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    <id>24434</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber>68</pageNumber>
    <edition/>
    <issue/>
    <volume/>
    <type>book</type>
    <publisherName>edition neuhaus</publisherName>
    <publisherPlace>Weinböhla</publisherPlace>
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    <contributingCorporation/>
    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2019-10-05</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="eng">The Creative Act as a Mode of Research: Ten Emotions – Ten Films</title>
    <abstract language="eng">TEN EMOTIONS - An approach to the emotions of boredom, disgust, sadness, pain, fear, haste, aggression, comfort, joy and even-mindedness. This interdisciplinary work combines psychological and artistic methods. An interactive process of perception and materialization has created artistic videos to develop an understanding of the respective emotion. Texts explain the insights that the artistic work has gained. A video edition, consisting of the ten films on DVD, is part of the work. The goal is to give the discourse between science and art a new facet and to make the video edition available for further research projects.</abstract>
    <additionalTitle language="deu">Kunstschaffen als Forschungsweise: Zehn Emotionen untersucht mittels Film</additionalTitle>
    <identifier type="isbn">978-3-00-056116-0</identifier>
    <identifier type="isbn">3-00-056116-1</identifier>
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    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>27528</id>
    <completedYear/>
    <publishedYear>2018</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
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    <type>movingimage</type>
    <publisherName>edition neuhaus</publisherName>
    <publisherPlace>Weinböhla</publisherPlace>
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    <completedDate>2021-06-01</completedDate>
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    <title language="eng">Database of Ten Emotions - Ten Films</title>
    <abstract language="eng">Art and science often face each other as antipodes in the academic world. They differ fundamentally in their methodical approach. Artistic work aims at the precise analysis and understanding of subjective thoughts and feelings. In contrast, science is theory-driven and focused on objective findings and generalizable results. This archive was created to bring both into discourse.&#13;
 It includes:&#13;
 - A description of a an artistic-research process that explored the understanding of ten emotions (Zeißig, A. (2018). The Creative Act as a Mode of Research: Ten Emotions - Ten Films. Weinböhla: edition neuhaus. http://dx.doi.org/10.23668/psycharchives.4852).&#13;
 - A database of ten developed videos exploring the emotions of boredom, revulsion, sadness, pain, fear, haste, aggression, comfort, joy and equanimity (Zeißig, A. (2018). Database of Ten Emotions - Ten Films. Weinböhla: edition neuhaus. http://dx.doi.org/10.23668/psycharchives.4851).&#13;
 - The result of a first empirical study to investigate the induction of intended emotions (Zeißig, A. (2019-07-17). Ten Emotions - Ten Films [Poster presentation]. International Society for Research on Emotion Conference, University of Amsterdam. PsychArchives. http://dx.doi.org/10.23668/psycharchives.4853).&#13;
 The project is looking for interested researchers and collaborations to further test the videos. Since the videos are language-free and free of culture or time specific elements, narration or dramaturgy it would be interesting to cooperate transnationally and international to discuss the development of culture-free emotion induction methods.&#13;
This is a secondary publication of: Zeißig, A. (2018). The Creative Act as a Mode of Research: Ten Emotion - Ten Films. Weinböhla: edition neuhaus. (Book with DVD). More information on the author can be found under: http://www.ankezeissig.de/ and https://www.b-tu.de/fg-paedagogische-psychologie/team/anke-zeissig.</abstract>
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    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>27782</id>
    <completedYear/>
    <publishedYear>2021</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst/>
    <pageLast/>
    <pageNumber/>
    <edition/>
    <issue/>
    <volume/>
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    <publisherName>Pädagogische Hochschule Heidelberg</publisherName>
    <publisherPlace>Heidelberg</publisherPlace>
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    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2021-09-24</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Scoping Review: Langeweile und Kreativität - Gegensatz oder Zusammenhang?</title>
    <parentTitle language="deu">Tagung der Fachgruppe Pädagogische Psychologie</parentTitle>
    <identifier type="url">https://www.ph-heidelberg.de/fileadmin/sonstiges/PaePsy2021/Dokumente/Tagungsprogramm_PAEPSY_2021.pdf</identifier>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Julia</firstName>
      <lastName>Möller</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>27877</id>
    <completedYear/>
    <publishedYear>2021</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst/>
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    <pageNumber>1</pageNumber>
