[{"doi":"10.4119/HLZ-2499","_id":"29109","intvolume":" 3","date_updated":"2023-11-08T08:31:50Z","page":"655–672","year":"2020","type":"journal_article","citation":{"mla":"Klingsieck, Katrin B., and Christiane Golombek. “Schreibherausforderungen: Ins Schreiben Kommen Und Im Schreiben Bleiben –Die Selbstregulation Beim Schreiben Wissenschaftlicher Texte in Den Qualifizierungsphasen.” HLZ – Herausforderung Lehrer*innenbildung, vol. 3, 2020, pp. 655–672, doi:10.4119/HLZ-2499.","bibtex":"@article{Klingsieck_Golombek_2020, title={Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.}, volume={3}, DOI={10.4119/HLZ-2499}, journal={HLZ – Herausforderung Lehrer*innenbildung}, author={Klingsieck, Katrin B. and Golombek, Christiane}, year={2020}, pages={655–672} }","chicago":"Klingsieck, Katrin B., and Christiane Golombek. “Schreibherausforderungen: Ins Schreiben Kommen Und Im Schreiben Bleiben –Die Selbstregulation Beim Schreiben Wissenschaftlicher Texte in Den Qualifizierungsphasen.” HLZ – Herausforderung Lehrer*innenbildung 3 (2020): 655–672. https://doi.org/10.4119/HLZ-2499.","ama":"Klingsieck KB, Golombek C. Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen. HLZ – Herausforderung Lehrer*innenbildung. 2020;3:655–672. doi:10.4119/HLZ-2499","apa":"Klingsieck, K. B., & Golombek, C. (2020). Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen. HLZ – Herausforderung Lehrer*innenbildung, 3, 655–672. https://doi.org/10.4119/HLZ-2499","ieee":"K. B. Klingsieck and C. Golombek, “Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.,” HLZ – Herausforderung Lehrer*innenbildung, vol. 3, pp. 655–672, 2020, doi: 10.4119/HLZ-2499.","short":"K.B. Klingsieck, C. Golombek, HLZ – Herausforderung Lehrer*innenbildung 3 (2020) 655–672."},"language":[{"iso":"eng"}],"title":"Schreibherausforderungen: Ins Schreiben kommen und im Schreiben bleiben –die Selbstregulation beim Schreiben wissenschaftlicher Texte in den Qualifizierungsphasen.","user_id":"14931","abstract":[{"text":"Das Schreiben von wissenschaftlichen Texten ist mit einer Vielzahl von Herausforderungen verbunden, die die Bewältigung einer Schreibaufgabe häufig mühselig erscheinen lassen. Dieser Beitrag führt das wissenschaftliche Schreiben als eine Form des komplexen Problemlösens ein. Er betrachtet das wissenschaftliche Schreiben als ein rhetorisches Problem und zeigt auf, welche Ressourcen und Strategien im Rahmen des Schreibprozesses eingesetzt werden, um dieses Problem zu lösen. Der Fokus liegt dabei auf der Rolle der Selbstregulation beim wissenschaftlichen Schreiben. Aus prominenten Kompetenz- und Phasenmodellen des Schreibens abgeleitet, stellt der Beitrag grundlegende Strategien einer erfolgreichen Selbstregulation beim wissenschaftlichen Schreiben vor, die individuell eingesetzt werden können, um ins Schreiben zu kommen und im Schreiben zu bleiben.","lang":"eng"}],"volume":3,"date_created":"2021-12-23T08:24:13Z","status":"public","publication":"HLZ – Herausforderung Lehrer*innenbildung","department":[{"_id":"426"}],"author":[{"last_name":"Klingsieck","id":"36716","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."},{"last_name":"Golombek","full_name":"Golombek, Christiane","first_name":"Christiane"}]},{"publisher":"Shaker","author":[{"first_name":"Heike M.","full_name":"Buhl, Heike M.","last_name":"Buhl","id":"27152"},{"last_name":"Scharlau","id":"451","first_name":"Ingrid","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489"},{"full_name":"Patrzek, Justine","first_name":"Justine","id":"82463","last_name":"Patrzek"},{"full_name":"Hiller, Sara","first_name":"Sara","last_name":"Hiller"},{"id":"36716","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B."