@article{Серебренникова2013,
  author    = {Серебренникова, А. В.},
  title     = {Уголовно-правовая защита конституционных (основных) прав и свобод человекаи гражданина по законодательству Российской Федерации и Германии},
  series = {Schriften zum deutschen und russischen Strafrecht},
  journal   = {Schriften zum deutschen und russischen Strafrecht},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2191-0898},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-67616},
  pages     = {103 -- 113},
  year      = {2013},
  language  = {ru}
}
@article{Kuepper2013,
  author    = {K{\"u}pper, Georg},
  title     = {Der T{\"a}ter hinter dem T{\"a}ter},
  series = {Schriften zum deutschen und russischen Strafrecht},
  journal   = {Schriften zum deutschen und russischen Strafrecht},
  number    = {3},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {2191-0898},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-67633},
  pages     = {123 -- 125},
  year      = {2013},
  language  = {de}
}
@article{Benacka2013,
  author    = {Benacka, Jan},
  title     = {BubbleSort, SelectSort and InsertSort in Excel \& Delphi},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64636},
  pages     = {153 -- 154},
  year      = {2013},
  abstract  = {A method is presented of acquiring the principles of three sorting algorithms through developing interactive applications in Excel.},
  language  = {en}
}
@article{Ragonis2013,
  author    = {Ragonis, Noa},
  title     = {Problem-solving strategies must be taught implicitly},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64645},
  pages     = {155 -- 157},
  year      = {2013},
  abstract  = {Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners' problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.},
  language  = {en}
}
@article{SentanceHodges2013,
  author    = {Sentance, Sue and Hodges, Steve},
  title     = {.NET Gadgeteer Workshop},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64654},
  pages     = {159},
  year      = {2013},
  language  = {en}
}
@article{BerryKusterer2013,
  author    = {Berry, Carol and Kusterer, Peter},
  title     = {Using Teachers' TryScience to support educators and improve teaching},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64665},
  pages     = {161 -- 162},
  year      = {2013},
  abstract  = {The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers' Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.},
  language  = {en}
}
@article{GujberovaTomcsanyi2013,
  author    = {Gujberov{\´a}, Monika and Tomcs{\´a}nyi, Peter},
  title     = {Environments for programming in primary education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64499},
  pages     = {53 -- 60},
  year      = {2013},
  abstract  = {The aim of our article is to collect and present information about contemporary programming environments that are suitable for primary education. We studied the ways they implement (or do not implement) some programming concepts, the ways programs are represented and built in order to support young and novice programmers, as well as their suitability to allow different forms of sharing the results of pupils' work. We present not only a short description of each considered environment and the taxonomy in the form of a table, but also our understanding and opinions on how and why the environments implement the same concepts and ideas in different ways and which concepts and ideas seem to be important to the creators of such environments.},
  language  = {en}
}
@article{DagieneJevsikovaSchuleetal.2013,
  author    = {Dagiene, Valentina and Jevsikova, Tatjana and Schule, Carsten and Sentance, Sue and Thota, Neena},
  title     = {A comparison of current trends within computer science teaching in school in Germany and the UK},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64504},
  pages     = {63 -- 75},
  year      = {2013},
  abstract  = {In the last two years, CS as a school subject has gained a lot of attention worldwide, although different countries have differing approaches to and experiences of introducing CS in schools. This paper reports on a study comparing current trends in CS at school, with a major focus on two countries, Germany and UK. A survey was carried out of a number of teaching professionals and experts from the UK and Germany with regard to the content and delivery of CS in school. An analysis of the quantitative data reveals a difference in foci in the two countries; putting this into the context of curricular developments we are able to offer interpretations of these trends and suggest ways in which curricula in CS at school should be moving forward.},
