@techreport{VoethHerbstStief2015,
  type      = {Working Paper},
  author    = {Voeth, Markus and Herbst, Uta and Stief, Sarah},
  title     = {Wie verhandelt die Praxis?},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-78759},
  year      = {2015},
  subject      = {Verhandlungsmanagement},
  language  = {de}
}
@book{DuahFominyamKloseetal.2015,
  author    = {Duah, Reginald Akuoko and Fominyam, Henry Z. and Klose, Claudius and Pfeil, Simone and Genzel, Susanne and K{\"u}gler, Frank and Valle, Daniel},
  title     = {Mood, Exhaustivity \& Focus Marking in non-European Languages},
  editor    = {Grubic, Mira and Bildhauer, Felix},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-81200},
  publisher      = {Universit{\"a}t Potsdam},
  year      = {2015},
  abstract  = {This is the 19th — and final — issue of the working paper series Interdisciplinary Studies on Information Structure (ISIS) of the Collaborative Research Center 632. In this issue, we present cross-linguistic work on Mood, Exhaustivity, and Focus Marking, on African languages and American languages.},
  language  = {en}
}
@misc{HaarhuisHeilingerHeinzetal.2015,
  author    = {Haarhuis, Daniela and Heilinger, Jan-Christoph and Heinz, Wolfgang S. and Hofmann, Rainer and Marschelke, Jan-Christoph and N{\"a}geler, Pascal and Schwarz, Alexander and von Ungern-Sternberg, Antje and Vasel, Johann Justus},
  title     = {MenschenRechtsMagazin : Informationen | Meinungen | Analysen},
  series = {MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen},
  volume    = {20},
  journal   = {MenschenRechtsMagazin : MRM ; Informationen, Meinungen, Analysen},
  number    = {1},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1434-2820},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-83299},
  year      = {2015},
  abstract  = {Aus dem Inhalt: - 10 Jahre Responsibility to Protect: Ein Sieg f{\"u}r die Menschenrechte? - Eine politik- und rechtswissenschaftliche Analyse - Neue Regeln zur Abwesenheit des Angeklagten vor dem IStGH: Menschenrechtliche Anforderungen an In-absentia-Verfahren - EGMR: S.A.S. ./. Frankreich - Urteilsbesprechung zum Burkaverbot},
  language  = {de}
}
@phdthesis{Mulyukova2015,
  author    = {Mulyukova, Elvira},
  title     = {Stability of the large low shear velocity provinces},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82228},
  school      = {Universit{\"a}t Potsdam},
  pages     = {139},
  year      = {2015},
  abstract  = {We study segregation of the subducted oceanic crust (OC) at the core mantle boundary and its ability to accumulate and form large thermochemical piles (such as the seismically observed Large Low Shear Velocity Provinces - LLSVPs). Our high-resolution numerical simulations suggest that the longevity of LLSVPs for up to three billion years, and possibly longer, can be ensured by a balance in the rate of segregation of high-density OC-material to the CMB, and the rate of its entrainment away from the CMB by mantle upwellings. For a range of parameters tested in this study, a large-scale compositional anomaly forms at the CMB, similar in shape and size to the LLSVPs. Neutrally buoyant thermochemical piles formed by mechanical stirring - where thermally induced negative density anomaly is balanced by the presence of a fraction of dense anomalous material - best resemble the geometry of LLSVPs. Such neutrally buoyant piles tend to emerge and survive for at least 3Gyr in simulations with quite different parameters. We conclude that for a plausible range of values of density anomaly of OC material in the lower mantle - it is likely that it segregates to the CMB, gets mechanically mixed with the ambient material, and forms neutrally buoyant large scale compositional anomalies similar in shape to the LLSVPs. We have developed an efficient FEM code with dynamically adaptive time and space resolution, and marker-in-cell methodology. This enabled us to model thermochemical mantle convection at realistically high convective vigor, strong thermally induced viscosity variations, and long term evolution of compositional fields.},
  language  = {en}
}
@phdthesis{Conforti2015,
  author    = {Conforti, Giovanni},
  title     = {Reciprocal classes of continuous time Markov Chains},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82255},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xvi, 183},
  year      = {2015},
  abstract  = {In this thesis we study reciprocal classes of Markov chains. Given a continuous time Markov chain on a countable state space, acting as reference dynamics, the associated reciprocal class is the set of all probability measures on path space that can be written as a mixture of its bridges. These processes possess a conditional independence property that generalizes the Markov property, and evolved from an idea of Schr{\"o}dinger, who wanted to obtain a probabilistic interpretation of quantum mechanics. Associated to a reciprocal class is a set of reciprocal characteristics, which are space-time functions that determine the reciprocal class. We compute explicitly these characteristics, and divide them into two main families: arc characteristics and cycle characteristics. As a byproduct, we obtain an explicit criterion to check when two different Markov chains share their bridges. Starting from the characteristics we offer two different descriptions of the reciprocal class, including its non-Markov probabilities. The first one is based on a pathwise approach and the second one on short time asymptotic. With the first approach one produces a family of functional equations whose only solutions are precisely the elements of the reciprocal class. These equations are integration by parts on path space associated with derivative operators which perturb the paths by mean of the addition of random loops. Several geometrical tools are employed to construct such formulas. The problem of obtaining sharp characterizations is also considered, showing some interesting connections with discrete geometry. Examples of such formulas are given in the framework of counting processes and random walks on Abelian groups, where the set of loops has a group structure. In addition to this global description, we propose a second approach by looking at the short time behavior of a reciprocal process. In the same way as the Markov property and short time expansions of transition probabilities characterize Markov chains, we show that a reciprocal class is characterized by imposing the reciprocal property and two families of short time expansions for the bridges. Such local approach is suitable to study reciprocal processes on general countable graphs. As application of our characterization, we considered several interesting graphs, such as lattices, planar graphs, the complete graph, and the hypercube. Finally, we obtain some first results about concentration of measure implied by lower bounds on the reciprocal characteristics.},
  language  = {en}
}
@phdthesis{Sarem2015,
  author    = {Sarem, Zeinab},
  title     = {Regulation of IGF-1 bioactivity by dietary hormones, impact of glucagon and insulin-induced hypoglycemia},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82198},
  school      = {Universit{\"a}t Potsdam},
  pages     = {IX, 64, IV, XIII},
  year      = {2015},
  abstract  = {Der Zusammenhang zwischen Ern{\"a}hrung und der Entwicklung von chronischen Krankenheiten wie metabolischem Syndrom, Diabetes mellitus, Krebs und kardiovaskul{\"a}ren Erkrankungen wurde untersucht. Ver{\"a}nderungen der GH-IGF-1 Achse in Verbindung mit ern{\"a}hrungsbedingten Erkrankungen wurden fr{\"u}her beschrieben. Das Wechselspiel zwischen GH, gesamt IGF-1 und verschiedenen hemmenden und stimulierenden IGF-1 bindenden Proteinen (IGFBPs) bestimmt die IGF-1 Bioaktivit{\"a}t, die als die F{\"a}higkeit von IGF-1 die Phosphorylierung von seinem Rezeptor und folglich seinem Signalsweg zu induzieren, identifiziert ist. Deshalb reicht die Messung der IGF-1 Bioaktivit{\"a}t aus, um {\"A}nderungen des GH-IGF-1 Systems darzustellen. Studien deuten darauf hin, dass proteinreiche Di{\"a}t, gekennzeichnet durch erh{\"o}hte Glukagonsekretion, und Insulin-induzierte Hypoglyk{\"a}mie die Sterblichkeit erh{\"o}hen, und die Mechanismen sind unklar. Sowohl Glukagon als auch Insulin-induzierte Hypoglyk{\"a}mie stimulieren die GH Sekretion. Das Ziel der vorliegenden Studie war, die Wirkung von Glucagon und Insulin-induzierter Hypoglyk{\"a}mie auf die IGF-1 -Bioaktivit{\"a}t als m{\"o}gliche Mechanismen zu characterizieren. In einer doppelblinden, Placebo-kontrollierten Studie wurde Glukagon intramuskul{\"a}r 13 Patienten mit T1DM (6 M{\"a}nner / 7 Frauen; [ BMI ] : 24,8 ± 0,95 kg / m2) , 11 {\"u}bergewichtigen Teilnehmern (OP ; 5/6 ; 34,4 ± 1,7 kg / m2) und 13 gesunden schlanken Teilnehmern (LP ; 6/7 ; 21,7 ± 0,6 kg / m2) administriert. Zw{\"o}lf {\"u}bergewichtige Teilnehmer (OP ; 6/6 ; 34,4 ± 1,7 kg / m2) und 13 gesunde schlanke Teilnehmer (LP ; 6/7 ; 21,7 ± 0,6 kg / m2) f{\"u}hrten Insulintoleranztests in einer weiteren doppelblinden, Plazebo- kontrollierten Studie durch. {\"A}nderungen des GH, gesamt-IGF-1, der IGF-bindenden Proteinen ( IGFBPs ) und der IGF-1-Bioaktivit{\"a}t wurden durch das zellbasierte KIRA-Verfahren gemessen. Außerdem wurde die Wechselwirkung zwischen den metabolischen Hormonen (Glucagon und Insulin) und GH-IGF-1-System auf der Transkriptionsebene mit prim{\"a}ren Maus-Hepatozyten untersucht. In dieser Arbeit verringerte Glukagon die IGF-1-Bioaktivit{\"a}t bei den Menschen unabh{\"a}ngig von k{\"o}rpereigenen Insulinspiegeln, h{\"o}chstwahrscheinlich durch Modulation des IGFBP-1 und -2. Die Glukagon-induzierte Reduktion der IGF-1-Bioaktivit{\"a}t stellt einen neuen Mechanismus der Wirkung von Glucagon auf die GH-Sekretion dar und kann als m{\"o}gliche Erkl{\"a}rung f{\"u}r die negativen Auswirkungen der proteinreichen Di{\"a}t im Zusammenhang auf das erh{\"o}hte kardiovaskul{\"a}re Risiko und die Mortalit{\"a}t vorgeschlagen werden. Zus{\"a}tzlich wurde die Insulin-induzierten Hypoglyk{\"a}mie eine Abnahme der IGF-1-Bioaktivit{\"a}t durch Hochregulierung von IGFBP-2 zugeordnet. Diese Ergebnisse k{\"o}nnen auf m{\"o}gliche und wenig erforschte Mechanismen zur Erl{\"a}uterung der starken Assoziation zwischen Hypoglyk{\"a}mie und erh{\"o}hter kardiovaskul{\"a}rer Mortalit{\"a}t bei diabetischen Patienten beziehen.},
