4926 research outputs found
Sort by
Role play and theatre as possibilities for case analysis and research-based learning
No full textThe example of research-based learning presented here takes place in social work and examines the practical experiences of students with the help of ethnographic practice protocols and scenic work
Scripts for modeling and simulating soil heterotrophic respiration
No full textThis repository contains two essential scripts used in the "Quantifying aggregation bias in marsh carbon flux estimates caused by rhizosphere oxygen heterogeneity" paper
1. Data processing script (process_ICBM.m): This script processes data from the simulation of the ICBM, focusing on the heterotrophic respiration of incubated soil samples.
2. Simulation script (DAMM_ready_final_publish.m): This script calibrates the DAMM respiration model to incubation medians, builds gas- and aqueous-phase oxygen proxies, and quantifies aggregation bias from oxygen heterogeneity. Runs end-to-end and exports all the figures in (PDF/PNG)
Optimization and Evaluation Datasets for PiMine
No full textThe protein-protein interface comparison software PiMine was developed to provide fast comparisons against databases of known protein-protein complex structures. Its application domains range from the prediction of interfaces and potential interaction partners to the identification of potential small molecule modulators of protein-protein interactions.[1]
The protein-protein evaluation datasets are a collection of five datasets that were used for the parameter optimization (ParamOptSet), enrichment assessment (Dimer597 set, Keskin set, PiMineSet), and runtime analyses (RunTimeSet) of protein-protein interface comparison tools. The evaluation datasets contain pairs of interfaces of protein chains that either share sequential and structural similarities or are even sequentially and structurally unrelated. They enable comparative benchmark studies for tools designed to identify interface similarities.
In addition, we added the results of the case studies analyzed in [1] to enable readers to follow the discussion and investigate the results individually.
Data Set description:
The ParamOptSet was designed based on a study on improving the benchmark datasets for the evaluation of protein-protein docking tools [2]. It was used to optimize and fine-tune the geometric search parameters of PiMine.
The Dimer597 [3] and Keskin [4] sets were developed earlier. We used them to evaluate PiMine’s performance in identifying structurally and sequentially related interface pairs as well as interface pairs with prominent similarity whose constituting chains are sequentially unrelated.
The PiMine set [1] was constructed to assess different quality criteria for reliable interface comparison. It consists of similar pairs of protein-protein complexes of which two chains are sequentially and structurally highly related while the other two chains are unrelated and show different folds. It enables the assessment of the performance when the interfaces of apparently unrelated chains are available only. Furthermore, we could obtain reliable interface-interface alignments based on the similar chains which can be used for alignment performance assessments.
Finally, the RunTimeSet [1] comprises protein-protein complexes from the PDB that were predicted to be biologically relevant. It enables the comparison of typical run times of comparison methods and represents also an interesting dataset to screen for interface similarities.
References:
[1] Graef, J.; Ehrt, C.; Reim, T.; Rarey, M. Database-driven identification of structurally similar protein-protein interfaces (submitted)
[2] Barradas-Bautista, D.; Almajed, A.; Oliva, R.; Kalnis, P.; Cavallo, L. Improving classification of correct and incorrect protein-protein docking models by augmenting the training set. Bioinform. Adv. 2023, 3, vbad012.
[3] Gao, M.; Skolnick, J. iAlign: a method for the structural comparison of protein–protein interfaces. Bioinformatics 2010, 26, 2259-2265.
[4] Keskin, O.; Tsai, C.-J.; Wolfson, H.; Nussinov, R. A new, structurally nonredundant, diverse data set of protein–protein interfaces and its implications. Protein Sci. 2004, 13, 1043-1055
The al-Jazzar Manuscripts (v2)
No full textThis dataset contains information on the manuscripts that were once housed in the library of the Jazzar Mosque in Acre (modern-day Israel) and that are today distributed across libraries worldwide. The dataset was first established in the framework of the al-Jazzar Library Project (ALP; 2022-2025) affiliated with the Centre for the Study of Manuscript Cultures (CSMC) at Universität Hamburg.
