@article{BrietzkeDietzKellingetal.2017,
  author    = {Brietzke, Thomas Martin and Dietz, Thomas and Kelling, Alexandra and Schilde, Uwe and Bois, Juliana and Kelm, Harald and Reh, Manuel and Schmitz, Markus and Koerzdoerfer, Thomas and Leimk{\"u}hler, Silke and Wollenberger, Ulla and Krueger, Hans-Joerg and Holdt, Hans-J{\"u}rgen},
  title     = {The 1,6,7,12-Tetraazaperylene Bridging Ligand as an Electron Reservoir and Its Disulfonato Derivative as Redox Mediator in an Enzyme-Electrode Process},
  series = {Chemistry - a European journal},
  volume    = {23},
  journal   = {Chemistry - a European journal},
  publisher = {Wiley-VCH},
  address   = {Weinheim},
  issn      = {0947-6539},
  doi       = {10.1002/chem.201703639},
  pages     = {15583 -- 15587},
  year      = {2017},
  abstract  = {The homodinuclear ruthenium(II) complex [{Ru(l-N4Me2)}(2)(-tape)](PF6)(4) {[1](PF6)(4)} (l-N4Me2=N,N-dimethyl-2,11-diaza[3.3](2,6)-pyridinophane, tape=1,6,7,12-tetraazaperylene) can store one or two electrons in the energetically low-lying * orbital of the bridging ligand tape. The corresponding singly and doubly reduced complexes [{Ru(l-N4Me2)}(2)(-tape(.-))](PF6)(3) {[2](PF6)(3)} and [{Ru(l-N4Me2)}(2)(-tape(2-))](PF6)(2) {[3](PF6)(2)}, respectively, were electrochemically generated, successfully isolated and fully characterized by single-crystal X-ray crystallography, spectroscopic methods and magnetic susceptibility measurements. The singly reduced complex [2](PF6)(3) contains the -radical tape(.-) and the doubly reduced [3](PF6)(2) the diamagnetic dianion tape(2-) as bridging ligand, respectively. Nucleophilic aromatic substitution at the bridging tape in [1](4+) by two sulfite units gave the complex [{Ru(l-N4Me2)}(2){-tape-(SO3)(2)}](2+) ([4](2+)). Complex dication [4](2+) was exploited as a redox mediator between an anaerobic homogenous reaction solution of an enzyme system (sulfite/sulfite oxidase) and the electrode via participation of the low-energy *-orbital of the disulfonato-substituted bridging ligand tape-(SO3)(2)(2-) (E-red1=-0.1V versus Ag/AgCl/1m KCl in water).},
  language  = {en}
}
@inproceedings{EsveldVriesBecchettietal.2023,
  author    = {Esveld, Selma van and Vries, Nardo de and Becchetti, Sibilla and Dopper, Sofia and Valkenburg, Willem van and Carlon, May Kristine Jonson and Yokoi, Kensuke and Gayed, John Maurice and Suyama, Hiroshi and Cross, Jeffrey Scott and Jin, Tonje and Xue, Wei and Bruillard, {\´E}ric and Steinbeck, Hendrik and Meinel, Christoph and {\"O}zdemir, Paker Doğu and Can Bayer, Burak and Mercan, Duygu and Buyurucu, Gamze and Haugsbakken, Halvdan and Hagelia, Marianne and Ebner, Martin and Edelsbrunner, Sarah and Hohla-Sejkora, Katharina and Lipp, Silvia and Sch{\"o}n, Sandra and Xiaoxiao, Wang and Shuangshuang, Guo and Morales-Chan, Miguel and Amado-Salvatierra, H{\´e}ctor R. and Hern{\´a}ndez-Rizzardini, Rocael and Egloffstein, Marc and H{\"u}nemohr, Holger and Ifenthaler, Dirk and Dixon, Fred and Trabucchi, Stefania and Khaneboubi, Mehdi and Giannatelli, Ada and Tomasini, Alessandra and Staubitz, Thomas and Serth, Sebastian and Thomas, Max and Koschutnig-Ebner, Markus and Rampelt, Florian and Stetten, Alexander von and Wittke, Andreas and Theeraroungchaisri, Anuchai and Thammetar, Thapanee and Duangchinda, Vorasuang and Khlaisang, Jintavee and Mair, Bettina and Steinkellner, Iris and Stojcevic, Ivana and Zwiauer, Charlotte and Thirouard, Maria and Vill{\`e}sbrunne, Marie de la and Bernaert, Oliver and Nohr, Magnus and Alario Hoyos, Carlos and Delgado Kloos, Carlos and Kiendl, Doris and Terzieva, Liliya and Concia, Francesca and Distler, Petr and Law, Gareth and Macerata, Elena and Mariani, Mario and Mossini, Eros and Negrin, Maddalena and Štrok, Marko and Neub{\"o}ck, Kristina and Linschinger, Nadine and Lorenz, Anja and Bock, Stefanie and Schulte-Ostermann, Juleka and Moura Santos, Ana and Corti, Paola and Costa, Luis Felipe Coimbra and Utunen, Heini and Attias, Melissa and Tokar, Anna and Kennedy, Eileen and Laurillard, Diana and Zeitoun, Samar and Wasilewski, Julie and Shlaka, Souhad and Ouahib, Sara and Berrada, Khalid and Dietz, Michael and Roth, Dennis},
