@misc{Schobert1993,
  author    = {Schobert, Dagmar},
  title     = {Die Bibliothek der Deutschen Geologischen Gesellschaft unter dem besonderen Aspekt der Sacherschließung ihrer Kartensammlungen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-46534},
  year      = {1993},
  abstract  = {Die Deutsche Geologische Gesellschaft (DGG) besitzt seit ihrer Gr{\"u}ndung 1848 eine Bibliothek, die bis heute durch Schriftentausch st{\"a}ndig erweitert wird. Durch die geschichtlichen Entwicklungen in Deutschland befand sich der von 1848 bis 1944 angesammelte Bestand in Berlin und der ab 1945 erworbene Bestand in Hannover. 1992 wurde die Bibliothek der DGG der UB Potsdam als Dauerleihgabe {\"u}bergeben und damit erstmals an einem Ort zusammengef{\"u}hrt. Beide Bibliotheksteile enthalten je eine umfangreiche Sammlung geologischer Karten. W{\"a}hrend die Berliner Kartensammlung vor allem antiquarischen Wert hat, ist die Hannoveraner Sammlung von großem aktuellen Interesse. Wertvollster Teil der Kartensammlungen ist die weitgehendvollst{\"a}ndig vorhandene Geologische Spezialkarte f{\"u}r Preußen im Maßstab 1:25000. Die Karten der Berliner Kartensammlung sind bibliographisch nur unvollst{\"a}ndig verzeichnet, w{\"a}hrend die Hannoveraner Karten in einem Gruppenschlagwortkatalog erschlossen sind. Den Vertragsbedingungen entsprechend ist vorgesehen, beide Sammlungen retrospektiv einheitlich zu erschließen. Mittels Umfrage in 20 Bibliotheken wurden die verschiedenen Methoden der Sacherschließung von Kartensammlungen zusammengetragen. Es zeigte sich, daß diese je nach Bibliothekstyp sehr unterschiedlich sind. F{\"u}r die sachliche Erschließung der DGG-Karten wird vorgeschlagen, die Aufstellungssystematik der Universit{\"a}tsbibliothek Regensburg, Fachsystematik Geographie, anzuwenden, einen entsprechenden systematischen Katalog mit Verweisungen und Nebensystemstellen aufzubauen und ein Schlagwortregister nach RSWK/ SWD zu f{\"u}hren.},
  language  = {de}
}
@phdthesis{Doskoč2023,
  author    = {Doskoč, Vanja},
  title     = {Mapping restrictions in behaviourally correct learning},
  doi       = {10.25932/publishup-59311},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-593110},
  school      = {Universit{\"a}t Potsdam},
  pages     = {ix, 74},
  year      = {2023},
  abstract  = {In this thesis, we investigate language learning in the formalisation of Gold [Gol67]. Here, a learner, being successively presented all information of a target language, conjectures which language it believes to be shown. Once these hypotheses converge syntactically to a correct explanation of the target language, the learning is considered successful. Fittingly, this is termed explanatory learning. To model learning strategies, we impose restrictions on the hypotheses made, for example requiring the conjectures to follow a monotonic behaviour. This way, we can study the impact a certain restriction has on learning. Recently, the literature shifted towards map charting. Here, various seemingly unrelated restrictions are contrasted, unveiling interesting relations between them. The results are then depicted in maps. For explanatory learning, the literature already provides maps of common restrictions for various forms of data presentation. In the case of behaviourally correct learning, where the learners are required to converge semantically instead of syntactically, the same restrictions as in explanatory learning have been investigated. However, a similarly complete picture regarding their interaction has not been presented yet. In this thesis, we transfer the map charting approach to behaviourally correct learning. In particular, we complete the partial results from the literature for many well-studied restrictions and provide full maps for behaviourally correct learning with different types of data presentation. We also study properties of learners assessed important in the literature. We are interested whether learners are consistent, that is, whether their conjectures include the data they are built on. While learners cannot be assumed consistent in explanatory learning, the opposite is the case in behaviourally correct learning. Even further, it is known that learners following different restrictions may be assumed consistent. We contribute to the literature by showing that this is the case for all studied restrictions. We also investigate mathematically interesting properties of learners. In particular, we are interested in whether learning under a given restriction may be done with strongly Bc-locking learners. Such learners are of particular value as they allow to apply simulation arguments when, for example, comparing two learning paradigms to each other. The literature gives a rich ground on when learners may be assumed strongly Bc-locking, which we complete for all studied restrictions.},
  language  = {en}
}