---
_id: '60418'
abstract:
- lang: eng
text: 'Das Themenheft präsentiert forschende und strategische Perspektiven auf eine
postdigitale Hochschullehre. Die COVID-19-Pandemie führte zu einer grundlegenden
Umgestaltung der Hochschullehre und wirkte als Katalysator für die Gestaltung
digital unterstützender Innovationen in der Hochschullehre. Unter dem Schlagwort
postdigiale Hochschullehre beschäftigten sich die vorliegenden Beiträge der dghd-Tagung
2022 mit diesem veränderten Lehren und Lernen. '
citation:
ama: Neiske I, Trier U, Osthushenrich J, Weber T, eds. Transformationen. Forschende
Und Strategische Perspektiven Auf Eine Postdigitale Hochschullehre. Vol 10.;
2024. doi:10.3278/HSLT2402W
apa: Transformationen. Forschende und strategische Perspektiven auf eine postdigitale
Hochschullehre. (2024). In I. Neiske, U. Trier, J. Osthushenrich, & T. Weber
(Eds.), die hochschullehre (Vol. 10). https://doi.org/10.3278/HSLT2402W
bibtex: '@book{Neiske_Trier_Osthushenrich_Weber_2024, title={Transformationen. Forschende
und strategische Perspektiven auf eine postdigitale Hochschullehre}, volume={10},
DOI={10.3278/HSLT2402W}, journal={die
hochschullehre}, year={2024} }'
chicago: Neiske, Iris, Ulrike Trier, Judith Osthushenrich, and Tassja Weber, eds.
Transformationen. Forschende Und Strategische Perspektiven Auf Eine Postdigitale
Hochschullehre. Die Hochschullehre. Vol. 10, 2024. https://doi.org/10.3278/HSLT2402W.
ieee: I. Neiske, U. Trier, J. Osthushenrich, and T. Weber, Eds., Transformationen.
Forschende und strategische Perspektiven auf eine postdigitale Hochschullehre,
vol. 10. 2024.
mla: Neiske, Iris, et al., editors. “Transformationen. Forschende Und Strategische
Perspektiven Auf Eine Postdigitale Hochschullehre.” Die Hochschullehre,
vol. 10, 2024, doi:10.3278/HSLT2402W.
short: I. Neiske, U. Trier, J. Osthushenrich, T. Weber, eds., Transformationen.
Forschende Und Strategische Perspektiven Auf Eine Postdigitale Hochschullehre,
2024.
conference:
name: ' 22. Jahrestagung der Deutschen Gesellschaft für Hochschuldidaktik'
date_created: 2025-06-26T10:47:32Z
date_updated: 2025-06-26T10:55:38Z
doi: 10.3278/HSLT2402W
editor:
- first_name: Iris
full_name: Neiske, Iris
id: '53827'
last_name: Neiske
- first_name: Ulrike
full_name: Trier, Ulrike
id: '82117'
last_name: Trier
- first_name: Judith
full_name: Osthushenrich, Judith
id: '12360'
last_name: Osthushenrich
- first_name: Tassja
full_name: Weber, Tassja
id: '89571'
last_name: Weber
intvolume: ' 10'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.wbv.de/shop/Transformationen.-Forschende-und-strategische-Perspektiven-auf-eine-postdigitale-Hochschullehre-HSLT2402W
oa: '1'
publication: die hochschullehre
status: public
title: Transformationen. Forschende und strategische Perspektiven auf eine postdigitale
Hochschullehre
type: journal_editor
user_id: '12360'
volume: 10
year: '2024'
...
---
_id: '59888'
abstract:
- lang: eng
text: "Everyday explanations are interactive processes with the aim to provide a
less knowledgeable person with reasonable information about other people, objects,
or events. Because explanations are interactive communicative processes, the topical
structure of an explanation may vary dynamically depending on the immediate feedback
of the explainee. In this paper, we analyse topical transitions in medical explanations
organised by different physicians (explainers) related to different forms of multimodal
behaviour of caregivers (explainees) attending an explanation about the procedures
of\r\nan upcoming surgery of a child. The analyses reveal that explainees’ multimodal
behaviour with gaze shifts (and particularly gaze aversion) can predict a transition
from an elaborated topic to a new one, whereas explainees’ forms of multimodal
behaviour with static gaze cannot be related to changes of the topical structure."
article_type: original
author:
- first_name: Stefan Teodorov
full_name: Lazarov, Stefan Teodorov
id: '90345'
last_name: Lazarov
orcid: 0009-0009-0892-9483
- first_name: Kai
full_name: Biermeier, Kai
id: '55908'
last_name: Biermeier
orcid: 0000-0002-2879-2359
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: Lazarov ST, Biermeier K, Grimminger A. Changes in the topical structure of
explanations are related to explainees’ multimodal behaviour. Interaction Studies.
2024;25(3):257-280. doi:10.1075/is.23033.laz
apa: Lazarov, S. T., Biermeier, K., & Grimminger, A. (2024). Changes in the
topical structure of explanations are related to explainees’ multimodal behaviour.
Interaction Studies, 25(3), 257–280. https://doi.org/10.1075/is.23033.laz
bibtex: '@article{Lazarov_Biermeier_Grimminger_2024, title={Changes in the topical
structure of explanations are related to explainees’ multimodal behaviour}, volume={25},
DOI={10.1075/is.23033.laz},
number={3}, journal={Interaction Studies}, publisher={John Benjamins}, author={Lazarov,
Stefan Teodorov and Biermeier, Kai and Grimminger, Angela}, year={2024}, pages={257–280}
}'
chicago: 'Lazarov, Stefan Teodorov, Kai Biermeier, and Angela Grimminger. “Changes
in the Topical Structure of Explanations Are Related to Explainees’ Multimodal
Behaviour.” Interaction Studies 25, no. 3 (2024): 257–80. https://doi.org/10.1075/is.23033.laz.'
ieee: 'S. T. Lazarov, K. Biermeier, and A. Grimminger, “Changes in the topical structure
of explanations are related to explainees’ multimodal behaviour,” Interaction
Studies, vol. 25, no. 3, pp. 257–280, 2024, doi: 10.1075/is.23033.laz.'
mla: Lazarov, Stefan Teodorov, et al. “Changes in the Topical Structure of Explanations
Are Related to Explainees’ Multimodal Behaviour.” Interaction Studies,
vol. 25, no. 3, John Benjamins, 2024, pp. 257–80, doi:10.1075/is.23033.laz.
short: S.T. Lazarov, K. Biermeier, A. Grimminger, Interaction Studies 25 (2024)
257–280.
date_created: 2025-05-14T06:25:13Z
date_updated: 2025-06-27T13:57:36Z
doi: 10.1075/is.23033.laz
intvolume: ' 25'
issue: '3'
keyword:
- explanations
- multimodal behaviour
- elaborations
- conditional probabilities
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.jbe-platform.com/content/journals/10.1075/is.23033.laz#metrics_content
oa: '1'
page: 257 - 280
project:
- _id: '112'
grant_number: '438445824'
name: 'TRR 318 - A02: TRR 318 - Verstehensprozess einer Erklärung beobachten und
auswerten (Teilprojekt A02)'
publication: Interaction Studies
publication_identifier:
eissn:
- 1572-0381
publication_status: published
publisher: John Benjamins
status: public
title: Changes in the topical structure of explanations are related to explainees’
multimodal behaviour
type: journal_article
user_id: '90345'
volume: 25
year: '2024'
...