  title     = {EMOOCs 2023},
  editor    = {Meinel, Christoph and Schweiger, Stefanie and Staubitz, Thomas and Conrad, Robert and Alario Hoyos, Carlos and Ebner, Martin and Sancassani, Susanna and Żur, Agnieszka and Friedl, Christian and Halawa, Sherif and Gamage, Dilrukshi and Cross, Jeffrey and Jonson Carlon, May Kristine and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  doi       = {10.25932/publishup-57645},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-576450},
  year      = {2023},
  abstract  = {From June 14 to June 16, 2023, Hasso Plattner Institute, Potsdam, hosted the eighth European MOOC Stakeholder Summit (EMOOCs 2023). The pandemic is fortunately over. It has once again shown how important digital education is. How well-prepared a country was could be seen in our schools, universities, and companies. In different countries, the problems manifested themselves differently. The measures and approaches to solving the problems varied accordingly. Digital education, whether micro-credentials, MOOCs, blended learning formats, or other e-learning tools, received a major boost. EMOOCs 2023 focusses on the effects of this emergency situation. How has it affected the development and delivery of MOOCs and other e-learning offerings all over Europe? Which projects can serve as models for successful digital learning and teaching? Which roles can MOOCs and micro-credentials bear in the current business transformation? Is there a backlash to the routine we knew from pre-Corona times? Or have many things become firmly established in the meantime, e.g. remote work, hybrid conferences, etc.? Furthermore, EMOOCs 2023 has a closer look at the development and formalization of digital learning. Micro-credentials are just the starting point. Further steps in this direction would be complete online study programs or full online universities. Another main topic is the networking of learning offers and the standardization of formats and metadata. Examples of fruitful cooperations are the MOOChub, the European MOOC Consortium, and the Common Micro-Credential Framework. The learnings, derived from practical experience and research, are explored in EMOOCs 2023 in four tracks and additional workshops, covering various aspects of this field. In this publication, we present papers from the conference's Research \& Experience Track, the Business Track and the International Track.},
  language  = {en}
}
@article{HaeringDietzOsenstetteretal.2012,
  author    = {H{\"a}ring, Tim and Dietz, Elke and Osenstetter, Sebastian and Koschitzki, Thomas and Schr{\"o}der-Esselbach, Boris},
  title     = {Spatial disaggregation of complex soil map units: A decision-tree based approach in Bavarian forest soils},
  series = {Geoderma : an international journal of soil science},
  volume    = {185},
  journal   = {Geoderma : an international journal of soil science},
  number    = {6},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0016-7061},
  doi       = {10.1016/j.geoderma.2012.04.001},
  pages     = {37 -- 47},
  year      = {2012},