ALP wrote the history of the library founded by the Ottoman governor of the province of Sidon, Ahmad Pasha al-Jazzar (d. 1804). This book collection was part of the most visible and enduring aspect of the governor’s long rule, a splendid mosque and madrasa complex at the economic and administrative center of his power in Acre. Even though this was a library on the cultural periphery of the Ottoman Empire, the holdings of this library included over 1,800 manuscripts, among them ‘ancient’ masterpieces such as the most important copy of Ibn al-Nadim’s (d. 995) bibliographic work, The Catalog (al-Fihrist). Situated at critical junctures of the political and intellectual history of the region, the library represents continuities and changes in the wider world of books and knowledge economies during the 18th and 19th centuries. ALP’s main output, The Library of Aḥmad Pasha al-Jazzār was published with Brill (2025). In parallel, the CSMC carried out the project Rescuing the Books of al-Jazzar, funded by Aliph Foundation, to create the conditions for the long-term preservation of the remaining collection in Akka.
The al-Jazzar Manuscripts v2 dataset contains the seventy-eight manuscripts that constitute the basis for The Library of Aḥmad Pasha al-Jazzār . Additions to version 1 are: Jerusalem, NLI, Ms. Temp. Ar. 186.1; Beirut, Shawish Library; and Damascus, Syrian National Library, MS. 16925. We expect future versions of this dataset to cover an increasing number of al-Jazzar manuscripts
Multilayered Written Artefacts: Definition, Typology, Formatting
No full textOccasional Paper No. 9
Multilayered Written Artefacts: Definition, Typology, Formatting
José Maksimczuk, Berenice Möller, Thies Staack, Alexander Weinstock, Jana Wolf
Written artefacts (WAs), artificial or natural objects with visual signs applied by humans, are the central focus of the Cluster of Excellence Understanding Written Artefacts: Materiality, Interaction, and Transmission in Manuscript Cultures. The present paper considers the observation that WAs are shaped by complex processes of production and use, as well as by different settings and patterns. These factors might be subject to change, depending on where, by whom and how a WA is used after its creation. Hence, far from being stable or unchanging entities, many WAs evolve over the course of time, acquiring ‘layers’ akin to archaeological strata. Such layers either modify a WA’s contents and might serve to extend, delete or replace them or they are not linked at all to the WA’s contents. Yet they always affect the WA they are applied to on the material level, leaving identifiable traces that add to the WA’s complexity. This paper suggests calling such complex WAs ‘multilayered’ – a concept that is arguably best suited to capturing the outcome of continued, at times long-term, or intermittent uses of a WA. The paper also suggests further terms for a more precise analysis of the multilayered nature of WAs, including the distinction between ‘primary layer’ and ‘secondary layer(s)’, and between ‘closed’ and ‘open’ primary layers, as well as a taxonomy of the acts creating secondary layers (addition, subtraction and replacement of content and/or material).
CSMC's Occasional Papers
The Centre for the Study of Manuscript Cultures regularly hosts meetings to discuss the theory, terminology and other issues in manuscriptology. Several of its members – philologists, historians, art historians, linguists and others – collectively engage in contributing to the systematic and historical study of manuscript cultures. The documents are individual contributions and drafts reflecting some of the provisional results of the Centre’s activities
Strengthening the educational success of socially disadvantaged children with a migrant background at all-day schools - expert interviews (restricted-access version available from January 1, 2026)
No full textResearch project
The project “Educational Success and Social Participation of Socially and Educationally Disadvantaged Students with Migration Background in Extended Education” (abbr. in German: GeLeGanz) was funded by the German Federal Ministry of Education and Research (BMBF) under the funding code 01JB211A-C from 2021 to 2025.
Traditionally, the German education system is organized as a “half-day”-system; instruction usually takes place in the morning. Many stakeholders see the conversion from half-day to all-day schooling as a way of overcoming the challenges facing the system, including those posed by immigration. High expectations are attached to the expansion of all-day schooling, in particular the strengthening of the educational success and social participation of socially and educationally disadvantaged students with a migration background. As yet however, these goals have not been sufficiently achieved in Germany. Education systems in other countries have established comparable offerings of high quality that appear to be effective. The GeLeGanz project aims to use findings and knowledge from other countries to better exploit the potential of all-day schools in Germany, particularly at the primary school level. The primary focus of the GeLeGanz project is on the potential of all-day primary schools to improve the educational opportunities of socially and educationally disadvantaged students, in particular those who live in a migrant family.