---
_id: '56177'
author:
- first_name: Lisa
full_name: Knoll, Lisa
id: '88789'
last_name: Knoll
citation:
ama: 'Knoll L. Valuation and Sustainability. In: Krüger A, Peetz T, Schaefer H,
eds. The Routledge International Handbook of Valuation and Society. Routledge;
2024:316-325.'
apa: Knoll, L. (2024). Valuation and Sustainability. In A. Krüger, T. Peetz, &
H. Schaefer (Eds.), The Routledge International Handbook of Valuation and Society
(pp. 316–325). Routledge.
bibtex: '@inbook{Knoll_2024, place={London}, title={Valuation and Sustainability},
booktitle={The Routledge International Handbook of Valuation and Society}, publisher={Routledge},
author={Knoll, Lisa}, editor={Krüger, Anne and Peetz, Thorsten and Schaefer, Hilmar},
year={2024}, pages={316–325} }'
chicago: 'Knoll, Lisa. “Valuation and Sustainability.” In The Routledge International
Handbook of Valuation and Society, edited by Anne Krüger, Thorsten Peetz,
and Hilmar Schaefer, 316–25. London: Routledge, 2024.'
ieee: 'L. Knoll, “Valuation and Sustainability,” in The Routledge International
Handbook of Valuation and Society, A. Krüger, T. Peetz, and H. Schaefer, Eds.
London: Routledge, 2024, pp. 316–325.'
mla: Knoll, Lisa. “Valuation and Sustainability.” The Routledge International
Handbook of Valuation and Society, edited by Anne Krüger et al., Routledge,
2024, pp. 316–25.
short: 'L. Knoll, in: A. Krüger, T. Peetz, H. Schaefer (Eds.), The Routledge International
Handbook of Valuation and Society, Routledge, London, 2024, pp. 316–325.'
date_created: 2024-09-18T09:50:38Z
date_updated: 2025-06-30T08:26:49Z
department:
- _id: '36'
- _id: '121'
editor:
- first_name: Anne
full_name: Krüger, Anne
last_name: Krüger
- first_name: Thorsten
full_name: Peetz, Thorsten
last_name: Peetz
- first_name: Hilmar
full_name: Schaefer, Hilmar
last_name: Schaefer
language:
- iso: eng
page: 316-325
place: London
publication: The Routledge International Handbook of Valuation and Society
publication_identifier:
unknown:
- ISBN 9781032115627
publication_status: published
publisher: Routledge
status: public
title: Valuation and Sustainability
type: book_chapter
user_id: '88789'
year: '2024'
...
---
_id: '49564'
author:
- first_name: Lisa
full_name: Knoll, Lisa
id: '88789'
last_name: Knoll
- first_name: Alec
full_name: Fraser, Alec
last_name: Fraser
citation:
ama: Knoll L, Fraser A. Social Impact Bond Assetization Struggles. A Comparative
Case Study of the UK and Germany. Economy and Society. 2024;53(1):92–111.
doi:https://doi.org/10.1080/03085147.2024.2309802
apa: Knoll, L., & Fraser, A. (2024). Social Impact Bond Assetization Struggles.
A Comparative Case Study of the UK and Germany. Economy and Society, 53(1),
92–111. https://doi.org/10.1080/03085147.2024.2309802
bibtex: '@article{Knoll_Fraser_2024, title={Social Impact Bond Assetization Struggles.
A Comparative Case Study of the UK and Germany}, volume={53}, DOI={https://doi.org/10.1080/03085147.2024.2309802},
number={1}, journal={Economy and Society}, author={Knoll, Lisa and Fraser, Alec},
year={2024}, pages={92–111} }'
chicago: 'Knoll, Lisa, and Alec Fraser. “Social Impact Bond Assetization Struggles.
A Comparative Case Study of the UK and Germany.” Economy and Society 53,
no. 1 (2024): 92–111. https://doi.org/10.1080/03085147.2024.2309802.'
ieee: 'L. Knoll and A. Fraser, “Social Impact Bond Assetization Struggles. A Comparative
Case Study of the UK and Germany,” Economy and Society, vol. 53, no. 1,
pp. 92–111, 2024, doi: https://doi.org/10.1080/03085147.2024.2309802.'
mla: Knoll, Lisa, and Alec Fraser. “Social Impact Bond Assetization Struggles. A
Comparative Case Study of the UK and Germany.” Economy and Society, vol.
53, no. 1, 2024, pp. 92–111, doi:https://doi.org/10.1080/03085147.2024.2309802.
short: L. Knoll, A. Fraser, Economy and Society 53 (2024) 92–111.
date_created: 2023-12-12T12:28:47Z
date_updated: 2025-06-30T08:16:45Z
department:
- _id: '121'
doi: https://doi.org/10.1080/03085147.2024.2309802
intvolume: ' 53'
issue: '1'
language:
- iso: eng
page: 92–111
publication: Economy and Society
publication_status: published
status: public
title: Social Impact Bond Assetization Struggles. A Comparative Case Study of the
UK and Germany
type: journal_article
user_id: '88789'
volume: 53
year: '2024'
...
---
_id: '55868'
citation:
ama: Adolphi R, Hahn S, Kettner M, eds. Philosophische Digitalisierungsforschung
Verantwortung, Verständigung, Vernunft, Macht. transcript; 2024.
apa: Adolphi, R., Hahn, S., & Kettner, M. (Eds.). (2024). Philosophische
Digitalisierungsforschung Verantwortung, Verständigung, Vernunft, Macht.
transcript.
bibtex: '@book{Adolphi_Hahn_Kettner_2024, place={Bielefeld}, title={Philosophische
Digitalisierungsforschung Verantwortung, Verständigung, Vernunft, Macht}, publisher={transcript},
year={2024} }'
chicago: 'Adolphi, Rainer, Susanne Hahn, and Matthias Kettner, eds. Philosophische
Digitalisierungsforschung Verantwortung, Verständigung, Vernunft, Macht.
Bielefeld: transcript, 2024.'
ieee: 'R. Adolphi, S. Hahn, and M. Kettner, Eds., Philosophische Digitalisierungsforschung
Verantwortung, Verständigung, Vernunft, Macht. Bielefeld: transcript, 2024.'
mla: Adolphi, Rainer, et al., editors. Philosophische Digitalisierungsforschung
Verantwortung, Verständigung, Vernunft, Macht. transcript, 2024.
short: R. Adolphi, S. Hahn, M. Kettner, eds., Philosophische Digitalisierungsforschung
Verantwortung, Verständigung, Vernunft, Macht, transcript, Bielefeld, 2024.
date_created: 2024-08-28T18:47:16Z
date_updated: 2025-07-02T07:39:27Z
department:
- _id: '756'
- _id: '26'
editor:
- first_name: Rainer
full_name: Adolphi, Rainer
last_name: Adolphi
- first_name: Susanne
full_name: Hahn, Susanne
last_name: Hahn
- first_name: Matthias
full_name: Kettner, Matthias
last_name: Kettner
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.transcript-verlag.de/978-3-8376-7497-2/philosophische-digitalisierungsforschung/?number=978-3-8394-7497-6
oa: '1'
page: '464'
place: Bielefeld
publication_identifier:
isbn:
- 978-3-8376-7497-2
publication_status: published
publisher: transcript
status: public
title: Philosophische Digitalisierungsforschung Verantwortung, Verständigung, Vernunft,
Macht
type: book_editor
user_id: '93637'
year: '2024'
...