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    <publisherPlace>Stockholm</publisherPlace>
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    <completedDate>2021-11-06</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">A systematic review on hate speech among children and adolescents: Definitions, frequencies and overlap with bullying</title>
    <abstract language="deu">Hate speech is unequivocally seen as harmful to individuals and communities (United Nations, 2019), but little is yet known about the current state of research on the frequency of hate speech among children and adolescents. Evidence suggests that definitional ambiguities of hate speech exist in academic research (e.g., Brown, 2017). But without a precise theoretical definition of hate speech, standardized assessment methods and the ability to soundly differentiate it from related phenomena, empirical research may lack validity and comparability. For research on children and adolescents in particular, hate speech needs to be differentiated from bullying (e.g., Lehmann, 2019). In a systematic review, we thus identified and systematized empirical studies on hate speech.</abstract>
    <parentTitle language="deu">World Anti-Bullying Forum 2021, Stockholm</parentTitle>
    <identifier type="url">https://worldantibullyingforum.com/uploads/sites/2/2021/10/conference_program_WABF2021_digital.pdf</identifier>
    <identifier type="doi">10.13140/RG.2.2.10336.61448</identifier>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Cindy</firstName>
      <lastName>Ballaschk</lastName>
    </author>
    <author>
      <firstName>Norman</firstName>
      <lastName>Krause</lastName>
    </author>
    <author>
      <firstName>Lisanne</firstName>
      <lastName>Seemann-Herz</lastName>
    </author>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <author>
      <firstName>Friederike</firstName>
      <lastName>Schulze-Reichelt</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>29023</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
    <language>eng</language>
    <pageFirst>2598</pageFirst>
    <pageLast>2615</pageLast>
    <pageNumber/>
    <edition/>
    <issue>4</issue>
    <volume>24(2023)</volume>
    <type>articler</type>
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    <belongsToBibliography>0</belongsToBibliography>
    <completedDate>2022-06-24</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">A Systematic Review on Hate Speech among Children and Adolescents: Definitions, Prevalence, and Overlap with Related Phenomena</title>
    <abstract language="eng">Little is known about the current state of research on the involvement of young people in hate speech. Thus, this systematic review presents findings on a) the prevalence of hate speech among children and adolescents and on hate speech definitions that guide prevalence assessments for this population; and b) the theoretical and empirical overlap of hate speech with related concepts. This review was guided by the Cochrane approach. To be included, publications were required to deal with real-life experiences of hate speech, to provide empirical data on prevalence for samples aged 5 to 21 years and they had to be published in academic formats. Included publications were full-text coded using two raters (κ = .80) and their quality was assessed. The string-guided electronic search (ERIC, SocInfo, Psycinfo, Psyndex) yielded 1,850 publications. Eighteen publications based on 10 studies met the inclusion criteria and their findings were systematized. Twelve publications were of medium quality due to minor deficiencies in their theoretical or methodological foundations. All studies used samples of adolescents and none of younger children. Nine out of 10 studies applied quantitative methodologies. Eighteen publications based on 10 studies were included. Results showed that frequencies for hate speech exposure were higher than those related to victimization and perpetration. Definitions of hate speech and assessment instruments were heterogeneous. Empirical evidence for an often theorized overlap between hate speech and bullying was found. The paper concludes by presenting a definition of hate speech, including implications for practice, policy, and research.</abstract>
    <parentTitle language="eng">Trauma, Violence, &amp; Abuse</parentTitle>
    <identifier type="issn">1524-8380</identifier>
    <identifier type="doi">10.1177/15248380221108070</identifier>
    <identifier type="issn">1552-8324</identifier>
    <enrichment key="BTU">an der BTU erstellt / created at BTU</enrichment>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <author>
      <firstName>Julia</firstName>
      <lastName>Kansok-Dusche</lastName>
    </author>
    <submitter>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </submitter>
    <author>
      <firstName>Cindy</firstName>
      <lastName>Ballaschk</lastName>
    </author>
    <author>
      <firstName>Norman</firstName>
      <lastName>Krause</lastName>
    </author>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <author>
      <firstName>Lisanne</firstName>
      <lastName>Seemann-Herz</lastName>
    </author>
    <author>
      <firstName>Sebastian</firstName>
      <lastName>Wachs</lastName>
    </author>
    <author>
      <firstName>Ludwig</firstName>
      <lastName>Bilz</lastName>