}],"publication":"Psychologiedidaktik und Evaluation XIII","keyword":["Unterrichtsfach Psychologie"],"department":[{"_id":"424"},{"_id":"426"}],"editor":[{"last_name":"Krämer","full_name":"Krämer, Michael","first_name":"Michael"}],"publication_status":"published","status":"public","date_created":"2022-06-05T02:23:51Z","place":"Aachen","title":"Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn","user_id":"14931","type":"book_chapter","citation":{"mla":"Buhl, Heike M., et al. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” Psychologiedidaktik und Evaluation XIII, edited by Michael Krämer, Shaker, 2020, pp. 83–91, doi:10.23668/PSYCHARCHIVES.4244.","bibtex":"@inbook{Buhl_Scharlau_Patrzek_Hiller_Klingsieck_2020, place={Aachen}, title={Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn}, DOI={10.23668/PSYCHARCHIVES.4244}, booktitle={Psychologiedidaktik und Evaluation XIII}, publisher={Shaker}, author={Buhl, Heike M. and Scharlau, Ingrid and Patrzek, Justine and Hiller, Sara and Klingsieck, Katrin B.}, editor={Krämer, Michael}, year={2020}, pages={83–91} }","chicago":"Buhl, Heike M., Ingrid Scharlau, Justine Patrzek, Sara Hiller, and Katrin B. Klingsieck. “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn.” In Psychologiedidaktik und Evaluation XIII, edited by Michael Krämer, 83–91. Aachen: Shaker, 2020. https://doi.org/10.23668/PSYCHARCHIVES.4244.","ama":"Buhl HM, Scharlau I, Patrzek J, Hiller S, Klingsieck KB. Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In: Krämer M, ed. Psychologiedidaktik und Evaluation XIII. Shaker; 2020:83-91. doi:10.23668/PSYCHARCHIVES.4244","apa":"Buhl, H. M., Scharlau, I., Patrzek, J., Hiller, S., & Klingsieck, K. B. (2020). Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn. In M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII (pp. 83–91). Shaker. https://doi.org/10.23668/PSYCHARCHIVES.4244","ieee":"H. M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, and K. B. Klingsieck, “Psychologie als Unterrichtsfach: Konzeption des Curriculums an der Universität Paderborn,” in Psychologiedidaktik und Evaluation XIII, M. Krämer, Ed. Aachen: Shaker, 2020, pp. 83–91.","short":"H.M. Buhl, I. Scharlau, J. Patrzek, S. Hiller, K.B. Klingsieck, in: M. Krämer (Ed.), Psychologiedidaktik und Evaluation XIII, Shaker, Aachen, 2020, pp. 83–91."},"year":"2020","page":"83 - 91","language":[{"iso":"ger"}],"_id":"31660","date_updated":"2023-11-08T08:33:37Z","doi":"10.23668/PSYCHARCHIVES.4244"},{"language":[{"iso":"eng"}],"citation":{"ama":"Svartdal F, Klingsieck KB, Steel P, Gamst-Klaussen T. Measuring implemental delay in procrastination: Separating onset and sustained goal striving. Personality and Individual Differences. Published online 2020. doi:10.1016/j.paid.2019.109762","apa":"Svartdal, F., Klingsieck, K. B., Steel, P., & Gamst-Klaussen, T. (2020). Measuring implemental delay in procrastination: Separating onset and sustained goal striving. 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Klingsieck, P. Steel, T. Gamst-Klaussen, Personality and Individual Differences (2020).","ieee":"F. Svartdal, K. B. Klingsieck, P. Steel, and T. Gamst-Klaussen, “Measuring implemental delay in procrastination: Separating onset and sustained goal striving,” Personality and Individual Differences, Art. no. 109762, 2020, doi: 10.1016/j.paid.2019.109762."