---
_id: '48486'
abstract:
- lang: eng
text: AbstractIntroductionIn
Europe, most Internet searches for school‐related tasks are situated at home,
where parents can support adolescents. Although the frequency (quantity) of parental
support has already been analyzed, a research gap exists concerning the quality
of parental support in adolescents' information‐related Internet use. The quality
of parental support in the field of homework involvement is known to be a predictor
of adolescents' learning motivation and academic achievement, often discussed
with regard to self‐determination theory (SDT) in terms of autonomy support, structure,
emotional support, and control. These categories were adapted in this study to
analyze parents' support in adolescents' Internet searching activities.MethodsUsing
a mixed‐methods approach, we combined quantitative questionnaires and qualitative
observations to analyze joint information‐related Internet uses. Therefore, 243
parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed
by videography in 2019/2020 in Germany. The adolescents were 11 years old, on
average.ResultsThe
parents rated all qualities higher than the adolescents. Emotional support was
rated highest by both groups, whereas structure was rated lowest. Adolescents' and
parents' view on parental support differ. The qualitative study revealed parents' often
interfering behavior, whereas emotional support was low. Further, the active role
of adolescents was highlighted in both quantitative and qualitative data.ConclusionsBy
combining quantitative and qualitative approaches, we demonstrated a fruitful
application of SDT in analyzing the quality of parental support during adolescents' Internet
searches at home and shed light on the co‐construction of joint Internet searches.
author:
- first_name: Ricarda
full_name: Kurock, Ricarda
id: '78797'
last_name: Kurock
- first_name: Jeannine
full_name: Teichert, Jeannine
id: '83055'
last_name: Teichert
orcid: 0000-0002-7571-891X
- first_name: Dorothee M.
full_name: Meister, Dorothee M.
id: '346'
last_name: Meister
orcid: orcid.org/0000-0002-9685-4988
- first_name: Lara
full_name: Gerhardts, Lara
last_name: Gerhardts
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Sabrina
full_name: Bonanati, Sabrina
last_name: Bonanati
citation:
ama: Kurock R, Teichert J, Meister DM, Gerhardts L, Buhl HM, Bonanati S. A mixed‐methods study
of the quality of parental support during adolescents’ information‐related Internet
use as a co‐construction process. Journal of Adolescence. 2024;96(3):566-579.
doi:http://dx.doi.org/10.1002/jad.12264
apa: Kurock, R., Teichert, J., Meister, D. M., Gerhardts, L., Buhl, H. M., &
Bonanati, S. (2024). A mixed‐methods study of the quality of parental support
during adolescents’ information‐related Internet use as a co‐construction process.
Journal of Adolescence, 96(3), 566–579. http://dx.doi.org/10.1002/jad.12264
bibtex: '@article{Kurock_Teichert_Meister_Gerhardts_Buhl_Bonanati_2024, title={A
mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process}, volume={96}, DOI={http://dx.doi.org/10.1002/jad.12264},
number={3}, journal={Journal of Adolescence}, publisher={Wiley}, author={Kurock,
Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and
Buhl, Heike M. and Bonanati, Sabrina}, year={2024}, pages={566–579} }'
chicago: 'Kurock, Ricarda, Jeannine Teichert, Dorothee M. Meister, Lara Gerhardts,
Heike M. Buhl, and Sabrina Bonanati. “A Mixed‐methods Study of the Quality of
Parental Support during Adolescents’ Information‐related Internet Use as a Co‐construction
Process.” Journal of Adolescence 96, no. 3 (2024): 566–79. http://dx.doi.org/10.1002/jad.12264.'
ieee: 'R. Kurock, J. Teichert, D. M. Meister, L. Gerhardts, H. M. Buhl, and S. Bonanati,
“A mixed‐methods study of the quality of parental support during adolescents’ information‐related
Internet use as a co‐construction process,” Journal of Adolescence, vol.
96, no. 3, pp. 566–579, 2024, doi: http://dx.doi.org/10.1002/jad.12264.'
mla: Kurock, Ricarda, et al. “A Mixed‐methods Study of the Quality of Parental Support
during Adolescents’ Information‐related Internet Use as a Co‐construction Process.”
Journal of Adolescence, vol. 96, no. 3, Wiley, 2024, pp. 566–79, doi:http://dx.doi.org/10.1002/jad.12264.
short: R. Kurock, J. Teichert, D.M. Meister, L. Gerhardts, H.M. Buhl, S. Bonanati,
Journal of Adolescence 96 (2024) 566–579.
date_created: 2023-10-26T12:01:24Z
date_updated: 2025-07-03T09:06:39Z
department:
- _id: '427'
- _id: '137'
doi: http://dx.doi.org/10.1002/jad.12264
intvolume: ' 96'
issue: '3'
keyword:
- Psychiatry and Mental health
- Developmental and Educational Psychology
- Social Psychology
- Pediatrics
- Perinatology and Child Health
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://onlinelibrary.wiley.com/doi/10.1002/jad.12264
oa: '1'
page: 566-579
project:
- _id: '378'
grant_number: 01JD1814A
name: 'DigHomE: DigHomE: Digital Home Learning Environment – Gelingensbedingungen
elterlicher Unterstützung bei der informationsorientierten Internetnutzung'
publication: Journal of Adolescence
publication_identifier:
issn:
- 0140-1971
- 1095-9254
publication_status: published
publisher: Wiley
quality_controlled: '1'
status: public
title: A mixed‐methods study of the quality of parental support during adolescents' information‐related
Internet use as a co‐construction process
type: journal_article
user_id: '83055'
volume: 96
year: '2024'
...
---
_id: '60478'
author:
- first_name: David Christoph
full_name: Weiler, David Christoph
id: '118219'
last_name: Weiler
orcid: 0000-0003-2164-0341
- first_name: Jan-Philipp
full_name: Burde, Jan-Philipp
last_name: Burde
- first_name: Rike Isabel
full_name: Große-Heilmann, Rike Isabel
id: '99511'
last_name: Große-Heilmann
orcid: 0000-0001-8713-3014
- first_name: Andreas
full_name: Lachner, Andreas
last_name: Lachner
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
orcid: 0000-0003-2927-2619
- first_name: Thomas
full_name: Schubatzky, Thomas
last_name: Schubatzky
citation:
ama: 'Weiler DC, Burde J-P, Große-Heilmann RI, Lachner A, Riese J, Schubatzky T.
Evaluation of a university seminar on the use of digital media in the physics
classroom. Journal of Physics: Conference Series. 2024;2750(1):012041.
doi:10.1088/1742-6596/2750/1/012041'
apa: 'Weiler, D. C., Burde, J.-P., Große-Heilmann, R. I., Lachner, A., Riese, J.,
& Schubatzky, T. (2024). Evaluation of a university seminar on the use of
digital media in the physics classroom. Journal of Physics: Conference Series,
2750(1), 012041. https://doi.org/10.1088/1742-6596/2750/1/012041'
bibtex: '@article{Weiler_Burde_Große-Heilmann_Lachner_Riese_Schubatzky_2024, title={Evaluation
of a university seminar on the use of digital media in the physics classroom},
volume={2750}, DOI={10.1088/1742-6596/2750/1/012041},
number={1}, journal={Journal of Physics: Conference Series}, publisher={IOP Publishing},
author={Weiler, David Christoph and Burde, Jan-Philipp and Große-Heilmann, Rike
Isabel and Lachner, Andreas and Riese, Josef and Schubatzky, Thomas}, year={2024},
pages={012041} }'
chicago: 'Weiler, David Christoph, Jan-Philipp Burde, Rike Isabel Große-Heilmann,
Andreas Lachner, Josef Riese, and Thomas Schubatzky. “Evaluation of a University
Seminar on the Use of Digital Media in the Physics Classroom.” Journal of Physics:
Conference Series 2750, no. 1 (2024): 012041. https://doi.org/10.1088/1742-6596/2750/1/012041.'
ieee: 'D. C. Weiler, J.-P. Burde, R. I. Große-Heilmann, A. Lachner, J. Riese, and
T. Schubatzky, “Evaluation of a university seminar on the use of digital media
in the physics classroom,” Journal of Physics: Conference Series, vol.
2750, no. 1, p. 012041, 2024, doi: 10.1088/1742-6596/2750/1/012041.'
mla: 'Weiler, David Christoph, et al. “Evaluation of a University Seminar on the
Use of Digital Media in the Physics Classroom.” Journal of Physics: Conference
Series, vol. 2750, no. 1, IOP Publishing, 2024, p. 012041, doi:10.1088/1742-6596/2750/1/012041.'
short: 'D.C. Weiler, J.-P. Burde, R.I. Große-Heilmann, A. Lachner, J. Riese, T.
Schubatzky, Journal of Physics: Conference Series 2750 (2024) 012041.'
date_created: 2025-07-01T17:12:51Z
date_updated: 2025-07-03T12:33:07Z
doi: 10.1088/1742-6596/2750/1/012041
intvolume: ' 2750'
issue: '1'
language:
- iso: eng
page: '012041'
publication: 'Journal of Physics: Conference Series'
publication_identifier:
issn:
- 1742-6596
publisher: IOP Publishing
status: public
title: Evaluation of a university seminar on the use of digital media in the physics
classroom
type: journal_article
user_id: '118219'
volume: 2750
year: '2024'
...
