@inproceedings{BorowskiGlowinskiFristeretal.2018, author = {Borowski, Andreas and Glowinski, Ingrid and Frister, Jonas and H{\"o}ttecke, Dietmar and Buth, Katrin and Koenen, Jenna and Masanek, Nicole and Reichwein, Wilko and Scholten, Nina and Sprenger, Sandra and Stender, Peter and W{\"o}hlke, Carina and Komorek, Michael and Freckmann, Janine and Hofmann, Josefine and Niesel, Verena and Richter, Chris and Mehlmann, Nelli and Bikner-Ahsbahs, Angelika and Unverricht, Katja and Schanze, Sascha and Bittorf, Robert Marten and Meier, Monique and Grospietsch, Finja and Mayer, J{\"u}rgen and Gimbel, Katharina and Ziepprecht, Kathrin and Hofmann, Judith and Kramer, Charlotte and M{\"u}ller, Britta-Kornelia and Rohde, Andreas and Z{\"u}hlsdorf, Felix and Winkler, Iris and Laging, Ralf and Peter, Carina and Schween, Michael and H{\"a}rle, Gerhard and Busse, Beatrix and Mahner, Sebastian and K{\"o}stler, Verena and Kufner, Sabrina and M{\"a}gdefrau, Jutta and M{\"u}ller, Christian and Beck, Christina and Kriehuber, Eva and Boch, Florian and Engl, Anna-Teresa and Helzel, Andreas and Pickert, Tina and Reiter, Christian and Blasini, Bettina and Nerdel, Claudia and Lewalter, Doris and Schiffhauer, Silke and Richter-Gebert, J{\"u}rgen and Bannert, Maria and Maahs, Mirjam and Reißner, Maria and Ungar, Patrizia and von Wachter, Jana-Kristin and Hellmann, Katharina and Zaki, Katja and Pohlenz, Philipp}, title = {Koh{\"a}renz in der universit{\"a}ren Lehrerbildung}, editor = {Glowinski, Ingrid and Borowski, Andreas and Gillen, Julia and Schanze, Sascha and von Meien, Joachim}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-438-8}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-414267}, year = {2018}, abstract = {One area that is supported by the project "Qualit{\"a}tsoffensive Lehrerbildung" (funded by BMBF) is the improvement of collaboration and coordination between studies in the discipline, studies in pedagogical content knowledge, and studies in pedagogical knowledge during teacher education at university. Aiming a better coordination among these three parts of teacher education at university, many of the supported projects have designed and realized university-specific approaches. This conference proceedings volume comprises contributions by 15 of these projects. Seven of those were introduced and discussed in workshops on the occasion of two cross-regional project-conferences in Hannover and Potsdam. Overall, the contributions give a theoretically funded as well as a practice-oriented overview of current approaches and concepts to achieve a better connection between study units concerning studies in content knowledge, pedagogical content knowledge and pedagogical knowledge in teacher education. The volume presents university projects, which take effect on different levels (at the level of curriculum and content, at a collegiate level, at the level of structural conditions of universities). The different approaches are described in a way that they can provide a basis for transfer to other subjects or further universities. The contributions are aimed at teacher educators as well as other actors working in the field of teaching- and quality development at universities. All of them can take transferable ideas and impulses from the described concepts and formats.}, language = {de} } @book{HellmannBeckemperStage2008, author = {Hellmann, Uwe and Beckemper, Katharina and Stage, Diana}, title = {Wirtschaftsstrafrecht : Studienbuch}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-020601-4}, pages = {XIX, 411 S.}, year = {2008}, language = {de} } @book{HellmannBeckemperStange2004, author = {Hellmann, Uwe and Beckemper, Katharina and Stange, Diana}, title = {Wirtschaftsstrafrecht : Studienbuch}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {3-17-017989-6}, pages = {XVIII, 370 S.}, year = {2004}, language = {de} } @book{HellmannBeckemperStange2010, author = {Hellmann, Uwe and Beckemper, Katharina and Stange, Diana}, title = {Wirtschaftsstrafrecht : Studienbuch}, series = {Rechtswissenschaften und Verwaltung : Studienb{\"u}cher}, journal = {Rechtswissenschaften und Verwaltung : Studienb{\"u}cher}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-021767-6}, pages = {XX, 426 S.}, year = {2010}, language = {de} } @book{HellmannBeckemper2010, author = {Hellmann, Uwe and Beckemper, Katharina}, title = {F{\"a}lle zum Wirtschaftsstrafrecht}, series = {Rechtswissenschaften und Verwaltung : Studienb{\"u}cher}, journal = {Rechtswissenschaften und Verwaltung : Studienb{\"u}cher}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-021766-9}, pages = {XIV, 167 S.}, year = {2010}, language = {de} } @article{SchultebraucksDeuterDuesenbergetal.2016, author = {Schultebraucks, Katharina and Deuter, Christian E. and Duesenberg, Moritz and Schulze, Lars and Hellmann-Regen, Julian and Domke, Antonia and Lockenvitz, Lisa and Kuehl, Linn K. and Otte, Christian and Wingenfeld, Katja}, title = {Selective attention to emotional cues and emotion recognition in healthy subjects: the role of mineralocorticoid receptor stimulation}, series = {Psychopharmacology}, volume = {233}, journal = {Psychopharmacology}, publisher = {Springer}, address = {New York}, issn = {0033-3158}, doi = {10.1007/s00213-016-4380-0}, pages = {3405 -- 3415}, year = {2016}, abstract = {Selective attention toward emotional cues and emotion recognition of facial expressions are important aspects of social cognition. Stress modulates social cognition through cortisol, which acts on glucocorticoid (GR) and mineralocorticoid receptors (MR) in the brain. We examined the role of MR activation on attentional bias toward emotional cues and on emotion recognition. We included 40 healthy young women and 40 healthy young men (mean age 23.9 +/- 3.3), who either received 0.4 mg of the MR agonist fludrocortisone or placebo. A dot-probe paradigm was used to test for attentional biases toward emotional cues (happy and sad faces). Moreover, we used a facial emotion recognition task to investigate the ability to recognize emotional valence (anger and sadness) from facial expression in four graded categories of emotional intensity (20, 30, 40, and 80 \%). In the emotional dot-probe task, we found a main effect of treatment and a treatment x valence interaction. Post hoc analyses revealed an attentional bias away from sad faces after placebo intake and a shift in selective attention toward sad faces compared to placebo. We found no attentional bias toward happy faces after fludrocortisone or placebo intake. In the facial emotion recognition task, there was no main effect of treatment. MR stimulation seems to be important in modulating quick, automatic emotional processing, i.e., a shift in selective attention toward negative emotional cues. Our results confirm and extend previous findings of MR function. However, we did not find an effect of MR stimulation on emotion recognition.}, language = {en} } @article{HellmannZaki2018, author = {Hellmann, Katharina and Zaki, Katja}, title = {Koh{\"a}renz in der Lehrerbildung}, series = {Koh{\"a}renz in der universit{\"a}ren Lehrerbildung}, journal = {Koh{\"a}renz in der universit{\"a}ren Lehrerbildung}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-438-8}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-418698}, pages = {355 -- 383}, year = {2018}, language = {de} }