},"year":"2020","type":"journal_article","doi":"10.1016/j.paid.2019.109762","article_number":"109762","_id":"29111","date_updated":"2023-11-08T08:35:04Z","date_created":"2021-12-23T08:25:22Z","status":"public","publication_status":"published","publication_identifier":{"issn":["0191-8869"]},"department":[{"_id":"426"}],"publication":"Personality and Individual Differences","author":[{"first_name":"Frode","full_name":"Svartdal, Frode","last_name":"Svartdal"},{"id":"36716","last_name":"Klingsieck","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B."},{"last_name":"Steel","full_name":"Steel, Piers","first_name":"Piers"},{"last_name":"Gamst-Klaussen","first_name":"Thor","full_name":"Gamst-Klaussen, Thor"}],"user_id":"14931","title":"Measuring implemental delay in procrastination: Separating onset and sustained goal striving"},{"doi":"10.3389/fpsyg.2020.540910","_id":"29110","date_updated":"2023-11-08T08:32:10Z","language":[{"iso":"eng"}],"year":"2020","type":"journal_article","citation":{"chicago":"Svartdal, Frode, Tove I. Dahl, Thor Gamst-Klaussen, Markus Koppenborg, and Katrin B. Klingsieck. “How Study Environments Foster Academic Procrastination: Overview and Recommendations.” Frontiers in Psychology, 2020. https://doi.org/10.3389/fpsyg.2020.540910.","apa":"Svartdal, F., Dahl, T. I., Gamst-Klaussen, T., Koppenborg, M., & Klingsieck, K. B. (2020). How Study Environments Foster Academic Procrastination: Overview and Recommendations. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2020.540910","ama":"Svartdal F, Dahl TI, Gamst-Klaussen T, Koppenborg M, Klingsieck KB. How Study Environments Foster Academic Procrastination: Overview and Recommendations. Frontiers in Psychology. 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Klingsieck, “How Study Environments Foster Academic Procrastination: Overview and Recommendations,” Frontiers in Psychology, 2020, doi: 10.3389/fpsyg.2020.540910."},"user_id":"14931","title":"How Study Environments Foster Academic Procrastination: Overview and Recommendations","status":"public","date_created":"2021-12-23T08:24:43Z","publication_status":"published","publication_identifier":{"issn":["1664-1078"]},"author":[{"last_name":"Svartdal","full_name":"Svartdal, Frode","first_name":"Frode"},{"first_name":"Tove I.","full_name":"Dahl, Tove I.","last_name":"Dahl"},{"first_name":"Thor","full_name":"Gamst-Klaussen, Thor","last_name":"Gamst-Klaussen"},{"first_name":"Markus","full_name":"Koppenborg, Markus","last_name":"Koppenborg"},{"last_name":"Klingsieck","id":"36716","first_name":"Katrin B.","full_name":"Klingsieck, Katrin B."}],"department":[{"_id":"426"}],"publication":"Frontiers in Psychology"},{"extern":"1","title":"Die angebliche Frage nach dem ‘Sein des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being’","related_material":{"link":[{"url":"https://www.academia.edu/51162467/The_Question_of_the_Being_of_the_Entities_An_Unknown_Husserlian_Response_to_Heidegger","relation":"confirmation"}]},"user_id":"59882","author":[{"full_name":"Luft, Sebastian","first_name":"Sebastian","id":"55271","last_name":"Luft"},{"first_name":"Jered","full_name":"Janes, Jered","last_name":"Janes"}],"department":[{"_id":"813"}],"publication":"Transcending Reason. Heidegger on Rationality,","editor":[{"last_name":"Burch","full_name":"Burch, M","first_name":"M"},{"first_name":"I","full_name":"McMullin, I","last_name":"McMullin"}],"status":"public","date_created":"2023-11-14T09:16:59Z","date_updated":"2023-11-14T11:37:25Z","_id":"48813","citation":{"chicago":"Luft, Sebastian, and Jered Janes. “Die Angebliche Frage Nach Dem ‘Sein Des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being.’” In Transcending Reason. Heidegger on Rationality, edited by M Burch and I McMullin, 237–58, 2020.","ama":"Luft S, Janes J. Die angebliche Frage nach dem ‘Sein des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being.’ In: Burch M, McMullin I, eds. Transcending Reason. Heidegger on Rationality,. ; 2020:237-258.","apa":"Luft, S., & Janes, J. (2020). Die angebliche Frage nach dem ‘Sein des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being.’ In M. Burch & I. McMullin (Eds.), Transcending Reason. Heidegger on Rationality, (pp. 237–258).","mla":"Luft, Sebastian, and Jered Janes. “Die Angebliche Frage Nach Dem ‘Sein Des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being.’” Transcending Reason. Heidegger on Rationality, edited by M Burch and I McMullin, 2020, pp. 237–58.","bibtex":"@inbook{Luft_Janes_2020, title={Die angebliche Frage nach dem ‘Sein des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being’}, booktitle={Transcending Reason. Heidegger on Rationality,}, author={Luft, Sebastian and Janes, Jered}, editor={Burch, M and McMullin, I}, year={2020}, pages={237–258} }","short":"S. Luft, J. Janes, in: M. Burch, I. McMullin (Eds.), Transcending Reason. Heidegger on Rationality, 2020, pp. 237–258.","ieee":"S. Luft and J. Janes, “Die angebliche Frage nach dem ‘Sein des Seienden’: An Unknown Husserlian Response to Heidegger’s ‘Question of Being,’” in Transcending Reason. Heidegger on Rationality, M. Burch and I. McMullin, Eds. 2020, pp. 237–258."},"year":"2020","type":"book_chapter","page":"237-258","language":[{"iso":"eng"}]},{"date_created":"2023-11-15T08:56:12Z","status":"public","publication_identifier":{"isbn":["978-3-948719-03-6"]},"publication_status":"published","alternative_title":["Eine diskursanalytische Studie über den wissenschaftlichen Diskus zu der Frage der Bedeutung von Geschlecht für das Lehren und Lernen in der Schule"],"publisher":"Eusl","author":[{"id":"10186","last_name":"Daniel-Söltenfuß","full_name":"Daniel-Söltenfuß, Desiree","first_name":"Desiree"}],"user_id":"10186","title":"Geschlecht als pädagogische Herausforderung?!","place":"Detmold","language":[{"iso":"ger"}],"page":"392","year":"2020","citation":{"ieee":"D. Daniel-Söltenfuß, Geschlecht als pädagogische Herausforderung?! Detmold: Eusl, 2020.","short":"D. Daniel-Söltenfuß, Geschlecht als pädagogische Herausforderung?!, Eusl, Detmold, 2020.","bibtex":"@book{Daniel-Söltenfuß_2020, place={Detmold}, title={Geschlecht als pädagogische Herausforderung?!}, publisher={Eusl}, author={Daniel-Söltenfuß, Desiree}, year={2020} }","mla":"Daniel-Söltenfuß, Desiree. Geschlecht als pädagogische Herausforderung?! Eusl, 2020.","chicago":"Daniel-Söltenfuß, Desiree. Geschlecht als pädagogische Herausforderung?! Detmold: Eusl, 2020.","ama":"Daniel-Söltenfuß D. Geschlecht als pädagogische Herausforderung?! Eusl; 2020.","apa":"Daniel-Söltenfuß, D. (2020). Geschlecht als pädagogische Herausforderung?! Eusl."