---
_id: '60479'
author:
- first_name: Arne
full_name: Bewersdorff, Arne
last_name: Bewersdorff
- first_name: David Christoph
full_name: Weiler, David Christoph
id: '118219'
last_name: Weiler
orcid: 0000-0003-2164-0341
citation:
ama: Bewersdorff A, Weiler DC. Unveiling damped spring pendulum dynamics and constants
through smartphone-integrated LiDAR sensors. The Physics Teacher. 2024;62(3):230–231.
doi:10.1119/5.0188279
apa: Bewersdorff, A., & Weiler, D. C. (2024). Unveiling damped spring pendulum
dynamics and constants through smartphone-integrated LiDAR sensors. The Physics
Teacher, 62(3), 230–231. https://doi.org/10.1119/5.0188279
bibtex: '@article{Bewersdorff_Weiler_2024, title={Unveiling damped spring pendulum
dynamics and constants through smartphone-integrated LiDAR sensors}, volume={62},
DOI={10.1119/5.0188279}, number={3},
journal={The Physics Teacher}, publisher={American Association of Physics Teachers
(AAPT)}, author={Bewersdorff, Arne and Weiler, David Christoph}, year={2024},
pages={230–231} }'
chicago: 'Bewersdorff, Arne, and David Christoph Weiler. “Unveiling Damped Spring
Pendulum Dynamics and Constants through Smartphone-Integrated LiDAR Sensors.”
The Physics Teacher 62, no. 3 (2024): 230–231. https://doi.org/10.1119/5.0188279.'
ieee: 'A. Bewersdorff and D. C. Weiler, “Unveiling damped spring pendulum dynamics
and constants through smartphone-integrated LiDAR sensors,” The Physics Teacher,
vol. 62, no. 3, pp. 230–231, 2024, doi: 10.1119/5.0188279.'
mla: Bewersdorff, Arne, and David Christoph Weiler. “Unveiling Damped Spring Pendulum
Dynamics and Constants through Smartphone-Integrated LiDAR Sensors.” The Physics
Teacher, vol. 62, no. 3, American Association of Physics Teachers (AAPT),
2024, pp. 230–231, doi:10.1119/5.0188279.
short: A. Bewersdorff, D.C. Weiler, The Physics Teacher 62 (2024) 230–231.
date_created: 2025-07-01T17:12:51Z
date_updated: 2025-07-03T11:54:46Z
doi: 10.1119/5.0188279
intvolume: ' 62'
issue: '3'
language:
- iso: eng
page: 230–231
publication: The Physics Teacher
publication_identifier:
issn:
- 1943-4928
publisher: American Association of Physics Teachers (AAPT)
status: public
title: Unveiling damped spring pendulum dynamics and constants through smartphone-integrated
LiDAR sensors
type: journal_article
user_id: '118219'
volume: 62
year: '2024'
...
---
_id: '60480'
author:
- first_name: Salome
full_name: Wagner, Salome
last_name: Wagner
- first_name: Leonie
full_name: Sibley, Leonie
last_name: Sibley
- first_name: David Christoph
full_name: Weiler, David Christoph
id: '118219'
last_name: Weiler
orcid: 0000-0003-2164-0341
- first_name: Jan-Philipp
full_name: Burde, Jan-Philipp
last_name: Burde
- first_name: Katharina
full_name: Scheiter, Katharina
last_name: Scheiter
- first_name: Andreas
full_name: Lachner, Andreas
last_name: Lachner
citation:
ama: Wagner S, Sibley L, Weiler DC, Burde J-P, Scheiter K, Lachner A. The more,
the better? Learning with feedback and instruction. Learning and Instruction.
2024;89:101844. doi:10.1016/j.learninstruc.2023.101844
apa: Wagner, S., Sibley, L., Weiler, D. C., Burde, J.-P., Scheiter, K., & Lachner,
A. (2024). The more, the better? Learning with feedback and instruction. Learning
and Instruction, 89, 101844. https://doi.org/10.1016/j.learninstruc.2023.101844
bibtex: '@article{Wagner_Sibley_Weiler_Burde_Scheiter_Lachner_2024, title={The more,
the better? Learning with feedback and instruction}, volume={89}, DOI={10.1016/j.learninstruc.2023.101844},
journal={Learning and Instruction}, publisher={Elsevier BV}, author={Wagner, Salome
and Sibley, Leonie and Weiler, David Christoph and Burde, Jan-Philipp and Scheiter,
Katharina and Lachner, Andreas}, year={2024}, pages={101844} }'
chicago: 'Wagner, Salome, Leonie Sibley, David Christoph Weiler, Jan-Philipp Burde,
Katharina Scheiter, and Andreas Lachner. “The More, the Better? Learning with
Feedback and Instruction.” Learning and Instruction 89 (2024): 101844.
https://doi.org/10.1016/j.learninstruc.2023.101844.'
ieee: 'S. Wagner, L. Sibley, D. C. Weiler, J.-P. Burde, K. Scheiter, and A. Lachner,
“The more, the better? Learning with feedback and instruction,” Learning and
Instruction, vol. 89, p. 101844, 2024, doi: 10.1016/j.learninstruc.2023.101844.'
mla: Wagner, Salome, et al. “The More, the Better? Learning with Feedback and Instruction.”
Learning and Instruction, vol. 89, Elsevier BV, 2024, p. 101844, doi:10.1016/j.learninstruc.2023.101844.
short: S. Wagner, L. Sibley, D.C. Weiler, J.-P. Burde, K. Scheiter, A. Lachner,
Learning and Instruction 89 (2024) 101844.
date_created: 2025-07-01T17:12:51Z
date_updated: 2025-07-03T12:40:21Z
doi: 10.1016/j.learninstruc.2023.101844
intvolume: ' 89'
language:
- iso: eng
page: '101844'
publication: Learning and Instruction
publisher: Elsevier BV
status: public
title: The more, the better? Learning with feedback and instruction
type: journal_article
user_id: '118219'
volume: 89
year: '2024'
...
---
_id: '60521'
author:
- first_name: Desiree
full_name: Daniel-Söltenfuß, Desiree
id: '10186'
last_name: Daniel-Söltenfuß
citation:
ama: 'Daniel-Söltenfuß D. Transfer als Transport? Einordnung vorläufiger Forschungsergebnisse
zur Gestaltung von Transferprozessen im Kontext von Innovationsprogrammen am Beispiel
InnoVET. In: ; 2024.'
apa: Daniel-Söltenfuß, D. (2024). Transfer als Transport? Einordnung vorläufiger
Forschungsergebnisse zur Gestaltung von Transferprozessen im Kontext von Innovationsprogrammen
am Beispiel InnoVET. Sektionstagung Berufs- und Wirtschaftspädagogik, Dresden.
bibtex: '@inproceedings{Daniel-Söltenfuß_2024, title={Transfer als Transport? Einordnung
vorläufiger Forschungsergebnisse zur Gestaltung von Transferprozessen im Kontext
von Innovationsprogrammen am Beispiel InnoVET}, author={Daniel-Söltenfuß, Desiree},
year={2024} }'
chicago: Daniel-Söltenfuß, Desiree. “Transfer Als Transport? Einordnung Vorläufiger
Forschungsergebnisse Zur Gestaltung von Transferprozessen Im Kontext von Innovationsprogrammen
Am Beispiel InnoVET,” 2024.
ieee: D. Daniel-Söltenfuß, “Transfer als Transport? Einordnung vorläufiger Forschungsergebnisse
zur Gestaltung von Transferprozessen im Kontext von Innovationsprogrammen am Beispiel
InnoVET,” presented at the Sektionstagung Berufs- und Wirtschaftspädagogik, Dresden,
2024.
mla: Daniel-Söltenfuß, Desiree. Transfer Als Transport? Einordnung Vorläufiger
Forschungsergebnisse Zur Gestaltung von Transferprozessen Im Kontext von Innovationsprogrammen
Am Beispiel InnoVET. 2024.
short: 'D. Daniel-Söltenfuß, in: 2024.'
conference:
end_date: 2024-09-18
location: Dresden
name: Sektionstagung Berufs- und Wirtschaftspädagogik
start_date: 2024-09-16
date_created: 2025-07-04T13:35:48Z
date_updated: 2025-07-04T13:36:01Z
department:
- _id: '208'
language:
- iso: eng
status: public
title: Transfer als Transport? Einordnung vorläufiger Forschungsergebnisse zur Gestaltung
von Transferprozessen im Kontext von Innovationsprogrammen am Beispiel InnoVET
type: conference_abstract
user_id: '10186'
year: '2024'
...
