@article{WeisshuhnRecklingStachowetal.2017, author = {Weisshuhn, Peter and Reckling, Moritz and Stachow, Ulrich and Wiggering, Hubert}, title = {Supporting Agricultural Ecosystem Services through the Integration of Perennial Polycultures into Crop Rotations}, series = {Sustainability}, volume = {9}, journal = {Sustainability}, publisher = {MDPI}, address = {Basel}, issn = {2071-1050}, doi = {10.3390/su9122267}, pages = {20}, year = {2017}, abstract = {This review analyzes the potential role and long-term effects of field perennial polycultures (mixtures) in agricultural systems, with the aim of reducing the trade-offs between provisioning and regulating ecosystem services. First, crop rotations are identified as a suitable tool for the assessment of the long-term effects of perennial polycultures on ecosystem services, which are not visible at the single-crop level. Second, the ability of perennial polycultures to support ecosystem services when used in crop rotations is quantified through eight agricultural ecosystem services. Legume-grass mixtures and wildflower mixtures are used as examples of perennial polycultures, and compared with silage maize as a typical crop for biomass production. Perennial polycultures enhance soil fertility, soil protection, climate regulation, pollination, pest and weed control, and landscape aesthetics compared with maize. They also score lower for biomass production compared with maize, which confirms the trade-off between provisioning and regulating ecosystem services. However, the additional positive factors provided by perennial polycultures, such as reduced costs for mineral fertilizer, pesticides, and soil tillage, and a significant preceding crop effect that increases the yields of subsequent crops, should be taken into account. However, a full assessment of agricultural ecosystem services requires a more holistic analysis that is beyond the capabilities of current frameworks.}, language = {en} } @article{UllrichGronau2020, author = {Ullrich, Andr{\´e} and Gronau, Norbert}, title = {Bestimmung nachhaltiger Anwendungssystemarchitekturen}, series = {ERP-Management : Auswahl, Einf{\"u}hrung und Betrieb von ERP-Systemen}, volume = {16}, journal = {ERP-Management : Auswahl, Einf{\"u}hrung und Betrieb von ERP-Systemen}, number = {1}, publisher = {GITO mbH}, address = {Berlin}, issn = {1860-6725}, doi = {10.30844/ERP_20-1_54-57}, pages = {54 -- 57}, year = {2020}, abstract = {Die teilweise sehr kurzfristig notwendige Reaktion auf Ver{\"a}nderungen erfordert von Unternehmen ein hohes Maß an Flexibilit{\"a}t und Reaktionsgeschwindigkeit. Anwendungssystemarchitekturen, die im Wesentlichen aus alten und selbst entwickelten Systemen bestehen, erf{\"u}llen h{\"a}ufig diese Anforderungen nicht. Investitionsmittel f{\"u}r neue Software sind jedoch begrenzt, daher m{\"u}ssen Priorit{\"a}ten in der Abl{\"o}sung von Altsystemen gesetzt werden. Eine effiziente Analysemethode zur Planung der Erneuerung der Anwendungssystemlandschaft stellt die Wandlungsf{\"a}higkeitsanalyse dar. Dieser Beitrag beschreibt Vorgehen und Ergebnisse am Beispiel eines international t{\"a}tigen Automobilzulieferers.}, language = {de} } @article{StutzSchaffnerSchiefele2017, author = {Stutz, Franziska and Schaffner, Ellen and Schiefele, Ulrich}, title = {Measurement invariance and validity of a brief questionnaire on reading motivation in elementary students}, series = {Journal of research in reading : a journal of the United Kingdom Reading Association}, volume = {40}, journal = {Journal of research in reading : a journal of the United Kingdom Reading Association}, publisher = {Wiley}, address = {Hoboken}, issn = {0141-0423}, doi = {10.1111/1467-9817.12085}, pages = {439 -- 461}, year = {2017}, abstract = {In order to initiate more research on the role of reading motivation during the initial stages of learning to comprehend texts, we developed the Reading Motivation Questionnaire for Elementary Students (RMQ-E). The sample comprised 1497 elementary students in Grades 1-3. By means of exploratory and confirmatory factor analyses, three factors were determined: Curiosity, involvement and competition. The three-factor structure of the RMQ-E was found to be invariant across grade levels (scalar invariance) and across female and male students (strict invariance). As was anticipated, students in higher grades and male students were lower in curiosity and involvement than students in lower grades and female students. Whereas competitive reading motivation did not differ across grade levels, it was higher for boys than for girls. Moreover, the contributions of involvement and competition to reading amount and reading competence were in accordance with the hypotheses. The predictive validity of curiosity, however, was not confirmed.