@phdthesis{Serwene2023, author = {Serwene, Pola}, title = {Geographie verstehen durch Zweisprachigkeit}, series = {Potsdamer Geographische Praxis}, journal = {Potsdamer Geographische Praxis}, number = {19}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-557-6}, issn = {2194-1599}, doi = {10.25932/publishup-57848}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-578486}, school = {Universit{\"a}t Potsdam}, pages = {360}, year = {2023}, abstract = {Bilingualer Unterricht gilt als das Erfolgsmodell f{\"u}r den schulischen Fremdsprachenerwerb in Deutschland und die Beherrschung einer Fremdsprache in Wort und Schrift ist eine entscheidende berufsqualifizierende Kompetenz in unserer globalisierten Welt. Insbesondere die Verzahnung fachlicher und sprachlicher Inhalte im Kontext Bilingualen Unterrichts scheint gewinnbringend f{\"u}r den Fremdspracherwerb zu sein. Dabei ist die Diskrepanz zwischen den zumeist noch geringen fremdsprachlichen F{\"a}higkeiten der Lernenden und den fachlichen Anspr{\"u}chen des Geographieunterrichts eine große Herausforderung f{\"u}r fachliches Lernen im bilingualen Sachfachunterricht. Es stellt sich die Frage, wie der Bilinguale Unterricht gestaltet sein muss, um einerseits geographische Themen fachlich komplex behandeln zu k{\"o}nnen und andererseits die Lernenden fremdsprachlich nicht zu {\"u}berfordern. Im Rahmen einer Design-Based-Research-Studie im bilingualen Geographieunterricht wurde untersucht, wie fachliches Lernen im bilingualen Geographieunterricht durch den Einsatz beider beteiligter Sprachen (Englisch/Deutsch) gef{\"o}rdert werden kann. Auf Grundlage eines theoretisch fundierten Kenntnisstands zum Bilingualen Unterricht und zum Lernen mit Fachkonzepten im Geographieunterricht wurde eine Lernumgebung konzipiert, im Unterricht erprobt und weiterentwickelt, in der Strategien des Sprachwechsels zum Einsatz kommen. Die Ergebnisse der Studie sind kontextbezogene Theorien einer zweisprachigen Didaktik f{\"u}r den bilingualen Geographieunterricht und Erkenntnisse zum Lernen mit Fachkonzepten im Geographieunterricht am Beispiel des geographischen Konzepts Wandel. Produkt der Studie ist eine unterrichtstaugliche Lernumgebung zum Thema Wandlungsprozesse an ausgew{\"a}hlten Orten f{\"u}r den bilingualen Geographieunterricht mit didaktischem Konzept, Unterrichtsmaterialien und -medien.}, language = {de} } @article{RasigrafWagner2022, author = {Rasigraf, Olivia and Wagner, Dirk}, title = {Landslides}, series = {Earth science reviews : the international geological journal bridging the gap between research articles and textbooks}, volume = {231}, journal = {Earth science reviews : the international geological journal bridging the gap between research articles and textbooks}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0012-8252}, doi = {10.1016/j.earscirev.2022.104064}, pages = {16}, year = {2022}, abstract = {Erosion by landslides is a common phenomenon in mountain regions around the globe, affecting all climatic zones. Landslides facilitate bedrock weathering, pedogenesis and ecological succession, being key drivers of biodiversity. Landslide chronosequences have long been used for studies of vegetation succession in initial ecosystems, but they further offer ideal model systems for studies of soil development and microbial community succession. In this review we synthesize the state of knowledge on the role of landslides in ecosystems, their influence on element cycles and interactions with biota. Further, we discuss feedback mechanisms between global warming, landslide activity and greenhouse gas emissions. In the view of increasing anthropogenic influence and climate change, soils are becoming a critical resource. Due to their ubiquity, landslide chronosequences have the potential to provide critical insights into soil development under different climates and thereby contribute to future soil restoration efforts.}, language = {en} } @article{GanguliPaprotnyHasanetal.2020, author = {Ganguli, Poulomi and Paprotny, Dominik and Hasan, Mehedi and G{\"u}ntner, Andreas and Merz, Bruno}, title = {Projected changes in compound flood hazard from riverine and coastal floods in northwestern Europe}, series = {Earth's future}, volume = {8}, journal = {Earth's future}, number = {11}, publisher = {Wiley-Blackwell}, address = {Hoboken, NJ}, issn = {2328-4277}, doi = {10.1029/2020EF001752}, pages = {19}, year = {2020}, abstract = {Compound flooding in coastal regions, that is, the simultaneous or successive occurrence of high sea levels and high river flows, is expected to increase in a warmer world. To date, however, there is no robust evidence on projected changes in compound flooding for northwestern Europe. We combine projected storm surges and river floods with probabilistic, localized relative sea-level rise (SLR) scenarios to assess the future compound flood hazard over northwestern coastal Europe in the high (RCP8.5) emission scenario. We use high-resolution, dynamically downscaled regional climate models (RCM) to drive a storm surge model and a hydrological model, and analyze the joint occurrence of high coastal water levels and associated river peaks in a multivariate copula-based approach. The RCM-forced multimodel mean reasonably represents the observed spatial pattern of the dependence strength between annual maxima surge and peak river discharge, although substantial discrepancies exist between observed and simulated dependence strength. All models overestimate the dependence strength, possibly due to limitations in model parameterizations. This bias affects compound flood hazard estimates and requires further investigation. While our results suggest decreasing compound flood hazard over the majority of sites by 2050s (2040-2069) compared to the reference period (1985-2005), an increase in projected compound flood hazard is limited to around 34\% of the sites. Further, we show the substantial role of SLR, a driver of compound floods, which has frequently been neglected. Our findings highlight the need to be aware of the limitations of the current generation of Earth system models in simulating coastal compound floods.