---
_id: '57593'
abstract:
- lang: eng
text: "Between Dethematizing and Demonetisation: The Holocaust in depictions of
National-Socialism and World War Two on YouTube – In September 2018, an ambitious
\r\nand highly noteworthy project for the construction and distribution of a broad-reaching
portrayal of 20th-century violence in the digital age was launched: the YouTube
\r\nchannel World War Two (WW2). Their mission was to present the experiences
of \r\nthose who lived through the war in a radically objective, apolitical, and
detailed \r\nmanner. The main series, sharing the same title as the channel, focused
on military \r\nevents, while another series titled War Against Humanity (WAH)
would address \r\nwar crimes, human rights abuses, the mass murder of civilians
and prisoners of \r\nwar, Nazi euthanasia crimes, and the Holocaust. This division
of the narrative into \r\na military history (main series) and a separate history
of war crimes and the Holocaust (side series) raises important questions about
the conditions, opportunities, \r\nand limitations that YouTube’s media and economic
structures impose on the portrayal of war, mass violence, and genocide. The paper
also examines how these \r\nstructures influence the narrative and shape the presented
historical image, and \r\nwhat consequences arise for the depiction of war and
history from an academic perspective. Lastly, it explores the reasons behind this
narrative split: whether it was \r\na deliberate decision to systematically differentiate
the storytelling or a strategic \r\nmove shaped by YouTube’s media and economic
constraints. The question arises: \r\nto what extent can historical education
on digital platforms like YouTube, driven \r\nby the need for content monetization,
still align closely with academic standards?"
article_type: original
author:
- first_name: Julia
full_name: Quast, Julia
id: '102451'
last_name: Quast
citation:
ama: Quast J. Zwischen Dethematisierung und Demonetarisierung Der Holocaust in
Darstellungen von NS und Zweitem Weltkrieg auf YouTube. Zeitschrift für Genozidforschung.
2024;22(2):264-291.
apa: Quast, J. (2024). Zwischen Dethematisierung und Demonetarisierung Der Holocaust
in Darstellungen von NS und Zweitem Weltkrieg auf YouTube. Zeitschrift für
Genozidforschung, 22(2), 264–291.
bibtex: '@article{Quast_2024, title={Zwischen Dethematisierung und Demonetarisierung
Der Holocaust in Darstellungen von NS und Zweitem Weltkrieg auf YouTube}, volume={22},
number={2}, journal={Zeitschrift für Genozidforschung}, publisher={Velbrück },
author={Quast, Julia}, year={2024}, pages={264–291} }'
chicago: 'Quast, Julia. “Zwischen Dethematisierung und Demonetarisierung Der Holocaust
in Darstellungen von NS und Zweitem Weltkrieg auf YouTube.” Zeitschrift für
Genozidforschung 22, no. 2 (2024): 264–91.'
ieee: J. Quast, “Zwischen Dethematisierung und Demonetarisierung Der Holocaust
in Darstellungen von NS und Zweitem Weltkrieg auf YouTube,” Zeitschrift für
Genozidforschung, vol. 22, no. 2, pp. 264–291, 2024.
mla: Quast, Julia. “Zwischen Dethematisierung und Demonetarisierung Der Holocaust
in Darstellungen von NS und Zweitem Weltkrieg auf YouTube.” Zeitschrift für
Genozidforschung, vol. 22, no. 2, Velbrück , 2024, pp. 264–91.
short: J. Quast, Zeitschrift für Genozidforschung 22 (2024) 264–291.
date_created: 2024-12-05T13:08:48Z
date_updated: 2025-07-04T18:36:43Z
department:
- _id: '6'
intvolume: ' 22'
issue: '2'
keyword:
- Zweiter Weltkrieg
- Holocaust
- Geschichtsbild
- Public History
- Social Media
- YouTube
- Erinnerungskultur
language:
- iso: ger
page: 264-291
project:
- _id: '1273'
name: Der Zweite Weltkrieg und seine (Un-)Vermarktbarkeit
publication: Zeitschrift für Genozidforschung
publication_status: published
publisher: 'Velbrück '
quality_controlled: '1'
status: public
title: Zwischen Dethematisierung und Demonetarisierung Der Holocaust in Darstellungen
von NS und Zweitem Weltkrieg auf YouTube
type: journal_article
user_id: '102451'
volume: 22
year: '2024'
...
---
_id: '58692'
citation:
ama: Alpsancar S, ed. Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie
2024 . Vol 10. Jahrgang. Nomos; 2024.
apa: 'Alpsancar, S. (Ed.). (2024). Der Sog des Neuen und der Schock des Alten
Jahrbuch Technikphilosophie 2024 : Vol. 10. Jahrgang. Nomos.'
bibtex: '@book{Alpsancar_2024, place={Baden Baden}, series={Jahrbuch Technikphilosophie},
title={ Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie
2024 }, volume={10. Jahrgang}, publisher={Nomos}, year={2024}, collection={Jahrbuch
Technikphilosophie} }'
chicago: 'Alpsancar, Suzana, ed. Der Sog des Neuen und der Schock des Alten
Jahrbuch Technikphilosophie 2024 . Vol. 10. Jahrgang. Jahrbuch Technikphilosophie.
Baden Baden: Nomos, 2024.'
ieee: 'S. Alpsancar, Ed., Der Sog des Neuen und der Schock des Alten Jahrbuch
Technikphilosophie 2024 , vol. 10. Jahrgang. Baden Baden: Nomos, 2024.'
mla: Alpsancar, Suzana, editor. Der Sog des Neuen und der Schock des Alten Jahrbuch
Technikphilosophie 2024 . Nomos, 2024.
short: S. Alpsancar, ed., Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie
2024 , Nomos, Baden Baden, 2024.
date_created: 2025-02-18T12:22:11Z
date_updated: 2025-07-07T12:25:56Z
department:
- _id: '26'
- _id: '14'
editor:
- first_name: Suzana
full_name: Alpsancar, Suzana
id: '93637'
last_name: Alpsancar
language:
- iso: ger
place: Baden Baden
publication_identifier:
isbn:
- ISBN 978-3-7560-1830-7
publication_status: published
publisher: Nomos
series_title: Jahrbuch Technikphilosophie
status: public
title: ' Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie 2024 '
type: book_editor
user_id: '93637'
volume: 10. Jahrgang
year: '2024'
...
