@article{66418,
author = {{Daniel-Söltenfuß, Desiree}},
issn = {{0172-2875}},
journal = {{Zeitschrift für Berufs- und Wirtschaftspädagogik}},
number = {{1}},
pages = {{90--120}},
publisher = {{Wissenschaftliche Verlagsgesellschaft mbH}},
title = {{{Neue Perspektiven auf Verstetigung und Nachhaltigkeit im Kontext der Transfergestaltung in Innovationsprogrammen}}},
doi = {{10.25162/zbw-2026-0004}},
volume = {{122}},
year = {{2026}},
}
@article{66419,
abstract = {{
C
2
N‐type carbon materials are typically obtained through high‐temperature treatment of nitrogen‐rich molecular precursors under inert atmosphere. Herein, we demonstrate mechanochemical approaches that enable the synthesis of C
2
N materials, namely by (i) the conversion of hexaazatriphenylenehexacarbonitrile (HAT‐CN) and by (ii) a one‐pot route starting from its molecular precursors, hexaketocyclohexane, and diaminomaleonitrile. Compared with conventional pyrolytic methods, mechanochemical approaches afford higher yields while significantly reducing energy input, thereby improving overall sustainability. The results highlight the decisive role of mechanical energy in directing carbon–nitrogen framework formation and demonstrate mechanochemistry as a versatile alternative to thermal routes for C
2
N synthesis.
}},
author = {{Dippner, Pascal and Grätz, Sven and Lins, Jonas and Gutmann, Torsten and Borchardt, Lars}},
issn = {{1864-5631}},
journal = {{ChemSusChem}},
number = {{9}},
publisher = {{Wiley}},
title = {{{Mechanochemical Near‐Ambient Synthesis of C 2 N Materials From HAT‐CN and its Precursors}}},
doi = {{10.1002/cssc.70678}},
volume = {{19}},
year = {{2026}},
}
@article{61410,
abstract = {{Purpose: The purpose of this study is to identify, analyze, and explain the implications that could
arise for service settings if AI systems develop, or are perceived to develop, consciousness – the
ability to acknowledge their own existence and the capacity for positive or negative experiences.
Design/methodology/approach: This study proposes and explores four hypothetical scenarios in
which conscious AI in service could manifest. We contextualize our resulting typology in the
health service context and integrate extant literature on technology-enabled service, AI
consciousness, and AI ethics into the narrative.
Findings: This study provides a unique theoretical contribution to service research in the form of
a Type IV theory. It enables future service researchers to apprehend, explain, and predict how
functionally conscious AI in service might unfold.
Originality: An increasingly prolific public discourse acknowledges that conscious AI systems
may emerge. Against this backdrop, this study aims to systematically explore a question that is
perhaps the most critical and timely, but also inherently speculative, in relation to AI in service
research by introducing much-needed theory and terminology.
Practical implications: The ethical use of conscious AI in service could emerge as a distinct
competitive advantage in the future. Achieving this outcome involves speculative yet actionable
recommendations that include training, guiding, and controlling how humans engage with such
systems, developing appropriate wellbeing protocols for functionally conscious AI systems, and
establishing AI rights and governance frameworks.}},
author = {{Breidbach, Christoph and Lars-Erik, Casper Ferm and Maglio, Paul and Beverungen, Daniel and Wirtz, Jochen and Twigg, Alex}},
journal = {{Journal of Service Management}},
keywords = {{AI, AI consciousness, AI ethics, service systems}},
number = {{4}},
pages = {{597--621}},
publisher = {{Emerald}},
title = {{{Conscious Artificial Intelligence in Service}}},
doi = {{10.1108/JOSM-12-2024-0536}},
volume = {{37}},
year = {{2026}},
}
@inproceedings{66439,
author = {{Hüsing, Sven and Musaeus, Line Have and Caspersen, Michael E. and Schulte, Carsten and Barendsen, Erik and Grgurina, Nataša and Hauswirth, Matthias and Lonati, Violetta and Mani, Murali and Monga, Mattia and Nobles, Heidi and Reckinger, Scott and Silvia, Devin W. and Sparmann, Sören}},
booktitle = {{Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education V. 2}},
publisher = {{ACM}},
title = {{{Epistemic Programming as a Scientific Field: Building a Community of Practice and an Interaction-Based Framework}}},
doi = {{10.1145/3803401.3812051}},
year = {{2026}},
}
@article{60491,
abstract = {{We investigate generalisations of 1-factorisations and hyperfactorisations of the complete graph $K_{2n}$. We show that they are special subsets of the association scheme obtained from the Gelfand pair $(S_{2n},S_2 \wr S_n)$. This unifies and extends results by Cameron (1976) and gives rise to new existence and non-existence results. Our methods involve working in the group algebra $\mathbb{C}[S_{2n}]$ and using the representation theory of $S_{2n}$.}},
author = {{Klawuhn, Lukas-André Dominik and Bamberg, John}},
journal = {{Algebraic Combinatorics}},
number = {{3}},
pages = {{789--809}},
title = {{{On the association scheme of perfect matchings and their designs}}},
doi = {{10.5802/alco.490}},
volume = {{9}},
year = {{2026}},
}
@inbook{66437,
author = {{Krings, Sarah Claudia}},