},"type":"book","date_updated":"2023-11-15T08:57:36Z","_id":"48912"},{"abstract":[{"lang":"eng","text":"Recently, the source separation performance was greatly improved by time-domain audio source separation based on dual-path recurrent neural network (DPRNN). DPRNN is a simple but effective model for a long sequential data. While DPRNN is quite efficient in modeling a sequential data of the length of an utterance, i.e., about 5 to 10 second data, it is harder to apply it to longer sequences such as whole conversations consisting of multiple utterances. It is simply because, in such a case, the number of time steps consumed by its internal module called inter-chunk RNN becomes extremely large. To mitigate this problem, this paper proposes a multi-path RNN (MPRNN), a generalized version of DPRNN, that models the input data in a hierarchical manner. In the MPRNN framework, the input data is represented at several (>_ 3) time-resolutions, each of which is modeled by a specific RNN sub-module. For example, the RNN sub-module that deals with the finest resolution may model temporal relationship only within a phoneme, while the RNN sub-module handling the most coarse resolution may capture only the relationship between utterances such as speaker information. We perform experiments using simulated dialogue-like mixtures and show that MPRNN has greater model capacity, and it outperforms the current state-of-the-art DPRNN framework especially in online processing scenarios."}],"ddc":["000"],"user_id":"49870","author":[{"first_name":"Keisuke","full_name":"Kinoshita, Keisuke","last_name":"Kinoshita"},{"last_name":"von Neumann","id":"49870","first_name":"Thilo","full_name":"von Neumann, Thilo","orcid":"https://orcid.org/0000-0002-7717-8670"},{"last_name":"Delcroix","first_name":"Marc","full_name":"Delcroix, Marc"},{"last_name":"Nakatani","first_name":"Tomohiro","full_name":"Nakatani, Tomohiro"},{"first_name":"Reinhold","full_name":"Haeb-Umbach, Reinhold","last_name":"Haeb-Umbach","id":"242"}],"quality_controlled":"1","publication":"Proc. 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Apr. 2020","department":[{"_id":"152"}],"quality_controlled":"1","author":[{"id":"47565","last_name":"Gräßler","full_name":"Gräßler, Iris","orcid":"0000-0001-5765-971X","first_name":"Iris"},{"full_name":"Roesmann, Daniel","first_name":"Daniel","id":"54680","last_name":"Roesmann"},{"id":"405","last_name":"Pottebaum","orcid":"http://orcid.org/0000-0001-8778-2989","full_name":"Pottebaum, Jens","first_name":"Jens"}],"publisher":"Elsevier ","user_id":"405","title":"Traceable learning effects by use of digital adaptive assistance in production","place":"Graz, Austria","language":[{"iso":"eng"}],"page":"479-484","citation":{"ama":"Gräßler I, Roesmann D, Pottebaum J. Traceable learning effects by use of digital adaptive assistance in production. In: Procedia Manufacturing - Proceedings of the 10th Conference on Learning Factories, CLF2020, Band 45; 16. - 17. Apr. 2020. Vol 45. Elsevier ; 2020:479-484. doi:doi: 10.1016/j.promfg.2020.04.058","apa":"Gräßler, I., Roesmann, D., & Pottebaum, J. (2020). Traceable learning effects by use of digital adaptive assistance in production. Procedia Manufacturing - Proceedings of the 10th Conference on Learning Factories, CLF2020, Band 45; 16. - 17. Apr. 2020, 45, 479–484. https://doi.org/doi: 10.1016/j.promfg.2020.04.058","chicago":"Gräßler, Iris, Daniel Roesmann, and Jens Pottebaum. “Traceable Learning Effects by Use of Digital Adaptive Assistance in Production.” In Procedia Manufacturing - Proceedings of the 10th Conference on Learning Factories, CLF2020, Band 45; 16. - 17. Apr. 2020, 45:479–84. Graz, Austria: Elsevier , 2020. https://doi.org/doi: 10.1016/j.promfg.2020.04.058.","mla":"Gräßler, Iris, et al. “Traceable Learning Effects by Use of Digital Adaptive Assistance in Production.” Procedia Manufacturing - Proceedings of the 10th Conference on Learning Factories, CLF2020, Band 45; 16. - 17. 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