@phdthesis{Mavrothalassiti2020,
  author    = {Mavrothalassiti, Eleni},
  title     = {A.thaliana root and shoot single-cell transcriptomes and detection of mobile transcripts},
  school      = {Universit{\"a}t Potsdam},
  pages     = {133},
  year      = {2020},
  language  = {en}
}
@phdthesis{Patzwald2020,
  author    = {Patzwald, Christiane},
  title     = {Actions through the lens of communicative cues},
  school      = {Universit{\"a}t Potsdam},
  pages     = {156},
  year      = {2020},
  abstract  = {The PhD thesis entitled "Actions through the lens of communicative cues. The influence of verbal cues and emotional cues on action processing and action selection in the second year of life" is based on four studies, which examined the cognitive integration of another person's communicative cues (i.e., verbal cues, emotional cues) with behavioral cues in 18- and 24-month-olds. In the context of social learning of instrumental actions, it was investigated how the intention-related coherence of either a verbally announced action intention or an emotionally signaled action evaluation with an action demonstration influenced infants' neuro-cognitive processing (Study I) and selection (Studies II, III, IV) of a novel object-directed action. Developmental research has shown that infants benefit from another's behavioral cues (e.g., action effect, persistency, selectivity) to infer the underlying goal or intention, respectively, of an observed action (e.g., Cannon \& Woodward, 2012; Woodward, 1998). Particularly action effects support infants in distinguishing perceptual action features (e.g., target object identity, movement trajectory, final target object state) from conceptual action features such as goals and intentions. However, less is known about infants' ability to cognitively integrate another's behavioral cues with additional action-related communicative cues. There is some evidence showing that in the second year of life, infants selectively imitate a novel action that is verbally ("There!") or emotionally (positive expression) marked as aligning with the model's action intention over an action that is verbally ("Whoops!") or emotionally (negative expression) marked as unintentional (Carpenter, Akhtar, \& Tomasello, 1998; Olineck \& Poulin-Dubois, 2005, 2009; Repacholi, 2009; Repacholi, Meltzoff, Toub, \& Ruba, 2016). Yet, it is currently unclear which role the specific intention-related coherence of a communicative cue with a behavioral cue plays in infants' action processing and action selection that is, whether the communicative cue confirms, contrasts, clarifies, or is unrelated to the behavioral cue. Notably, by using both verbal cues and emotional cues, we examined not only two domains of communicative cues but also two qualitatively distinct relations between behavioral cues on the one hand and communicative cues on the other hand. More specifically, a verbal cue has the potential to communicate an action intention in the absence of an action demonstration and thus a prior-intention (Searle, 1983), whereas an emotional cue evaluates an ongoing or past action demonstration and thus signals an intention-in-action (Searle, 1983). In a first research focus, this thesis examined infants' capacity to cognitively integrate another's intention-related communicative cues and behavioral cues, and also focused on the role of the social cues' coherence in infants' action processing and action selection. In a second research focus, and to gain more elaborate insights into how the sub-processes of social learning (attention, encoding, response; cf. Bandura, 1977) are involved in this coherence-sensitive integrative processing, we employed a multi-measures approach. More specifically, we used Electroencephalography (EEG) and looking times to examine how the cues' coherence influenced the compound of attention and encoding, and imitation (including latencies to first-touch and first-action) to address the compound of encoding and response. Based on the action-reconstruction account (Csibra, 2007), we predicted that infants use extra-motor information (i.e., communicative cues) together with behavioral cues to reconstruct another's action intention. Accordingly, we expected infants to possess a flexibly organized internal action hierarchy, which they adapt according to the cues' coherence that is, according to what they inferred to be the overarching action goal. More specifically, in a social-learning situation that comprised an adult model, who demonstrated an action on a novel object that offered two actions, we expected the demonstrated action to lead infants' action hierarchy when the communicative (i.e., verbal, emotional) cue conveyed similar (confirming coherence) or no additional (un-related coherence) intention-related information relative to the behavioral cue. In terms of action selection, this action hierarchy should become evident in a selective imitation of the demonstrated action. However, when the communicative cue questioned (contrasting coherence) the behaviorally implied action goal or was the