@article{KoehlerKoehlerDeckwartetal.2018, author = {Koehler, Friedrich and Koehler, Kerstin and Deckwart, Oliver and Prescher, Sandra and Wegscheider, Karl and Winkler, Sebastian and Vettorazzi, Eik and Polze, Andreas and Stangl, Karl and Hartmann, Oliver and Marx, Almuth and Neuhaus, Petra and Scherf, Michael and Kirwan, Bridget-Anne and Anker, Stefan D.}, title = {Telemedical Interventional Management in Heart Failure II (TIM-HF2), a randomised, controlled trial investigating the impact of telemedicine on unplanned cardiovascular hospitalisations and mortality in heart failure patients}, series = {European Journal of Heart Failure}, volume = {20}, journal = {European Journal of Heart Failure}, number = {10}, publisher = {Wiley}, address = {Hoboken}, issn = {1388-9842}, doi = {10.1002/ejhf.1300}, pages = {1485 -- 1493}, year = {2018}, abstract = {Background Heart failure (HF) is a complex, chronic condition that is associated with debilitating symptoms, all of which necessitate close follow-up by health care providers. Lack of disease monitoring may result in increased mortality and more frequent hospital readmissions for decompensated HF. Remote patient management (RPM) in this patient population may help to detect early signs and symptoms of cardiac decompensation, thus enabling a prompt initiation of the appropriate treatment and care before a manifestation of HF decompensation. Objective The objective of the present article is to describe the design of a new trial investigating the impact of RPM on unplanned cardiovascular hospitalisations and mortality in HF patients. Methods The TIM-HF2 trial is designed as a prospective, randomised, controlled, parallel group, open (with randomisation concealment), multicentre trial with pragmatic elements introduced for data collection. Eligible patients with HF are randomised (1:1) to either RPM + usual care or to usual care only and are followed for 12 months. The primary outcome is the percentage of days lost due to unplanned cardiovascular hospitalisations or all-cause death. The main secondary outcomes are all-cause and cardiovascular mortality. Conclusion The TIM-HF2 trial will provide important prospective data on the potential beneficial effect of telemedical monitoring and RPM on unplanned cardiovascular hospitalisations and mortality in HF patients.}, language = {en} } @article{KobsEhlertLenkeitetal.2022, author = {Kobs, Scarlett and Ehlert, Antje and Lenkeit, Jenny and Hartmann, Anne Therese and Sporer, Nadine and Knigge, Michel}, title = {The influence of individual and situational factors on teachers' justice ratings of classroom interactions}, series = {Frontiers in psychology}, volume = {13}, journal = {Frontiers in psychology}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2022.789110}, pages = {18}, year = {2022}, abstract = {Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.}, language = {en} } @article{SpoererLenkeitBosseetal.2020, author = {Sp{\"o}rer, Nadine and Lenkeit, Jenny and Bosse, Stefanie and Hartmann, Anne and Ehlert, Antje and Knigge, Michel}, title = {Students' perspective on inclusion}, series = {International journal of educational research}, volume = {103}, journal = {International journal of educational research}, publisher = {Elsevier Science}, address = {Oxford}, issn = {0883-0355}, doi = {10.1016/j.ijer.2020.101641}, pages = {13}, year = {2020}, abstract = {The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.}, language = {en} } @article{FiedlerHartmannReinekeetal.2010, author = {Fiedler, Ines and Hartmann, Katharina and Reineke, Brigitte and Schwarz, Anne and Zimmermann, Malte}, title = {Subject focus in West African languages}, isbn = {978-0-19-957095-9}, year = {2010}, language = {en} } @article{ChiarcosFiedlerGrubicetal.2011, author = {Chiarcos, Christian and Fiedler, Ines and Grubic, Mira and Hartmann, Katharina and Ritz, Julia and Schwarz, Anne and Zeldes, Amir and Zimmermann, Malte}, title = {Information structure in African languages corpora and tools}, series = {Language resources and evaluation}, volume = {45}, journal = {Language resources and evaluation}, number = {3}, publisher = {Springer}, address = {Dordrecht}, issn = {1574-020X}, doi = {10.1007/s10579-011-9153-0}, pages = {361 -- 374}, year = {2011}, abstract = {In this paper, we describe tools and resources for the study of African languages developed at the Collaborative Research Centre 632 "Information Structure". These include deeply annotated data collections of 25 sub-Saharan languages that are described together with their annotation scheme, as well as the corpus tool ANNIS, which provides unified access to a broad variety of annotations created with a range of different tools. With the application of ANNIS to several African data collections, we illustrate its suitability for the purpose of language documentation, distributed access, and the creation of data archives.