GeLeGanz is a collaborative project, carried out by three partners.
Freie Universität Berlin (FU):
Prof. Dr. Marianne Schüpbach (Coordinator of the collaborative project, Co-head of the subproject FU Berlin): [email protected]
Dr. Nanine Lilla (Co-head of the subproject FU Berlin): [email protected]
Dr. Haiqin Ning (Researcher, Operational coordinator of the collaborative project): [email protected]
Jule Schmidt (Researcher): [email protected]
German Children and Youth Foundation (DKJS):
Anna-Margarete Davis (Co-head of the subproject DKJS): [email protected]
Nicola Andresen (Co-Lead of the subproject DKJS and school counselling): [email protected]
University of Hamburg (UHH):
Prof. Dr. Dr. h.c. mult. Ingrid Gogolin (head of the subproject UHH): [email protected]
Luise Krejcik (Researcher): [email protected]
To achieve the objectives, the project was divided into the following phases:
Phase I: Expert interviews with researchers from the German and international research context on their perception of quality features and conditions for the successful design of all-day schools.
Phase II: The experts were interviewed again to evaluate and further specify the results with regard to the target group. For this, they were provided with a summary of the statements made by researchers from the German and international research context in Phase I.
Phase III: Focus group interviews with various practice-oriented actors from the German all-day school context, based on the results of expert interviews, to gain information and assessments related to the implementation of measures that might improve all-day schooling in Germany.
Phase IV: Based on the insights gained in the first three parts of the project, materials and concepts should be developed together with practice partner DKJS and transfer partners.
Project website: https://www.ewi-psy.fu-berlin.de/en/v/geleganz/index.html
Data set in UHH
The present data set comprises 30 expert interviews with 15 researchers from the German education research community, which were collected as part of the GeLeGanz project in phase I and II.
Experts: 15 researchers were interviewed twice (1x in phase I and 1x in phase II of the project). All were experts with relevant research experience, but different perspectives on the project’s guiding questions: all-day schools, informal and nonformal education, cultural and language diversity, social inequality and school development. The interview partners were identified via a review of empirical research on conditions of educational success of socially disadvantaged children with a migrant background and the potential advantages of all-day schools.
Interview procedure & topics: A sequential approach was chosen for conducting the interviews: In Phase I, interviewees were asked for
research-based assessments of features of high-quality all-day schools, especially for the support of socially disadvantaged children with a migration history,
factors that promote or hinder participation in all-day schools’ offers,
assessments of the current all-day school landscape in Germany.
In Phase II, the experts were interviewed again. They were provided with a summary of the statements made by the German and international experts in interviews of phase I. Experts were invited to prioritize the mentioned quality features and the potential for adaptation and implementation in the German context.
A semi-structured, problem-centred approach was used to conduct the interviews (Witzel, 2000). The guidelines included narrative-generating impulse questions, follow-up questions to promote understanding and narrative generation, and ad hoc questions on the topics discussed. The interviews were conducted in German by two trained interviewers (online or analogous). All interviews were recorded based on informed consent.
Period of the survey: The interviews were conducted from March to December 2022.
Transcription & anonymization: The transcripts were initially computer-generated, then completely revised manually according to established transcription and anonymization rules (Rädiker and Kuckartz, 2019, p. 44f).
Contents of the data set UHH:
Collected storage of the 30 interview transcripts in a single MAXQDA project (version 2022, MX22-file)
Individual file of the 30 interview transcripts in Excel format (xls) and html format
Anonymization and transcription rules, data naming scheme (pdf)
Note: The dataset is stored in the ZFMD repository of the University of Hamburg in both an open-access (DOI 10.25592/uhhfdm.14815) and a restricted-access version (DOI 10.25592/uhhfdm.14771). Both datasets are available from January 1, 2026. In the open access dataset, research-related data such as research projects and studies of the respondents are anonymized in addition to personal and school-related data. In the restricted access dataset, only the respondents' personal and school-related data are anonymized.