only cue conveying meaningful intention-related information (clarifying coherence), the verbally/emotionally intended action should ascend infants' action hierarchy. Consequently, infants' action selection should align with the verbally/emotionally intended action (goal emulation). Notably, these predictions oppose the direct-matching perspective (Rizzolatti \& Craighero, 2004), according to which the observation of another's action directly resonates with the observer's motor repertoire, with this motor resonance enabling the identification of the underlying action goal. Importantly, the direct-matching perspective predicts a rather inflexible action hierarchy inasmuch as the process of goal identification should solely rely on the behavioral cue, irrespective of the behavioral cue's coherence with extra-motor intention-related information, as it may be conveyed via communicative cues. As to the role of verbal cues, Study I used EEG to examine the influence of a confirming (Congruent) versus contrasting (Incongruent) coherence of a verbal action intention with the same action demonstration on 18-month-olds' conceptual action processing (as measured via mid-latency mean negative ERP amplitude) and motor activation (as measured via central mu-frequency band power). The action was demonstrated on a novel object that offered two action alternatives from a neutral position. We expected mid-latency ERP negativity to be enhanced in Incongruent compared to Congruent, because past EEG research has demonstrated enhanced conceptual processing for stimuli that mismatched rather than matched the semantic context (Friedrich \& Friederici, 2010; Kaduk et al., 2016). Regarding motor activation, Csibra (2007) posited that the identification of a clear action goal constitutes a crucial basis for motor activation to occur. We therefore predicted reduced mu power (indicating enhanced motor activation) for Congruent than Incongruent, because in Congruent, the cues' match provides unequivocal information about the model's action goal, whereas in Incongruent, the conflict may render the model's action goal more unclear. Unexpectedly, in the entire sample, 18-month-olds' mid-latency ERP negativity during the observation of the same action demonstration did not differ significantly depending on whether this action was congruent or incongruent with the model's verbal action intention. Yet, post hoc analyses revealed the presence of two subgroups of infants, each of which exhibited significantly different mid-latency ERP negativity for Congruent versus Incongruent, but in opposing directions. The subgroups differed in their productive action-related language skills, with the linguistically more advanced infants exhibiting the expected response pattern of enhanced ERP mean negativity in Incongruent than Congruent, indicating enhanced conceptual processing of an action demonstration that was contrasted rather than confirmed by the verbal action context. As expected, central mu power in the entire sample was reduced in Congruent relative to Incongruent, indicating enhanced motor activation when the action demonstration was preceded by a confirming relative to a contrasting verbal action intention. This finding may indicate the covert preparation for a preferential imitation of the congruent relative to the incongruent action (Filippi et al., 2016; Frey \& Gerry, 2006). Overall, these findings are in line with the action-reconstruction account (Csibra, 2007), because they suggest a coherence-sensitive attention to and encoding of the same perceptual features of another's behavior and thus a cognitive integration of intention-related verbal cues and behavioral cues. Yet, because the subgroup constellation in infants' ERPs was only discovered post hoc, future research is clearly required to substantiate this finding. Also, future research should validate our interpretation that enhanced motor activation may reflect an electrophysiological marker of subsequent imitation by employing EEG and imitation in a within-subjects design. Study II built on Study I by investigating the impact of coherence of a verbal cue and a behavioral cue on 18- and 24-month-olds' action selection in an imitation study. When infants of both age groups observed a confirming (Congruent) or unrelated (Pseudo-word: action demonstration was associated with novel verb-like cue) coherence, they selectively imitated the demonstrated action over the not demonstrated, alternative action, with no difference between these two conditions. These findings suggest that, as expected, infants' action hierarchy was led by the demonstrated action when the verbal cue provided similar (Congruent) or no additional (Pseudo-word) intention-related information relative to a meaningful behavioral cue. These findings support the above-mentioned interpretation that enhanced motor activation during action observation may reflect a covert preparation for imitation (Study I). Interestingly, infants did not seem to benefit from the intention-highlighting effect of the verbal cue in Congruent, suggesting