}, language = {en} } @article{SchenkeSchjeidePuescheletal.2020, author = {Schenke, Maren and Schjeide, Brit-Maren and P{\"u}schel, Gerhard Paul and Seeger, Bettina}, title = {Analysis of motor neurons differentiated from human induced pluripotent stem cells for the use in cell-based Botulinum neurotoxin activity assays}, series = {Toxins}, volume = {12}, journal = {Toxins}, number = {5}, publisher = {MDPI}, address = {Basel}, issn = {2072-6651}, doi = {10.3390/toxins12050276}, pages = {20}, year = {2020}, abstract = {Botulinum neurotoxins (BoNTs) are potent neurotoxins produced by bacteria, which inhibit neurotransmitter release, specifically in their physiological target known as motor neurons (MNs). For the potency assessment of BoNTs produced for treatment in traditional and aesthetic medicine, the mouse lethality assay is still used by the majority of manufacturers, which is ethically questionable in terms of the 3Rs principle. In this study, MNs were differentiated from human induced pluripotent stem cells based on three published protocols. The resulting cell populations were analyzed for their MN yield and their suitability for the potency assessment of BoNTs. MNs produce specific gangliosides and synaptic proteins, which are bound by BoNTs in order to be taken up by receptor-mediated endocytosis, which is followed by cleavage of specific soluble N-ethylmaleimide-sensitive-factor attachment receptor (SNARE) proteins required for neurotransmitter release. The presence of receptors and substrates for all BoNT serotypes was demonstrated in MNs generated in vitro. In particular, the MN differentiation protocol based on Du et al. yielded high numbers of MNs in a short amount of time with high expression of BoNT receptors and targets. The resulting cells are more sensitive to BoNT/A1 than the commonly used neuroblastoma cell line SiMa. MNs are, therefore, an ideal tool for being combined with already established detection methods.}, language = {en} } @misc{QuiterioMartinsOnofreetal.2018, author = {Quiterio, Ana and Martins, Joao and Onofre, Marcos and Costa, Joao and Rodrigues, Joao Mota and Gerlach, Erin and Scheur, Claude and Herrmann, Christian}, title = {MOBAK 1 assessment in primary physical education}, series = {Perceptual \& motor skills}, volume = {125}, journal = {Perceptual \& motor skills}, number = {6}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {0031-5125}, doi = {10.1177/0031512518804358}, pages = {1055 -- 1069}, year = {2018}, abstract = {Children's motor competence is known to have a determinant role in learning and engaging later in complex motor skills and, thus, in physical activity. The development of adequate motor competence is a central aim of physical education, and assuring that pupils are learning and developing motor competence depends on accurate assessment protocols. The MOBAK 1 test battery is a recent instrument developed to assess motor competence in primary physical education. This study used the MOBAK 1 to explore motor competence levels and gender differences among 249 (Mage = 6.3, SD = 0.5 years; 127 girls and 122 boys) Grade 1 primary school Portuguese children. On independent sample t tests, boys presented higher object movement motor competence than girls (boys: M = 5.8, SD = 1.7; girls: M = 4.0, SD = 1.7; p < .001), while girls were more proficient among self-movement skills (girls: M = 5.1, SD = 1.8; boys: M = 4.3, SD = 1.7; p < .01). On "total motor competence," boys (M = 10.3, SD = 2.6) averaged one point ahead of girls (M = 9.1, SD = 2.9). The percentage of girls in the first quartile of object movement was 18.9\%, while, for "self movement," the percentage of boys in the first quartile was almost double that of girls (30.3\% and 17.3\%, respectively). The confirmatory model to test for construct validity confirmed the assumed theoretical two-factor structure of MOBAK 1 test items in this Portuguese sample. These results support the MOBAK 1 instrument for assessing motor competence and highlighted gender differences, of relevance to intervention efforts.}, language = {en} } @misc{MorfSchurchKufeneretal.2017, author = {Morf, Carolyn C. and Schurch, Eva and Kufener, Albrecht and Siegrist, Philip and Vater, Aline and Back, Mitja and Mestel, Robert and Schr{\"o}der-Abe, Michela}, title = {Expanding the Nomological Net of the Pathological Narcissism Inventory: German Validation and Extension in a Clinical Inpatient Sample}, series = {Assessment}, volume = {24}, journal = {Assessment}, publisher = {Sage Publ.