{Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}}},
  doi          = {{10.1007/s42010-024-00199-0}},
  volume       = {{52}},
  year         = {{2024}},
}

@article{53661,
  abstract     = {{Inclusive education is a key goal of modern educational reforms, yet its
implementation is complex. This study examines the roles of teacher
attitudes and self-efficacy in predicting their intentions to use inclusive
practices across five western countries: Canada, Germany, Greece, Italy,
and Switzerland. The study identified both significant differences and
commonalities in prediction patterns across these countries. For instance,
beliefs about inclusion varied in their significance, being the most
influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other
predictors, no significant differences were found, and self-efficacy in
collaboration was the strongest predictor nominally. The study suggests
that, while aspects such as collaboration seem generally important across
countries, effective strategies for promoting inclusive education may also
need to be tailored to each country’s unique context, considering aspects of
historical background of inclusive education, teacher training, and support.
It also emphasizes the need to consider domain-specific aspects of teacher
self-efficacy, as different facets differently affect teachers’ intentions.}},
  author       = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}},
  issn         = {{1918-5227}},
  journal      = {{Exceptionality Education International}},
  number       = {{1}},
  pages        = {{17--41}},
  title        = {{{How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland}}},
  doi          = {{10.5206/eei.v34i1.16803}},
  volume       = {{34}},
  year         = {{2024}},
}

@article{53660,
  abstract     = {{In this paper, a group of nine international scholars reflect on the
collective responsibilities of stakeholders within inclusive educa-
tional settings. This reflection was prompted by the need to identify
specific elements which would support intentional, collective
responsibility to support authentic inclusion for all students. In
order to engender this collectivist mindset, mirroring the metaphor
of the nurturing village, the group conducted a qualitative study
based on structured and semi-structured dialogue, written reflec-
tions and previously constructed research to inform a framework to
support inclusivity more collectively. Results suggest that nurturing
spaces, empathetic relationships, supportive networks and targeted
teaching, all contribute to bona fide inclusion, especially if this
responsibility is shared and cohesive. Data further revealed that
inclusivity is a values-driven process which flourishes when all
stakeholders subscribe to common values and tenets regarding
socially just educational provision. The authors inculcate the vil-
lage-mindset, a now popularly received notion, reinforcing the
need for active and deliberate dialogue focusing on shared respon-
sibilities and vision. In this paper, we intend to reiterate the need for
educational systems which foster more collective, compassionate
and nurturing inclusive practice in educational settings.}},
  author       = {{Subban, Pearl and Woodcock, Stuart  and Bradford, Brent  and Romano, Allesandra and Sahli Lozano, Caroline  and Kullmann, Harry and Sharma, Umesh  and Loreman, Tim  and Avramidis, Elias}},
  journal      = {{Teachers and Teaching}},
  keywords     = {{Inclusive education, inclusive schools, collective responsibility, school community, village mindset}},
  number       = {{5}},
  pages        = {{668--683}},
  title        = {{{What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}}},
  doi          = {{10.1080/13540602.2024.2338398}},
  volume       = {{30}},
  year         = {{2024}},
}

@article{43135,
  abstract     = {{Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of
inclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher
attitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results
suggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers
from Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are
discussed.}},
  author       = {{Sharma ,  Umesh  and Loreman ,  Tim  and May ,  Fiona  and Romano ,  Alessandra  and Lozano , Caroline Sahli and Avramidis ,  Elias  and Woodcock ,  Stuart  and Subban ,  Pearl  and Kullmann, Harry}},
  journal      = {{European Journal of Special Needs Education}},
  keywords     = {{Inclusive education, teacher attitudes, teacher self- efficacy, collective efficacy}},
  number       = {{2}},
  pages        = {{167–184}},
  title        = {{{Measuring collective efficacy for inclusion in a global context}}},
  doi          = {{10.1080/08856257.2023.2195075}},
  volume       = {{39}},
  year         = {{2024}},
}