that the verbal cue had an unspecific (e.g., attention-guiding) effect on infants' action selection. Contrary, when infants observed a contrasting (Incongruent) or clarifying (Failed-attempt: model failed to manipulate the object but verbally announced a certain action intention) coherence, their action selection varied with age and also varied across the course of the experiment (block 1 vs. block 2). More specifically, the 24-month-olds made stronger use of the verbal cue for their action selection in block 1 than did the 18-month-olds. However, while the 18-month-olds' use of the verbal cue increased across blocks, particularly in Incongruent, the 24-month-olds' use of the verbal cue decreased across blocks. Overall, these results suggest that, as expected, infants' action hierarchy in Incongruent (both age groups) and Failed-attempt (only 24-month-olds) drew on the verbal action intention, because in both age groups, infants emulated the verbal intention about as often as they imitated the demonstrated action or even emulated the verbal action intention preferentially. Yet, these findings were confined to certain blocks. It may be argued that the younger age group had a harder time inferring and emulating the intended, yet never observed action, because this requirement is more demanding in cognitive and motor terms. These demands may explain why the 18-month-olds needed some time to take account of the verbal action intention. Contrary, it seems that the 24-month-olds, although demonstrating their principle capacity to take account of the verbal cue in block 1, lost trust in the model's verbal cue, maybe because the verbal cue did not have predictive value for the model's actual behavior. Supporting this interpretation, research on selective trust has demonstrated that already infants evaluate another's reliability or competence, respectively, based on how that model handles familiar objects (behavioral reliability) or labels familiar objects (verbal reliability; for reviews, see Mills, 2013; Poulin-Dubois \& Brosseau-Liard, 2016). Relatedly, imitation research has demonstrated that the interpersonal aspects of a social-learning situation gain increasing relevance for infants during the second year of life (Gell{\´e}n \& Buttelmann, 2019; Matheson, Moore, \& Akhtar, 2013; Uzgiris, 1981). It may thus be argued that when the 24-month-olds were repeatedly faced with a verbally unreliable model, they de-evaluated the verbal cue as signaling the model's action intention and instead relied more heavily on alternative cues such as the behavioral cue (Incongruent) or the action context (e.g., object affordances, salience; Failed-attempt). Infants' first-action latencies were higher in Incongruent and Failed-attempt than in both Congruent and Pseudo-word, and were also higher in Failed-attempt than in Incongruent. These latency-findings thus indicate that situations involving a meaningful verbal cue that deviated from the behavioral cue are cognitively more demanding, resulting in a delayed initiation of a behavioral response. In sum, the findings of Study II suggest that both age groups were highly flexible in their integration of a verbal cue and behavioral cue. Moreover, our results do not indicate a general superiority of either cue. Instead, it seems to depend on the informational gain conveyed by the verbal cue whether it exerts a specific, intention-highlighting effect (Incongruent, Failed-attempt) or an unspecific (e.g., attention-guiding) effect (Congruent, Pseudo-word). Studies III and IV investigated the impact of another's action-related emotional cues on 18-month-olds' action selection. In Study III, infants observed a model, who demonstrated two actions on a novel object in direct succession, and who combined one of the two actions with a positive (happy) emotional expression and the other action with a negative (sad) emotional expression. As expected, infants imitated the positively emoted (PE) action more often than the negatively emoted (NE) action. This preference arose from an increase in infants' readiness to perform the PE action from the baseline period (prior to the action demonstrations) to the test period (following the action demonstrations), rather than from a decrease in readiness to the perform the NE action. The positive cue thus had a stronger behavior-regulating effect than the negative cue. Notably, infants' more general object-directed behavior in terms of first-touch latencies remained unaffected by the emotional cues' valence, indicating that infants had linked the emotional cues specifically to the corresponding action and not the object as a whole (Repacholi, 2009). Also, infants' looking times during the action demonstration did not differ significantly as a function of emotional valence and were characterized by a predominant attentional focus to the action/object rather than to the model's face. Together with the findings on infants' first-touch latencies, these results indicate a sensitivity for the notion that emotions can have very specific referents (referential