@article{GeneralBobrowskiPoehleretal.2015, author = {General, S. and Bobrowski, N. and P{\"o}hler, D. and Weber, Konradin and Fischer, C. and Platt, U.}, title = {Airborne I-DOAS measurements at Mt. Etna: BrO and OClO evolution in the plume}, series = {Journal of Volcanology and Geothermal Research}, volume = {300}, journal = {Journal of Volcanology and Geothermal Research}, publisher = {Elsevier}, issn = {0377-0273}, doi = {10.1016/j.jvolgeores.2014.05.012}, pages = {175 -- 186}, year = {2015}, language = {en} } @inproceedings{VogelWeberEliassonetal.2012, author = {Vogel, Andreas and Weber, Konradin and Eliasson, Jonas and Palsson, Asgeir and Moser, H. M. and Palsson, Thorgeir and von L{\"o}wis, S. and Fischer, Christian}, title = {Airborne and groundbased measurements of ash particles on Iceland and over Germany during the Gr{\´i}msv{\"o}tn eruption May 2011 [Abstract]}, series = {Geophysical Research Abstracts:EGU General Assembly 2012, held 22-27 April, 2012 in Vienna, Austria}, booktitle = {Geophysical Research Abstracts:EGU General Assembly 2012, held 22-27 April, 2012 in Vienna, Austria}, publisher = {Copernicus}, address = {G{\"o}ttingen}, pages = {12854}, year = {2012}, abstract = {The eruption of the Grimsv{\"o}tn volcano in May 2010 posed with its ash plume a thread to the aviation in northern Europe. Because of ash plume forecasts of the VAAC London the airport of Keflavik in Iceland as well as airports in England, Scotland and Scandinavia were closed for some time, which caused the cancellation or change of about 500 flights in Europe. Even in Germany the airports of Bremen, Hamburg and Berlin were closed for several hours on 25 May 2011. During this eruption period in May 2011, a team of the Duesseldorf University of Applied Sciences, the University of Iceland, the University of Reykjavik and the IMO has performed airborne in-situ measurements over Iceland and Germany as well as ground based measurements in the south of Iceland. The ground based measurements were performed continuously during the whole eruption period at two significant positions (Skogar and Hvollsv{\"o}llur) with optical particle counters (OPCs). The measurement method was based on measuring the airborne concentrations of the classic aerosol components (PM10, PM2.5 and PM1) and TSP (total suspended particles) every 6 seconds. Additional measurement flights on Iceland were started already one day after the beginning of the eruption (twelve in-situ measurement flights) and marked the spatial and temporal spread of volcanic ash in the atmosphere. For the flights light slow flying piston engine powered airplanes where used. The flights over Iceland focused on the western part of Iceland in the region of Reykjavik and Keflavik and over the international airport in Keflavik and were mostly coordinated by ISAVIA. The measurement flights helped to keep Keflavik International Airport open for many additional hours despite of adverse predictions by the London VAAC model, because it was possible to observe the particle concentration on-line during the flights. In Germany a measurement flight was performed on 25 May 2012 over the northern part of Germany where the volcanic ash cloud was forecasted from the dispersion model of the London VAAC. This flight was performed on the behalf of the German Weather Service (DWD). The measurement flights revealed most time relative low airborne ash concentrations over western Iceland, although the groundbased measured ash concentrations in the south of Iceland nearer to the Grimsv{\"o}tn were very high. In Germany the measured concentrations during the flight were low enough to be consistent with the re-opening of the airports Bremen, Hamburg and Berlin, which were closed by the authorities for several hours on 25 May 2011 because of high concentration predictions by the VAAC-model. The measurement flights clearly proved that OPCs, based on slow flying piston-motor driven aircrafts, are very suitable for the determination of airborne ash particles during volcanic eruptions. This is an important issue for air traffic safety.