booktitle = {{Lecture Notes in Computer Science}},
isbn = {{9783032260505}},
issn = {{0302-9743}},
publisher = {{Springer Nature Switzerland}},
title = {{{Cross-Reality Context Awareness}}},
doi = {{10.1007/978-3-032-26051-2_4}},
year = {{2026}},
}
@inbook{66438,
author = {{Risse, Sylvia}},
booktitle = {{Potenziale mündlicher Kommunikation im (Deutsch-)Unterricht – quer durch die Kompetenzbereiche}},
editor = {{Kreuz, Judith and Behrens, Ulrike and Carl, Mark-Oliver and Magirius, Marco}},
publisher = {{SLLD(B)}},
title = {{{Multimodalität in Erklärvideos: Strategien von Lernenden zur auditiven und visuellen Gestaltung globaler Gliederungen}}},
year = {{2026}},
}
@misc{66436,
author = {{Dören, Karl and Hetkämper, Tim}},
title = {{{Visualisierung von Schallausbreitungsphänomenen mittels Schlierentechnik}}},
year = {{2026}},
}
@misc{66434,
author = {{Hölscher, Jonas}},
title = {{{Effiziente Simulation nichtlinearer, elastodynamischer Prozesse}}},
year = {{2026}},
}
@inbook{66451,
author = {{Huybrechts, Yves}},
booktitle = {{Verhandeln und Repräsentieren in der Frühen Neuzeit: Europa, Reich, Region. Festschrift für Christoph Kampmann zum 65. Geburtstag}},
editor = {{Niggemann, Ulrich and Tischer, Anuschka and Wenzel, Christian}},
pages = {{113--134}},
publisher = {{De Gruyter Oldenbourg}},
title = {{{Ferne Exklaven, große Gefahr: Die Folgen dänischer Ansprüche auf die Herrschaft Jever für das Reich und die Spanischen Niederlande (1677–1686)}}},
doi = {{https://doi.org/10.1515/9783111546704-007}},
year = {{2026}},
}
@misc{65799,
author = {{Huybrechts, Yves}},
booktitle = {{Archiv für das Studium der neueren Sprachen und Literaturen }},
number = {{1}},
title = {{{A n j a v a n d e Po l -Te g g e : Belgische Literaturen in deutscher Übersetzung. Kulturelle und historische Verflechtungen von 1945 bis zur Gegenwart. Bielefeld: Transcript 2023 (Interkulturalität. Studien zu Sprache, Literatur und Gesellschaft, 25)}}},
volume = {{263}},
year = {{2026}},
}
@misc{66453,
author = {{Huybrechts, Yves}},
booktitle = {{Historische Zeitschrift}},
title = {{{Simon Watteyne, Lever l’impôt en Belgique. Une histoire de combats politiques (1830–1962). Brüssel, CRISP 2023}}},
year = {{2026}},
}
@techreport{65686,
abstract = {{This paper empirically examines the relationship between market power and Environmental, Social, and Governance (ESG) scores of banks in Europe and North America from 2010 to 2021, focusing separately on loan and deposit markets. Employing the Lerner Index as a non-structural measure of market power, our findings suggest that the impact of banking market power on ESG scores varies by region and the respective loan or deposit market. We find a negative effect of loan and deposit market power on ESG scores of European banks whereas the opposite effect can be observed for North American banks exhibiting loan market power. Further sensitivity analyses reveal that factors such as banks being Global Systemically Important (G-SIBs), and different ESG-related events like the Paris Agreement, the reemergence of the #MeToo movement and the COVID-19 pandemic may also explain the relationship between bank market power and ESG scores. Overall, our results underline that banking market power plays a pivotal role in enforcing ESG commitments in banking, offering key insights for policymakers, regulators, and banking stakeholders.}},
author = {{Voigt, Simone and Uhde, André}},
keywords = {{Market Power, ESG scores, European and North American banking markets}},
pages = {{55}},
title = {{{The impact of market power on banks' ESG scores - evidence from Europe and North America}}},
year = {{2026}},
}
@inbook{66473,
author = {{Biehler, Rolf and Binder, Karin and Haverkamp, Michael and Kempen, Leander}},
booktitle = {{Mathematikabitur „Status Quo – Quo Vadis“: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden}},
editor = {{Barzel, Bärbel and Schnasse, Saskia and Ebers, Patrick}},
pages = {{56--70}},
publisher = {{DuEPublico, 2026}},
title = {{{Impulse zur Stochastik in der Oberstufe}}},
doi = {{10.17185/duepublico/86715}},
year = {{2026}},
}
@techreport{65694,
abstract = {{This paper empirically investigates the relationship between market power and female board representation in large commercial banks in the EU-27 from 2020 to 2024. Using the Lerner Index as a proxy for market power and hand-collected data on female board representation, the findings suggest that increasing market power is detrimental to a bank’s likelihood of reaching the 33 percent gender diversity target for the board of directors, as proposed by the EU Directive EU2022/2381. The negative effect is especially pronounced for listed banks and systemically important banks, highlighting the importance of considering banking market structures (market power and competition) when enforcing regulatory diversity standards for those banks in particular.}},
author = {{Voigt, Simone}},
title = {{{The nexus of market power and female board representation in European banks}}},
year = {{2026}},
}
@article{66480,
abstract = {{
Background
This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1,309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another.