}, address = {Thousand Oaks}, issn = {1073-1911}, doi = {10.1177/1073191115627010}, pages = {419 -- 443}, year = {2017}, language = {en} } @article{KuehneMeisterMaassetal.2019, author = {K{\"u}hne, Franziska and Meister, Ramona and Maass, Ulrike and Paunov, Tatjana and Weck, Florian}, title = {How reliable are therapeutic competence ratings?}, series = {Cognitive therapy and research}, volume = {44}, journal = {Cognitive therapy and research}, number = {2}, publisher = {Springer}, address = {New York}, issn = {0147-5916}, doi = {10.1007/s10608-019-10056-5}, pages = {241 -- 257}, year = {2019}, abstract = {Assessments of psychotherapeutic competencies play a crucial role in research and training. However, research on the reliability and validity of such assessments is sparse. This study aimed to provide an overview of the current evidence and to provide an average interrater reliability (IRR) of psychotherapeutic competence ratings. A systematic review was conducted, and 20 studies reported in 32 publications were collected. These 20 studies were included in a narrative synthesis, and 20 coefficients were entered into the meta-analysis. Most primary studies referred to cognitive-behavioral therapies and the treatment of depression, used the Cognitive Therapy Scale, based ratings on videos, and trained the raters. Our meta-analysis revealed a pooled ICC of 0.82, but at the same time severe heterogeneity. The evidence map highlighted a variety of variables related to competence assessments. Further aspects influencing the reliability of competence ratings and regarding the considerable heterogeneity are discussed in detail throughout the manuscript.}, language = {en} } @article{KuehneLackiMuseetal.2019, author = {K{\"u}hne, Franziska and Lacki, Fiona Janina and Muse, Kate and Weck, Florian}, title = {Strengthening competence of therapists-in-training in the treatment of health anxiety (hypochondriasis)}, series = {Clinical psychology \& psychotherapy : an international journal of theory and practice}, volume = {26}, journal = {Clinical psychology \& psychotherapy : an international journal of theory and practice}, number = {3}, publisher = {Wiley}, address = {Hoboken}, issn = {1063-3995}, doi = {10.1002/cpp.2353}, pages = {319 -- 327}, year = {2019}, abstract = {Although the observation and assessment of psychotherapeutic competences are central to training, supervision, patient care, quality control, and life-long practice, structured instruments are used only occasionally. In the current study, an observation-based tool for the Assessment of Core CBT Skills (ACCS) was translated into German and adapted, and its psychometric properties were pilot evaluated. Competence of therapists-in-training was assessed in a random sample of n = 30 videos on cognitive behavioural therapy including patients diagnosed with hypochondriasis. Two of three raters independently assessed the competences demonstrated in the entire, active treatment sessions (n = 60). In our sample, internal consistency was excellent, and interrater reliability was good. Convergent validity (Cognitive Therapy Scale) and discriminant validity (Helping Alliance Questionnaire) were within the expected ranges. The ACCS total score did not significantly predict the reduction of symptoms of hypochondriasis, and a one-factorial structure of the instrument was found. By providing multiple opportunities for feedback, self-reflection, and supervision, the ACCS may complement current tools for the assessment of psychotherapeutic competences and importantly support competence-based training and supervision.}, language = {en} } @article{HuckabeeMcIntoshFulleretal.2018, author = {Huckabee, Maggie-Lee and McIntosh, Theresa and Fuller, Laura and Curry, Morgan and Thomas, Paige and Walshe, Margaret and McCague, Ellen and Battel, Irene and Nogueira, Dalia and Frank, Ulrike and van den Engel-Hoek, Lenie and Sella-Weiss, Oshrat}, title = {The test of masticating and swallowing solids (TOMASS)}, series = {International Journal of language \& communicaton disorders}, volume = {53}, journal = {International Journal of language \& communicaton disorders}, number = {1}, publisher = {Wiley}, address = {Hoboken}, issn = {1368-2822}, doi = {10.1111/1460-6984.12332}, pages = {144 -- 156}, year = {2018}, abstract = {BackgroundClinical swallowing assessment