  language  = {en}
}
@phdthesis{Jaeger2015,
  author    = {J{\"a}ger, Lena Ann},
  title     = {Working memory and prediction in human sentence parsing},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82517},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xi, 144},
  year      = {2015},
  abstract  = {This dissertation investigates the working memory mechanism subserving human sentence processing and its relative contribution to processing difficulty as compared to syntactic prediction. Within the last decades, evidence for a content-addressable memory system underlying human cognition in general has accumulated (e.g., Anderson et al., 2004). In sentence processing research, it has been proposed that this general content-addressable architecture is also used for language processing (e.g., McElree, 2000). Although there is a growing body of evidence from various kinds of linguistic dependencies that is consistent with a general content-addressable memory subserving sentence processing (e.g., McElree et al., 2003; VanDyke2006), the case of reflexive-antecedent dependencies has challenged this view. It has been proposed that in the processing of reflexive-antecedent dependencies, a syntactic-structure based memory access is used rather than cue-based retrieval within a content-addressable framework (e.g., Sturt, 2003). Two eye-tracking experiments on Chinese reflexives were designed to tease apart accounts assuming a syntactic-structure based memory access mechanism from cue-based retrieval (implemented in ACT-R as proposed by Lewis and Vasishth (2005). In both experiments, interference effects were observed from noun phrases which syntactically do not qualify as the reflexive's antecedent but match the animacy requirement the reflexive imposes on its antecedent. These results are interpreted as evidence against a purely syntactic-structure based memory access. However, the exact pattern of effects observed in the data is only partially compatible with the Lewis and Vasishth cue-based parsing model. Therefore, an extension of the Lewis and Vasishth model is proposed. Two principles are added to the original model, namely 'cue confusion' and 'distractor prominence'. Although interference effects are generally interpreted in favor of a content-addressable memory architecture, an alternative explanation for interference effects in reflexive processing has been proposed which, crucially, might reconcile interference effects with a structure-based account. It has been argued that interference effects do not necessarily reflect cue-based retrieval interference in a content-addressable memory but might equally well be accounted for by interference effects which have already occurred at the moment of encoding the antecedent in memory (Dillon, 2011). Three experiments (eye-tracking and self-paced reading) on German reflexives and Swedish possessives were designed to tease apart cue-based retrieval interference from encoding interference. The results of all three experiments suggest that there is no evidence that encoding interference affects the retrieval of a reflexive's antecedent. Taken together, these findings suggest that the processing of reflexives can be explained with the same cue-based retrieval mechanism that has been invoked to explain syntactic dependency resolution in a range of other structures. This supports the view that the language processing system is located within a general cognitive architecture, with a general-purpose content-addressable working memory system operating on linguistic expressions. Finally, two experiments (self-paced reading and eye-tracking) using Chinese relative clauses were conducted to determine the relative contribution to sentence processing difficulty of working-memory processes as compared to syntactic prediction during incremental parsing. Chinese has the cross-linguistically rare property of being a language with subject-verb-object word order and pre-nominal relative clauses. This property leads to opposing predictions of expectation-based accounts and memory-based accounts with respect to the relative processing difficulty of subject vs. object relatives. Previous studies showed contradictory results, which has been attributed to different kinds local ambiguities confounding the materials (Lin and Bever, 2011). The two experiments presented are the first to compare Chinese relatives clauses in syntactically unambiguous contexts. The results of both experiments were consistent with the predictions of the expectation-based account of sentence processing but not with the memory-based account. From these findings, I conclude that any theory of human sentence processing needs to take into account the power of predictive processes unfolding in the human mind.},
  language  = {en}
}
@article{DelgadoKloos2015,
  author    = {Delgado Kloos, Carlos},
  title     = {What about the Competencies of Educators in the New Era of Digital Education?},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-83015},
  pages     = {435 -- 438},
  year      = {2015},
  abstract  = {A lot has been published about the competencies needed by students in the 21st century (Ravenscroft et al., 2012). However, equally important are the competencies needed by educators in the new era of digital education. We review the key competencies for educators in light of the new methods of teaching and learning proposed by Massive Open Online Courses (MOOCs) and their on-campus counterparts, Small Private Online Courses (SPOCs).},
  language  = {en}
}
@article{Micheuz2015,
  author    = {Micheuz, Peter},
  title     = {Discussing Educational Standards for Digital Competence and/or Informatics Education at Lower Secondary Level},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-83008},
  pages     = {425 -- 431},
  year      = {2015},
  abstract  = {Participants of this workshop will be confronted exemplarily with a considerable inconsistency of global Informatics education at lower secondary level. More importantly, they are invited to contribute actively on this issue in form of short case studies of their countries. Until now, very few countries have been successful in implementing Informatics or Computing at primary and lower secondary level. The spectrum from digital literacy to informatics, particularly as a discipline in its own right, has not really achieved a breakthrough and seems to be underrepresented for these age groups. The goal of this workshop is not only to discuss the anamnesis and diagnosis of this fragmented field, but also to discuss and suggest viable forms of therapy in form of setting educational standards. Making visible good practices in some countries and comparing successful approaches are rewarding tasks for this workshop. Discussing and defining common educational standards on a transcontinental level for the age group of 14 to 15 years old students in a readable, assessable and acceptable form should keep the participants of this workshop active beyond the limited time at the workshop.},
  language  = {en}
}
@article{LaiDavisEickelmannetal.2015,
  author    = {Lai, Kwok-Wing and Davis, Niki and Eickelmann, Birgit and Erstad, Ola and Fisser, Petra and Gibson, David and Khaddage, Ferial and Knezek, Gerald and Webb, Mary},
  title     = {Tackling Educational Challenges in a Digitally Networked World},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82997},
  pages     = {415 -- 423},
  year      = {2015},
  language  = {en}
}
@article{DiethelmSyrbe2015,
  author    = {Diethelm, Ira and Syrbe, J{\"o}rn},
  title     = {Let's talk about CS!},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82983},
  pages     = {411 -- 414},
  year      = {2015},
  abstract  = {To communicate about a science is the most important key competence in education for any science. Without communication we cannot teach, so teachers should reflect about the language they use in class properly. But the language students and teachers use to communicate about their CS courses is very heterogeneous, inconsistent and deeply influenced by tool names. There is a big lack of research and discussion in CS education regarding the terminology and the role of concepts and tools in our science. We don't have a consistent set of terminology that we agree on to be helpful for learning our science. This makes it nearly impossible to do research on CS competencies as long as we have not agreed on the names we use to describe these. This workshop intends to provide room to fill with discussion and first ideas for future research in this field.},
  language  = {en}
}
@article{WegnerZenderLucke2015,
  author    = {Wegner, Christian and Zender, Raphael and Lucke, Ulrike},
  title     = {ProtoSense},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82970},
  pages     = {405 -- 407},
  year      = {2015},
  language  = {en}
}
@article{Schiller2015,
  author    = {Schiller, Thomas},
  title     = {Teaching Information Security (as Part of Key Competencies)},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82960},
  pages     = {401 -- 404},
  year      = {2015},
  abstract  = {The poster and abstract describe the importance of teaching information security in school. After a short description of information security and important aspects, I will show, how information security fits into different guidelines or models for computer science educations and that it is therefore on of the key competencies. Afterwards I will present you a rough insight of teaching information security in Austria.},
  language  = {en}
}
@article{Opel2015,
  author    = {Opel, Simone},
  title     = {On the Way to a "General Model of Contextualised Computer Science Education"},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82953},
  pages     = {397 -- 400},
  year      = {2015},