    </author>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>hate speech</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>bullying</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>adolescents</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>children</value>
    </subject>
    <subject>
      <language>eng</language>
      <type>uncontrolled</type>
      <value>youth</value>
    </subject>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
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    <id>29804</id>
    <completedYear/>
    <publishedYear>2021</publishedYear>
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    <language>eng</language>
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    <completedDate>2022-12-22</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="eng">Boredom and Creativity – Contrast or Connection?</title>
    <parentTitle language="eng">4th International Interdisciplinary Boredom Conference, Madrid. Spain, June 24-26, 2021 (Online)</parentTitle>
    <identifier type="url">https://www.boredomsociety.com/conference/</identifier>
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    <enrichment key="Fprofil">2 Gesundheit und Lifes Sciences / Health and Life Sciences</enrichment>
    <enrichment key="Fprofil">3 Globaler Wandel und Transformationsprozesse / Global Change and Transformation Processes</enrichment>
    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
  </doc>
  <doc>
    <id>29805</id>
    <completedYear/>
    <publishedYear>2020</publishedYear>
    <thesisYearAccepted/>
    <language>deu</language>
    <pageFirst>26</pageFirst>
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    <completedDate>2022-12-22</completedDate>
    <publishedDate>--</publishedDate>
    <thesisDateAccepted>--</thesisDateAccepted>
    <title language="deu">Langeweilearten und ihre Auswirkung auf die Kreativität in der Schule</title>
    <parentTitle language="deu">A-Dok 2020 Regensburg, online-Konferenz, 24. – 26. JULI 2020</parentTitle>
    <identifier type="url">https://www.uni-regensburg.de/assets/psychologie-paedagogik-sport/psychologie-dreisbach/adok-2020/keynote/programmadok2020.pdf</identifier>
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    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
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  <doc>
    <id>29806</id>
    <completedYear/>
    <publishedYear>2022</publishedYear>
    <thesisYearAccepted/>
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    <publisherPlace>"DocColloq" - Interdisziplinäre Graduiertenkonferenz an der Universität Trier</publisherPlace>
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    <completedDate>2022-12-22</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="eng">Does Art Meet or Miss Science?</title>
    <parentTitle language="eng">4. Interdisziplinäre Graduiertenkonferenz, 08.12.-09.12.2022, Trier, online</parentTitle>
    <identifier type="url">https://indico.uni-trier.de/event/54/attachments/12/29/Programm%204.%20Interdisziplina%CC%88re%20Graduiertenkonferenz%202022.pdf</identifier>
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    <submitter>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </submitter>
    <author>
      <firstName>Anke</firstName>
      <lastName>Zeißig</lastName>
    </author>
    <collection role="institutes" number="4103">FG Pädagogische Psychologie in Gesundheitsberufen</collection>
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    <id>33248</id>
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    <publishedYear>2024</publishedYear>
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    <volume>12</volume>
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    <completedDate>2024-04-07</completedDate>
    <publishedDate>--</publishedDate>
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    <title language="eng">The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings</title>
    <abstract language="eng">Assumptions around the association between boredom and creativity are contentious. Although studies suggest positive effects of boredom, it is also considered a negative predictor of creativity. Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string‐guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi‐experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom—but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.</abstract>
    <parentTitle language="eng">Review of Education</parentTitle>
    <identifier type="doi">10.1002/rev3.3470</identifier>
    <identifier type="issn">2049-6613</identifier>