is largely limited to qualitative assessment of behavioural observations. There are limited quantitative data that can be compared with a healthy population for identification of impairment. The Test of Masticating and Swallowing Solids (TOMASS) was developed as a quantitative assessment of solid bolus ingestion. AimsThis research programme investigated test development indices and established normative data for the TOMASS to support translation to clinical dysphagia assessment. Conclusions \& ImplicationsThe TOMASS is presented as a valid, reliable and broadly normed clinical assessment of solid bolus ingestion. Clinical application may help identify dysphagic patients at bedside and provide a non-invasive, but sensitive, measure of functional change in swallowing.}, language = {en} } @article{HeinzeWeckHahnetal.2022, author = {Heinze, Peter Eric and Weck, Florian and Hahn, Daniela and K{\"u}hne, Franziska}, title = {Differences in psychotherapy preferences between psychotherapy trainees and laypeople}, series = {Psychotherapy research : the official journal of the Society for Psychotherapy Research}, volume = {33}, journal = {Psychotherapy research : the official journal of the Society for Psychotherapy Research}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1050-3307}, doi = {10.1080/10503307.2022.2098076}, pages = {374 -- 386}, year = {2022}, abstract = {Objective: Despite increasing research on psychotherapy preferences, the preferences of psychotherapy trainees are largely unknown. Moreover, differences in preferences between trainees and their patients could (a) hinder symptom improvement and therapy success for patients and (b) represent significant obstacles in the early career and development of future therapists. Method: We compared the preferences of n = 466 psychotherapy trainees to those of n = 969 laypersons using the Cooper-Norcross Inventory of Preferences. Moreover, we compared preferences between trainees in cognitive-behavioural therapy (CBT) and psychodynamic trainees. Results: We found significant differences between both samples in 13 of 18 items, and three of four subscales. Psychotherapy trainees preferred less therapist directiveness (d = 0.58), more emotional intensity (d = 0.74), as well as more focused challenge (d = 0.35) than laypeople. CBT trainees preferred more therapist directiveness (d = 2.00), less emotional intensity (d = 0.51), more present orientation (d = 0.76) and more focused challenge (d = 0.33) than trainees in psychodynamic/psychoanalytic therapy. Conclusion: Overall, the results underline the importance of implementing preference assessment and discussion during psychotherapy training. Moreover, therapists of different orientations seem to cover a large range of preferences for patients, in order to choose the right fit.}, language = {en} } @article{HahnWeckWitthoeftetal.2021, author = {Hahn, Daniela and Weck, Florian and Witth{\"o}ft, Michael and K{\"u}hne, Franziska}, title = {Assessment of counseling self-efficacy}, series = {Frontiers in psychology / Frontiers Research Foundation}, volume = {12}, journal = {Frontiers in psychology / Frontiers Research Foundation}, publisher = {Frontiers Research Foundation}, address = {Lausanne}, issn = {1664-1078}, doi = {10.3389/fpsyg.2021.780088}, pages = {10}, year = {2021}, abstract = {Background: Many authors regard counseling self-efficacy (CSE) as important in therapist development and training. The purpose of this study was to examine the factor structure, reliability, and validity of the German version of the Counselor Activity Self-Efficacy Scales-Revised (CASES-R). Method: The sample consisted of 670 German psychotherapy trainees, who completed an online survey. We examined the factor structure by applying exploratory and confirmatory factor analysis to the instrument as a whole. Results: A bifactor-exploratory structural equation modeling model with one general and five specific factors provided the best fit to the data. Omega hierarchical coefficients indicated optimal reliability for the general factor, acceptable reliability for the Action Skills-Revised (AS-R) factor, and insufficient estimates for the remaining factors. The CASES-R scales yielded significant correlations with related measures, but also with therapeutic orientations. Conclusion: We found support for the reliability and validity of the German CASES-R. However, the subdomains (except AS-R) should be interpreted with caution, and we do not recommend the CASES-R for comparisons between psychotherapeutic orientations.