  language  = {en}
}
@article{GuelbaharIlkhanKilisetal.2013,
  author    = {G{\"u}lbahar, Yasemin and Ilkhan, Mustafa and Kilis, Selcan and Arslan, Okan},
  title     = {Informatics education in Turkey},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64517},
  pages     = {77 -- 87},
  year      = {2013},
  abstract  = {This article is a summary of the work carried out by the Ministry of Education in Turkey, in terms of the development of a new ICT Curriculum, together with the e-Training of teachers who will play an important role in the forthcoming pilot study. Based on recent literature on the topic, the article starts by introducing the "F@tih Project", a national project that aims to effectively integrate technology into schools. After assessing teachers' and students' ICT competencies, as defined internationally, the review continues with the proposed model for the e-training of teachers. Summarizing the process of development of the new ICT curriculum, researchers underline key points of the curriculum such as dimensions, levels and competencies. Then teachers' e-training approaches, together with selected tools, are explained in line with the importance and stages of action research that will be used throughout the pilot implementation of the curriculum and e-training process.},
  language  = {en}
}
@article{NakanoIzutsu2013,
  author    = {Nakano, Yoshiaki and Izutsu, Katsunobu},
  title     = {The new course of study and a prospect of information studies education in Japan},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64522},
  pages     = {89 -- 96},
  year      = {2013},
  abstract  = {Japan launched the new Course of Study in April 2012, which has been carried out in elementary schools and junior high schools. It will also be implemented in senior high schools from April 2013. This article presents an overview of the information studies education in the new Course of Study for K-12. Besides, the authors point out what role experts of informatics and information studies education should play in the general education centered around information studies that is meant to help people of the nation to lead an active, powerful, and flexible life until the satisfying end.},
  language  = {en}
}
@article{Lessner2013,
  author    = {Lessner, Daniel},
  title     = {The role of algorithm in general secondary education revisited},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64534},
  pages     = {99 -- 110},
  year      = {2013},
  abstract  = {The traditional purpose of algorithm in education is to prepare students for programming. In our effort to introduce the practically missing computing science into Czech general secondary education, we have revisited this purpose.We propose an approach, which is in better accordance with the goals of general secondary education in Czechia. The importance of programming is diminishing, while recognition of algorithmic procedures and precise (yet concise) communication of algorithms is gaining importance. This includes expressing algorithms in natural language, which is more useful for most of the students than programming. We propose criteria to evaluate such descriptions. Finally, an idea about the limitations is required (inefficient algorithms, unsolvable problems, Turing's test). We describe these adjusted educational goals and an outline of the resulting course. Our experience with carrying out the proposed intentions is satisfactory, although we did not accomplish all the defined goals.},
  language  = {en}
}
@article{ReffayMiledOrtizetal.2013,
  author    = {Reffay, Christophe and Miled, Mahdi and Ortiz, Pascal and F{\´e}vrier, Loic},
  title     = {An epistemic hypermedia to learn python as a resource for an introductory course for algorithmic in France},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64545},
  pages     = {111 -- 118},
  year      = {2013},
  abstract  = {We launched an original large-scale experiment concerning informatics learning in French high schools. We are using the France-IOI platform to federate resources and share observation for research. The first step is the implementation of an adaptive hypermedia based on very fine grain epistemic modules for Python programming learning. We define the necessary traces to be built in order to study the trajectories of navigation the pupils will draw across this hypermedia. It may be browsed by pupils either as a course support, or an extra help to solve the list of exercises (mainly for algorithmics discovery). By leaving the locus of control to the learner, we want to observe the different trajectories they finally draw through our system. These trajectories may be abstracted and interpreted as strategies and then compared for their relative efficiency. Our hypothesis is that learners have different profiles and may use the appropriate strategy accordingly. This paper presents the research questions, the method and the expected results.},