---
_id: '53096'
author:
- first_name: Rahel
full_name: Arns, Rahel
last_name: Arns
citation:
ama: 'Arns R. The role of phenylnitrene in the formation of polycyclic aromatic
nitrogen containing hydrocarbons. In: ; 2024.'
apa: Arns, R. (2024). The role of phenylnitrene in the formation of polycyclic
aromatic nitrogen containing hydrocarbons. Bunsentagung 2024, Aachen.
bibtex: '@inproceedings{Arns_2024, title={The role of phenylnitrene in the formation
of polycyclic aromatic nitrogen containing hydrocarbons}, author={Arns, Rahel},
year={2024} }'
chicago: Arns, Rahel. “The Role of Phenylnitrene in the Formation of Polycyclic
Aromatic Nitrogen Containing Hydrocarbons,” 2024.
ieee: R. Arns, “The role of phenylnitrene in the formation of polycyclic aromatic
nitrogen containing hydrocarbons,” presented at the Bunsentagung 2024, Aachen,
2024.
mla: Arns, Rahel. The Role of Phenylnitrene in the Formation of Polycyclic Aromatic
Nitrogen Containing Hydrocarbons. 2024.
short: 'R. Arns, in: 2024.'
conference:
end_date: 2024-03-27
location: Aachen
name: Bunsentagung 2024
start_date: 2024-03-25
date_created: 2024-03-28T12:32:23Z
date_updated: 2025-07-08T10:33:45Z
ddc:
- '540'
department:
- _id: '728'
file:
- access_level: closed
content_type: application/pdf
creator: domeniks
date_created: 2024-03-28T12:31:32Z
date_updated: 2024-03-28T12:31:32Z
file_id: '53097'
file_name: Abstract_Rahel_Arns.pdf
file_size: 64818
relation: main_file
success: 1
file_date_updated: 2024-03-28T12:31:32Z
has_accepted_license: '1'
language:
- iso: eng
status: public
title: The role of phenylnitrene in the formation of polycyclic aromatic nitrogen
containing hydrocarbons
type: conference_abstract
user_id: '94562'
year: '2024'
...
---
_id: '60546'
author:
- first_name: Kerstin
full_name: Kraft, Kerstin
id: '22433'
last_name: Kraft
citation:
ama: Kraft K. Mit Kleidung lügen. Über Vestimentäres und Modisches im Vormärz.
Vol S. 89-105. Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg, Forum Vormärz
Forschung; 2024.
apa: 'Kraft, K. (2024). Mit Kleidung lügen. Über Vestimentäres und Modisches
im Vormärz: Vol. S. 89-105. Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg,
Forum Vormärz Forschung.'
bibtex: '@book{Kraft_2024, title={Mit Kleidung lügen. Über Vestimentäres und Modisches
im Vormärz}, volume={S. 89-105}, publisher={Alltagskultur im Vormärz, Jahrbuch
2024, 30. Jg, Forum Vormärz Forschung}, author={Kraft, Kerstin}, year={2024} }'
chicago: Kraft, Kerstin. Mit Kleidung lügen. Über Vestimentäres und Modisches
im Vormärz. Vol. S. 89-105. Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg,
Forum Vormärz Forschung, 2024.
ieee: K. Kraft, Mit Kleidung lügen. Über Vestimentäres und Modisches im Vormärz,
vol. S. 89-105. Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg, Forum Vormärz
Forschung, 2024.
mla: Kraft, Kerstin. Mit Kleidung lügen. Über Vestimentäres und Modisches im
Vormärz. Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg, Forum Vormärz Forschung,
2024.
short: K. Kraft, Mit Kleidung lügen. Über Vestimentäres und Modisches im Vormärz,
Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg, Forum Vormärz Forschung, 2024.
date_created: 2025-07-08T08:45:14Z
date_updated: 2025-07-08T08:45:28Z
department:
- _id: '18'
- _id: '434'
language:
- iso: ger
page: '16'
publication_status: published
publisher: Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg, Forum Vormärz Forschung
status: public
title: Mit Kleidung lügen. Über Vestimentäres und Modisches im Vormärz
type: misc
user_id: '79820'
volume: S. 89-105
year: '2024'
...
---
_id: '60547'
alternative_title:
- Annali. Sezione germanica; Neapel 2024
author:
- first_name: Kerstin
full_name: Kraft, Kerstin
id: '22433'
last_name: Kraft
- first_name: Birgit
full_name: Haase, Birgit
last_name: Haase
citation:
ama: Kraft K, Haase B. Zur Mode im deutschen Kulturraum. Materialien, Textilien,
Texte. .; 2024.
apa: Kraft, K., & Haase, B. (2024). Zur Mode im deutschen Kulturraum. Materialien,
Textilien, Texte. .
bibtex: '@book{Kraft_Haase_2024, title={Zur Mode im deutschen Kulturraum. Materialien,
Textilien, Texte. }, author={Kraft, Kerstin and Haase, Birgit}, year={2024} }'
chicago: Kraft, Kerstin, and Birgit Haase. Zur Mode im deutschen Kulturraum.
Materialien, Textilien, Texte. , 2024.
ieee: K. Kraft and B. Haase, Zur Mode im deutschen Kulturraum. Materialien, Textilien,
Texte. . 2024.
mla: Kraft, Kerstin, and Birgit Haase. Zur Mode im deutschen Kulturraum. Materialien,
Textilien, Texte. . 2024.
short: K. Kraft, B. Haase, Zur Mode im deutschen Kulturraum. Materialien, Textilien,
Texte. , 2024.
date_created: 2025-07-08T08:50:41Z
date_updated: 2025-07-08T08:51:28Z
department:
- _id: '18'
- _id: '434'
language:
- iso: ger
status: public
title: 'Zur Mode im deutschen Kulturraum. Materialien, Textilien, Texte. '
type: misc
user_id: '79820'
year: '2024'
...
---
_id: '60553'
article_number: '105683'
author:
- first_name: Martin
full_name: Hoener, Martin
last_name: Hoener
- first_name: Thomas
full_name: Bierkandt, Thomas
last_name: Bierkandt
- first_name: Shkelqim
full_name: Shaqiri, Shkelqim
last_name: Shaqiri
- first_name: Tina
full_name: Kasper, Tina
last_name: Kasper
citation:
ama: 'Hoener M, Bierkandt T, Shaqiri S, Kasper T. N2O oxidized combustion of ethylene:
Detailed laminar flame structure and the significance of oxidizer decomposition
kinetics for modeling. Proceedings of the Combustion Institute. 2024;40(1-4).
doi:10.1016/j.proci.2024.105683'
apa: 'Hoener, M., Bierkandt, T., Shaqiri, S., & Kasper, T. (2024). N2O oxidized
combustion of ethylene: Detailed laminar flame structure and the significance
of oxidizer decomposition kinetics for modeling. Proceedings of the Combustion
Institute, 40(1–4), Article 105683. https://doi.org/10.1016/j.proci.2024.105683'
bibtex: '@article{Hoener_Bierkandt_Shaqiri_Kasper_2024, title={N2O oxidized combustion
of ethylene: Detailed laminar flame structure and the significance of oxidizer
decomposition kinetics for modeling}, volume={40}, DOI={10.1016/j.proci.2024.105683},
number={1–4105683}, journal={Proceedings of the Combustion Institute}, publisher={Elsevier
BV}, author={Hoener, Martin and Bierkandt, Thomas and Shaqiri, Shkelqim and Kasper,
Tina}, year={2024} }'
chicago: 'Hoener, Martin, Thomas Bierkandt, Shkelqim Shaqiri, and Tina Kasper. “N2O
Oxidized Combustion of Ethylene: Detailed Laminar Flame Structure and the Significance
of Oxidizer Decomposition Kinetics for Modeling.” Proceedings of the Combustion
Institute 40, no. 1–4 (2024). https://doi.org/10.1016/j.proci.2024.105683.'
ieee: 'M. Hoener, T. Bierkandt, S. Shaqiri, and T. Kasper, “N2O oxidized combustion
of ethylene: Detailed laminar flame structure and the significance of oxidizer
decomposition kinetics for modeling,” Proceedings of the Combustion Institute,
vol. 40, no. 1–4, Art. no. 105683, 2024, doi: 10.1016/j.proci.2024.105683.'
mla: 'Hoener, Martin, et al. “N2O Oxidized Combustion of Ethylene: Detailed Laminar
Flame Structure and the Significance of Oxidizer Decomposition Kinetics for Modeling.”
