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Prevention of Cognitive Decline: A Physical Exercise Perspective on Brain Health in the Long Run
(2016)
S-test results for the USGS and RELM forecasts. The differences between the simulated log-likelihoods and the observed log-likelihood are labelled on the horizontal axes, with scaling adjustments for the 40year.retro experiment. The horizontal lines represent the confidence intervals, within the 0.05 significance level, for each forecast and experiment. If this range contains a log-likelihood difference of zero, the forecasted log-likelihoods are consistent with the observed, and the forecast passes the S-test (denoted by thin lines). If the minimum difference within this range does not contain zero, the forecast fails the S-test for that particular experiment, denoted by thick lines. Colours distinguish between experiments (see Table 2 for explanation of experiment durations). Due to anomalously large likelihood differences, S-test results for Wiemer-Schorlemmer.ALM during the 10year.retro and 40year.retro experiments are not displayed. The range of log-likelihoods for the Holliday-et-al.PI forecast is lower than for the other forecasts due to relatively homogeneous forecasted seismicity rates and use of a small fraction of the RELM testing region.
The Schwarzenberg mining district in the western Erzgebirge hosts numerous skarn-hosted tin-polymetallic deposits, such as Breitenbrunn. The St. Christoph mine is located in the Breitenbrunn deposit and is the locus typicus of christophite, an iron-rich sphalerite variety, which can be associated with indium enrichment. This study presents a revision of the paragenetic scheme, a contribution to the indium behavior and potential, and discussion on the origin of the sulfur. This was achieved through reflected light microscopy, SEM-based MLA, EPMA, and bulk mineral sulfur isotope analysis on 37 sulfide-rich skarn samples from a mineral collection. The paragenetic scheme includes: a pre-mineralization stage of anhydrous calc-silicates and hydrous minerals; an oxide stage, dominated by magnetite; a sulfide stage of predominantly sphalerite, minor pyrite, chalcopyrite, arsenopyrite, and galena. Some sphalerite samples present elevated indium contents of up to 0.44 wt%. Elevated iron contents (4-10 wt%) in sphalerite can be tentatively linked to increased indium incorporation, but further analyses are required. Analyzed sulfides exhibit homogeneous delta S-34 values (-1 to +2 parts per thousand VCDT), assumed to be post-magmatic. They correlate with other Fe-Sn-Zn-Cu-In skarn deposits in the western Erzgebirge, and Permian vein-hosted associations throughout the Erzgebirge region.
The rapid digitalization of the Facility Management (FM) sector has increased the demand for mobile, interactive analytics approaches concerning the operational state of a building. These approaches provide the key to increasing stakeholder engagement associated with Operation and Maintenance (O&M) procedures of living and working areas, buildings, and other built environment spaces. We present a generic and fast approach to process and analyze given 3D point clouds of typical indoor office spaces to create corresponding up-to-date approximations of classified segments and object-based 3D models that can be used to analyze, record and highlight changes of spatial configurations. The approach is based on machine-learning methods used to classify the scanned 3D point cloud data using 2D images. This approach can be used to primarily track changes of objects over time for comparison, allowing for routine classification, and presentation of results used for decision making. We specifically focus on classification, segmentation, and reconstruction of multiple different object types in a 3D point-cloud scene. We present our current research and describe the implementation of these technologies as a web-based application using a services-oriented methodology.
Goethe und das Forstwesen : amtliche Tätigkeit, persönliche Erlebnisse und künstlerische Reflexe
(2005)
The supercritical Hopf bifurcation is one of the simplest ways in which a stationary state of a nonlinear system can undergo a transition to stable self-sustained oscillations. At the bifurcation point, a small-amplitude limit cycle is born, which already at onset displays a finite frequency. If we consider a reaction-diffusion system that undergoes a supercritical Hopf bifurcation, its dynamics is described by the complex Ginzburg-Landau equation (CGLE). Here, we study such a system in the parameter regime where the CGLE shows spatio-temporal chaos. We review a type of time-delay feedback methods which is suitable to suppress chaos and replace it by other spatio-temporal solutions such as uniform oscillations, plane waves, standing waves, and the stationary state.