Methods
Responses from 1,309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement.
Results
Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met.
Discussion and conclusion
The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.
}},
author = {{Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line-Britt and Nordahl-Hansen, Anders}},
issn = {{2504-284X}},
journal = {{Frontiers in Education}},
publisher = {{Frontiers Media SA}},
title = {{{Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}}},
doi = {{10.3389/feduc.2026.1710708}},
volume = {{11}},
year = {{2026}},
}
@article{66488,
abstract = {{Alkaline oxygen evolution on Co3O4 involves more than adsorption and electron transfer at a fixed surface. The article draws on operando electrochemical quartz crystal microbalance with dissipation monitoring (EQCM-D), surface X-ray diffraction (SXRD), Raman, UV/Vis and impedance spectroscopy. On this basis, it discusses pseudocapacitive oxidation of cobalt ion sites, electrolyte uptake and near-surface transformation, and asks which of these changes are kinetically coupled to electrocatalysis.}},
author = {{Linnemann, Julia and Leppin, Christian}},
journal = {{Bunsen-Magazin}},
keywords = {{electrocatalysis, oxygen evolution reaction, cobalt spinel, operando characterization, spectroelectrochemistry}},
location = {{Dresden}},
number = {{4}},
pages = {{81--84}},
publisher = {{Deutsche Bunsen-Gesellschaft für physikalische Chemie e.V.}},
title = {{{The catalyst that stores charge first}}},
doi = {{10.26125/6G4P-8386}},
year = {{2026}},
}
@misc{65801,
author = {{Albus, Vanessa}},
booktitle = {{Zeitschrift für Didaktik der Philosophie und Ethik}},
isbn = {{978-3-661-23226-3}},
pages = {{108}},
publisher = {{C.C.Buchner}},
title = {{{Review: Florian Wobser/ Philipp Thomas (Hrsg.): Philosophische Bildung neu Denken. Perspektiven auf die Vielfalt der Vernunft. Bielefeld: transcript 2025. 284 S.}}},
volume = {{2}},
year = {{2026}},
}
@article{66485,
author = {{Albus, Vanessa}},
journal = {{Mitteilungen des Fachverbandes Philosophie}},
number = {{66}},
pages = {{52--59}},
title = {{{Philosophieren in der Krise ist keine Krise des Philosophierens!}}},
year = {{2026}},
}
@inproceedings{66496,
abstract = {{Die Verschiebung des ersten Kontakts mit Lerninhalten in selbstgesteuertes Lernen, vor einer vertiefenden, kooperativen Präsenzphase, im Rahmen des Inverted Classroom Model (ICM), verändert die professionelle Rolle der Lehrenden: Sie moderieren, statt zu dozieren, und müssen Unvorhergesehenes handhaben. Darin liegt gleichzeitig die Chance des ICM, da sich Potenziale und Herausforderungen zeigen, die den Reflexionsprozess fördern können. Vor diesem Hintergrund untersucht der Beitrag, wie das ICM die Entwicklung intrapersonaler Kompetenzen unterstützen kann. Zentrale intrapersonalen Kompetenzen sind Emotionsregulation, Resilienz, Selbstwirksamkeit und Reflexivität. Während Lehrende in der Pre-Class-Phase des ICM potenzielle Belastungen antizipieren können, findet in der In-Class-Phase eine Echtzeit-Reflexion im Unterrichtshandeln statt. Erkenntnisse aus der Post-Class-Phase werden in die zukünftige Lehrplanung überführt. Die vorgeschlagene Reflexionsarchitektur verknüpft Wahrnehmen, Deuten, Regulieren, Transferieren mit den ICM-Phasen. Der “Rucksack” dient dabei als Strukturhilfe für die Reflexion des eigenen „professionellen Gepäcks“. Für die Praxis wird eine Kombination aus Fallanalysen, Leitfragen und kollegialem Austausch vorgeschlagen.}},
author = {{Lüttke, Jan-Phillip and Beutner, Marc and Happ, Saskia}},
booktitle = {{Voneinander Lehren lernen}},
location = {{Hochschule Osnabrück}},
title = {{{Den eigenen Rucksack kennen - Intrapersonale Fähigkeiten von Lehrkräften als Schlüssel für aktivierende Hochschullehre}}},
volume = {{6}},
year = {{2026}},
}