}, language = {en} } @incollection{NehrSimmler2023, author = {Nehr, Sascha and Simmler, Walter}, title = {Air, 6. Photochemical Degradation}, series = {Ullmann's Encyclopedia of Industrial Chemistry}, booktitle = {Ullmann's Encyclopedia of Industrial Chemistry}, edition = {1}, publisher = {Wiley}, isbn = {9783527303854}, doi = {10.1002/14356007.o02_o06.pub2}, pages = {1 -- 11}, year = {2023}, language = {en} } @article{PaluchWeilerEichelbergetal.2025, author = {Paluch, Richard and Weiler, Tim and Eichelberg, Marco and Hein, Andreas and Huldtgren, Alina and H{\"u}lsken-Giesler, Manfred and Meyer, Sibylle and M{\"u}ller, Claudia}, title = {AI and robotic systems in healthcare}, series = {i-com: Journal of Interactive Media}, journal = {i-com: Journal of Interactive Media}, publisher = {De Gruyter}, issn = {1618-162X}, doi = {10.1515/icom-2025-0010}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-52336}, pages = {3}, year = {2025}, subject = {Maschinelles Lernen}, language = {en} } @inproceedings{Marmann2019, author = {Marmann, Michael}, title = {Agilit{\"a}t, Digital Literacy und 4C's - Bausteine innovativer Lernsettings f{\"u}r das 21. Jahrhundert?}, series = {DINI-Zukunftswerkstatt 2019 gemeinsam mit den 17. Koblenzer E-Learning-Tagen, 13. bis 14. Juni 2019}, booktitle = {DINI-Zukunftswerkstatt 2019 gemeinsam mit den 17. Koblenzer E-Learning-Tagen, 13. bis 14. Juni 2019}, publisher = {Universit{\"a}t Koblenz-Landau}, address = {Koblenz}, organization = {Universit{\"a}t Koblenz-Landau, DINI-Arbeitsgruppen "E-Learning", "Lernr{\"a}ume" und "VIKTAS"}, year = {2019}, abstract = {Agilit{\"a}t ist in aller Munde und wird sehr h{\"a}ufig im Zusammenhang mit Projektmanagement oder Softwareentwicklung genannt. Auch die Startup-Szene macht sich agile Konzepte intensiv zu eigen. Aber Agilit{\"a}t in der Hochschullehre? In dieser Keynote wird die Frage behandelt, ob und wie sich agile Werte, Prinzipien, Methoden und Tools in der Hochschullehre anwenden lassen, um wendiger und individueller auf aktuelle Lernbedarfe reagieren zu k{\"o}nnen und vielleicht sogar effizienter zu lehren. Dar{\"u}ber hinaus wird anhand konkreter Beispiele aus der Lehrpraxis aufgezeigt, wie der Einsatz digitaler und agiler Werkzeuge Studierende besser auf die sogenannten „21st Century Skills" (auch: 4C's) vorbereiten und dabei gleichzeitig digital kompetenter machen kann.}, language = {de} } @inproceedings{Marmann2019, author = {Marmann, Michael}, title = {Agilit{\"a}t als Grundprinzip des Lernens im 21. Jahrhundert? Perspektiven zur Entwicklung der digital literacy in der Hochschullehre}, series = {Tag der digitalen Lehre 2019, 22. Juni 2019 an der TH Ingolstadt}, booktitle = {Tag der digitalen Lehre 2019, 22. Juni 2019 an der TH Ingolstadt}, publisher = {Technische Hochschule Ingolstadt}, address = {Ingolstadt}, organization = {Technische Hochschule Ingolstadt}, year = {2019}, abstract = {Das Buzzword Agilit{\"a}t ist in aller Munde und wird h{\"a}ufig im Zusammenhang mit Projektmanagement oder Softwareentwicklung genannt. Auch die Startup-Szene macht sich agile Konzepte intensiv zu eigen. Aber Agilit{\"a}t in der Hochschullehre? Im Agilen Manifest aus dem Jahre 2001 sind - auch jenseits der Technik - wichtige Werte und Prinzipien, wie z.B. Selbstorganisation, Transparenz, Fokussierung und Kommunikation auf Augenh{\"o}he beschrieben. Im Vortrag wird es darum gehen, ob und wie sich agile Konzepte, Methoden und Werkzeuge auf die Lehre {\"u}bertragen lassen, um dadurch vielleicht wendiger und individueller auf aktuelle Lernbedarfe reagieren zu k{\"o}nnen. Dar{\"u}ber hinaus wird anhand konkreter Beispiele aus der Lehrpraxis aufgezeigt, wie der Einsatz digitaler, agiler Werkzeuge Studierende besser auf die sogenannten „21st Century Skills" vorbereiten und gleichzeitig digital kompetenter machen kann. Im anschließenden Praxisworkshop mit dem Titel "Digital Learning Blends f{\"u}r agile Lernsettings" werden beispielhaft einige digitale Tools des vorangegangenen Vortrages vorgestellt, die in agilen Lernsettings eine wichtige Rolle einnehmen k{\"o}nnen.}, language = {de} } @misc{Marmann2018, author = {Marmann, Michael}, title = {Agile Lernsettings zur Entwicklung der digital literacy - Perspektiven f{\"u}r die Hochschullehre}, series = {Ringvorlesung Medien / Zuk{\"u}nfte an der TU Braunschweig}, journal = {Ringvorlesung Medien / Zuk{\"u}nfte an der TU Braunschweig}, publisher = {Technische Universit{\"a}t Brauschweig}, address = {Braunschweig}, organization = {Technische Universit{\"a}t Brauschweig}, year = {2018}, abstract = {Die Buzzwords Agilit{\"a}t und Digitalisierung sind in aller Munde. Durch den damit verbundenen digitalen Wandel ben{\"o}tigt der Arbeitsmarkt Personal mit hoher Digitalkompetenz, und zwar {\"u}ber alle Branchen und Berufsprofile hinweg. Doch wie l{\"a}sst sich das erreichen? Welchen Part k{\"o}nnen und sollten Hochschulen in der Entwicklung der digital literacy {\"u}bernehmen? Anhand konkreter Beispiele aus der Lehrpraxis zeigt der Vortrag auf, wie agile Konzepte und digitale Medien in neuen Lernsettings zusammenwirken k{\"o}nnen, um die Studierenden besser auf eine zunehmend digitalisierte Lebens- und Arbeitswelt vorzubereiten. Videomitschnitt der Vorlesung ist verf{\"u}gbar. Siehe related URL.