  language  = {en}
}
@article{Buechner2015,
  author    = {B{\"u}chner, Steffen},
  title     = {Empirical and Normative Research on Fundamental Ideas of Embedded System Development},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82949},
  pages     = {393 -- 396},
  year      = {2015},
  language  = {en}
}
@article{ZierisGerstbergerMueller2015,
  author    = {Zieris, Holger and Gerstberger, Herbert and M{\"u}ller, Wolfgang},
  title     = {Using Arduino-Based Experiments to Integrate Computer Science Education and Natural Science},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82938},
  pages     = {381 -- 389},
  year      = {2015},
  abstract  = {Current curricular trends require teachers in Baden- Wuerttemberg (Germany) to integrate Computer Science (CS) into traditional subjects, such as Physical Science. However, concrete guidelines are missing. To fill this gap, we outline an approach where a microcontroller is used to perform and evaluate measurements in the Physical Science classroom. Using the open-source Arduino platform, we expect students to acquire and develop both CS and Physical Science competencies by using a self-programmed microcontroller. In addition to this combined development of competencies in Physical Science and CS, the subject matter will be embedded in suitable contexts and learning environments, such as weather and climate.},
  language  = {en}
}
@article{SysłoKwiatkowska2015,
  author    = {Sysło, Maciej M. and Kwiatkowska, Anna Beata},
  title     = {Think logarithmically!},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82923},
  pages     = {371 -- 380},
  year      = {2015},
  abstract  = {We discuss here a number of algorithmic topics which we use in our teaching and in learning of mathematics and informatics to illustrate and document the power of logarithm in designing very efficient algorithms and computations - logarithmic thinking is one of the most important key competencies for solving real world practical problems. We demonstrate also how to introduce logarithm independently of mathematical formalism using a conceptual model for reducing a problem size by at least half. It is quite surprising that the idea, which leads to logarithm, is present in Euclid's algorithm described almost 2000 years before John Napier invented logarithm.},
  language  = {en}
}
@article{ReynoldsSwainstonBendrups2015,
  author    = {Reynolds, Nicholas and Swainston, Andrew and Bendrups, Faye},
  title     = {Music Technology and Computational Thinking},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82913},
  pages     = {363 -- 370},
  year      = {2015},
  abstract  = {A project involving the composition of a number of pieces of music by public participants revealed levels of engagement with and mastery of complex music technologies by a number of secondary student volunteers. This paper reports briefly on some initial findings of that project and seeks to illuminate an understanding of computational thinking across the curriculum.},
  language  = {en}
}
@article{PrzybyllaRomeike2015,
  author    = {Przybylla, Mareen and Romeike, Ralf},
  title     = {Key Competences with Physical Computing},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82904},
  pages     = {351 -- 361},
  year      = {2015},
  abstract  = {Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world that arise from the learners' imagination. This way, constructionist learning is raised to a level that enables students to gain haptic experience and thereby concretizes the virtual. In this paper the defining characteristics of physical computing are described. Key competences to be gained with physical computing will be identified.},
  language  = {en}
}
@article{PrestonYounie2015,
  author    = {Preston, Christina and Younie, Sarah},
  title     = {Mentoring in a Digital World},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82895},
  pages     = {343 -- 350},
  year      = {2015},
  abstract  = {This paper focuses on the results of the evaluation of the first pilot of an e-mentoring unit designed by the Hands-On ICT consortium, funded by the EU LLL programme. The overall aim of this two-year activity is to investigate the value for professional learning of Massive Online Open Courses (MOOCs) and Community Online Open Courses (COOCs) in the context of a 'community of practice'. Three units in the first pilot covered aspects of using digital technologies to develop creative thinking skills. The findings in this paper relate to the fourth unit about e-mentoring, a skill that was important to delivering the course content in the other three units. Findings about the e-mentoring unit included: the students' request for detailed profiles so that participants can get to know each other; and, the need to reconcile the different interpretations of e-mentoring held by the participants when the course begins. The evaluators concluded that the major issues were that: not all professional learners would self-organise and network; and few would wish to mentor their colleagues voluntarily. Therefore, the e-mentoring issues will need careful consideration in pilots two and three to identify how e-mentoring will be organised.},
  language  = {en}
}
@article{OrBach2015,
  author    = {Or-Bach, Rachel},
  title     = {Programming for Non-Programmers},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82875},
  pages     = {335 -- 342},
  year      = {2015},
  abstract  = {The study reported in this paper involved the employment of specific in-class exercises using a Personal Response System (PRS). These exercises were designed with two goals: to enhance students' capabilities of tracing a given code and of explaining a given code in natural language with some abstraction. The paper presents evidence from the actual use of the PRS along with students' subjective impressions regarding both the use of the PRS and the special exercises. The conclusions from the findings are followed with a short discussion on benefits of PRS-based mental processing exercises for learning programming and beyond.},
  language  = {en}
}
@article{Ohrndorf2015,
  author    = {Ohrndorf, Laura},
  title     = {Assignments in Computer Science Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82868},
  pages     = {327 -- 333},
  year      = {2015},
  abstract  = {In this paper we describe the recent state of our research project concerning computer science teachers' knowledge on students' cognition. We did a comprehensive analysis of textbooks, curricula and other resources, which give teachers guidance to formulate assignments. In comparison to other subjects there are only a few concepts and strategies taught to prospective computer science teachers in university. We summarize them and given an overview on our empirical approach to measure this knowledge.},
  language  = {en}
}
@article{MainaAngondiWaga2015,
  author    = {Maina, Anthony Gioko and Angondi, Enos Kiforo and Waga, Rosemary},
  title     = {How does the Implementation of a Literacy Learning Tool Kit influence Literacy Skill Acquisition?},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82856},
  pages     = {319 -- 326},
  year      = {2015},
  abstract  = {This study aimed at following how teachers transfer skills into results while using ABRA literacy software. This was done in the second part of the pilot study whose aim was to provide equity to control group teachers and students by exposing them to the ABRACADABRA treatment after the end of phase 1. This opportunity was used to follow the phase 1 teachers to see how the skills learned were being transformed into results. A standard three-day initial training and planning session on how to use ABRA to teach literacy was held at the beginning of each phase for ABRA teachers (phase 1 experimental and phase 2 delayed ABRA). Teachers were provided with teaching materials including a tentative ABRA curriculum developed to align with the Kenyan English Language requirements for year 1 and 3 students. Results showed that although there was no significant difference between the groups in vocabulary-related subscales which include word reading and meaning as well as sentence comprehension, students in ABRACADABRA classes improved their scores at a significantly higher rate than students in control classes in comprehension related scores. An average student in the ABRACADABRA group improved by 12 and 16 percentile points respectively compared to their counterparts in the control group.},
  language  = {en}
}
@article{ChristensenKnezek2015,
  author    = {Christensen, Rhonda and Knezek, Gerald},
  title     = {The Technology Proficiency Self-Assessment Questionnaire (TPSA)},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82838},
  pages     = {311 -- 318},
  year      = {2015},
  abstract  = {The Technology Proficiency Self-Assessment (TPSA) questionnaire has been used for 15 years in the USA and other nations as a self-efficacy measure for proficiencies fundamental to effective technology integration in the classroom learning environment. Internal consistency reliabilities for each of the five-item scales have typically ranged from .73 to .88 for preservice or inservice technology-using teachers. Due to changing technologies used in education, researchers sought to renovate partially obsolete items and extend self-efficacy assessment to new areas, such as social media and mobile learning. Analysis of 2014 data gathered on a new, 34 item version of the TPSA indicates that the four established areas of email, World Wide Web (WWW), integrated applications, and teaching with technology continue to form consistent scales with reliabilities ranging from .81 to .93, while the 14 new items gathered to represent emerging technologies and media separate into two scales, each with internal consistency reliabilities greater than .9. The renovated TPSA is deemed to be worthy of continued use in the teaching with technology context.},
  language  = {en}
}
@article{BottinoChioccariello2015,
  author    = {Bottino, Rosa and Chioccariello, Augusto},