}, language = {en} } @article{HaaseHanelGronau2023, author = {Haase, Jennifer and Hanel, Paul H. P. and Gronau, Norbert}, title = {Creativity enhancement methods for adults}, series = {Psychology of aesthetics, creativity, and the arts}, journal = {Psychology of aesthetics, creativity, and the arts}, publisher = {American Psychological Association}, address = {Washington, DC}, issn = {1931-3896}, doi = {10.1037/aca0000557}, pages = {30}, year = {2023}, abstract = {This meta-analysis synthesizes 332 effect sizes of various methods to enhance creativity. We clustered all studies into 12 methods to identify the most effective creativity enhancement methods. We found that, on average, creativity can be enhanced, Hedges' g = 0.53, 95\% CI [0.44, 0.61], with 70.09\% of the participants in the enhancement conditions being more creative than the average person in the control conditions. Complex training courses, meditation, and cultural exposure were the most effective (gs = 0.66) while the use of cognitive manipulation drugs was the least and also noneffective, g = 0.10. The type of training material was also important. For instance, figural methods were more effective in enhancing creativity, and enhancing converging thinking was more effective than enhancing divergent thinking. Study effect sizes varied considerably across all studies and for many subgroup analyses, suggesting that researchers can plausibly expect to find reversed effects occasionally. We found no evidence of publication bias. We discuss theoretical implications and suggest future directions for best practices in enhancing creativity. (PsycInfo Database Record (c) 2023 APA, all rights reserved)}, language = {en} } @article{FyndanisLindVarlokostaetal.2017, author = {Fyndanis, Valantis and Lind, Marianne and Varlokosta, Spyridoula and Kambanaros, Maria and Soroli, Efstathia and Ceder, Klaudia and Grohmann, Kleanthes K. and Rofes, Adri{\`a} and Simonsen, Hanne Gram and Bjekić, Jovana and Gavarr{\´o}, Anna and Kraljević, Jelena Kuvač and Mart{\´i}nez-Ferreiro, Silvia and Munarriz, Amaia and Pourquie, Marie and Vuksanović, Jasmina and Zakari{\´a}s, Lilla and Howard, David}, title = {Cross-linguistic adaptations of The Comprehensive Aphasia Test}, series = {Clinical linguistics \& phonetics}, volume = {31}, journal = {Clinical linguistics \& phonetics}, number = {7-9}, publisher = {Taylor \& Francis Group}, address = {Philadelphia}, issn = {0269-9206}, doi = {10.1080/02699206.2017.1310299}, pages = {697 -- 710}, year = {2017}, abstract = {Comparative research on aphasia and aphasia rehabilitation is challenged by the lack of comparable assessment tools across different languages. In English, a large array of tools is available, while in most other languages, the selection is more limited. Importantly, assessment tools are often simple translations and do not take into consideration specific linguistic and psycholinguistic parameters of the target languages. As a first step in meeting the needs for comparable assessment tools, the Comprehensive Aphasia Test is currently being adapted into a number of languages spoken in Europe. In this article, some key challenges encountered in the adaptation process and the solutions to ensure that the resulting assessment tools are linguistically and culturally equivalent, are proposed. Specifically, we focus on challenges and solutions related to the use of imageability, frequency, word length, spelling-to-sound regularity and sentence length and complexity as underlying properties in the selection of the testing material.}, language = {en} } @article{ChaabeneNegraCapranicaetal.2019, author = {Chaabene, Helmi and Negra, Yassine and Capranica, Laura and Prieske, Olaf and Granacher, Urs}, title = {A Needs Analysis of Karate Kumite With Recommendations for Performance Testing and Training}, series = {Strength and conditioning journal}, volume = {41}, journal = {Strength and conditioning journal}, number = {3}, publisher = {Lippincott Williams \& Wilkins}, address = {Philadelphia}, issn = {1524-1602}, doi = {10.1519/SSC.0000000000000445}, pages = {35 -- 46}, year = {2019}, abstract = {An effective training program needs to be customized to the specific demands of the redpective sport. Therefore, it is important to conduct a needs analysis to gain information on the unique characteristics of the sport. The objectives of thes review were (A) to conduct a systematic needs analysis of karate kumite and (B) to provide practical recommendations for sport-specific performance testing and training of karate kumite athletes.