specificity; Martin, Maza, McGrath, \& Phelps, 2014). Together, Study III provided evidence for selective imitation based on another's intention-related (particularly positive) emotional cues in an action-selection task, and thus indicates that infants' action hierarchy flexibly responds to another's emotional evaluation of observed actions. According to Repacholi (2009), we suggest that infants used the model's emotional evaluation to re-appraise the corresponding action (effect), for instance in terms of desirability. Study IV followed up on Study III by investigating the role of the negative emotional cue for infants' action selection in more detail. Specifically, we investigated whether a contrasting (negative) emotional cue alone would be sufficient to differentially rank the two actions along infants' action hierarchy or whether instead infants require direct information about the model's action intention (in the form of a confirming action-emotion pair) to align their action selection with the emotional cues. Also, we examined whether the absence of a direct behavior-regulating effect of the negative cue in Study III was due to the negative cue itself or to the concurrently available positive cue masking the negative cue's potential effect. To this end, we split the demonstration of the two action-emotion pairs across two trials. In each trial, one action was thus demonstrated and emoted (PE, NE action), and one action was not demonstrated and un-emoted (UE action). For trial 1, we predicted that infants, who observed a PE action demonstration, would selectively imitate the PE action, whereas infants, who observed a NE action demonstration would selectively emulate the UE action. As to trial 2, we expected the complementary action-emotion pair to provide additional clarifying information as the model's emotional evaluation of both actions, which should either lead to adaptive perseveration (if infants' action selection in trial 1 had already drawn on the emotional cue) or adaptive change (if infants' action selection in trial 1 signaled a disregard of the emotional cue). As to trial 1, our findings revealed that, as expected, infants imitated the PE action more often than they emulated the UE action. Like in Study III, this selectivity arose from an increase in infants' propensity to perform the PE action from baseline to trial 1. Also like in Study III, infants performed the NE action about equally often in baseline and trial 1, which speaks against a direct behavior-regulating effect of the negative cue also when presented in isolation. However, after a NE action demonstration, infants emulated the UE action more often in trial 1 than in baseline, suggesting an indirect behavior-regulating effect of the negative cue. Yet, this indirect effect did not yield a selective emulation of the UE action, because infants performed both action alternatives about equally often in trial 1. Unexpectedly, infants' action selection in trial 2 was unaffected by the emotional cue. Instead, infants perseverated their action selection of trial 1 in trial 2, irrespective of whether it was adaptive or non-adaptive with respect to the model's emotional evaluation of the action. It seems that infants changed their strategy across trials, from an initial adherence to the emotional (particularly positive) cue, towards bringing about a salient action effect (Marcovich \& Zelazo, 2009). In sum, Studies III and IV indicate a dynamic interplay of different action-selection strategies, depending on valence and presentation order. Apparently, at least in infancy, action reconstruction as one basis for selective action performance reaches its limits when infants can only draw on indirect intention-related information (i.e., which action should be avoided). Overall, our findings favor the action-reconstruction account (Csibra, 2007), according to which actions are flexibly organized along a hierarchy, depending on inferential processes based on extra-motor intention-related information. At the same time, the findings question the direct-matching hypothesis (Rizzolatti \& Craighero, 2004), according to which the identification (and pursuit) of action goals hinges on a direct simulation of another's behavioral cues. Based on the studies' findings, a preliminary working model is introduced, which seeks to integrate the two theoretical accounts by conceptualizing the routes that activation induced by social cues may take to eventually influence an infant's action selection. Our findings indicate that it is useful to strive a differentiated conceptualization of communicative cues, because they seem to operate at different places within the process of cue integration, depending on their potential to convey direct intention-related information. Moreover, we suggest that there is bidirectional exchange within each compound of adjacent sub-processes (i.e., between attention and encoding, and encoding and response), and between the compounds. Hence, our findings highlight the benefits of a multi-measures approach when studying the development of infants' social-cognitive abilities, because it provides a more comprehensive picture how the concerted use of social cues from different domains influences infants' processing and selection of instrumental actions. Finally, this thesis points to potential future directions to substantiate our current interpretation of the findings.. Moreover, an extension to additional kinds of coherence is suggested to get closer to infants' everyday-world of experience.},