  title     = {Computational Thinking},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82820},
  pages     = {301 -- 309},
  year      = {2015},
  abstract  = {Digital technology has radically changed the way people work in industry, finance, services, media and commerce. Informatics has contributed to the scientific and technological development of our society in general and to the digital revolution in particular. Computational thinking is the term indicating the key ideas of this discipline that might be included in the key competencies underlying the curriculum of compulsory education. The educational potential of informatics has a history dating back to the sixties. In this article, we briefly revisit this history looking for lessons learned. In particular, we focus on experiences of teaching and learning programming. However, computational thinking is more than coding. It is a way of thinking and practicing interactive dynamic modeling with computers. We advocate that learners can practice computational thinking in playful contexts where they can develop personal projects, for example building videogames and/or robots, share and discuss their construction with others. In our view, this approach allows an integration of computational thinking in the K-12 curriculum across disciplines.},
  language  = {en}
}
@article{Weigend2015,
  author    = {Weigend, Michael},
  title     = {How Things Work},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82814},
  pages     = {285 -- 298},
  year      = {2015},
  abstract  = {Recognizing and defining functionality is a key competence adopted in all kinds of programming projects. This study investigates how far students without specific informatics training are able to identify and verbalize functions and parameters. It presents observations from classroom activities on functional modeling in high school chemistry lessons with altogether 154 students. Finally it discusses the potential of functional modelling to improve the comprehension of scientific content.},
  language  = {en}
}
@article{Webb2015,
  author    = {Webb, Mary},
  title     = {Considerations for the Design of Computing Curricula},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82723},
  pages     = {267 -- 283},
  year      = {2015},
  abstract  = {This paper originated from discussions about the need for important changes in the curriculum for Computing including two focus group meetings at IFIP conferences over the last two years. The paper examines how recent developments in curriculum, together with insights from curriculum thinking in other subject areas, especially mathematics and science, can inform curriculum design for Computing. The analysis presented in the paper provides insights into the complexity of curriculum design as well as identifying important constraints and considerations for the ongoing development of a vision and framework for a Computing curriculum.},
  language  = {en}
}
@article{Saito2015,
  author    = {Saito, Toshinori},
  title     = {The Key Competencies in Informatics and ICT viewed from Nussbaum's Ten Central Capabilities},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82718},
  pages     = {253 -- 266},
  year      = {2015},
  abstract  = {This article shows a discussion about the key competencies in informatics and ICT viewed from a philosophical foundation presented by Martha Nussbaum, which is known as 'ten central capabilities'. Firstly, the outline of 'The Capability Approach', which has been presented by Amartya Sen and Nussbaum as a theoretical framework of assessing the state of social welfare, will be explained. Secondly, the body of Nussbaum's ten central capabilities and the reason for being applied as the basis of discussion will be shown. Thirdly, the relationship between the concept of 'capability' and 'competency' is to be discussed. After that, the author's assumption of the key competencies in informatics and ICT led from the examination of Nussbaum's ten capabilities will be presented.},
  language  = {en}
}
@article{PassigTzurielKedmi2015,
  author    = {Passig, David and Tzuriel, David and Kedmi, Ganit Eshel},
  title     = {Improving children's Cognitive Modifiability through Mediated Learning and Dynamic Assessment within 3D Immersive Virtual Reality Environment},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82705},
  pages     = {235 -- 252},
  year      = {2015},
  abstract  = {The objectives of this study were to examine (a) the effect of dynamic assessment (DA) in a 3D Immersive Virtual Reality (IVR) environment as compared with computerized 2D and noncomputerized (NC) situations on cognitive modifiability, and (b) the transfer effects of these conditions on more difficult problem solving administered two weeks later in a non-computerized environment. A sample of 117 children aged 6:6-9:0 years were randomly assigned into three experimental groups of DA conditions: 3D, 2D, and NC, and one control group (C). All groups received the pre- and post-teaching Analogies subtest of the Cognitive Modifiability Battery (CMB-AN). The experimental groups received a teaching phase in conditions similar to the pre-and post-teaching phases. The findings showed that cognitive modifiability, in a 3D IVR, was distinctively higher than in the two other experimental groups (2D computer group and NC group). It was also found that the 3D group showed significantly higher performance in transfer problems than the 2D and NC groups.},
  language  = {en}
}
@article{OpelKramerTrommenetal.2015,
  author    = {Opel, Simone and Kramer, Matthias and Trommen, Michael and Pottb{\"a}cker, Florian and Ilaghef, Youssef},
  title     = {BugHunt},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82693},
  pages     = {217 -- 233},
  year      = {2015},
  abstract  = {Competencies related to operating systems and computer security are usually taught systematically. In this paper we present a different approach, in which students have to remove virus-like behaviour on their respective computers, which has been induced by software developed for this purpose. They have to develop appropriate problem-solving strategies and thereby explore essential elements of the operating system. The approach was implemented exemplarily in two computer science courses at a regional general upper secondary school and showed great motivation and interest in the participating students.},
  language  = {en}
}
@article{MagenheimNellesNeugebaueretal.2015,
  author    = {Magenheim, Johannes and Nelles, Wolfgang and Neugebauer, Jonas and Ohrndorf, Laura and Schaper, Niclas and Schubert, Sigrid},
  title     = {Expert Rating of Competence Levels in Upper Secondary Computer Science Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82683},
  pages     = {199 -- 216},
  year      = {2015},
  abstract  = {In the project MoKoM, which is funded by the German Research Foundation (DFG) from 2008 to 2012, a test instrument measuring students' competences in computer science was developed. This paper presents the results of an expert rating of the levels of students' competences done for the items of the instrument. At first we will describe the difficulty-relevant features that were used for the evaluation. These were deduced from computer science, psychological and didactical findings and resources. Potentials and desiderata of this research method are discussed further on. Finally we will present our conclusions on the results and give an outlook on further steps.},
  language  = {en}
}
@article{LewinMcNicol2015,
  author    = {Lewin, Cathy and McNicol, Sarah},
  title     = {Supporting the Development of 21st Century Skills through ICT},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82672},
  pages     = {181 -- 198},
  year      = {2015},
  abstract  = {The growing impact of globalisation and the development of a 'knowledge society' have led many to argue that 21st century skills are essential for life in twenty-first century society and that ICT is central to their development. This paper describes how 21st century skills, in particular digital literacy, critical thinking, creativity, communication and collaboration skills, have been conceptualised and embedded in the resources developed for teachers in iTEC, a four-year, European project. The effectiveness of this approach is considered in light of the data collected through the evaluation of the pilots, which considers both the potential benefits of using technology to support the development of 21st century skills, but also the challenges of doing so. Finally, the paper discusses the learning support systems required in order to transform pedagogies and embed 21st century skills. It is argued that support is required in standards and assessment; curriculum and instruction; professional development; and learning environments.},
  language  = {en}
}
@article{Jones2015,
  author    = {Jones, Anthony},
  title     = {ICT Competencies for School Students},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82663},
  pages     = {171 -- 179},
  year      = {2015},
  abstract  = {This paper discusses results from a small-scale research study, together with some recently published research into student perceptions of ICT for learning in schools, to consider relevant skills that do not appear to currently being taught. The paper concludes by raising three issues relating to learning with and through ICT that need to be addressed in school curricula and classroom teaching.},
  language  = {en}
}
@article{Haugsbakken2015,
  author    = {Haugsbakken, Halvdan},
  title     = {The Student Learning Ecology},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82659},
  pages     = {151 -- 169},
  year      = {2015},
  abstract  = {Educational research on social media has showed that students use it for socialisation, personal communication, and informal learning. Recent studies have argued that students to some degree use social media to carry out formal schoolwork. This article gives an explorative account on how a small sample of Norwegian high school students use social media to self-organise formal schoolwork. This user pattern can be called a "student learning ecology", which is a user perspective on how participating students gain access to learning resources.},