}, language = {en} } @incollection{SiegelProeller2022, author = {Siegel, John and Proeller, Isabella}, title = {Strategic management in public administration}, series = {Elgar encyclopedia of public management}, booktitle = {Elgar encyclopedia of public management}, editor = {Schedler, Kuno}, publisher = {Edward Elgar Publishing}, address = {Cheltenham}, isbn = {978-1-80037-548-2}, doi = {10.4337/9781800375499.strategic}, pages = {302 -- 306}, year = {2022}, abstract = {Strategic management is the deliberate engagement of an administration with the challenges of fulfilling its mission and ensuring and improving its ability to act by clarifying measures of success, an understanding of how to influence patterns of action, and organiza-tional learning. In this respect, it is not just about planning, but about an understanding of the emerging strategies of the administration in fulfilling its tasks and the use of opportunities for performance improvement, taking into account stakeholder expectations, resource base and organizational capabilities.}, language = {en} } @article{NiestaKayserGraupmannFryeretal.2016, author = {Niesta Kayser, Daniela and Graupmann, Verena and Fryer, James W. and Frey, Dieter}, title = {Threat to Freedom and the Detrimental Effect of Avoidance Goal Frames}, series = {Frontiers in psychology}, volume = {7}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2016.00632}, pages = {13}, year = {2016}, abstract = {Two experiments examined how individuals respond to a restriction presented within an approach versus an avoidance frame. In Study 1, working on a problem-solving task, participants were initially free to choose their strategy, but for a second task were told to change their strategy. The message to change was embedded in either an approach or avoidance frame. When confronted with an avoidance compared to an approach frame, the participants' reactance toward the request was greater and, in turn, led to impaired performance. The role of reactance as a response to threat to freedom was explicitly examined in Study 2, in which participants evaluated a potential change in policy affecting their program of study herein explicitly varying whether a restriction was present or absent and whether the message was embedded in an approach versus avoidance frame. When communicated with an avoidance frame and as a restriction, participants showed the highest resistance in terms of reactance, message agreement and evaluation of the communicator. The difference in agreement with the change was mediated by reactance only when a restriction was present. Overall, avoidance goal frames were associated with more resistance to change on different levels of experience (reactance, performance, and person perception). Reactance mediated the effect of goal frame on other outcomes only when a restriction was present.}, language = {en} } @misc{NiestaKayserGraupmannFryeretal.2016, author = {Niesta Kayser, Daniela and Graupmann, Verena and Fryer, James W. and Frey, Dieter}, title = {Threat to Freedom and the Detrimental Effect of Avoidance Goal Frames}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-91510}, pages = {13}, year = {2016}, abstract = {Two experiments examined how individuals respond to a restriction presented within an approach versus an avoidance frame. In Study 1, working on a problem-solving task, participants were initially free to choose their strategy, but for a second task were told to change their strategy. The message to change was embedded in either an approach or avoidance frame. When confronted with an avoidance compared to an approach frame, the participants' reactance toward the request was greater and, in turn, led to impaired performance. The role of reactance as a response to threat to freedom was explicitly examined in Study 2, in which participants evaluated a potential change in policy affecting their program of study herein explicitly varying whether a restriction was present or absent and whether the message was embedded in an approach versus avoidance frame. When communicated with an avoidance frame and as a restriction, participants showed the highest resistance in terms of reactance, message agreement and evaluation of the communicator. The difference in agreement with the change was mediated by reactance only when a restriction was present. Overall, avoidance goal frames were associated with more resistance to change on different levels of experience (reactance, performance, and person perception). Reactance mediated the effect of goal frame on other outcomes only when a restriction was present.}, language = {en} } @article{KayserGraupmannFryeretal.2016, author = {Kayser, Daniela Niesta and Graupmann, Verena and Fryer, James W. and Frey, Dieter}, title = {Threat to Freedom and the Detrimental Effect of Avoidance Goal Frames: Reactance as a Mediating Variable}, series = {Frontiers in psychology}, volume = {7}, journal = {Frontiers in psychology}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2016.00632}, pages = {13}, year = {2016}, abstract = {Two experiments examined how individuals respond to a restriction presented within an approach versus an avoidance frame. In Study 1, working on a problem-solving task, participants were initially free to choose their strategy, but for a second task were told to change their strategy. The message to change was embedded in either an approach or avoidance frame. When confronted with an avoidance compared to an approach frame, the participants' reactance toward the request was greater and, in turn, led to impaired performance. The role of reactance as a response to threat to freedom was explicitly examined in Study 2, in which participants evaluated a potential change in policy affecting their program of study herein explicitly varying whether a restriction was present or absent and whether the message was embedded in an approach versus avoidance frame. When communicated with an avoidance frame and as a restriction, participants showed the highest resistance in terms of reactance, message agreement and evaluation of the communicator. The difference in agreement with the change was mediated by reactance only when a restriction was present. Overall, avoidance goal frames were associated with more resistance to change on different levels of experience (reactance, performance, and person perception). Reactance mediated the effect of goal frame on other outcomes only when a restriction was present.}, language = {en} }