  language  = {en}
}
@phdthesis{Rollberg2020,
  author    = {Rollberg, Christoph},
  title     = {Algorithmen in der Justiz},
  series = {Recht und Digitalisierung ; 2},
  journal   = {Recht und Digitalisierung ; 2},
  publisher = {Nomos},
  address   = {Baden-Baden},
  isbn      = {978-3-8487-6907-0},
  school      = {Universit{\"a}t Potsdam},
  pages     = {246},
  year      = {2020},
  abstract  = {Unter welchen Bedingungen d{\"u}rfen Gerichte in Deutschland digitale Anwendungen zur Entscheidungsfindung einsetzen? Das Werk zeigt die engen Grenzen und einen L{\"o}sungsweg hierf{\"u}r auf. Neben rechtstheoretischen und durch die computerspezifische Arbeitsweise gesetzten Grenzen ist der durch das Grundgesetz und das Europarecht abgesteckte Rechtsrahmen zu beachten. Im Zentrum der Bearbeitung steht die Garantie der richterlichen Unabh{\"a}ngigkeit, die durch den Technikeinsatz nicht infrage gestellt werden darf. Zur Aufl{\"o}sung des daraus resultierenden Konflikts wird ein Zertifizierungsverfahren f{\"u}r determinierte Programme vorgeschlagen. Schließlich werden konkrete Anwendungsbeispiele beleuchtet.},
  language  = {de}
}
@phdthesis{Richter2020,
  author    = {Richter, Eric},
  title     = {Aspekte der Nutzung und des Angebots von Lehrerkr{\"a}ftefortbildung in Deutschland},
  school      = {Universit{\"a}t Potsdam},
  pages     = {205},
  year      = {2020},
  abstract  = {Lehrkr{\"a}ftefortbildungen werden in der Forschung als vielversprechende M{\"o}glichkeit angesehen, Lehrkr{\"a}fte dabei zu unterst{\"u}tzen, den an sie gestellten Anforderungen gerecht zu werden (Darling-Hammond, Hyler \& Gardner, 2017). {\"U}ber verschiedene Studien hinweg konnte hierbei gezeigt werden, dass die Teilnahme einer Lehrkraft an Fortbildungen positiv mit der Entwicklung ihrer Sch{\"u}ler*innen zusammenh{\"a}ngt (Kalinowski, Egert, Gronostaj \& Vock, 2020; Yoon, Duncan, Lee, Scarloss \& Shapley, 2007). W{\"a}hrend ein Teil der Forschung ihren Fokus auf die Wirksamkeit von Fortbildungsangeboten richtet, nehmen andere Untersuchungen st{\"a}rker die Nutzung dieser Angebote in den Blick. Die vorliegende Arbeit kn{\"u}pft an die bisherige Forschung zur Lehrkr{\"a}ftefortbildung an und versucht, Aspekte der Nutzung und des Angebots der Lehrkr{\"a}ftefortbildung in Deutschland im Rahmen des Comprehensive Lifelong Learning Participation Models st{\"a}rker gemeinsam zu betrachten (Boeren, Nicaise \& Baert, 2010). Hierbei handelt es sich um ein Mehrebenen-Modell zur Erkl{\"a}rung von Weiterbildungsverhalten, welches verschiedene Akteursgruppen (z.B. Fortbildungsteilnehmer*innen, Fortbildungsinstitute) auf der Nachfrage- und der Angebotsseite ber{\"u}cksichtigt und deren Interdependenz in den Blick nimmt. Vor diesem Hintergrund besch{\"a}ftigt sich die vorliegende Arbeit in vier Teilstudien mit den Merkmalen der Fortbildungsteilnehmer*innen und des Fortbildungsangebots. Sie untersucht zudem die Pr{\"a}diktoren f{\"u}r Fortbildungsbeteiligung von Lehrkr{\"a}ften auf der Nachfrage- und Angebotsseite. Studie 1 fokussiert zun{\"a}chst die Nachfrageseite des Comprehensive Lifelong Learning Participation Models (Boeren et al., 2010) und betrachtet die in der Forschung wenig beachtete Gruppe der Nicht-Teilnehmer*innen. An Befunde der allgemeinen Weiterbildungsforschung ankn{\"u}pfend, besch{\"a}ftigt sich diese Teilstudie mit den Teilnahmebarrieren von Lehrkr{\"a}ften an Fortbildungen und untersucht, wie diese mit der Fortbildungsaktivit{\"a}t von Lehrkr{\"a}ften zusammenh{\"a}ngen. Die Beantwortung der Forschungsfragen basiert auf einer Sekund{\"a}rdatenanalyse des IQB-L{\"a}ndervergleichs 2012 (Pant et al., 2013), auf dessen Grundlage ein Gruppenvergleich von Teilnehmer*innen und Nicht-Teilnehmer*innen an Fortbildung sowie eine faktoranalytische Betrachtung der berichteten Teilnahmebarrieren durchgef{\"u}hrt wurde. Studie 2 greift die Frage auf, welche Lehrkr{\"a}fte intensiv von Angeboten der Fortbildung Gebrauch machen. Ausgangspunkt der Arbeit ist die Beobachtung eines Matth{\"a}us-Effektes durch die allgemeine Weiterbildungsforschung. Demnach beteiligen sich insbesondere jene Personen st{\"a}rker an beruflichen Lerngelegenheiten, die bereits vor der Maßnahme {\"u}ber g{\"u}nstige Ausgangsvoraussetzungen, etwa in Form eines h{\"o}heren Kompetenzniveaus im Vergleich zu Personen, die nicht oder weniger an Angeboten der Fort- und Weiterbildung partizipieren, verf{\"u}gen. In Anlehnung an diese Befunde diskutiert Teilstudie 2 verschiedene Aspekte der Qualit{\"a}t von Lehrkr{\"a}ften und geht anhand bivariater Zusammenhangsanalysen der Frage nach, welche Zusammenh{\"a}nge zwischen der