@unpublished{66295, abstract = {{In this paper, we study properties of nodal orders defined over arbitrary base fields.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 = {{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.)}}, 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}}, } @misc{62226, author = {{Heinrichs, Ulrike}}, booktitle = {{Allgemeines Künstlerlexikon }}, editor = {{Beyer, Andreas and Savoy, Bénédicte and Tegethoff, Wolf}}, pages = {{262--263}}, publisher = {{K. G. Saur}}, title = {{{Wright, Wilhelm von}}}, volume = {{117}}, year = {{2024}}, } @inproceedings{34083, abstract = {{In the context of language learning, feedback comment generation is the task of generating hints or explanatory notes for learner texts that help understand why a part of text is erroneous. This paper presents our approach to the Feedback Comment Generation Shared Task, collocated with the 16th International Natural Language Generation Conference (INLG 2023). The approach augments the generation of feedback comments by a self-supervised identification of feedback types in a multitask-learning setting. Within the shared task, other approaches performed more effective, yet the combined modeling of feedback type classification and feedback comment generation is superior to performing feedback generation only.}}, author = {{Stahl, Maja and Wachsmuth, Henning}}, booktitle = {{Proceedings of the 16th International Natural Language Generation Conference}}, title = {{{Identifying Feedback Types to Augment Feedback Comment Generation}}}, year = {{2023}}, } @book{34544, abstract = {{Tax evasion, tax avoidance and tax resistance are widespread phenomena in political, economic, social and fiscal history from antiquity through medieval, early modern and modern times. Histories of Tax Evasion, Avoidance and Resistance shows how different groups and individuals around the globe have succeeded or failed in not paying their due taxes, whether in kind or in cash, on their properties or on their crops. It analyses how, throughout history, wealthy and poor taxpayers have tried to avoid or reduce their tax burden by negotiating with tax authorities, through practices of legal or illegal tax evasion, by filing lawsuits, seeking armed resistance or by migration, and how state authorities have dealt with such acts of claim making, defiance, open resistance or elusion. It fills an important research gap in tax history, addressing questions of tax morale and fairness, and how social and political inequality was negotiated through taxation. It gives rich insights into the development of citizen-state relationships throughout the course of history. The book comprises case studies from Ancient Athens, Roman Egypt, Medieval Europe, Early Modern Mexico, the Ottoman Empire, Nigeria under British colonial rule, the United Kingdom of the early 20th century, Greece during the Second World War, as well as West Germany, Switzerland, Sweden and the United States in the 20th century, including transnational entanglements in the world of late-modern offshore finance and taxation. The authors are experts in fiscal, economic, financial, legal, social and/or cultural history. The book is intended for students, researchers and scholars of economic and financial history, social and world history and political economy. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Share Alike 4.0 license.}}, author = {{Schönhärl, Korinna and Hürlimann, Gisela and Rohde, Dorothea}}, isbn = {{9781003333197}}, keywords = {{Tax History, Financial History}}, publisher = {{Routledge}}, title = {{{Histories of Tax Evasion, Avoidance and Resistance}}}, doi = {{10.4324/9781003333197}}, year = {{2023}}, } @inbook{34546, abstract = {{Jean Bodin's list on how the absolutist monarchical state could raise its revenue ranked taxation only in seventh place. From a modern legal perspective, taxes are compulsory transfers of resources that households and enterprises pay to one or several government bodies without receiving an individual, specific benefit in return. Historians have dealt with not paying taxes in various contexts, such as analysing tax resistance and tax resistance movements in history. Tax law is best understood as an outcome of long-term, often conflictual, negotiations and as an expression of specific political mentalities and ideologies. As a consequence, tax law and sometimes even the tax juridical system have a strongly politicised character. Loopholes in tax legislation that enable or facilitate avoidance or evasion can thus be regarded as a result of the interest-driven politics of parliamentary majorities, as the success of concerted lobby pressure.