  language  = {en}
}
@article{GrillenbergerRomeike2015,
  author    = {Grillenberger, Andreas and Romeike, Ralf},
  title     = {Teaching Data Management},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82648},
  pages     = {133 -- 150},
  year      = {2015},
  abstract  = {Data management is a central topic in computer science as well as in computer science education. Within the last years, this topic is changing tremendously, as its impact on daily life becomes increasingly visible. Nowadays, everyone not only needs to manage data of various kinds, but also continuously generates large amounts of data. In addition, Big Data and data analysis are intensively discussed in public dialogue because of their influences on society. For the understanding of such discussions and for being able to participate in them, fundamental knowledge on data management is necessary. Especially, being aware of the threats accompanying the ability to analyze large amounts of data in nearly real-time becomes increasingly important. This raises the question, which key competencies are necessary for daily dealings with data and data management. In this paper, we will first point out the importance of data management and of Big Data in daily life. On this basis, we will analyze which are the key competencies everyone needs concerning data management to be able to handle data in a proper way in daily life. Afterwards, we will discuss the impact of these changes in data management on computer science education and in particular database education.},
  language  = {en}
}
@article{EllisAbreuEllis2015,
  author    = {Ellis, Jason Brent and Abreu-Ellis, Carla Reis},
  title     = {Student Perspectives of Social Networking use in Higher Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82632},
  pages     = {117 -- 131},
  year      = {2015},
  abstract  = {Social networks are currently at the forefront of tools that lend to Personal Learning Environments (PLEs). This study aimed to observe how students perceived PLEs, what they believed were the integral components of social presence when using Facebook as part of a PLE, and to describe student's preferences for types of interactions when using Facebook as part of their PLE. This study used mixed methods to analyze the perceptions of graduate and undergraduate students on the use of social networks, more specifically Facebook as a learning tool. Fifty surveys were returned representing a 65 \% response rate. Survey questions included both closed and open-ended questions. Findings suggested that even though students rated themselves relatively well in having requisite technology skills, and 94 \% of students used Facebook primarily for social use, they were hesitant to migrate these skills to academic use because of concerns of privacy, believing that other platforms could fulfil the same purpose, and by not seeing the validity to use Facebook in establishing social presence. What lies at odds with these beliefs is that when asked to identify strategies in Facebook that enabled social presence to occur in academic work, the majority of students identified strategies in five categories that lead to social presence establishment on Facebook during their coursework.},
  language  = {en}
}
@article{DagieneStupuriene2015,
  author    = {Dagiene, Valentina and Stupuriene, Gabriele},
  title     = {Informatics Education based on Solving Attractive Tasks through a Contest},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82626},
  pages     = {97 -- 115},
  year      = {2015},
  abstract  = {The paper discusses the issue of supporting informatics (computer science) education through competitions for lower and upper secondary school students (8-19 years old). Competitions play an important role for learners as a source of inspiration, innovation, and attraction. Running contests in informatics for school students for many years, we have noticed that the students consider the contest experience very engaging and exciting as well as a learning experience. A contest is an excellent instrument to involve students in problem solving activities. An overview of infrastructure and development of an informatics contest from international level to the national one (the Bebras contest on informatics and computer fluency, originated in Lithuania) is presented. The performance of Bebras contests in 23 countries during the last 10 years showed an unexpected and unusually high acceptance by school students and teachers. Many thousands of students participated and got a valuable input in addition to their regular informatics lectures at school. In the paper, the main attention is paid to the developed tasks and analysis of students' task solving results in Lithuania.},
  language  = {en}
}
@article{BroekerKastensMagenheim2015,
  author    = {Br{\"o}ker, Kathrin and Kastens, Uwe and Magenheim, Johannes},
  title     = {Competences of Undergraduate Computer Science Students},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82613},
  pages     = {77 -- 96},
  year      = {2015},
  abstract  = {The paper presents two approaches to the development of a Computer Science Competence Model for the needs of curriculum development and evaluation in Higher Education. A normativetheoretical approach is based on the AKT and ACM/IEEE curriculum and will be used within the recommendations of the German Informatics Society (GI) for the design of CS curricula. An empirically oriented approach refines the categories of the first one with regard to specific subject areas by conducting content analysis on CS curricula of important universities from several countries. The refined model will be used for the needs of students' e-assessment and subsequent affirmative action of the CS departments.},
  language  = {en}
}
@article{BarnesKennewell2015,
  author    = {Barnes, Jan and Kennewell, Steve},
  title     = {Teacher Perceptions of Key Competencies in ICT},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82604},
  pages     = {61 -- 75},
  year      = {2015},
  abstract  = {Regardless of what is intended by government curriculum specifications and advised by educational experts, the competencies taught and learned in and out of classrooms can vary considerably. In this paper, we discuss in particular how we can investigate the perceptions that individual teachers have of competencies in ICT, and how these and other factors may influence students' learning. We report case study research which identifies contradictions within the teaching of ICT competencies as an activity system, highlighting issues concerning the object of the curriculum, the roles of the participants and the school cultures. In a particular case, contradictions in the learning objectives between higher order skills and the use of application tools have been resolved by a change in the teacher's perceptions which have not led to changes in other aspects of the activity system. We look forward to further investigation of the effects of these contradictions in other case studies and on forthcoming curriculum change.},
  language  = {en}
}
@article{MagenheimSchubertSchapert2015,
  author    = {Magenheim, Johannes and Schubert, Sigrid and Schapert, Niclas},
  title     = {Modelling and Measurement of Competencies in Computer Science Education},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82592},
  pages     = {33 -- 57},
  year      = {2015},
  abstract  = {As a result of the Bologna reform of educational systems in Europe the outcome orientation of learning processes, competence-oriented descriptions of the curricula and competence-oriented assessment procedures became standard also in Computer Science Education (CSE). The following keynote addresses important issues of shaping a CSE competence model especially in the area of informatics system comprehension and object-oriented modelling. Objectives and research methodology of the project MoKoM (Modelling and Measurement of Competences in CSE) are explained. Firstly, the CSE competence model was derived based on theoretical concepts and then secondly the model was empirically examined and refined using expert interviews. Furthermore, the paper depicts the development and examination of a competence measurement instrument, which was derived from the competence model. Therefore, the instrument was applied to a large sample of students at the gymnasium's upper class level. Subsequently, efforts to develop a competence level model, based on the retrieved empirical results and on expert ratings are presented. Finally, further demands on research on competence modelling in CSE will be outlined.},
  language  = {en}
}
@article{Kalas2015,
  author    = {Kalas, Ivan},
  title     = {Programming at Pre-primary and Primary Levels},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82587},
  pages     = {29 -- 31},
  year      = {2015},
  language  = {en}
}
@article{Curzon2015,
  author    = {Curzon, Paul},
  title     = {Unplugged Computational Thinking for Fun},
  series = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  journal   = {KEYCIT 2014 - Key Competencies in Informatics and ICT},
  number    = {7},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82575},
  pages     = {15 -- 27},
  year      = {2015},
  abstract  = {Computational thinking is a fundamental skill set that is learned by studying Informatics and ICT. We argue that its core ideas can be introduced in an inspiring and integrated way to both teachers and students using fun and contextually rich cs4fn 'Computer Science for Fun' stories combined with 'unplugged' activities including games and magic tricks. We also argue that understanding people is an important part of computational thinking. Computational thinking can be fun for everyone when taught in kinaesthetic ways away from technology.},
  language  = {en}
}
@book{BeyhlGiese2015,