  language  = {en}
}
@article{Grgurina2013,
  author    = {Grgurina, Nataša},
  title     = {Computational thinking in Dutch secondary education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64556},
  pages     = {119 -- 123},
  year      = {2013},
  abstract  = {We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students' Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students' CT and design a curriculum intervention geared toward teaching and improving students' CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally.},
  language  = {en}
}
@article{Weise2013,
  author    = {Weise, Martin},
  title     = {A model for teaching informatics to German secondary school students in English-language bilingual education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64568},
  pages     = {127 -- 137},
  year      = {2013},
  abstract  = {Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction - largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.},
  language  = {en}
}
@article{BellettiniLonatiMalchiodietal.2013,
  author    = {Bellettini, Carlo and Lonati, Violetta and Malchiodi, Dario and Monga, Mattia and Morpurgo, Anna and Torelli, Mauro},
  title     = {What you see is what you have in mind},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64612},
  pages     = {139 -- 147},
  year      = {2013},
  abstract  = {In this paper we report on our experiments in teaching computer science concepts with a mix of tangible and abstract object manipulations. The goal we set ourselves was to let pupils discover the challenges one has to meet to automatically manipulate formatted text. We worked with a group of 25 secondary school pupils (9-10th grade), and they were actually able to "invent" the concept of mark-up language. From this experiment we distilled a set of activities which will be replicated in other classes (6th grade) under the guidance of maths teachers.},
  language  = {en}
}
@article{PlanteuStandlGrossmannetal.2013,
  author    = {Planteu, Lukas and Standl, Bernhard and Grossmann, Wilfried and Neuwirth, Erich},
  title     = {Integrating school practice in Austrian teacher education},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64628},
  pages     = {151 -- 152},
  year      = {2013},
  abstract  = {We present a concept of better integration of practical teaching in student teacher education in Computer Science. As an introduction to the workshop different possible scenarios are discussed on the basis of examples. Afterwards workshop participants will have the opportunity to discuss the application of the aconcepts in other settings.},
  language  = {en}
}
@article{Doroshenko2014,
  author    = {Doroshenko, Egor N.},
  title     = {{\"A}nderungen der Verfassung der Russischen F{\"o}deration},
  series = {Verfassungsentwicklung in Russland und Deutschland : Materialien des russisch-deutschen Symposiums anl{\"a}sslich des 20. Jahrestages der Verfassung der Russischen F{\"o}deration am 25. und 26. September 2013 an der Universit{\"a}t Potsdam},
  journal   = {Verfassungsentwicklung in Russland und Deutschland : Materialien des russisch-deutschen Symposiums anl{\"a}sslich des 20. Jahrestages der Verfassung der Russischen F{\"o}deration am 25. und 26. September 2013 an der Universit{\"a}t Potsdam},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-70872},
  pages     = {29 -- 36},
  year      = {2014},
  language  = {de}
}
@article{Thiele2014,
  author    = {Thiele, Carmen},
  title     = {Stabilit{\"a}t und Dynamik der Verfassungsprinzipien des Grundgesetzes der Bundesrepublik Deutschland},
  series = {Verfassungsentwicklung in Russland und Deutschland : Materialien des russisch-deutschen Symposiums anl{\"a}sslich des 20. Jahrestages der Verfassung der Russischen F{\"o}deration am 25. und 26. September 2013 an der Universit{\"a}t Potsdam},
  journal   = {Verfassungsentwicklung in Russland und Deutschland : Materialien des russisch-deutschen Symposiums anl{\"a}sslich des 20. Jahrestages der Verfassung der Russischen F{\"o}deration am 25. und 26. September 2013 an der Universit{\"a}t Potsdam},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-70908},