Proceedings of the Combustion Institute, vol. 40, no. 1–4, 105683, Elsevier
BV, 2024, doi:10.1016/j.proci.2024.105683.'
short: M. Hoener, T. Bierkandt, S. Shaqiri, T. Kasper, Proceedings of the Combustion
Institute 40 (2024).
date_created: 2025-07-08T10:41:43Z
date_updated: 2025-07-08T10:43:40Z
department:
- _id: '728'
doi: 10.1016/j.proci.2024.105683
intvolume: ' 40'
issue: 1-4
language:
- iso: eng
publication: Proceedings of the Combustion Institute
publication_identifier:
issn:
- 1540-7489
publication_status: published
publisher: Elsevier BV
status: public
title: 'N2O oxidized combustion of ethylene: Detailed laminar flame structure and
the significance of oxidizer decomposition kinetics for modeling'
type: journal_article
user_id: '94562'
volume: 40
year: '2024'
...
---
_id: '60569'
abstract:
- lang: eng
text: "Ein zentrales Ziel des Mathematikunterrichts der Grundschule ist es, Kinder
anzu-\r\nregen, rechnerisch zu denken, anstatt zählend zu rechnen. Dies erfordert
ein Ver-\r\nständnis für mathematische Operationen sowie die Fähigkeit, Aufgaben
in Bezie-\r\nhung zueinander zu setzen und Merkmale der Aufgaben zu berücksichtigen.
Dazu\r\nkönnen digitalgestützte Lernumgebungen zur Förderung des Verständnisses
der Ad-\r\ndition beitragen, die Kinder anregen, Aufgaben zu verändern und die
in verschiede-\r\nnen Darstellungen erkennbaren Beziehungen zu beschreiben und
zu erklären. Der\r\nBeitrag erläutert Gestaltungskriterien und zeigt erste Erkenntnisse
in Bezug auf die\r\nvon Kindern erkannten operativen Beziehungen."
author:
- first_name: Andrea
full_name: Dettelbach, Andrea
id: '31391'
last_name: Dettelbach
- first_name: Uta
full_name: Häsel-Weide, Uta
last_name: Häsel-Weide
citation:
ama: 'Dettelbach A, Häsel-Weide U. Operative Beziehungen erkennen, beschreiben und
nutzen - Initiierung von Lernprozessen unter Einbeziehung der App “Rechenfeld.”
In: Bierbrauer C, Ladel S, Platz M, eds. Förderung prozessbezogener Kompetenzen
mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten.
1st ed. Band 11. WTM - Verlag für wissenschaftliche Texte und Medien; 2024:182-198.
doi:10.37626/GA9783959873246.0'
apa: Dettelbach, A., & Häsel-Weide, U. (2024). Operative Beziehungen erkennen,
beschreiben und nutzen - Initiierung von Lernprozessen unter Einbeziehung der
App “Rechenfeld.” In C. Bierbrauer, S. Ladel, & M. Platz (Eds.), Förderung
prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten
und Werkzeugen arbeiten. (1st ed., pp. 182–198). WTM - Verlag für wissenschaftliche
Texte und Medien. https://doi.org/10.37626/GA9783959873246.0
bibtex: '@inbook{Dettelbach_Häsel-Weide_2024, place={Münster}, edition={1}, series={Band
11}, title={Operative Beziehungen erkennen, beschreiben und nutzen - Initiierung
von Lernprozessen unter Einbeziehung der App “Rechenfeld”}, DOI={10.37626/GA9783959873246.0},
booktitle={Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten.}, publisher={WTM - Verlag für wissenschaftliche
Texte und Medien}, author={Dettelbach, Andrea and Häsel-Weide, Uta}, editor={Bierbrauer,
Christiana and Ladel, Silke and Platz, Melanie}, year={2024}, pages={182–198},
collection={Band 11} }'
chicago: 'Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen,
beschreiben und nutzen - Initiierung von Lernprozessen unter Einbeziehung der
App ‘Rechenfeld.’” In Förderung prozessbezogener Kompetenzen mit digitalen
Medien. Mit mathematischen Objekten und Werkzeugen arbeiten., edited by Christiana Bierbrauer,
Silke Ladel, and Melanie Platz, 1st ed., 182–98. Band 11. Münster: WTM - Verlag
für wissenschaftliche Texte und Medien, 2024. https://doi.org/10.37626/GA9783959873246.0.'
ieee: 'A. Dettelbach and U. Häsel-Weide, “Operative Beziehungen erkennen, beschreiben
und nutzen - Initiierung von Lernprozessen unter Einbeziehung der App ‘Rechenfeld,’”
in Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten., 1st ed., C. Bierbrauer, S. Ladel, and M.
Platz, Eds. Münster: WTM - Verlag für wissenschaftliche Texte und Medien, 2024,
pp. 182–198.'
mla: Dettelbach, Andrea, and Uta Häsel-Weide. “Operative Beziehungen erkennen, beschreiben
und nutzen - Initiierung von Lernprozessen unter Einbeziehung der App ‘Rechenfeld.’”
Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten., edited by Christiana Bierbrauer et al.,
1st ed., WTM - Verlag für wissenschaftliche Texte und Medien, 2024, pp. 182–98,
doi:10.37626/GA9783959873246.0.
short: 'A. Dettelbach, U. Häsel-Weide, in: C. Bierbrauer, S. Ladel, M. Platz (Eds.),
Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten., 1st ed., WTM - Verlag für wissenschaftliche
Texte und Medien, Münster, 2024, pp. 182–198.'
date_created: 2025-07-09T09:36:26Z
date_updated: 2025-07-09T09:42:43Z
doi: 10.37626/GA9783959873246.0
edition: '1'
editor:
- first_name: 'Christiana '
full_name: 'Bierbrauer, Christiana '
last_name: Bierbrauer
- first_name: Silke
full_name: Ladel, Silke
last_name: Ladel
- first_name: Melanie
full_name: Platz, Melanie
last_name: Platz
language:
- iso: ger
page: 182 - 198
place: Münster
publication: Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen
Objekten und Werkzeugen arbeiten.
publication_identifier:
isbn:
- 978-3-95987-323-9
publication_status: published
publisher: WTM - Verlag für wissenschaftliche Texte und Medien
series_title: Band 11
status: public
title: Operative Beziehungen erkennen, beschreiben und nutzen - Initiierung von Lernprozessen
unter Einbeziehung der App "Rechenfeld"
type: book_chapter
user_id: '31391'
year: '2024'
...
---
_id: '58978'
abstract:
- lang: eng
text: In der vorliegenden Arbeit wird die Darstellung von drei ausgewählten Akzenten
des Englischen in den Audio Materialien deutscher Englisch-Schulbücher untersucht.
Dabei verfolgt diese Arbeit einen Korpus-phonologischen Ansatz um die Darstellung
des Britischen, Amerikanischen, und Australischen Englisch zu untersuchen. Dabei
wird das Augenmerk auf die Akzente Received Pronunciation, General American, und
Standard (Mainstream) Australian English in den drei in NRW genutzten Lehrwerken
English G Access, Green Line, und Camden Town gelegt. Das phonologische Schulbuchkorpus
umfasst 3 Stunden, 36 Minuten, und 40 Sekunden Audio Material. Insgesamt umfasst
das Korpus 54 Sprecher*innen für die asugewählte phonologische Merkmale für jeden
untersuchten Akzent analysiert werden. Die Ergebnisse der Arbeit zeigen, dass
die drei Lehrwerke einige phonologische Merkmale der Akzente Received Pronunciation,
General American, und Standard (Mainstream) Australian English darstellen, dies
aber nciht durchgängig für alle Sprecher*innen. Dennoch zeigt die Arbeit, dass
die Schulbücher und die Audio Materialien den Schüler*innen eine effektive und
praktische Möglichkeit bieten, die Variation der Englischen Sprache kennenzulernen.
- lang: eng
text: In this dissertation, a corpus-phonological approach is used to analyse the
representation of British English in the form of Received Pronunciation, American
English in the form of General American, and Australian English in the form of
Standard (Mainstream) Australian English in three textbook series - English G
Access, Green Line, and Camden Town - used at secondary schools in North Rhine-Westphalia.