}, language = {de} } @incollection{BaeuningMarmann2020, author = {B{\"a}uning, Jule and Marmann, Michael}, title = {Agile Lernsettings zur Entwicklung der Digital Literacy - Agilit{\"a}t als Grundprinzip des Lernens f{\"u}r das 21. Jahrhundert?}, series = {Vom E-Learning zur Digitalisierung: Mythen, Realit{\"a}ten, Perspektiven}, volume = {Medien in der Wissenschaft , Band 76}, booktitle = {Vom E-Learning zur Digitalisierung: Mythen, Realit{\"a}ten, Perspektiven}, editor = {Bauer, Reinhard and Hafer, J{\"o}rg and Hofhues, Sandra and Schiefner-Rohs, Mandy and Thillosen, Anne and Volk, Benno and Wannemacher, Klaus}, publisher = {Waxmann}, address = {M{\"u}nster, New York}, isbn = {978-3-8309-4109-5}, pages = {416 -- 432}, year = {2020}, abstract = {Das Agile Manifest (https://agilemanifesto.org) hat weltweit große Bedeutung erlangt. Der Begriff der Agilit{\"a}t ist allgegenw{\"a}rtig, sei es in der Softwareentwicklung, im Projektmanagement oder in der Welt der Startups. Aber wie sieht es mit Bildungsprozessen aus? M{\"o}chte man nicht auch hier schnell und flexibel auf ver{\"a}nderte Anforderungen oder spontan entstehende Lernbedarfe reagieren? Und erlangen nicht auch hier kooperative, ergebnisoffenere und vor allem selbstorganisierte Lernprozesse zunehmend an Bedeutung, weil sie die Lernenden m{\"o}glicherweise besser auf die zunehmend digitalisierte Lebens und Arbeitswelt vorbereiten? Und wie steht es um Werte wie Transparenz, Kommunikation auf Augenh{\"o}he, Akzeptanz und Wertsch{\"a}tzung? Definieren sie nicht wichtige Rahmenbedingungen, wie gelehrt und gelernt werden sollte?}, language = {de} } @article{vonBergWolfSteffens2024, author = {von Berg, Markus and Wolf, Anna-Christina and Steffens, Jochen}, title = {Age- and Sex-Related Differences in Music Requests on a Radio Show for Children}, series = {Music \& Science}, volume = {7}, journal = {Music \& Science}, publisher = {Sage Publications}, issn = {2059-2043}, doi = {10.1177/20592043241288335}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-46588}, pages = {1 -- 16}, year = {2024}, abstract = {In research on the development of musical preferences, children are often asked either to evaluate musical pieces that have been previously selected by adult experimenters, or to give self-reports on preferences for different musical styles. This study involved analyzing a sample of 1,412 freely and publicly expressed music requests from children aged between 4 and 11 years taken from a German radio program, with regard to age- and sex-specific differences. The music was categorized into genres, as listed on Spotify, and examined using methods of music information retrieval provided by the Spotify Developer application programming interface. Results showed that, at younger ages, the requests were generally more evenly distributed across different genres. Regarding single genres, we observed small positive relationships between age and the likelihood of requesting the genres pop or electro and small negative relationships between age and the likelihood of requesting A capella, German songwriter, indie, theme songs, or children's music. Furthermore, we found that boys requested significantly more rock or hip-hop, whereas girls had a higher tendency to ask for pop. Finally, age- (but no sex-) related differences regarding the Spotify features of valence and liveness of the requested music were found, which were related to the preference for children's music at younger ages. The results thus suggest that previous findings regarding differences between boys and girls and an increasing formation of distinct genre preferences during infancy also apply to single song requests made on a radio show.}, language = {en} } @article{UngerTischTophoven2018, author = {Unger, Stefanie and Tisch, Anita and Tophoven, Silke}, title = {Age and gender differences in the impact of labour-market transitions on subjective health in Germany}, series = {Scandinavian journal of public health}, volume = {46}, journal = {Scandinavian journal of public health}, number = {19}, publisher = {Sage}, doi = {10.1177/1403494817738430}, pages = {49 -- 64}, year = {2018}, language = {en} }