}, language = {en} } @article{LenkeitHartmannEhlertetal.2022, author = {Lenkeit, Jenny and Hartmann, Anne and Ehlert, Antje and Knigge, Michel and Sp{\"o}rer, Nadine}, title = {Effects of special educational needs and socioeconomic status on academic achievement}, series = {International Journal of Educational Research}, volume = {113}, journal = {International Journal of Educational Research}, publisher = {Elsevier}, address = {Oxford}, issn = {0883-0355}, doi = {10.1016/j.ijer.2022.101957}, pages = {20}, year = {2022}, abstract = {Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.}, language = {en} } @article{MikolajGuentnerBruninietal.2019, author = {Mikolaj, Michal and G{\"u}ntner, Andreas and Brunini, Claudio and Wziontek, Hartmut and Gende, Mauricio and Schr{\"o}der, Stephan and Cassino, Augusto M. and Pasquare, Alfredo and Reich, Marvin and Hartmann, Anne and Oreiro, Fernando Ariel and Pendiuk, Jonathan and Guarracino, Luis and Antokoletz, Ezequiel D.}, title = {Hydrometeorological and gravity signals at the Argentine-German Geodetic Observatory (AGGO) in La Plata}, series = {Earth system science data}, volume = {11}, journal = {Earth system science data}, number = {4}, publisher = {Copernicus}, address = {G{\"o}ttingen}, issn = {1866-3508}, doi = {10.5194/essd-11-1501-2019}, pages = {1501 -- 1513}, year = {2019}, abstract = {The Argentine-German Geodetic Observatory (AGGO) is one of the very few sites in the Southern Hemisphere equipped with comprehensive cutting-edge geodetic instrumentation. The employed observation techniques are used for a wide range of geophysical applications. The data set provides gravity time series and selected gravity models together with the hydrometeorological monitoring data of the observatory. These parameters are of great interest to the scientific community, e.g. for achieving accurate realization of terrestrial and celestial reference frames. Moreover, the availability of the hydrometeorological products is beneficial to inhabitants of the region as they allow for monitoring of environmental changes and natural hazards including extreme events. The hydrological data set is composed of time series of groundwater level, modelled and observed soil moisture content, soil temperature, and physical soil properties and aquifer properties. The meteorological time series include air temperature, humidity, pressure, wind speed, solar radiation, precipitation, and derived reference evapotranspiration. These data products are extended by gravity models of hydrological, oceanic, La Plata estuary, and atmospheric effects. The quality of the provided meteorological time series is tested via comparison to the two closest WMO (World Meteorological Organization) sites where data are available only in an inferior temporal resolution. The hydrological series are validated by comparing the respective forward-modelled gravity effects to independent gravity observations reduced up to a signal corresponding to local water storage variation. Most of the time series cover the time span between April 2016 and November 2018 with either no or only few missing data points. The data set is available at https://doi.org/10.588/GFZ.5.4.2018.001 (Mikolaj et al., 2018).