@article{KuehneHerboldBendeletal.2024,
  author    = {K{\"u}hne, Katharina and Herbold, Erika and Bendel, Oliver and Zhou, Yuefang and Fischer, Martin H.},
  title     = {"Ick bin een Berlina"},
  series = {Frontiers in robotics and AI},
  volume    = {10},
  journal   = {Frontiers in robotics and AI},
  publisher = {Frontiers Media S.A.},
  address   = {Lausanne},
  issn      = {2296-9144},
  doi       = {10.3389/frobt.2023.1241519},
  pages     = {15},
  year      = {2024},
  abstract  = {Background: Robots are increasingly used as interaction partners with humans. Social robots are designed to follow expected behavioral norms when engaging with humans and are available with different voices and even accents. Some studies suggest that people prefer robots to speak in the user's dialect, while others indicate a preference for different dialects. Methods: Our study examined the impact of the Berlin dialect on perceived trustworthiness and competence of a robot. One hundred and twenty German native speakers (Mage = 32 years, SD = 12 years) watched an online video featuring a NAO robot speaking either in the Berlin dialect or standard German and assessed its trustworthiness and competence. Results: We found a positive relationship between participants' self-reported Berlin dialect proficiency and trustworthiness in the dialect-speaking robot. Only when controlled for demographic factors, there was a positive association between participants' dialect proficiency, dialect performance and their assessment of robot's competence for the standard German-speaking robot. Participants' age, gender, length of residency in Berlin, and device used to respond also influenced assessments. Finally, the robot's competence positively predicted its trustworthiness. Discussion: Our results inform the design of social robots and emphasize the importance of device control in online experiments.},
  language  = {en}
}
@article{Schloer2023,
  author    = {Schl{\"o}r, Joachim},
  title     = {"Israel am Meere"},
  series = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  journal   = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  number    = {28},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-552-1},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-58553},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-585537},
  pages     = {18 -- 32},
  year      = {2023},
  abstract  = {For Jews in Germany, the period following the Nazis' rise to power in January 1933 was a period of decision-making on many levels: How should they respond to the persecution? If they decided to emigrate, many more decisions had to be made: How does one leave a country, and where should one go? A key moment in the process and in the cultural practice of emigration is the beginning of the sea voyage - when the need for departure and the hope for a new arrival jointly create a period of liminality. Looking at reports from sea voyages of exploration and emigration from the 1930s, this contribution discusses the question whether, and in what ways, such reflections can be read in the context of religious experiences and in the search for Jewish identities in times of turmoil.},
  language  = {en}
}
@article{Tamas2020,
  author    = {Tam{\´a}s, M{\´a}t{\´e}},
  title     = {"Moses Lackenbacher \& Compagnie:"},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {26},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-493-7},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-48564},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-485642},
  pages     = {75 -- 88},
  year      = {2020},
  abstract  = {In 1810, Moses Lackenbacher, together with two of his children, Israel and Heinrich, and Moses L{\"o}wenstein created the company "Moses Lackenbacher \& Compagnie" with headquarters in Nagykanizsa and a branch in Vienna. The main profile of the company was army purveyance. The business activity resulted in a high spatial mobility which led to socio-cultural acculturation and conversions to Christianity within the kinship. This paper explores the connection between kinship and the operation of the company on the basis of the prominent yet little-researched Lackenbachers in the early 19th-century Habsburg Monarchy. Central questions are how the relatives organized a company during the Napoleonic wars, as well as the impact of operating a business; how familial bonds and kinship links were affected, and, in this context, how relatives together evolved into a multi-religious network of kinship.},
  language  = {en}
}
@article{Jin2023,
  author    = {Jin, Tonje},
  title     = {"One video fit for all"},
  series = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  journal   = {EMOOCs 2023 : Post-Covid Prospects for Massive Open Online Courses - Boost or Backlash?},
  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 Scott, Jeffrey and Kristine Jonson Carlon, May and Deville, Yves and Gaebel, Michael and Delgado Kloos, Carlos and von Schmieden, Karen},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-62108},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-621080},
  pages     = {21 -- 35},
  year      = {2023},