References:
Rädiker, S., & Kuckartz, U. (2019). Analyse qualitativer Daten mit MAXQDA: Text, Audio und Video. Springer Fachmedien.
Witzel, A. (2000). Das problemzentrierte Interview [25 Absätze]. Forum: Qualitative Social Research, 1(1), Article 22. http://nbnresolving.de/urn:nbn:de:0114-fqs000122
Papers of Ernst Leumann (4): [Sūtrakṛta] Aus Śīlānkas Einleitung zum Sūtrakṛta-Commentar und Abschrift von Sūtr[kṛtânga] I,1,1,1 - I,1,2,18
No full text[Sūtrakṛta] Aus Śīlānkas Einleitung zum Sūtrakṛta-Commentar und Abschrift von Sūtr[kṛtânga] I,1,1,1 - I,1,2,181. Einl. d. Comm. Śīlānka (3 pp.); 2. Sūyagaḍa (pp. 1-10); 3. Der Anfang der Sūtrakṛtānga (2 pp.)Katalognummer: 4Medium/Umfang: 8 unbound leavesProjektmetadaten:20 : [Sūtrakṛta] Aus Śīlānkas Einleitung zum Sūtrakṛta-Commentar und Abschrift von Sūtr[kṛtânga] I,1,1,1 - I,1,2,18
40 : Śīlānka
77 : 8 unbound leaves
90 : 4
93 : 1. Einl. d. Comm. Śīlānka (3 pp.); 2. Sūyagaḍa (pp. 1-10); 3. Der Anfang der Sūtrakṛtānga (2 pp.
Papers of Ernst Leumann (139): Zum Ācārânga : erster Text d. Jaina-Kanons
No full textZum Ācārânga : erster Text d. Jaina-KanonsAbout 10 pp. (numbered 1 to 10) contain an analysis and presentation of the Ācārānga. - A few pp. contain transl. (Āc. 2,1; 2,3; 2,1""1==; 2,1""2==, etc.). - Clean copyKatalognummer: 139Medium/Umfang: unbound leavesLokale Notation: Schu: 1.B.1.Projektmetadaten:20 : Zum Ācārânga : erster Text d. Jaina-Kanons
30b: Schu: 1.B.1.
77 : unbound leaves
90 : 139
93 : About 10 pp. (numbered 1 to 10) contain an analysis and presentation of the Ācārānga. - A few pp. contain transl. (Āc. 2,1; 2,3; 2,1""1==; 2,1""2==, etc.). - Clean cop
Papers of Ernst Leumann (155): Ācāra-cūrṇi
No full textĀcāra-cūrṇiOnly very brief cursory notes, very difficult to useKatalognummer: 155Medium/Umfang: 1 p. + 1 unbound leafLokale Notation: Schu: 1.B.2.Projektmetadaten:20 : Ācāra-cūrṇi
30b: Schu: 1.B.2.
77 : 1 p. + 1 unbound leaf
90 : 155
93 : Only very brief cursory notes, very difficult to us
Papers of Ernst Leumann (218): Śāstravārttāsam[uccaya]
No full textŚāstravārttāsam[uccaya]Clean tr. based on ms. P XIII 1781. - Some lacunae. - C. 1: vss. 1-254; c. 2: 255-510; c. 3: 511-700. - See c. 230 for an analysis of the workKatalognummer: 218Medium/Umfang: 3 cc.; pp 1-44Lokale Notation: Schu: 1.B.4.Handschriftennummern:P XIII 1781Projektmetadaten:20 : Śāstravārttāsam[uccaya]
30b: Schu: 1.B.4.
40 : Haribhadra
77 : 3 cc.; pp 1-44
90 : 218
93 : Clean tr. based on ms. P XIII 1781. - Some lacunae. - C. 1: vss. 1-254; c. 2: 255-510; c. 3: 511-700. - See c. 230 for an analysis of the work
95 : P XIII 178