Voraussetzung der Lehrkraft und der Nutzung von Fortbildung bestehen. Dabei ber{\"u}cksichtigt die Studie das von Boeren et al. (2010) eingef{\"u}hrte Comprehensive Lifelong Learning Participation Model, indem sie die Befunde der Wirksamkeits- und Angebotsforschung aufgreift und differentielle Effekte in Abh{\"a}ngigkeit der Merkmale der Fortbildungen (fachlich vs. nicht-fachlich) in den Blick nimmt. Die durchgef{\"u}hrten Analysen beruhen auf einer Sekund{\"a}rdatenanalyse des COACTIV-Forschungsprojekts (Kunter, Baumert \& Blum, 2011). Auch in Studie 3 steht die Interaktion von Nachfrage- und Angebotsseite im Mittelpunkt. W{\"a}hrend in Studie 2 jedoch konzeptionelle Merkmale der Fortbildung fokussiert wurden, liegt der Fokus in Studie 3 auf dem strukturellen Merkmal Zeit. Zeiten zum (beruflichen) Lernen werden hierbei zun{\"a}chst auf Basis empirischer Befunde als Grundvoraussetzung f{\"u}r das Zustandekommen von Fortbildungsbeteiligung herausgearbeitet. Die Studie geht dann der Frage nach, welche zeitlichen Merkmale das Fortbildungsangebot f{\"u}r Lehrkr{\"a}fte aufweist und wie diese Merkmale des Angebots im Zusammenhang mit der Nutzung durch Lehrkr{\"a}fte stehen. Zur Beantwortung der Forschungsfragen werden eine Programmanalyse sowie polynomiale Regressionen durchgef{\"u}hrt. Die der Analyse zugrundeliegenden Daten beruhen hierbei auf den in der elektronischen Datenbank hinterlegten Fortbildungsangebotsdaten f{\"u}r das Land Brandenburg aus dem akademischen Jahr 2016/2017. Studie 4 fokussiert schließlich die Gruppe der Lehrerfortbildner*innen und somit die Angebotsseite des Comprehensive Lifelong Learning Participation Models (Boeren et al., 2010). In Anlehnung an theoretische Arbeiten zur professionellen Identit{\"a}t wird dabei der Frage nachgegangen, wie Lehrerfortbildner*innen ihre Aufgaben wahrnehmen und wie diese Wahrnehmung mit weiteren Aspekten ihrer professionellen Identit{\"a}t und der Gestaltung ihrer Fortbildungsveranstaltungen zusammenh{\"a}ngt. Hierzu wurden selbsterhobene Daten einer schriftlichen Befragung von Lehrerfortbildner*innen im Jahr 2019 zun{\"a}chst faktoranalytisch betrachtet und anschließend mithilfe bivariater Zusammenhangsanalysen untersucht. Die zentralen Ergebnisse der vorliegenden Arbeit werden abschließend zusammengefasst diskutiert. Sie deuten insgesamt darauf hin, dass das derzeitige Fortbildungssystem in Deutschland nicht dazu geeignet erscheint, alle Lehrkr{\"a}fte mit qualitativ hochwertigen Fortbildungen so zu erreichen, dass sie an ihren Schw{\"a}chen arbeiten k{\"o}nnen. Die Befunde zeigen weiter, dass Fortbildner*innen eine m{\"o}gliche Stellschraube f{\"u}r die Ver{\"a}nderung von Teilen des Fortbildungsangebots darstellen. Die Befunde bieten somit die Grundlage f{\"u}r zuk{\"u}nftige Forschungsarbeiten und m{\"o}gliche Implikationen in der Fortbildungspraxis und Bildungspolitik.},
  language  = {de}
}
@phdthesis{Balt2020,
  author    = {Balt, Miriam},
  title     = {Assessment of early numeracy development},
  school      = {Universit{\"a}t Potsdam},
  pages     = {130},
  year      = {2020},
  abstract  = {Early numeracy is one of the strongest predictors for later success in school mathematics (e.g., Duncan et al., 2007). The main goal of first grade mathematics teachers should therefore be to provide learning opportunities that enable all students to develop sound early numeracy skills. Developmental models, or learning progressions, can describe how early numerical understanding typically develops. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. To date, there have been no progression-based instruments made available for German teachers to monitor their students' progress in the domain of early numeracy. This dissertation contributes to the design of such an instrument. The first study analysed the suitability of early numeracy assessments currently used in German primary schools at school entry to identify students' individual starting points for subsequent progress monitoring. The second study described the development of progression-based items and investigated the items in regards to main test quality criteria, such as reliability, validity, and test fairness, to find a suitable item pool to build targeted tests. The third study described the construction of the progress monitoring measure, referred to as the learning progress assessment (LPA). The study investigated the extent to which the LPA was able to monitor students' individual learning progress in early numeracy over time. The results of the first study indicated that current school entry assessments were not able to provide meaningful information about the students' initial learning status. Thus, the MARKO-D test (Ricken, Fritz, \& Balzer, 2013) was used to determine the students' initial numerical understanding in the other two studies, because it has been shown to be an effective measure of conceptual numerical understanding (Fritz, Ehlert, \& Leutner, 2018). Both studies provided promising evidence for the quality of the LPA and its ability to detect changes in numerical understanding over the course of first grade. The studies of this dissertation can be considered an important step in the process of designing an empirically validated instrument that supports teachers to monitor their students' early numeracy development and to adjust their teaching accordingly to enhance school achievement.},
