TY  - THES
A1  - Huber, Christian
T1  - Explizit zeitabhängige Configuration-Interaction-Singles und Coupled-Cluster-Singles-Doubles Rechnungen zur laserinduzierten Vielelektronendynamik
Y1  - 2010
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Huber, Christian
A1  - Klamroth, Tillmann
T1  - Explicitly time-dependent coupled cluster singles doubles calculations of laser-driven many-electron dynamics
JF  - The journal of chemical physics : bridges a gap between journals of physics and journals of chemistr
N2  - We report explicitly time-dependent coupled cluster singles doubles (TD-CCSD) calculations, which simulate the laser-driven correlated many-electron dynamics in molecular systems. Small molecules, i.e., HF, H(2)O, NH(3), and CH(4), are treated mostly with polarized valence double zeta basis sets. We determine the coupled cluster ground states by imaginary time propagation for these molecules. Excited state energies are obtained from the Fourier transform of the time-dependent dipole moment after an ultrashort, broadband laser excitation. The time-dependent expectation values are calculated from the complex cluster amplitudes using the corresponding configuration interaction singles doubles wave functions. Also resonant laser excitations of these excited states are simulated, in order to explore the limits for the numerical stability of our current TD-CCSD implementation, which uses time-independent molecular orbitals to form excited configurations.
Y1  - 2011
U6  - https://doi.org/10.1063/1.3530807
SN  - 0021-9606
VL  - 134
IS  - 5
PB  - American Institute of Physics
CY  - Melville
ER  - 
TY  - JOUR
A1  - Schwab, Susanne
A1  - Huber, Christian
A1  - Gebhardt, Markus
T1  - Social acceptance of students with Down syndrome and students without disability
JF  - Educational psychology
N2  - We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.
KW  - inclusion and exclusion
KW  - disability
KW  - social acceptance
Y1  - 2016
U6  - https://doi.org/10.1080/01443410.2015.1059924
SN  - 0144-3410
SN  - 1469-5820
VL  - 36
SP  - 1501
EP  - 1515
PB  - Hindawi Publishing Corp.
CY  - Abingdon
ER  - 
TY  - JOUR
A1  - Huber, Christian
A1  - Gebhardt, Markus
A1  - Schwab, Susanne
T1  - Teacher feedback or fun playing games? An experimental study investigating the influence of teacher feedback on social acceptance in primary school
JF  - Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
KW  - Inclusion
KW  - mainstreaming
KW  - social participation
KW  - social referencing
KW  - experiment
Y1  - 2015
U6  - https://doi.org/10.2378/peu2015.art04d
SN  - 0342-183X
VL  - 62
IS  - 1
SP  - 51
EP  - 64
PB  - Reinhardt
CY  - München
ER  -