  author    = {Beyhl, Thomas and Giese, Holger},
  title     = {Efficient and scalable graph view maintenance for deductive graph databases based on generalized discrimination networks},
  number    = {99},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-339-8},
  issn      = {1613-5652},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-79535},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {148},
  year      = {2015},
  abstract  = {Graph databases provide a natural way of storing and querying graph data. In contrast to relational databases, queries over graph databases enable to refer directly to the graph structure of such graph data. For example, graph pattern matching can be employed to formulate queries over graph data. However, as for relational databases running complex queries can be very time-consuming and ruin the interactivity with the database. One possible approach to deal with this performance issue is to employ database views that consist of pre-computed answers to common and often stated queries. But to ensure that database views yield consistent query results in comparison with the data from which they are derived, these database views must be updated before queries make use of these database views. Such a maintenance of database views must be performed efficiently, otherwise the effort to create and maintain views may not pay off in comparison to processing the queries directly on the data from which the database views are derived. At the time of writing, graph databases do not support database views and are limited to graph indexes that index nodes and edges of the graph data for fast query evaluation, but do not enable to maintain pre-computed answers of complex queries over graph data. Moreover, the maintenance of database views in graph databases becomes even more challenging when negation and recursion have to be supported as in deductive relational databases. In this technical report, we present an approach for the efficient and scalable incremental graph view maintenance for deductive graph databases. The main concept of our approach is a generalized discrimination network that enables to model nested graph conditions including negative application conditions and recursion, which specify the content of graph views derived from graph data stored by graph databases. The discrimination network enables to automatically derive generic maintenance rules using graph transformations for maintaining graph views in case the graph data from which the graph views are derived change. We evaluate our approach in terms of a case study using multiple data sets derived from open source projects.},
  language  = {en}
}
@phdthesis{Enzenberg2015,
  author    = {Enzenberg, Anne},
  title     = {Neue fluoreszierende Copolymere f{\"u}r sensitive Detektionssysteme in Wasser},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82325},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xvi, 156, KK},
  year      = {2015},
  abstract  = {Ziel dieser Arbeit war die Synthese und Charakterisierung von neuartigen fluoreszierenden Copolymeren zur Analytdetektion in w{\"a}ssrigen Systemen. Das Detektionssystem sollte ein einfaches Schalten der Fluoreszenz bei Analytbindung „Aus" bzw. Verdr{\"a}ngung „An" erm{\"o}glichen. Daf{\"u}r wurde die Synthese eines funktionalisierten Monomers so geplant, dass sich Fluorophor und Analyt innerhalb derselben Monomereinheit in direkter Nachbarschaft zueinander befinden. So sollten bei Erkennung des Analyten durch eine mit einem Fluoreszenzl{\"o}scher funktionalisierte Erkennungsstruktur Fluorophor und L{\"o}scher in einen vorgegebenen Abstand zueinander gezwungen und die Fluoreszenz des Fluorophors effizient gel{\"o}scht werden. Bei anschließender Verdr{\"a}ngung der Erkennungseinheit durch einen st{\"a}rker bindenden Analyten sollte die Fluoreszenz wieder „angeschaltet" werden. Eine weitere Zielstellung f{\"u}r das Detektionssystem war eine hohe L{\"o}slichkeit und Fluoreszenzintensit{\"a}t in Wasser. Da die Anwendung solcher Sensoren besonders in der Medizin und Biologie, z.B. f{\"u}r Schnellerkennungstest von Pathogenen, von Interesse ist, ist die Kompatibilit{\"a}t mit w{\"a}ssrigen Medien essentiell. Die funktionalisierten Monomere wurden frei radikalisch mit N Vinyl-pyrrolidon bzw. N Vinyl¬caprolactam zu wasserl{\"o}slichen, fluoreszierenden Copolymeren umgesetzt. In den N-Vinyl¬pyrrolidon-Polymeren (PNVP) wurde RhodaminB, in den thermoresponsiven N Vinyl¬caprolactam-Polymeren (PNVCL) ein Naphthals{\"a}ureimid als Fluorophor verwendet. W{\"a}hrend Rhodamine eine hohe Fluoreszenzintensit{\"a}t, gute Quantenausbeuten und hohen Extinktionskoeffizienten in Wasser zeigen, sind Naphthals{\"a}ure¬imide umgebungssensitive Chromophore, die bei {\"A}nderung ihrer L{\"o}sungsmittelumgebung, wie z.B. beim Kollaps eines thermoresponsiven Polymers in Wasser, ihre Fluoreszenzintensit{\"a}t und Quantenausbeute drastisch {\"a}ndern k{\"o}nnen. Der Vorteil der hier verwendeten Strategie der Monomersynthese liegt darin, dass bei jeder spezifischen Analytdetektion durch eine Erkennungseinheit die Fluoreszenz effizient gel{\"o}scht bzw. bei Verdr{\"a}ngung durch einen st{\"a}rker bindenden Analyten wieder „angeschaltet" wird. Dieses Prinzip wird bereits vielfach in der Biologie in sogenannten „Molecular Beacons" ausgenutzt, wobei ein Fluorophor und ein L{\"o}scher durch spezifische DNA Basenpaarung in einen vorgegebenen Abstand zueinander gezwungen werden und so ein „Schalten" der Fluoreszenz erm{\"o}glichen. Aufgrund der vorgegebenen Struktur der DNA Basensequenzen ist es jedoch nicht direkt auf andere Erkennungsreaktionen {\"u}bertragbar. Daher wurde ein Modellsystem entwickelt, welches die M{\"o}glichkeit bietet Analyt, Erkennungseinheit und Signalgeber variabel, je nach Anforderungen des Systems, auszutauschen. So soll es m{\"o}glich sein, den Sensor a priori f{\"u}r jede Erkennungs¬reaktion zu verwenden. Als Modell Bindungs¬paare wurden ß Cyclodextrin/Adamantan und Con¬cana¬valinA/Mannose ausgew{\"a}hlt. Adamantan bzw. Mannose wurde als Analyt zusammen mit dem Fluorophor in das Polymer eingebunden. ß Cyclo¬dextrin (ß CD) bzw. ConcanavalinA (ConA) wurde als Erkennungsstruktur an einem Fluoreszenzl{\"o}scher immobilisiert. Polymer-basierte Fluoreszenzsensoren sind in der Fachliteratur gut dokumentiert. In der Regel sind Signalgeber und Analyt jedoch statistisch im Polymer verteilt, da sie sich entweder in unterschiedlichen Monomereinheiten befinden oder die Funktionalisierung durch eine polymeranaloge Umsetzung erfolgt. Der gew{\"a}hlte Ansatz Fluorophor und Analyt innerhalb derselben Monomereinheit einzubinden, soll bei jeder Erkennungsreaktion des Analyten zu einer {\"A}nderung der Signalintensit{\"a}t des Fluorophors f{\"u}hren. Eine hohe Signalintensit{\"a}t bei Analytdetektion ist w{\"u}nschenswert, insbesondere f{\"u}r Erkennungsreaktionen, die mit m{\"o}glichst geringem apparativem Aufwand, am besten mit dem bloßen Auge zu verfolgen sein sollen. Des Weiteren ist es m{\"o}glich den Fluorophorgehalt im Polymer genau einzustellen und so Selbstl{\"o}schung zu vermeiden. Die synthetisierten Polymere haben einen Fluorophorgehalt von 0,01 mol\% bis 0,5 mol\%. F{\"u}r die RhodaminB haltigen Polymere zeigte sich, dass ein Fluorophorgehalt unterhalb 0,1 mol\% im Polymer die h{\"o}chsten Ausbeuten, Molmassen und Quantenausbeuten liefert. F{\"u}r die Naphthals{\"a}ureimid haltigen Polymere hingegen wurden auch f{\"u}r einen Fluorophorgehalt von bis zu 1 mol\% hohe Ausbeuten und Molmassen erreicht. Die Naphthals{\"a}ureimid haltigen Polymere haben jedoch in w{\"a}ssriger L{\"o}sungsmittelumgebung nur geringe Quantenausbeuten. Als Fluoreszenzl{\"o}scher wurden Goldnanopartikel synthetisiert, die mit den entsprechenden Erkennungsstrukturen (ß-CD oder ConA) f{\"u}r den verwendeten Analyten funktionalisiert wurden. Goldnanopartikel als L{\"o}scher bieten den Vorteil, dass ihre Dispergierbarkeit in einem L{\"o}semittel durch Funktionalisierung ihrer H{\"u}lle gezielt gesteuert werden kann. Durch die hohe Affinit{\"a}t von Goldnanopartikeln zu Thiolen und Aminen konnten sie mit Hilfe einfacher Syntheseschritte mit Thio ß CD Derivaten bzw. ConA funktionalisiert werden. In der hier vorgelegten Arbeit sollte ein Modellsystem f{\"u}r einen solches fluoreszenz-basiertes Detektionssystem in Wasser entwickelt werden. Nachfolgend werden die zu erf{\"u}llenden strukturellen Voraussetzungen f{\"u}r die Synthese eines solchen Sensors nochmals zusammengefasst: 1. Verwendung eines Fluorophors, der eine hohe Signalintensit{\"a}t zeigt. 2. Analyt bzw. Erkennungseinheit soll sich im Abstand von wenigen Nanometern zum Signalgeber befinden, um bei jeder Detektionsreaktion die Signalintensit{\"a}t des Signalgebers beeinflussen zu k{\"o}nnen. 3. Die Detektionseinheit ben{\"o}tigt eine funktionelle Gruppe zur Immobilisierung. Immobilisierung kann z.B. durch Einbindung in ein Polymer erfolgen. 4. Der Fluorophor soll bei {\"A}nderung seiner lokalen Umgebung, durch Binden eines L{\"o}schers oder {\"A}nderung seiner L{\"o}semittelumgebung seine Fluoreszenzeigenschaften drastisch {\"a}ndern. 5. Die Reaktion sollte schnell und mit m{\"o}glichst geringem apparativem Aufwand, am besten mit bloßem Auge zu verfolgen sein. F{\"u}r das ß-CD/Adamantan Modellsystem wurde ein Fluoreszenz Aus/An Sensor entwickelt, der bei Binden ß CD funktionalisierter Goldnanopartikel an das polymergebundene Adamantan die Fluoreszenz des RhodaminB Fluorophors effizient l{\"o}scht und bei Verdr{\"a}ngung der Goldnanopartikel wieder zur{\"u}ck gewinnt. Dies konnte auch mit bloßem Auge verfolgt werden. F{\"u}r die Naphthals{\"a}ureimid Monomere, die mit NVCL copolymerisiert wurden, wurde abh{\"a}ngig von der lokalen Umgebung des Fluorophors eine unterschiedliche Verst{\"a}rkung der Fluoreszenzintensit{\"a}t bei {\"U}berschreiten des Tr{\"u}bungspunktes des Polymers gefunden. Dabei zeigte sich, dass die Einf{\"u}hrung eines Abstandshalters zwischen Polymerr{\"u}ckgrat und Fluorophor zu einer großen Fluoreszenz¬verst{\"a}rkung f{\"u}hrt, w{\"a}hrend sich ohne Abstandshalter die Fluoreszenzintensit{\"a}t bei {\"U}ber¬schreiten des Tr{\"u}bungspunktes kaum {\"a}ndert.},