The phonological textbook corpus consists of the audio materials from volumes
two, four, and five of the three textbooks and comprises 3 hours, 36 minutes,
and 40 seconds of audio materials. A total of 54 speakers are included in the
corpus and select phonological features are analysed for each accent. The results
of this study show that all three textbooks display at least some of the accent
features of Received Pronunciation, General American, and Australian English,
but not consistently across all speakers. These textbooks and audio materials
nevertheless offer an effective and practical method for introducing learners
to the diversity of the English language.
author:
- first_name: Lisa
full_name: Scheiwe, Lisa
id: '33408'
last_name: Scheiwe
citation:
ama: 'Scheiwe L. Accents of English in English Language Teaching in Germany:
A Corpus-Phonological Approach to Textbook Analysis. LibreCat University;
2024. doi:10.17619/UNIPB/1-2181'
apa: 'Scheiwe, L. (2024). Accents of English in English language teaching in
Germany: a corpus-phonological approach to textbook analysis. LibreCat University.
https://doi.org/10.17619/UNIPB/1-2181'
bibtex: '@book{Scheiwe_2024, title={Accents of English in English language teaching
in Germany: a corpus-phonological approach to textbook analysis}, DOI={10.17619/UNIPB/1-2181},
publisher={LibreCat University}, author={Scheiwe, Lisa}, year={2024} }'
chicago: 'Scheiwe, Lisa. Accents of English in English Language Teaching in Germany:
A Corpus-Phonological Approach to Textbook Analysis. LibreCat University,
2024. https://doi.org/10.17619/UNIPB/1-2181.'
ieee: 'L. Scheiwe, Accents of English in English language teaching in Germany:
a corpus-phonological approach to textbook analysis. LibreCat University,
2024.'
mla: 'Scheiwe, Lisa. Accents of English in English Language Teaching in Germany:
A Corpus-Phonological Approach to Textbook Analysis. LibreCat University,
2024, doi:10.17619/UNIPB/1-2181.'
short: 'L. Scheiwe, Accents of English in English Language Teaching in Germany:
A Corpus-Phonological Approach to Textbook Analysis, LibreCat University, 2024.'
date_created: 2025-03-13T07:43:20Z
date_updated: 2025-07-10T06:34:38Z
department:
- _id: '376'
doi: 10.17619/UNIPB/1-2181
language:
- iso: eng
publication_status: published
publisher: LibreCat University
status: public
title: 'Accents of English in English language teaching in Germany: a corpus-phonological
approach to textbook analysis'
type: dissertation
user_id: '33408'
year: '2024'
...
---
_id: '54545'
abstract:
- lang: eng
text: "Abstract\r\n This book combines
theoretical and empirical research across various academic disciplines, including
economics, psychology, neuroscience, philosophy, and political science, to describe
why individuals adopt political ideologies and how this choice can potentially
exacerbate conflict and violence. Ideology is particularly important to conflict.
Data on intra- and international conflict shows that the number of ideologically
driven conflicts has increased tremendously in recent decades. Although some researchers
have started to investigate extensively the link between ideology and conflict,
they struggle to find holistic explanations through which ideologies might shape
conflict. This book addresses this effort by providing an interrelated multidisciplinary
framework to explain the multidimensional functions of ideology. It illustrates
that ideologies are not only capable of shaping conflictual behavior or mobilizing
political actors, but also of addressing human needs, desires, and preferences.
Hence, this book seeks to explain how individuals adopt ideologies that match
their underlying needs and preferences; that ideologies have the capacity to reconcile
deprived psychological human needs; and that radical groups and organizations
use ideologies to recruit individuals and pursue their objectives. To understand
these relationships better and to apply the theoretical background to real-world
situations, we include real-life cases that describe how depriving individuals
of resources that satisfy their underlying needs and preferences can lead them
to adopt particular ideologies that are disseminated by radical groups or organizations.
These radical groups or organizations then make decisions, which can potentially
lead to conflict onset and continuous long-term struggles."
alternative_title:
- From Human Needs to Intergroup Violence
author:
- first_name: Veronika
full_name: Müller, Veronika
last_name: Müller
- first_name: Thomas
full_name: Gries, Thomas
id: '186'
last_name: Gries
citation:
ama: Müller V, Gries T. Ideology and the Microfoundations of Conflict. Oxford
University PressNew York; 2024. doi:10.1093/oso/9780197670187.001.0001
apa: Müller, V., & Gries, T. (2024). Ideology and the Microfoundations of
Conflict. Oxford University PressNew York. https://doi.org/10.1093/oso/9780197670187.001.0001
bibtex: '@book{Müller_Gries_2024, title={Ideology and the Microfoundations of Conflict},
DOI={10.1093/oso/9780197670187.001.0001},
publisher={Oxford University PressNew York}, author={Müller, Veronika and Gries,
Thomas}, year={2024} }'
chicago: Müller, Veronika, and Thomas Gries. Ideology and the Microfoundations
of Conflict. Oxford University PressNew York, 2024. https://doi.org/10.1093/oso/9780197670187.001.0001.
ieee: V. Müller and T. Gries, Ideology and the Microfoundations of Conflict.
Oxford University PressNew York, 2024.
mla: Müller, Veronika, and Thomas Gries. Ideology and the Microfoundations of
Conflict. Oxford University PressNew York, 2024, doi:10.1093/oso/9780197670187.001.0001.
short: V. Müller, T. Gries, Ideology and the Microfoundations of Conflict, Oxford
University PressNew York, 2024.
date_created: 2024-06-02T19:57:33Z
date_updated: 2025-07-13T17:58:28Z
department:
- _id: '19'
- _id: '200'
- _id: '202'
- _id: '475'
doi: 10.1093/oso/9780197670187.001.0001
has_accepted_license: '1'
language:
- iso: eng
publication_identifier:
isbn:
- '0197670180'
- '9780197670187'
- '9780197670217'
publication_status: published
publisher: Oxford University PressNew York
status: public
title: Ideology and the Microfoundations of Conflict
type: book
user_id: '186'
year: '2024'
...
---
_id: '60223'
author:
- first_name: Sebastian Niklas
full_name: Koppius, Sebastian Niklas
id: '38809'
last_name: Koppius
citation:
ama: Koppius SN. Interdisciplinary collaboration in vocational education and training
(VET). Opportunities and challenges for business and technical teachers. Book
of Abstracts. Published online 2024:60-61.
apa: Koppius, S. N. (2024). Interdisciplinary collaboration in vocational education
and training (VET). Opportunities and challenges for business and technical teachers.
Book of Abstracts, 60–61.
bibtex: '@article{Koppius_2024, title={Interdisciplinary collaboration in vocational
education and training (VET). Opportunities and challenges for business and technical
teachers}, journal={Book of Abstracts}, publisher={University of Iceland (Reykjavik)},
author={Koppius, Sebastian Niklas}, year={2024}, pages={60–61} }'
chicago: Koppius, Sebastian Niklas. “Interdisciplinary Collaboration in Vocational
Education and Training (VET). Opportunities and Challenges for Business and Technical
Teachers.” Book of Abstracts, 2024, 60–61.
ieee: S. N. Koppius, “Interdisciplinary collaboration in vocational education and
training (VET). Opportunities and challenges for business and technical teachers,”
Book of Abstracts, pp. 60–61, 2024.
mla: Koppius, Sebastian Niklas. “Interdisciplinary Collaboration in Vocational Education
and Training (VET). Opportunities and Challenges for Business and Technical Teachers.”
Book of Abstracts, University of Iceland (Reykjavik), 2024, pp. 60–61.
short: S.N. Koppius, Book of Abstracts (2024) 60–61.
date_created: 2025-06-16T13:32:57Z
date_updated: 2025-07-14T08:52:00Z
language:
- iso: eng
page: 60-61
publication: Book of Abstracts
publisher: University of Iceland (Reykjavik)
status: public
title: Interdisciplinary collaboration in vocational education and training (VET).
Opportunities and challenges for business and technical teachers
type: journal_article
user_id: '38809'
year: '2024'
...