  abstract  = {Detailed knowledge on the spatial distribution of soils is crucial for environmental monitoring, management, and modeling. However soil maps with a finite number of discrete soil map units are often the only available information about soils. Depending on the map scale or the detailing of the map legend this information could be too imprecise. We present a method for the spatial disaggregation of map units, namely the refinement of complex soil map units in which two or more soil types are aggregated. Our aim is to draw new boundaries inside the map polygons to represent a single soil type and no longer a mixture of several soil types. The basic idea for our method is the functional relationship between soil types and topographic position as formulated in the concept of the catena. We use a comprehensive soil profile database and topographic attributes derived from a 10 m digital elevation model as input data for the classification of soil types with random forest models. We grouped all complex map units which have the same combination of soil types. Each group of map units is modeled separately. For prediction of the soil types we stratified the soil map into these groups and apply a specific random forest model only to the associated map units. In order to get reliable results we define a threshold for the predicted probabilities at 0.7 to assign a specific soil type. In areas where the probability is below 0.7 for every possible soil type we assign a new class "indifferent" because the model only makes unspecific classification there. Our results show a significant spatial refinement of the original soil polygons. Validation of our predictions was estimated on 1812 independent soil profiles which were collected subsequent to prediction in the field. Field validation gave an overall accuracy of 70\%. Map units, in which shallow soils were grouped together with deep soils could be separated best. Also histosols could be predicted successful. Highest error rate were found in map units, in which Gleysoils were grouped together with deep soils or Anthrosols. To check for validity of our results we open the black box random forest model by calculating the variable importance for each predictor variable and plotting response surfaces. We found good confirmations of our hypotheses, that topography has a significant influence on the spatial arrangement of soil types and that these relationships can be used for disaggregation.},
  language  = {en}
}
@book{MientusKlempinNowaketal.2023,
  author    = {Mientus, Lukas and Klempin, Christiane and Nowak, Anna and Wyss, Corinne and Aufschnaiter, Claudia von and Faix, Ann-Christin and te Poel, Kathrin and Wahbe, Nadia and Pieper, Martin and H{\"o}ller, Katharina and Kallenbach, Lea and F{\"o}rster, Magdalena and Redecker, Anke and Dick, Mirjam and Holle, J{\"o}rg and Schneider, Edina and Rehfeldt, Daniel and Brauns, Sarah and Abels, Simone and Ferencik-Lehmkuhl, Daria and Fr{\"a}nkel, Silvia and Frohn, Julia and Liebsch, Ann-Catherine and Pech, Detlef and Schreier, Pascal and Jessen, Moiken and Großmann, Uta and Skintey, Lesya and Voerkel, Paul and Vaz Ferreira, Mergenfel A. and Zimmermann, Jan-Simon and Buddeberg, Magdalena and Henke, Vanessa and Hornberg, Sabine and V{\"o}lschow, Yvette and Warrelmann, Julia-Nadine and Malek, Jennifer and Tinnefeld, Anja and Schmidt, Peggy and Bauer, Tobias and J{\"a}nisch, Christopher and Spitzer, Lisa and Franken, Nadine and Degeling, Maria and Preisfeld, Angelika and Meier, Jana and K{\"u}th, Simon and Scholl, Daniel and Vogelsang, Christoph and Watson, Christina and Weißbach, Anna