}, language = {en} } @book{FuhrmannGoertzKlagesetal.2020, author = {Fuhrmann, Michaela and Goertz, Stefanie and Klages, Benjamin and Last, Dominique and Strickroth, Sven and Schubarth, Wilfried and Mauermeister, Sylvi and Schulze-Reichelt, Friederike and Erdmann, Melinda and Dreyer, Martin and Konarski, Michael and T{\"a}gener, Judith and Lucke, Ulrike and Hafer, J{\"o}rg and Hartmann, Niklas and Nguyen, Thi To-Uyen and Wittkowski, Ariane and Prickett, David James and Degen, Andreas and Rost, Sophia and Kiy, Alexander and Wagner, Nelli and G{\"o}del, Corinna and Klinnert, Anne and Babbe, Caroline and Schneider, Marie and Hille, Kerstin}, title = {Lehre und Lernen entwickeln - Eine Frage der Gestaltung von {\"U}berg{\"a}ngen}, series = {Potsdamer Beitr{\"a}ge zur Hochschulforschung}, journal = {Potsdamer Beitr{\"a}ge zur Hochschulforschung}, number = {6}, editor = {Goertz, Stefanie and Klages, Benjamin and Last, Dominique and Strickroth, Sven}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-498-2}, issn = {2192-1075}, doi = {10.25932/publishup-47681}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-476815}, publisher = {Universit{\"a}t Potsdam}, pages = {336}, year = {2020}, abstract = {An der Universit{\"a}t Potsdam wurden im Rahmen des Qualit{\"a}tspakt Lehre-Projekts „Qualit{\"a}t etablieren in Lehre und Lernen (QueLL)" Maßnahmen f{\"u}r eine Verbesserung der Studienbedingungen und eine Weiterentwicklung der Lehre und des Lernens durchgef{\"u}hrt. Die w{\"a}hrend der neunj{\"a}hrigen Projektlaufzeit thematisierten Fragestellungen, erarbeiteten L{\"o}sungsans{\"a}tze und entsprechenden Erfahrungen werden im vorliegenden Sammelband in Form von wissenschaftlichen Auseinandersetzungen und Werkstattberichten dargestellt und diskutiert. Die Beitr{\"a}ge spiegeln in ihrer thematischen Vielfalt unterschiedliche universit{\"a}re {\"U}bergangsphasen wider, wie in diesem Fall den {\"U}bergang in die Hochschule, {\"U}berg{\"a}nge innerhalb der Hochschule (im Kontext der Organisationsentwicklung, der Weiterbildung akademischer Statusgruppen oder der Entwicklung einer digitalen Lehr-Lernkultur) und schließlich den {\"U}bergang in die Berufspraxis. Denn w{\"a}hrend der Projektlaufzeit hat sich gezeigt, dass die Gestaltung von Lehre und Lernen letztlich immer eine Gestaltung solcher {\"U}berg{\"a}nge ist: sowohl zwischen den innerinstitutionellen Ebenen und Bereichen als auch zwischen Akteur/innen der Hochschule und schließlich ebenso innerhalb des Student Life Cycle. Weiterhin wird anhand der Beitr{\"a}ge deutlich, dass die Entwicklung von Lehre und Studium nicht als isolierte Aufgabe verstanden werden kann, sondern in die Strukturen und Prozesse der Universit{\"a}t hineinwirken und Formen der Zusammenarbeit etablieren sollte, die es braucht, um Projekte nachhaltig zu gestalten. Ziel dieses Bandes ist es, zur Diskussion {\"u}ber Gelingensbedingungen einer nachhaltigen Entwicklung von Lehre und Lernen beizutragen. Damit richtet er sich an Akteur/innen aus der Hochschulleitung, an Lehrende und Forschende sowie Mitarbeitende des Third Space.}, language = {de} } @article{HuelscherSobelKallniketal.2022, author = {H{\"u}lscher, Julian and Sobel, Edward and Kallnik, Niklas and Hoffmann, J. Elis and Millar, Ian L. and Hartmann, Kai and Bernhardt, Anne}, title = {Apatites record sedimentary provenance change 4-5 myrs before clay in the Oligocene/Miocene Alpine molasse}, series = {Frontiers in Earth Science}, volume = {10}, journal = {Frontiers in Earth Science}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2296-6463}, doi = {10.3389/feart.2022.914409}, pages = {16}, year = {2022}, abstract = {Extracting information about past tectonic or climatic environmental changes from sedimentary records is a key objective of provenance research. Interpreting the imprint of such changes remains challenging as signals might be altered in the sediment-routing system. We investigate the sedimentary provenance of the Oligocene/Miocene Upper Austrian Northern Alpine Foreland Basin and its response to the tectonically driven exhumation of the Tauern Window metamorphic dome (28 +/- 1 Ma) in the Eastern European Alps by using the unprecedented combination of Nd isotopic composition of bulk-rock clay-sized samples and partly previously published multi-proxy (Nd isotopic composition, trace-element geochemistry, U-Pb dating) sand-sized apatite single-grain analysis. The basin offers an excellent opportunity to investigate environmental signal propagation into the sedimentary record because comprehensive stratigraphic and seismic datasets can be combined with present research results. The bulk-rock clay-sized fraction epsilon Nd values of well-cutting samples from one well on the northern basin slope remained stable at similar to-9.7 from 27 to 19 Ma but increased after 19 Ma to similar to-9.1. In contrast, apatite single-grain distributions, which were extracted from 22 drill-core samples, changed significantly around 23.3 Ma from apatites dominantly from low-grade (