  abstract  = {Online learning in mathematics has always been challenging, especially for mathematics in STEM education. This paper presents how to make "one fit for all" lecture videos for mathematics in STEM education. In general, we do believe that there is no such thing as "one fit for all" video. The curriculum requires a high level of prior knowledge in mathematics from high school to get a good understanding, and the variation of prior knowledge levels among STEM education students is often high. This creates challenges for both online teaching and on-campus teaching. This article presents experimenting and researching on a video format where students can get a real-time feeling, and which fits their needs regarding their existing prior knowledge. They have the possibility to ask and receive answers during the video without having to feel that they must jump into different sources, which helps to reduce unnecessary distractions. The fundamental video format presented here is that of dynamic branching videos, which has to little degree been researched in education related studies. The reason might be that this field is quite new for higher education, and there is relatively high requirement on the video editing skills from the teachers' side considering the platforms that are available so far. The videos are implemented for engineering students who take the Linear Algebra course at the Norwegian University of Science and Technology in spring 2023. Feedback from the students gathered via anonymous surveys so far (N = 21) is very positive. With the high suitability for online teaching, this video format might lead the trend of online learning in the future. The design and implementation of dynamic videos in mathematics in higher education was presented for the first time at the EMOOCs conference 2023.},
  language  = {en}
}
@article{Siegel2023,
  author    = {Siegel, Bj{\"o}rn},
  title     = {"They Took to the Sea" - Jewish History and Culture in Maritime Perspective(s)},
  series = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  journal   = {PaRDeS : Journal of the Association for Jewish Studies in Germany},
  number    = {28},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-552-1},
  issn      = {1614-6492},
  doi       = {10.25932/publishup-58550},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-585509},
  pages     = {11 -- 16},
  year      = {2023},
  language  = {en}
}
@article{ArielStuerzebecher2023,
  author    = {Ariel, Neri Y. and St{\"u}rzebecher, Maria},
  title     = {„aber der Vater hat kein gen{\"u}gendes Einkommen in der Hand f{\"u}r ihren Jungfrauenpreis"},
  series = {Genisa-Bl{\"a}tter IV},
  journal   = {Genisa-Bl{\"a}tter IV},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-539-2},
  doi       = {10.25932/publishup-58491},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-584911},
  pages     = {99 -- 104},
  year      = {2023},
  language  = {de}
}
@article{KranzdorfWerner2020,
  author    = {Kranzdorf, Anna and Werner, Eva},
  title     = {„An Herrn Prof. A. Wlosok"},
  series = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  volume    = {2020},
  journal   = {PaRDeS : Zeitschrift der Vereinigung f{\"u}r J{\"u}dische Studien = Transformative Translations in Jewish History and Culture},
  number    = {11},
  editor    = {Amb{\"u}hl, Annemarie},
  issn      = {2364-7612},
  doi       = {10.34679/thersites.vol11.165},
  pages     = {343 -- 356},
  year      = {2020},
  abstract  = {In contrast to other European countries, female professors of Classical Philology have been severely underrepresented in Germany. This article wants to shed light on Antonie Wlosok (1930-2013), the first or second woman to hold a Chair of Classical Philology in Germany. How can Wlosok's work at Johannes Gutenberg University Mainz be described, considering especially the very male-dominated academic world? Based on testimonials from the university archives and selected publications, this essay aims to give insights to this question, highlighting current debates about women in academia.},
  language  = {de}
}
@article{Holtz2014,
  author    = {Holtz, B{\"a}rbel},
  title     = {„Cicerone" des K{\"o}nigs? Alexander von Humboldt und Friedrich Wilhelm III.},
  series = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  volume    = {XV},
  journal   = {HiN : Alexander von Humboldt im Netz ; International Review for Humboldtian Studies},
  number    = {29},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1617-5239},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-84964},
  pages     = {148 -- 159},
  year      = {2014},
  abstract  = {Friedrich Wilhelm III., seit 1797 K{\"o}nig von Preußen, garantierte am 19. November 1805 dem 36-j{\"a}hrigen Humboldt eine Pension von j{\"a}hrlich 2.500 Talern. Nur wenige Tage danach ernannte er ihn zu seinem Kammerherrn. Was Humboldt nicht ahnen konnte war, dass dieser Dienst 54 Jahre w{\"a}hren sollte. B{\"a}rbel Holtz beschreibt die bisher wenig untersuchte Beziehung des Monarchen zum Forschungsreisenden.},
  language  = {de}
}
@article{Grossmann2023,
  author    = {Großmann, Uta},
  title     = {„Das hast du mich gestern schon gefragt!"},
  series = {Reflexion in der Lehrkr{\"a}ftebildung: Empirisch - Phasen{\"u}bergreifend - Interdisziplin{\"a}r (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 4)},
  journal   = {Reflexion in der Lehrkr{\"a}ftebildung: Empirisch - Phasen{\"u}bergreifend - Interdisziplin{\"a}r (Potsdamer Beitr{\"a}ge zur Lehrerbildung und Bildungsforschung ; 4)},
  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-62916},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-629162},
  pages     = {155 -- 166},
  year      = {2023},
  abstract  = {Reflexion wird in diesem Artikel als R{\"u}ckmeldung (Feedback) zu einem Sprachlernstand begriffen. Es soll anhand eines Fallbeispiels (IRF-Sequenz) aus dem Unterricht Deutsch als Zweitsprache (DaZ) der Frage nachgegangen werden, wie sich die Feedback-Interaktion gestaltet und inwiefern sich ihr Gelingen oder Misslingen erkl{\"a}ren l{\"a}sst. Dazu wird die evidenzbasierte Forschung zum effektiven Feedback nach Hattie (u. a. Hattie 2020; Hattie \& Zierer 2020; Wisniewski \& Zierer 2018) in die Analyse einbezogen. Zu wissen, welche Wirkung Feedbacks erzielen, hilft (angehenden) Lehrer:innen, das eigene Handeln zu reflektieren.},
  language  = {de}
}
@article{Sowa2020,
  author    = {Sowa, Oliver},
  title     = {„Einhundertf{\"u}n[f]zig W{\"u}rtzb. maß Haber"},
  series = {Genisa-Bl{\"a}tter III},
  journal   = {Genisa-Bl{\"a}tter III},
  editor    = {Denz, Rebekka and Rudolf, Gabi},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-470-8},
  doi       = {10.25932/publishup-47091},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-470919},
  pages     = {29 -- 38},
  year      = {2020},
  language  = {de}
}