and Kulgemeyer, Christoph and Oetken, Mandy and Gorski, Sebastian and Kubsch, Marcus and Sorge, Stefan and Wulff, Peter and Fellenz, Carolin D. and Schnell, Susanne and Larisch, Cathleen and Kaiser, Franz and Knott, Christina and Reimer, Stefanie and Stegm{\"u}ller, Nathalie and Boukray{\^a}a Trabelsi, Kathrin and Schißlbauer, Franziska and Lemberger, Lukas and Barth, Ulrike and Wiehl, Angelika and Rogge, Tim and B{\"o}hnke, Anja and Dietz, Dennis and Großmann, Leroy and Wienmeister, Annett and Zoppke, Till and Jiang, Lisa and Gr{\"u}nbauer, Stephanie and Ostersehlt, D{\"o}rte and Peukert, Sophia and Sch{\"a}fer, Christoph and L{\"o}big, Anna and Br{\"o}ll, Leena and Brandt, Birgit and Breuer, Meike and Dausend, Henriette and Krelle, Michael and Andersen, Gesine and Falke, Sascha and Kindermann-G{\"u}zel, Kristin and K{\"o}rner, Katrina and Lottermoser, Lisa-Marie and P{\"u}gner, Kati and Sonnenburg, Nadine and Akarsu, Selim and Rechl, Friederike and Gadinger, Laureen and Heinze, Lena and Wittmann, Eveline and Franke, Manuela and Lachmund, Anne-Marie and B{\"o}ttger, Julia and Hannover, Bettina and Behrendt, Renata and Conty, Valentina and Grundmann, Stephanie and Ghassemi, Novid and Opitz, Ben and Br{\"a}mer, Martin and Gasparjan, David and Sambanis, Michaela and K{\"o}ster, Hilde and L{\"u}cke, Martin and Nordmeier, Volkhard and Schaal, Sonja and Haberbosch, Maximilian and Meissner, Maren and Schaal, Steffen and Br{\"u}chner, Melanie and Riehle, Tamara and Leopold, Bengta Marie and Gerlach, Susanne and Rau-Patschke, Sarah and Skorsetz, Nina and Weber, Nadine and Damk{\"o}hler, Jens and Elsholz, Markus and Trefzger, Thomas and Lewek, Tobias and Borowski, Andreas},
  title     = {Reflexion in der Lehrkr{\"a}ftebildung},
  series = {Potsdamer Beitr{\"a}ge f{\"u}r Lehrkr{\"a}ftebildung und Bildungsforschung},
  journal   = {Potsdamer Beitr{\"a}ge f{\"u}r Lehrkr{\"a}ftebildung und Bildungsforschung},
  number    = {4},
  editor    = {Mientus, Lukas and Klempin, Christiane and Nowak, Anna},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-566-8},
  issn      = {2626-3556},
  doi       = {10.25932/publishup-59171},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-591717},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {452},
  year      = {2023},
  abstract  = {Reflexion ist eine Schl{\"u}sselkategorie f{\"u}r die professionelle Entwicklung von Lehrkr{\"a}ften, welche als Ausbildungsziel in den Bildungsstandards f{\"u}r die Lehrkr{\"a}ftebildung verankert ist. Eine Verstetigung universit{\"a}r gepr{\"a}gter Forschung und Modellierung in der praxisnahen Anwendung im schulischen Kontext bietet Potentiale nachhaltiger Professionalisierung. Die St{\"a}rkung reflexionsbezogener Kompetenzen durch Empirie und Anwendung scheint eine phasen{\"u}bergreifende Herausforderung der Lehrkr{\"a}ftebildung zu sein, die es zu bew{\"a}ltigen gilt. Ziele des Tagungsbandes Reflexion in der Lehrkr{\"a}ftebildung sind eine theoretische Sch{\"a}rfung des Konzeptes „Reflexive Professionalisierung" und der Austausch {\"u}ber Fragen der Einbettung wirksamer reflexionsbezogener Lerngelegenheiten in die Lehrkr{\"a}ftebildung. Forschende und Lehrende der‚ drei Phasen (Studium, Referendariat sowie Fort- und Weiterbildung) der Lehrkr{\"a}ftebildung stellen Lehrkonzepte und Forschungsprojekte zum Thema Reflexion in der Lehrkr{\"a}ftebildung vor und diskutieren diese. Gemeinsam mit Teilnehmenden aller Phasen und von verschiedenen Standorten der Lehrkr{\"a}ftebildung werden zuk{\"u}nftige Herausforderungen identifiziert und L{\"o}sungsans{\"a}tze herausgearbeitet.},
  language  = {de}
}