  language  = {de}
}
@phdthesis{Pingel2015,
  author    = {Pingel, Heiko},
  title     = {Mountain-range uplift \& climate-system interactions in the Southern Central Andes},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82301},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xii, 178},
  year      = {2015},
  abstract  = {Zwei h{\"a}ufig diskutierte Aspekte der sp{\"a}tk{\"a}nozoischen Gebirgsbildung der Anden sind der Zeitpunkt sowie die Art und Weise der Heraushebung des Puna-Plateaus und seiner Randgebiete innerhalb der Ostkordillere und die damit verbundenen klimatischen {\"A}nderungen in NW Argentinien. Die Ostkordillere trennt die Bereiche des endorheischen, ariden Plateaus von semiariden und extern entw{\"a}sserten intermontanen Becken sowie dem humiden Andenvorland im Osten. Diese Unterschiede verdeutlichen die Bedeutung der {\"o}stlichen Flanken der Anden als orografische Barrieren gegen{\"u}ber feuchten Luftmassen aus dem Osten und spiegelt sich auch in ausgepr{\"a}gten Relief- und Topografiegradienten, der Niederschlagsverteilung, und der Effizienz von Oberfl{\"a}chenprozessen wider. Obwohl das {\"u}bergeordnete Deformationsmuster in diesem Teil der Anden eine ostw{\"a}rts gerichtete Wanderung der Deformationsprozesse im Gebirge indiziert, gibt es hier keine klar definierte Deformationsfront. Hebungsvorg{\"a}nge und die damit im Zusammenhang stehenden Sedimentprozesse setzen r{\"a}umlich und zeitlich sehr unterschiedlich ein. Zudem gestalten periodisch wiederkehrende Deformationsereignisse innerhalb intermontaner Becken und diachrone Hebungsvorg{\"a}nge, durch Reaktivierung {\"a}lterer Sockelstrukturen im Vorland, eine detaillierte Auswertung der r{\"a}umlich-zeitlichen Hebungsmuster zus{\"a}tzlich schwierig. Die vorliegende Arbeit konzentriert sich haupts{\"a}chlich auf die tektonische Entwicklung der Ostkordillere im Nordwesten Argentiniens, die Ablagerungsgeschichte ihrer intermontanen Sedimentbecken und die topografische Entwicklung der Ostflanke des andinen Puna-Plateaus. Im Allgemeinen sind sich die Sedimentbecken der Ostkordillere und der angrenzenden Provinzen, den Sierras Pampeanas und der Santa B{\´a}rbara Region, den durch St{\"o}rungen begrenzten und mit Sedimenten verf{\"u}llten Becken der hochandinen Plateauregion sehr {\"a}hnlich. Deutliche Unterschiede zur Puna bestehen aber dennoch, denn wiederholte Deformations-, Erosions- und Sedimentationsprozesse haben in den intermontanen Becken zu einer vielf{\"a}ltigen Stratigrafie, {\"U}berlagerungsprozessen und einer durch tektonische Prozesse und klimatischen Wandel charakterisierten Landschaft beigetragen. Je nach Erhaltungsgrad k{\"o}nnen in einigen F{\"a}llen Spuren dieser sediment{\"a}ren und tektonischen Entwicklung bis in die Zeit zur{\"u}ckreichen, als diese Bereiche des Gebirges noch Teil eines zusammenh{\"a}ngenden und unverformten Vorlandbeckens waren. Im Nordwesten Argentiniens enthalten k{\"a}nozoische Sedimente zahlreiche datierbare und geochemisch korrelierbare Vulkanaschen, die nicht nur als wichtige Leithorizonte zur Entschl{\"u}sselung tektonischer und sediment{\"a}rer Ereignisse dienen. Die vulkanischen Gl{\"a}ser dieser Aschen archivieren außerdem Wasserstoff-Isotopenverh{\"a}ltnisse fr{\"u}herer Oberfl{\"a}chenwasser, mit deren Hilfe - im Vergleich mit den Isotopenverh{\"a}ltnissen rezenter meteorischer W{\"a}sser - die r{\"a}umliche und zeitliche Entstehung orografischer Barrieren und tektonisch erzwungene Klima- und Umweltver{\"a}nderungen verfolgt werden k{\"o}nnen. Uran-Blei-Datierungen an Zirkonen aus den vulkanischen Aschelagen und die Rekonstruktion sediment{\"a}rer Pal{\"a}otransportrichtungen im intermontanen Humahuaca-Becken in der Ostkordillere (23.5° S) deuten an, dass das heutige Becken bis vor etwa 4.2 Ma Bestandteil eines gr{\"o}ßtenteils uneingeschr{\"a}nkten Ablagerungsbereichs war, der sich bis ins Vorland erstreckt haben muss. Deformation und Hebung {\"o}stlich des heutigen Beckens sorgten dabei f{\"u}r eine fortschreitende Entkopplung des Entw{\"a}sserungsnetzes vom Vorland und eine Umlenkung der Flussl{\"a}ufe nach S{\"u}den. In der Folge erzwang die weitere Hebung der Gebirgsbl{\"o}cke das Abregnen {\"o}stlicher Luftmassen in immer {\"o}stlicher gelegene Bereiche. Zudem k{\"o}nnen periodische Schwankungen der hydrologischen Verbindung des Beckens mit dem Vorland im Zusammenhang mit der Ablagerung und Erosion m{\"a}chtiger Beckenf{\"u}llungen identifiziert werden. Systematische Beziehungen zwischen Verwerfungen, regionalen Diskontinuit{\"a}ten und verstellten Terrassenfl{\"a}chen verweisen außerdem auf ein generelles Muster beckeninterner Deformation, vermutlich als Folge umfangreicher Beckenerosion und damit verbundenen {\"A}nderungen im tektonischen Spannungsfeld der Region. Einige dieser Beobachtungen k{\"o}nnen anhand ver{\"a}nderter Wasserstoff-Isotopenkonzentrationen vulkanischer Gl{\"a}ser aus der k{\"a}nozoischen Stratigrafie untermauert werden. Die δDg-Werte zeigen zwei wesentliche Trends, die einerseits in Verbindung mit Oberfl{\"a}chenhebung innerhalb des Einzugsgebiets zwischen 6.0 und 3.5 Ma stehen und andererseits mit dem Einsetzen semiarider Bedingungen durch Erreichen eines Schwellenwertes der Topografie der {\"o}stlich gelegenen Gebirgsz{\"u}ge nach 3.5 Ma erkl{\"a}rt werden k{\"o}nnen. Tektonisch bedingte Unterbrechung der Sedimentzufuhr aus westlich gelegenen Liefergebieten um 4.2 Ma und die folgende Hinterland-Aridifizierung deuten weiterhin auf die M{\"o}glichkeit hin, dass diese Prozesse die Folge eines lateralen Wachstums des Puna-Plateaus sind. Diese Aridifizierung im Bereich der Puna resultierte in einem ineffizienten, endorheischen Entw{\"a}sserungssystem, das dazu beigetragen hat, das Plateau vor Einschneidung und externer Entw{\"a}sserung zu bewahren und Reliefgegens{\"a}tze aufgrund fortgesetzter Beckensedimentation reduzierte. Die diachrone Natur der Hebungen und Beckenbildungen sowie deren Auswirkungen auf das Flusssystem im angrenzenden Vorland wird sowohl durch detaillierte Analysen der Sedimentherkunft und Transportrichtungen als auch Uran-Blei-Datierungen im Lerma- und Met{\´a}n-Becken (25° S) weiterhin unterstrichen. Das wird besonders deutlich am Beispiel der isolierten Hebung der Sierra de Met{\´a}n vor etwa 10 Ma, die mehr als 50 km von der aktiven orogenen Front im Westen entfernt liegt. Ab 5 Ma sind typische Lithologien der Puna nicht mehr in den Vorlandsedimenten nachweisbar, welches die weitere Hebung innerhalb der Ostkordillere und die hydrologische Isolation des Angastaco-Beckens in dieser Region dokumentiert. Im Sp{\"a}tplioz{\"a}n und Quart{\"a}r ist die Deformation letztlich {\"u}ber das gesamte Vorland verteilt und bis heute aktiv. Um die Beziehungen zwischen tektonisch kontrollierten Ver{\"a}nderungen der Topografie und deren Einfluss auf atmosph{\"a}rische Prozesse besser zu verstehen, werden in dieser Arbeit weitere altersspezifische Wasserstoff-Isotopendaten vulkanischer Gl{\"a}ser aus dem zerbrochenen Vorland, dem Angastaco-Becken in der {\"U}bergangsregion zwischen Ostkordillere und Punarand und anderer intermontaner Becken weiter s{\"u}dlich vorgestellt. Die Resultate dokumentieren {\"a}hnliche H{\"o}henlagen der untersuchten Regionen bis ca. 7 Ma, gefolgt von Hebungsprozessen im Bereich des Angastaco-Beckens. Ein Vergleich mit Isotopendaten vom benachbarten Puna-Plateau hilft abrupte δDg-Schwankungen in den intermontanen Daten zu erkl{\"a}ren und untermauert die Existenz wiederkehrender Phasen verst{\"a}rkt konvektiver Wetterlagen im Plioz{\"a}n, {\"a}hnlich heutigen Bedingungen. In dieser Arbeit werden gel{\"a}ndeorientierte und geochemische Methoden kombiniert, um Erkenntnisse {\"u}ber die Abl{\"a}ufe von topografiebildenden Deformations- und Hebungsprozessen zu gewinnen und Wechselwirkungen mit der daraus resultierenden Niederschlagsverteilung, Erosion und Sedimentation innerhalb tektonisch aktiver Gebirge zu erforschen. Diese Erkenntnisse sind f{\"u}r ein besseres Verst{\"a}ndnis von Subduktionsgebirgen essentiell, besonders hinsichtlich des Deformationsstils und der zeitlich-r{\"a}umlichen Beziehungen bei der Hebung und Sedimentbeckenbildung. Diese Arbeit weist dar{\"u}berhinaus auf die Bedeutung stabiler Isotopensysteme zur Beantwortung pal{\"a}oaltimetrischer Fragestellungen und zur Erforschung von Pal{\"a}oumweltbedingungen hin und liefert wichtige Erkenntnisse f{\"u}r einen kritischen Umgang mit solchen Daten in anderen Regionen.},
  language  = {en}
}
@book{SchmiedgenRhinowKoeppenetal.2015,
  author    = {Schmiedgen, Jan and Rhinow, Holger and K{\"o}ppen, Eva and Meinel, Christoph},
  title     = {Parts without a whole?},
  number    = {97},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-334-3},
  issn      = {1613-5652},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-79969},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {143},
  year      = {2015},
  abstract  = {This explorative study gives a descriptive overview of what organizations do and experience when they say they practice design thinking. It looks at how the concept has been appropriated in organizations and also describes patterns of design thinking adoption. The authors use a mixed-method research design fed by two sources: questionnaire data and semi-structured personal expert interviews. The study proceeds in six parts: (1) design thinking¹s entry points into organizations; (2) understandings of the descriptor; (3) its fields of application and organizational localization; (4) its perceived impact; (5) reasons for its discontinuation or failure; and (6) attempts to measure its success. In conclusion the report challenges managers to be more conscious of their current design thinking practice. The authors suggest a co-evolution of the concept¹s introduction with innovation capability building and the respective changes in leadership approaches. It is argued that this might help in unfolding design thinking¹s hidden potentials as well as preventing unintended side-effects such as discontented teams or the dwindling authority of managers.},