  language  = {en}
}
@phdthesis{Schurig2020,
  author    = {Schurig, Antonia},
  title     = {Bessere Rechtsetzung im europ{\"a}ischen Vergleich},
  series = {Modernisierung des {\"o}ffentlichen Sektors},
  journal   = {Modernisierung des {\"o}ffentlichen Sektors},
  number    = {Sonderband 50},
  publisher = {Nomos},
  address   = {Baden-Baden},
  isbn      = {978-3-8487-7760-0},
  issn      = {0945-1072},
  doi       = {10.5771/9783748921684},
  year      = {2020},
  abstract  = {Um auch die unbeabsichtigten Folgen ihrer Politik zu ermitteln, unternehmen Regierungen umfassende Gesetzesfolgenabsch{\"a}tzungen. Immer h{\"a}ufiger lassen sie sich dabei von unabh{\"a}ngigen Expertengremien kontrollieren. Doch: Wie erzielen diese Gremien Einfluss? Und welche Rolle spielen sie als Politikberater f{\"u}r B{\"u}rokratieabbau und bessere Rechtsetzung? Das Buch er{\"o}ffnet neue Einblicke in die Entwicklungshistorie und Handlungsrealit{\"a}t der drei erfahrensten Normenkontrollr{\"a}te in Europa. Vor dem Hintergrund unterschiedlicher Verwaltungskulturen werden die Ratstypen „Wachhund", „Torw{\"a}chter" und „Kritischer Freund" herausgearbeitet. Die Ergebnisse sch{\"a}rfen die politische und wissenschaftliche Debatte um die Leistungsf{\"a}higkeit von Normenkontrollr{\"a}ten.},
  language  = {de}
}
@phdthesis{Funke2020,
  author    = {Funke, Ronald},
  title     = {Bilder des Glaubens},
  series = {Medien und Gesellschaftswandel im 20. Jahrhundert},
  journal   = {Medien und Gesellschaftswandel im 20. Jahrhundert},
  number    = {14},
  publisher = {Wallstein Verlag},
  address   = {G{\"o}ttingen},
  isbn      = {978-3-8353-3798-5},
  pages     = {468},
  year      = {2020},
  abstract  = {Medien pr{\"a}gen maßgeblich das {\"o}ffentliche Bild von Religion in der modernen Gesellschaft, weshalb die Kirchen fr{\"u}hzeitig mediale Wege der Verk{\"u}ndigung suchten. Das Fernsehen als bedeutendstes Massenmedium in der zweiten H{\"a}lfte des 20. Jahrhunderts spielte dabei eine Schl{\"u}sselrolle. Von den Kirchen produzierte Unterhaltungsserien erreichten große Reichweiten, gleichzeitig entwickelte sich das bundesdeutsche Fernsehen zu einem Experimentierfeld f{\"u}r neue Praktiken der Religionsaus{\"u}bung. Alternative Glaubensformen gewannen an Aufmerksamkeit, etwa nichtchristliche Weltreligionen wie der Islam, Gl{\"a}ubige am Rande der Kirchen wie die Evangelikalen oder als »Sekten« geschm{\"a}hte Gruppen wie die Zeugen Jehovas, aber auch spirituelle Ph{\"a}nomene wie Wahrsagerei, Okkultismus und »New Age«. Ronald Funke analysiert die zwischen den 1950er und 1980er Jahren im Fernsehen gezeigten Bilder des Glaubens in der Bundesrepublik und verdeutlicht, wie deren Inhalte durch enge Zusammenarbeit, aber auch durch Konflikte ausgehandelt wurden.},
  language  = {de}
}
@phdthesis{Teichert2020,
  author    = {Teichert, Conrad},
  title     = {Bildungssteuerung im System der Fahranf{\"a}ngervorbereitung},
  publisher = {Degener},
  address   = {Hannover},
  isbn      = {978-3-936071-93-1},
  pages     = {254,XL},
  year      = {2020},
  language  = {de}
}
@phdthesis{GreweSalfeld2020,
  author    = {Grewe-Salfeld, Mirjam},
  title     = {Biohacking, bodies and do-it-yourself},
  series = {American Culture Studies ; 36},
  journal   = {American Culture Studies ; 36},
  publisher = {transcript Verlag},
  address   = {Bielefeld},
  isbn      = {978-3-8376-6004-3},
  school      = {Universit{\"a}t Potsdam},
  pages     = {314},
  year      = {2020},
  abstract  = {From self-help books and nootropics, to self-tracking and home health tests, to the tinkering with technology and biological particles - biohacking brings biology, medicine, and the material foundation of life into the sphere of »do-it-yourself«. This trend has the potential to fundamentally change people's relationship with their bodies and biology but it also creates new cultural narratives of responsibility, authority, and differentiation. Covering a broad range of examples, this book explores practices and representations of biohacking in popular culture, discussing their ambiguous position between empowerment and requirement, promise and prescription.},
  language  = {en}
}
@phdthesis{Bhaskar2020,
  author    = {Bhaskar, Thanga Bhuvanesh Vijaya},
  title     = {Biomimetic layers of extracellular matrix glycoproteins as designed biointerfaces},
  school      = {Universit{\"a}t Potsdam},
  year      = {2020},