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Researchers also assume that creativity reduces boredom, but boredom can also occur during creative tasks. In this review, we identify and systematise the empirical evidence available to date on the association between creativity and boredom in educational contexts. The string\u2010guided electronic search yielded 2849 publications. Nineteen publications based on 27 empirical studies met the inclusion criteria. Two reviewers extracted definitions, theories, methods, operationalisations, measurement instruments, and outcomes from the studies using a coding scheme. We identified a range of different theoretical and methodological approaches. The largest cache of empirical evidence was obtained from experimental and quasi\u2010experimental studies (five positive associations, four negative, two contradictory, and three insignificant results). Correlation studies identified three negative, one contradictory, and seven insignificant correlations between boredom and creativity. In addition, two studies with exploratory, statistically not relevant results contributed to the body of research. The results from the identified and evaluated studies argue both for and against the sensitivity of creative processes in relation to boredom\u2014but a clear causal, positive or negative effect of boredom on creativity is not currently supported by the empirical evidence available. Previous research has also not yet demonstrated an apparent effect of creative states or traits on academic boredom. Future research should aim to explore under what circumstances different relationships between boredom and creativity can be observed and reliably replicated.&lt;\/jats:p&gt;","DOI":"10.1002\/rev3.3470","type":"journal-article","created":{"date-parts":[[2024,4,6]],"date-time":"2024-04-06T07:45:17Z","timestamp":1712389517000},"update-policy":"http:\/\/dx.doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["The association between boredom and creativity in educational contexts: A scoping review on research approaches and empirical findings"],"prefix":"10.1002","volume":"12","author":[{"ORCID":"http:\/\/orcid.org\/0000-0002-8337-2429","authenticated-orcid":false,"given":"Anke","family":"Zei\u00dfig","sequence":"first","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-8085-4027","authenticated-orcid":false,"given":"Julia","family":"Kansok\u2010Dusche","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-2753-6297","authenticated-orcid":false,"given":"Saskia M.","family":"Fischer","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0002-5939-8688","authenticated-orcid":false,"given":"Julia","family":"Moeller","sequence":"additional","affiliation":[{"name":"Erziehungswissenschaftliche Fakult\u00e4t, Institut f\u00fcr Bildungswissenschaften Universit\u00e4t Leipzig  Leipzig Germany"}]},{"ORCID":"http:\/\/orcid.org\/0000-0003-3017-0492","authenticated-orcid":false,"given":"Ludwig","family":"Bilz","sequence":"additional","affiliation":[{"name":"Fakult\u00e4t f\u00fcr Humanwissenschaften, Institut f\u00fcr Gesundheit Brandenburgische Technische Universit\u00e4t Cottbus Senftenberg  Senftenberg Germany"}]}],"member":"311","published-online":{"date-parts":[[2024,4,6]]},"reference":[{"key":"e_1_2_12_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cedpsych.2009.08.002"},{"key":"e_1_2_12_3_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10964\u2010008\u20109367\u20107"},{"key":"e_1_2_12_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/0146167208323933"},{"key":"e_1_2_12_5_1","doi-asserted-by":"publisher","DOI":"10.2307\/256995"},{"key":"e_1_2_12_6_1","volume-title":"A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives","author":"Anderson L. 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    <title language="deu">Bedürfnisbezogene Korrelate der Langeweile und Indikatoren der Kreativität im Unterrichtskontext</title>
    <abstract language="deu">Langeweile ist eine der am häufigsten und intensivsten erlebten Emotionen im Unterricht. Studien zeigen, dass die Langeweile eine oberflächliche Verarbeitung von Informationen zur Folge haben kann, kognitive und metakognitive Fähigkeiten sowie anwendungsbezogenes, problemlösendes und nachhaltiges Lernen beeinträchtigen und sich negativ auf akademische Leistungen auswirken kann. Auf der anderen Seite sehen Forschende die Langeweile als ein Signal an, dass eine Ausrichtung mentaler Prozesse zu Sinnhaftigkeit und Kreativität ermöglichen und ungenutzte kognitive Potenziale erschließen könnte. Ein Schlüssel für das Verständnis und die Untersuchung dieser scheinbar widersprüchlichen Annahmen könnten bedürfnisbezogene Korrelate der Langeweile sein. Je nach assoziierter Bedürfnislage (z.B. Kompetenz, Autonomie, Stimulation, Sinnhaftigkeit) könnten sich unterschiedliche Verbindungen eines Zustandes der Langeweile zu kreativen Impulsen ergeben. Diese Annahme wird in einer Studie mit Lernenden der 9. Klassen in Gymnasien mit einer Experience-Sampling-Erhebung untersucht. Die aktuell laufenden Erhebungen finden jeweils eine Woche pro Klasse statt. Die Lernenden werden dabei jeweils mehrfach in verschiedenen Unterrichtssituationen untersucht. Wir wollen ermitteln, inwieweit das Aufkommen von Langeweile in Unterrichtssituationen mit unerfüllten psychischen Bedürfnissen assoziiert ist und ob ein empfundener Mangel an Stimulanz oder Sinnhaftigkeit mit Kreativitätsimpulsen verbunden ist. Wir stellen erste Ergebnisse vor und diskutieren diese vor dem Hintergrund einer differenziellen Betrachtung der Daten der Lernenden.</abstract>
    <parentTitle language="deu">53. DGPs-Kongress / 15. ÖGP-Konferenz, 16.-19. September</parentTitle>
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      <firstName>Saskia M.</firstName>
      <lastName>Fischer</lastName>
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      <firstName>Ludwig</firstName>
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    <subject>
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      <value>Langeweile</value>
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    <subject>
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