}, language = {en} } @article{BaroniDrastigLichtenfeldetal.2019, author = {Baroni, Gabriele and Drastig, Katrin and Lichtenfeld, Anna-Ulrike and Jost, Leonie and Claas, Peter}, title = {Assessment of irrigation scheduling systems in Germany}, series = {Irrigation and drainage}, volume = {68}, journal = {Irrigation and drainage}, number = {3}, publisher = {Wiley}, address = {Hoboken}, issn = {1531-0353}, doi = {10.1002/ird.2337}, pages = {520 -- 530}, year = {2019}, abstract = {In Germany, the irrigation sector accounts for only 1\% of water use. In recent years, however, this sector has attracted more attention due to the occurrence of severe drought periods. Irrigation scheduling systems could support adaptation strategies but little is known about current providers, performance and users. In this study we aimed to depict the current situation of the existence and functioning of irrigation scheduling systems available in Germany. Six methods were identified and assessed based on direct interviews with end-users and a comparative analysis. The results showed a positive feedback from the users. However, the recommendations were rarely implemented, while only the seasonal irrigation requirement was considered to support actual water abstraction. These results were corroborated by the comparative analysis. Five of the six irrigation scheduling systems estimated the seasonal irrigation amount consistently, while wider differences were found by looking at the irrigation season and at the number of irrigations. Overall, it is found that irrigation support systems are valuable tools for supporting adaptation strategies to fast changes in agro-environmental conditions. However, specific assessments based on real measurements should be considered in order to improve the performance of the systems and provide more consistent support to end-users. (c) 2019 John Wiley \& Sons, Ltd.}, language = {en} } @phdthesis{Balt2020, author = {Balt, Miriam}, title = {Assessment of early numeracy development}, school = {Universit{\"a}t Potsdam}, pages = {130}, year = {2020}, abstract = {Early numeracy is one of the strongest predictors for later success in school mathematics (e.g., Duncan et al., 2007). The main goal of first grade mathematics teachers should therefore be to provide learning opportunities that enable all students to develop sound early numeracy skills. Developmental models, or learning progressions, can describe how early numerical understanding typically develops. Assessments that are aligned to empirically validated learning progressions can support teachers to understand their students learning better and target instruction accordingly. To date, there have been no progression-based instruments made available for German teachers to monitor their students' progress in the domain of early numeracy. This dissertation contributes to the design of such an instrument. The first study analysed the suitability of early numeracy assessments currently used in German primary schools at school entry to identify students' individual starting points for subsequent progress monitoring. The second study described the development of progression-based items and investigated the items in regards to main test quality criteria, such as reliability, validity, and test fairness, to find a suitable item pool to build targeted tests. The third study described the construction of the progress monitoring measure, referred to as the learning progress assessment (LPA). The study investigated the extent to which the LPA was able to monitor students' individual learning progress in early numeracy over time. The results of the first study indicated that current school entry assessments were not able to provide meaningful information about the students' initial learning status. Thus, the MARKO-D test (Ricken, Fritz, \& Balzer, 2013) was used to determine the students' initial numerical understanding in the other two studies, because it has been shown to be an effective measure of conceptual numerical understanding (Fritz, Ehlert, \& Leutner, 2018). Both studies provided promising evidence for the quality of the LPA and its ability to detect changes in numerical understanding over the course of first grade. The studies of this dissertation can be considered an important step in the process of designing an empirically validated instrument that supports teachers to monitor their students' early numeracy development and to adjust their teaching accordingly to enhance school achievement.}, language = {en} }