  abstract  = {The goal of regenerative medicine is to guide biological systems towards natural healing outcomes using a combination of niche-specific cells, bioactive molecules and biomaterials. In this regard, mimicking the extracellular matrix (ECM) surrounding cells and tissues in vivo is an effective strategy to modulate cell behaviors. Cellular function and phenotype is directed by the biochemical and biophysical signals present in the complex 3D network of ECMs composed mainly of glycoproteins and hydrophilic proteoglycans. While cellular modulation in response to biophysical cues emulating ECM features has been investigated widely, the influence of biochemical display of ECM glycoproteins mimicking their presentation in vivo is not well characterized. It remains a significant challenge to build artificial biointerfaces using ECM glycoproteins that precisely match their presentation in nature in terms of morphology, orientation and conformation. This challenge becomes clear, when one understands how ECM glycoproteins self-assemble in the body. Glycoproteins produced inside the cell are secreted in the extra-cellular space, where they are bound to the cell membrane or other glycoproteins by specific interactions. This leads to elevated local concentration and 2Dspatial confinement, resulting in self-assembly by the reciprocal interactions arising from the molecular complementarity encoded in the glycoprotein domains. In this thesis, air-water (A-W) interface is presented as a suitable platform, where self-assembly parameters of ECM glycoproteins such as pH, temperature and ionic strength can be controlled to simulate in vivo conditions (Langmuir technique), resulting in the formation of glycoprotein layers with defined characteristics. The layer can be further compressed with surface barriers to enhance glycoprotein-glycoprotein contacts and defined layers of glycoproteins can be immobilized on substrates by horizontal lift and touch method, called Langmuir-Sch{\"a}fer (LS) method. Here, the benefit of Langmuir and LS methods in achieving ECM glycoprotein biointerfaces with controlled network morphology and ligand density on substrates is highlighted and contrasted with the commonly used (glyco)protein solution deposition (SO) method on substrates. In general, the (glyco)protein layer formation by SO is rather uncontrolled, influenced strongly by (glyco)protein-substrate interactions and it results in multilayers and aggregations on substrates, while the LS method results in (glyco)proteins layers with a more homogenous presentation. To achieve the goal of realizing defined ECM layers on substrates, ECM glycoproteins having the ability to self-assemble were selected: Collagen-IV (Col-IV) and fibronectin (FN). Highly packed FN layer with uniform presentation of ligands was deposited on polydimethysiloxane VIII (PDMS) by LS method, while a heterogeneous layer was formed on PDMS by SO with prominent aggregations visible. Mesenchymal stem cells (MSC) on PDMS equipped with FN by LS exhibited more homogeneous and elevated vinculin expression and weaker stress fiber formation than on PDMS equipped with FN by SO and these divergent responses could be attributed to the differences in glycoprotein presentation at the interface. Col-IV are scaffolding components of specialized ECM called basement membranes (BM), and have the propensity to form 2D networks by self-polymerization associated with cells. Col- IV behaves as a thin-disordered network at the A-W interface. As the Col-IV layer was compressed at the A-W interface using trough barriers, there was negligible change in thickness (layer thickness ~ 50 nm) or orientation of molecules. The pre-formed organization of Col-IV was transferred by LS method in a controlled fashion onto substrates meeting the wettability criterion (CA ≤ 80°). MSC adhesion (24h) on PET substrates deposited with Col-IV LS films at 10, 15 and 20 mN·m-1 surface pressures was (12269.0 ± 5856.4) cells for LS10, (16744.2 ± 1280.1) cells for LS15 and (19688.3 ± 1934.0) cells for LS20 respectively. Remarkably, by selecting the surface areal density of Col-IV on the Langmuir trough on PET, there is a linear increase between the number of adherent MSCs and the Col-IV ligand density. Further, FN has the ability to self-stabilize and form 2D networks (even without compression) while preserving native β-sheet structure at the A-W interface on a defined subphase (pH = 2). This provides the possibility to form such layers on any vessel (even on standard six-well culture plates) and the cohesive FN layers can be deposited by LS transfer, without the need for expensive LB instrumentation. Multilayers of FN can be immobilized on substrates by this approach, as easily as Layer-by-Layer method, even without the need for secondary adlayer or activated bare substrate. Thus, this facile glycoprotein coating strategy approach is accessible to many researchers to realize defined FN films on substrates for cell culture. In conclusion, Langmuir and LS methods can create biomimetic glycoprotein biointerfaces on substrates controlling aspects of presentation such as network morphology and ligand density. These methods will be utilized to produce artificial BM mimics and interstitial ECM mimics composed of more than one ECM glycoprotein layer on substrates, serving as artificial niches instructing stem cells for cell-replacement therapies in the future.},
  language  = {en}
}