  pages     = {55 -- 64},
  year      = {2014},
  language  = {de}
}
@phdthesis{Lenz2016,
  author    = {Lenz, Josefine},
  title     = {Thermokarst dynamics in central-eastern Beringia},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-101364},
  school      = {Universit{\"a}t Potsdam},
  pages     = {XII, 128, A-47},
  year      = {2016},
  abstract  = {Widespread landscape changes are presently observed in the Arctic and are most likely to accelerate in the future, in particular in permafrost regions which are sensitive to climate warming. To assess current and future developments, it is crucial to understand past environmental dynamics in these landscapes. Causes and interactions of environmental variability can hardly be resolved by instrumental records covering modern time scales. However, long-term environmental variability is recorded in paleoenvironmental archives. Lake sediments are important archives that allow reconstruction of local limnogeological processes as well as past environmental changes driven directly or indirectly by climate dynamics. This study aims at reconstructing Late Quaternary permafrost and thermokarst dynamics in central-eastern Beringia, the terrestrial land mass connecting Eurasia and North America during glacial sea-level low stands. In order to investigate development, processes and influence of thermokarst dynamics, several sediment cores from extant lakes and drained lake basins were analyzed to answer the following research questions: 1. When did permafrost degradation and thermokarst lake development take place and what were enhancing and inhibiting environmental factors? 2. What are the dominant processes during thermokarst lake development and how are they reflected in proxy records? 3. How did, and still do, thermokarst dynamics contribute to the inventory and properties of organic matter in sediments and the carbon cycle? Methods applied in this study are based upon a multi-proxy approach combining sedimentological, geochemical, geochronological, and micropaleontological analyses, as well as analyses of stable isotopes and hydrochemistry of pore-water and ice. Modern field observations of water quality and basin morphometrics complete the environmental investigations. The investigated sediment cores reveal permafrost degradation and thermokarst dynamics on different time scales. The analysis of a sediment core from GG basin on the northern Seward Peninsula (Alaska) shows prevalent terrestrial accumulation of yedoma throughout the Early to Mid Wisconsin with intermediate wet conditions at around 44.5 to 41.5 ka BP. This first wetland development was terminated by the accumulation of a 1-meter-thick airfall tephra most likely originating from the South Killeak Maar eruption at 42 ka BP. A depositional hiatus between 22.5 and 0.23 ka BP may indicate thermokarst lake formation in the surrounding of the site which forms a yedoma upland till today. The thermokarst lake forming GG basin initiated 230 ± 30 cal a BP and drained in Spring 2005 AD. Four years after drainage the lake talik was still unfrozen below 268 cm depth. A permafrost core from Mama Rhonda basin on the northern Seward Peninsula preserved a full lacustrine record including several lake phases. The first lake generation developed at 11.8 cal ka BP during the Lateglacial-Early Holocene transition; its old basin (Grandma Rhonda) is still partially preserved at the southern margin of the study basin. Around 9.0 cal ka BP a shallow and more dynamic thermokarst lake developed with actively eroding shorelines and potentially intermediate shallow water or wetland phases (Mama Rhonda). Mama Rhonda lake drainage at 1.1 cal ka BP was followed by gradual accumulation of terrestrial peat and top-down refreezing of the lake talik. A significant lower organic carbon content was measured in Grandma Rhonda deposits (mean TOC of 2.5 wt\%) than in Mama Rhonda deposits (mean TOC of 7.9 wt\%) highlighting the impact of thermokarst dynamics on biogeochemical cycling in different lake generations by thawing and mobilization of organic carbon into the lake system. Proximal and distal sediment cores from Peatball Lake on the Arctic Coastal Plain of Alaska revealed young thermokarst dynamics since about 1,400 years along a depositional gradient based on reconstructions from shoreline expansion rates and absolute dating results. After its initiation as a remnant pond of a previous drained lake basin, a