The coupling between molecular excitations and nanoparticles leads to promising applications. It is for example used to enhance the optical cross-section of molecules in surface enhanced Raman scattering, Purcell enhancement or plasmon enhanced dye lasers. In a coupled system new resonances emerge resulting from the original plasmon (ωpl) and exciton (ωex) resonances as
ω±=12(ωpl+ωex)±14(ωpl−ωex)2+g2−−−−−−−−−−−−−−−√,
(1)
where g is the coupling parameter. Hence, the new resonances show a separation of Δ = ω+ − ω− from which the coupling strength can be deduced from the minimum distance between the two resonances, Ω = Δ(ω+ = ω−).
The electromagnetic coupling of molecular excitations to plasmonic nanoparticles offers a promising method to manipulate the light-matter interaction at the nanoscale. Plasmonic nanoparticles foster exceptionally high coupling strengths, due to their capacity to strongly concentrate the light-field to sub-wavelength mode volumes. A particularly interesting coupling regime occurs, if the coupling increases to a level such that the coupling strength surpasses all damping rates in the system. In this so-called strong-coupling regime hybrid light-matter states emerge, which can no more be divided into separate light and matter components. These hybrids unite the features of the original components and possess new resonances whose positions are separated by the Rabi splitting energy h Omega. Detuning the resonance of one of the components leads to an anticrossing of the two arising branches of the new resonances omega(+) and omega(-) with a minimal separation of Omega = omega(+) - omega(-).
Massive Open Online Courses (MOOCs) have left their mark on the face of education during the recent years. At the Hasso Plattner Institute (HPI) in Potsdam, Germany, we are actively developing a MOOC platform, which provides our research with a plethora of e-learning topics, such as learning analytics, automated assessment, peer assessment, team-work, online proctoring, and gamification. We run several instances of this platform. On openHPI, we provide our own courses from within the HPI context. Further instances are openSAP, openWHO, and mooc.HOUSE, which is the smallest of these platforms, targeting customers with a less extensive course portfolio. In 2013, we started to work on the gamification of our platform. By now, we have implemented about two thirds of the features that we initially have evaluated as useful for our purposes. About a year ago we activated the implemented gamification features on mooc.HOUSE. Before activating the features on openHPI as well, we examined, and re-evaluated our initial considerations based on the data we collected so far and the changes in other contexts of our platforms.
MOOCs in Secondary Education
(2019)
Computer science education in German schools is often less than optimal. It is only mandatory in a few of the federal states and there is a lack of qualified teachers. As a MOOC (Massive Open Online Course) provider with a German background, we developed the idea to implement a MOOC addressing pupils in secondary schools to fill this gap. The course targeted high school pupils and enabled them to learn the Python programming language. In 2014, we successfully conducted the first iteration of this MOOC with more than 7000 participants. However, the share of pupils in the course was not quite satisfactory. So we conducted several workshops with teachers to find out why they had not used the course to the extent that we had imagined. The paper at hand explores and discusses the steps we have taken in the following years as a result of these workshops.
The ability to work in teams is an important skill in today's work environments. In MOOCs, however, team work, team tasks, and graded team-based assignments play only a marginal role. To close this gap, we have been exploring ways to integrate graded team-based assignments in MOOCs. Some goals of our work are to determine simple criteria to match teams in a volatile environment and to enable a frictionless online collaboration for the participants within our MOOC platform. The high dropout rates in MOOCs pose particular challenges for team work in this context. By now, we have conducted 15 MOOCs containing graded team-based assignments in a variety of topics. The paper at hand presents a study that aims to establish a solid understanding of the participants in the team tasks. Furthermore, we attempt to determine which team compositions are particularly successful. Finally, we examine how several modifications to our platform's collaborative toolset have affected the dropout rates and performance of the teams.
This Research-to-Practice paper examines the practical application of various forms of collaborative learning in MOOCs. Since 2012, about 60 MOOCs in the wider context of Information Technology and Computer Science have been conducted on our self-developed MOOC platform. The platform is also used by several customers, who either run their own platform instances or use our white label platform. We, as well as some of our partners, have experimented with different approaches in collaborative learning in these courses. Based on the results of early experiments, surveys amongst our participants, and requests by our business partners we have integrated several options to offer forms of collaborative learning to the system. The results of our experiments are directly fed back to the platform development, allowing to fine tune existing and to add new tools where necessary. In the paper at hand, we discuss the benefits and disadvantages of decisions in the design of a MOOC with regard to the various forms of collaborative learning. While the focus of the paper at hand is on forms of large group collaboration, two types of small group collaboration on our platforms are briefly introduced.