  language  = {en}
}
@misc{MoserTschakertMuelleretal.2015,
  author    = {Moser, Othmar and Tschakert, Gerhard and M{\"u}ller, Alexander and Groeschl, Werner and Pieber, Thomas R. and Obermayer-Pietsch, Barbara and Koehler, Gerd and Hofmann, Peter},
  title     = {Exercise versus Moderate Continuous Exercise on Glucose Homeostasis and Hormone Response in Patients with Type 1 Diabetes Mellitus Using Novel Ultra-Long-Acting Insulin},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82479},
  year      = {2015},
  abstract  = {Introduction We investigated blood glucose (BG) and hormone response to aerobic high-intensity interval exercise (HIIE) and moderate continuous exercise (CON) matched for mean load and duration in type 1 diabetes mellitus (T1DM). Material and Methods Seven trained male subjects with T1DM performed a maximal incremental exercise test and HIIE and CON at 3 different mean intensities below (A) and above (B) the first lactate turn point and below the second lactate turn point (C) on a cycle ergometer. Subjects were adjusted to ultra-long-acting insulin Degludec (Tresiba/ Novo Nordisk, Denmark). Before exercise, standardized meals were administered, and short-acting insulin dose was reduced by 25\% (A), 50\% (B), and 75\% (C) dependent on mean exercise intensity. During exercise, BG, adrenaline, noradrenaline, dopamine, cortisol, glucagon, and insulin-like growth factor-1, blood lactate, heart rate, and gas exchange variables were measured. For 24 h after exercise, interstitial glucose was measured by continuous glucose monitoring system. Results BG decrease during HIIE was significantly smaller for B (p = 0.024) and tended to be smaller for A and C compared to CON. No differences were found for post-exercise interstitial glucose, acute hormone response, and carbohydrate utilization between HIIE and CON for A, B, and C. In HIIE, blood lactate for A (p = 0.006) and B (p = 0.004) and respiratory exchange ratio for A (p = 0.003) and B (p = 0.003) were significantly higher compared to CON but not for C. Conclusion Hypoglycemia did not occur during or after HIIE and CON when using ultra-long-acting insulin and applying our methodological approach for exercise prescription. HIIE led to a smaller BG decrease compared to CON, although both exercises modes were matched for mean load and duration, even despite markedly higher peak workloads applied in HIIE. Therefore, HIIE and CON could be safely performed in T1DM.},
  language  = {en}
}
@misc{JahnBuschmannHille2015,
  author    = {Jahn, Karolina and Buschmann, Volker and Hille, Carsten},
  title     = {Simultaneous Fluorescence and Phosphorescence Lifetime Imaging Microscopy in Living Cells},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-82156},
  year      = {2015},
  abstract  = {In living cells, there are always a plethora of processes taking place at the same time. Their precise regulation is the basis of cellular functions, since small failures can lead to severe dysfunctions. For a comprehensive understanding of intracellular homeostasis, simultaneous multiparameter detection is a versatile tool for revealing the spatial and temporal interactions of intracellular parameters. Here, a recently developed time-correlated single-photon counting (TCSPC) board was evaluated for simultaneous fluorescence and phosphorescence lifetime imaging microscopy (FLIM/PLIM). Therefore, the metabolic activity in insect salivary glands was investigated by recording ns-decaying intrinsic cellular fluorescence, mainly related to oxidized flavin adenine dinucleotide (FAD) and the μs-decaying phosphorescence of the oxygen-sensitive ruthenium-complex Kr341. Due to dopamine stimulation, the metabolic activity of salivary glands increased, causing a higher pericellular oxygen consumption and a resulting increase in Kr341 phosphorescence decay time. Furthermore, FAD fluorescence decay time decreased, presumably due to protein binding, thus inducing a quenching of FAD fluorescence decay time. Through application of the metabolic drugs antimycin and FCCP, the recorded signals could be assigned to a mitochondrial origin. The dopamine-induced changes could be observed in sequential FLIM and PLIM recordings, as well as in simultaneous FLIM/PLIM recordings using an intermediate TCSPC timing resolution.},
  language  = {en}
}
@phdthesis{Mueller2015,
  author    = {M{\"u}ller, Katja},
  title     = {Analphabetismus und Teilhabe},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-332-9},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-76325},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xii, 255},
  year      = {2015},
  abstract  = {Aus bildungstheoretisch-gesellschaftskritischer Perspektive stellt sich Lernen als soziales Handeln in gesellschaftlich-vermittelten Verh{\"a}ltnissen - M{\"o}glichkeiten wie auch Begrenzungen - dar. Funktionaler Analphabetismus ist mit einem bundesweiten Anteil von 14\% der erwerbsf{\"a}higen Bev{\"o}lkerung oder 7,5 Millionen Analphabeten in Deutschland nicht nur ein bildungspolitisches und -praktisches, sondern auch ein wissenschaftlich zu untersuchendes Ph{\"a}nomen. Es gibt zahlreiche Untersuchungen, die sich mit dieser Thematik auseinandersetzen und Ankn{\"u}pfungspunkte f{\"u}r die vorliegende Studie bieten. Aus der Zielgruppenforschung beispielsweise ist bekannt, dass die Hauptadressaten der M{\"a}nner, der {\"A}lteren und der Bildungsfernen nicht ad{\"a}quat erreicht bzw. als Teilnehmende gewonnen werden. Aus der Teilnehmendenforschung sind Abbr{\"u}che und Drop-Outs bekannt. Warum Analphabeten im Erwachsenenalter, also nach der Aneignung vielf{\"a}ltigster Bew{\"a}ltigungsstrategien, durch das sich das Ph{\"a}nomen einer direkten Sichtbarkeit entzieht, dennoch beginnen das Lesen und Schreiben (wieder) zu lernen, wird bislang weder bildungs- noch lerntheoretisch untersucht. Im Rahmen der vorliegenden Erwachsenenbildungsstudie werden genau diese Lernanl{\"a}sse empirisch herausgearbeitet. Als Heuristik wird auf eine subjekttheoretische Theoriefolie rekurriert, die sich in besonderer Weise eignet Lernbegr{\"u}ndungen im Kontext gesellschaftlich verhafteter Biografien sichtbar zu machen. Lernforschung im Begr{\"u}ndungsmodell muss dabei auf eine Methodik zur{\"u}ckgreifen, die die Perspektive des Subjekts, Bedeutungszusammenh{\"a}nge und typische Sinnstrukturen hervorbringen kann. Daher wird ein auf Einzelfallstudien basierendes, qualitatives Forschungsdesign gew{\"a}hlt, das Daten aus der Erhebung mittels problemzentrierter Interviews bereitstellt, die eine Auswertung innerhalb der Forschungsstrategie der Grounded Theory erfahren und in einer empirisch begr{\"u}ndeten Typenbildung m{\"u}nden. Dieses Design erm{\"o}glicht die Rekonstruktion typischer Lernanl{\"a}sse und im Ergebnis die Entwicklung einer gegenstandsbezogene Theorie mittlerer Reichweite. Aus der vorliegenden Bedeutungs-Begr{\"u}ndungsanalyse konnten empirisch f{\"u}nf Lernbegr{\"u}ndungstypen ausdifferenziert werden, die sich im Spannungsverh{\"a}ltnis von Teilhabeausrichtung und Widerspr{\"u}chlichkeit bewegen und in ihrer Komplexit{\"a}t mittels der drei Schl{\"u}sselkategorien Bedeutungsraum, Reflexion der sozialen Eingebundenheit und Kompetenzen sowie Lernen bzw. dem Erleben der Diskrepanzerfahrung zwischen Lesen-Wollen und Lesen-K{\"o}nnen dargestellt werden. Das Spektrum der Lernbegr{\"u}ndungstypen reicht von teilhabesicherndem resignierten Lernen, bei dem die Sicherung des bedrohten Status quo im Vordergrund steht und die Welt als nicht gestaltbar erlebt wird, bis hin zu vielschichtigem teilhabeerweiternden Lernen, das auf die Erweiterung der eigenen Handlungsm{\"o}glichkeiten zielt und die umfangreichste Reflexion der sozialen Eingebundenheit und Kompetenzen aufweist. Funktionale Analphabeten begr{\"u}nden ihr Lernen und Nicht-Lernen vor dem Hintergrund ihrer sozialen Situation, ihrer Begrenzungen und M{\"o}glichkeiten: Schriftsprachlernen erh{\"a}lt erst im Kontext gesellschaftlicher Teilhabe und dessen Reflexion eine Bedeutung. Mit der Einordnung der Lernbegr{\"u}ndungen funktionaler Analphabeten in: erstens, Diskurse der Bildungsbenachteiligung durch Exklusionsprozesse; zweitens, die lerntheoretische Bedeutung von Inklusionsprozessen und drittens, den internationalen Theorieansatz transformativen Lernens durch die Integration der Reflexionskategorie, erfolgt eine Erweiterung bildungs- und lerntheoretischer Ans{\"a}tze. In dieser Arbeit werden Alphabetisierungs- und Erwachsenen-bildungsforschung verbunden und in den jeweiligen Diskurs integriert. Weitere Anschluss- und Verwertungsm{\"o}glichkeiten in der Bildungsforschung w{\"a}ren denkbar. Die Untersuchung von Lernbegr{\"u}ndungen im L{\"a}ngsschnitt beispielsweise kann Transformationsprozesse rekonstruierbar machen und somit Ertr{\"a}ge f{\"u}r eine Bildungsprozessforschung liefern. Bildungspraktisch k{\"o}nnen die Lernbegr{\"u}ndungstypen einerseits der Teilnehmergewinnung dienen, andererseits Ausgangspunkt f{\"u}r reflexive Lernbegleitungskonzepte sein, die Lernbegr{\"u}ndungen zur Sprache bringen und die soziale Eingebundenheit thematisieren und damit Lernprozesse unterst{\"u}tzen.},
  language  = {de}
}
@misc{OPUS4-7967,
  title     = {Jahresbericht 2014},
  volume    = {2014},
  editor    = {Gunnarsson, Logi and Zimmermann, Andreas},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1860-5958},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-79670},
  pages     = {69},
  year      = {2015},
  abstract  = {Das MenschenRechtsZentrum der Universit{\"a}t Potsdam (MRZ) beging im Jahr 2014 sein zwanzigj{\"a}hriges Bestehen. Aus diesem Grund besch{\"a}ftigt sich der aktuelle Jahresbericht nicht nur - wie ansonsten {\"u}blich - mit der spezifischen Organisationsstruktur und der Arbeit im Berichtszeitraum, sondern gibt einleitend einen knappen {\"U}berblick {\"u}ber die umfangreiche T{\"a}tigkeit des MRZ seit seiner Gr{\"u}ndung. Diese Bilanz wird durch eine ausf{\"u}hrliche Liste der Veranstaltungen und Schriftenreihen im Anhang vervollst{\"a}ndigt.},
  language  = {de}
}