rapidly deepening lake with increasing oxygenation of the water column is evident from laminated sediments, and higher Fe/Ti and Fe/S ratios in the sediment. The sediment record archived characterizing shifts in depositional regimes and sediment sources from upland deposits and re-deposited sediments from drained thaw lake basins depending on the gradually changing shoreline configuration. These changes are evident from alternating organic inputs into the lake system which highlights the potential for thermokarst lakes to recycle old carbon from degrading permafrost deposits of its catchment. The lake sediment record from Herschel Island in the Yukon (Canada) covers the full Holocene period. After its initiation as a thermokarst lake at 11.7 cal ka BP and intense thermokarst activity until 10.0 cal ka BP, the steady sedimentation was interrupted by a depositional hiatus at 1.6 cal ka BP which likely resulted from lake drainage or allochthonous slumping due to collapsing shore lines. The specific setting of the lake on a push moraine composed of marine deposits is reflected in the sedimentary record. Freshening of the maturing lake is indicated by decreasing electrical conductivity in pore-water. Alternation of marine to freshwater ostracods and foraminifera confirms decreasing salinity as well but also reflects episodical re-deposition of allochthonous marine sediments. Based on permafrost and lacustrine sediment records, this thesis shows examples of the Late Quaternary evolution of typical Arctic permafrost landscapes in central-eastern Beringia and the complex interaction of local disturbance processes, regional environmental dynamics and global climate patterns. This study confirms that thermokarst lakes are important agents of organic matter recycling in complex and continuously changing landscapes.},
  language  = {en}
}
@phdthesis{Frenzel2015,
  author    = {Frenzel, Sabine},
  title     = {Die Rolle der Umamirezeptoruntereinheit Tas1r1 jenseits ihrer gustatorischen Bedeutung},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-79502},
  school      = {Universit{\"a}t Potsdam},
  pages     = {XV, 172},
  year      = {2015},
  abstract  = {Aminos{\"a}uren sind lebensnotwendige Molek{\"u}le f{\"u}r alle Organismen. Ihre Erkennung im K{\"o}rper erm{\"o}glicht eine bedarfsgerechte Regulation ihrer Aufnahme und ihrer Verwertung. Welcher Chemosensor f{\"u}r diese Erkennung jedoch hauptverantwortlich ist, ist bisher unklar. In der vorliegenden Arbeit wurde die Rolle der Umamigeschmacksrezeptoruntereinheit Tas1r1 jenseits ihrer gustatorischen Bedeutung f{\"u}r die Aminos{\"a}uredetektion in der Mundh{\"o}hle untersucht. In der histologischen Tas1r1-Expressionsanalyse nichtgustatorischer Gewebe der Mauslinie Tas1r1-Cre/ROSA26-tdRFP wurde {\"u}ber die Detektion des Reporterproteins tdRFP die Expression des Tas1r1 in allen untersuchten Geweben (Speiser{\"o}hre, Magen, Darm, Bauchspeicheldr{\"u}se, Leber, Niere, Muskel- und Fettgewebe, Milz, Thymus, Lymphknoten, Lunge sowie Hoden) nachgewiesen. Mit Ausnahme von D{\"u}nndarm und Hoden gelang hierbei der Nachweis erstmals spezifisch auf zellul{\"a}rer Ebene. Caecum und Lymphknoten wurden zudem neu als Expressionsorte des Tas1r1 identifiziert. Trotz der beobachteten weiten Verbreitung des Tas1r1 im Organismus - unter anderem auch in Geweben, die f{\"u}r den Proteinstoffwechsel besonders relevant sind - waren im Zuge der durchgef{\"u}hrten Untersuchung potentieller extraoraler Funktionen des Rezeptors durch ph{\"a}notypische Charakterisierung der Mauslinie Tas1r1-BLiR nur schwache Auswirkungen auf Aminos{\"a}urestoffwechsel bzw. Stickstoffhaushalt im Falle eines Tas1r1-Knockouts detektierbar. W{\"a}hrend sich Ern{\"a}hrungsverhalten, Gesamtphysiologie, Gewebemorphologie sowie Futterverdaulichkeit unver{\"a}ndert zeigten, war die renale Stickstoffausscheidung bei Tas1r1-Knockout-M{\"a}usen auf eiweißarmer sowie auf eiweißreicher Di{\"a}t signifikant verringert. Eine {\"U}berdeckung der Auswirkungen des Tas1r1-Knockouts aufgrund kompensatorischer Effekte durch den Aminos{\"a}uresensor CaSR oder den Peptidsensor Gpr93 war nicht nachweisbar. Es bleibt offen, ob andere Mechanismen oder andere Chemosensoren an einer Kompensation beteiligt sind oder aber Tas1r1 in extraoralem Gewebe andere Funktionen als die der Aminos{\"a}uredetektion {\"u}bernimmt. Unterschiede im extraoralen Expressionsmuster der beiden Umamirezeptor-untereinheiten Tas1r1 und Tasr3 lassen Spekulationen {\"u}ber andere Partner, Liganden und Funktionen zu.},
  language  = {de}
}