}}, author = {{Schönhärl, Korinna and Hürlimann, Gisela and Rohde, Dorothea}}, booktitle = {{Histories of Tax Evasion, Avoidance and Resistance }}, editor = {{Schönhärl, Korinna and Hürlimann, Gisela and Rohde, Dorothea}}, pages = {{1--15}}, publisher = {{Routledge}}, title = {{{ The Ability and Intention of Not Paying Taxes in History. Some Introductory Observations}}}, doi = {{10.4324/9781003333197}}, year = {{2023}}, } @inbook{34547, abstract = {{As a case study, this chapter examines two tax education films that were produced 11 years apart in the USA and Western Germany during and after World War II: “The New Spirit” and “Putzke wants to know”. In contrast to America's most popular cartoon character 11 years earlier, Erwin Putzke is in a terrible mood at the beginning of the short film “Putzke wants to know”. The family father and electrician with a workshop of his own is annoyed and upset by the duty of filling in his tax return, grumbling at his wife and daughter and even at their budgie. The film's tax morale message is conveyed to its audience against the backdrop of a sober post-war reality characterised by allied occupation and the Allies' say in West German tax policies during a period of laborious economic build-up after a lost war.}}, author = {{Schönhärl, Korinna}}, booktitle = {{Histories of Tax Evasion, Avoidance and Resistance}}, editor = {{Schönhärl, Korinna and Hürlimann, Gisela and Rohde, Dorothea}}, pages = {{154--167}}, publisher = {{Routledge}}, title = {{{ How to Create a Taxpaying Spirit. A Transnational Examination of an US American and a Western German Tax Education Film in and after World War II}}}, doi = {{10.4324/9781003333197}}, year = {{2023}}, } @inproceedings{34880, author = {{Franke, Mario and Klingler, Florian and Sommer, Christoph}}, booktitle = {{IEEE Consumer Communications and Networking Conference (CCNC 2023), Track Communication and Applications for Connected and Autonomous Vehicles on Land, Water, and Sky}}, publisher = {{IEEE}}, title = {{{Addressing the Unbounded Latency of Best-Effort Device-to-Device Communication with Low Earth Orbit Satellite Support}}}, year = {{2023}}, } @inproceedings{34879, author = {{Hegde, Anupama and Delooz, Quentin and Mariyaklla, Chethan Lokesh and Festag, Andreas and Klingler, Florian}}, booktitle = {{IEEE Wireless Communications and Networking Conference (WCNC 2023), Track Emerging Technologies, Standards, and Applications}}, publisher = {{IEEE}}, title = {{{Radio Resource Allocation for Collective Perception in 5G-NR Vehicle-to-X Communication Systems}}}, year = {{2023}}, } @inproceedings{34878, author = {{Hardes, Tobias and Klingler, Florian and Sommer, Christoph}}, booktitle = {{IEEE Wireless Communications and Networking Conference (WCNC 2023), Track Emerging Technologies, Standards, and Applications}}, publisher = {{IEEE}}, title = {{{Improving Platooning Safety with Full Duplex Relaying and Beamforming}}}, year = {{2023}}, } @misc{33938, author = {{Famula, Marta}}, booktitle = {{Jahrbuch Forum Vormärz Forschung 2022. [in Vorbereitung]}}, publisher = {{Aisthesis}}, title = {{{Antonia Villinger: Dramen der Schwangerschaft. Friedrich Hebbels „Judith“, „Maria Magdalena“ und „Genoveva“. Baden-Baden: Ergon 2021}}}, year = {{2023}}, } @inbook{35319, author = {{Menzefricke, Jörn Steffen and Gabriel, Stefan and Gundlach, Thomas and Hobscheidt, Daniela and Kürpick, Christian and Schnasse, Felix and Scholtysik, Michel and Seif, Heiko and Koldewey, Christian and Dumitrescu, Roman}}, booktitle = {{ Digitalisierung. Fallstudien, Tools und Erkenntnisse für das digitale Zeitalter}}, editor = {{Schallmo, Daniel}}, isbn = {{9783658366339}}, issn = {{2569-2348}}, pages = {{375--408}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Soziotechnisches Risikomanagement als Erfolgsfaktor für die Digitale Transformation}}}, doi = {{10.1007/978-3-658-36634-6_14}}, year = {{2023}}, }