TY - THES A1 - Serwene, Pola T1 - Geographie verstehen durch Zweisprachigkeit BT - Eine Design-Based-Research-Studie im bilingualen Geographieunterricht am Beispiel des Fachkonzepts Wandel T2 - Potsdamer Geographische Praxis N2 - Bilingualer Unterricht gilt als das Erfolgsmodell für 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 für den Fremdspracherwerb zu sein. Dabei ist die Diskrepanz zwischen den zumeist noch geringen fremdsprachlichen Fähigkeiten der Lernenden und den fachlichen Ansprüchen des Geographieunterrichts eine große Herausforderung für 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 können und andererseits die Lernenden fremdsprachlich nicht zu überfordern. 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) gefördert 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 für 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 ausgewählten Orten für den bilingualen Geographieunterricht mit didaktischem Konzept, Unterrichtsmaterialien und -medien. N2 - Bilingual teaching is considered to be the most successful model for foreign language acquisition in German classrooms. Being proficient in at least one foreign language, both orally and in writing, is an essential capability for vocational education in a world shaped by globalization. Foreign language acquisition especially profits from merging subject-specific learning and language skills in bilingual learning settings. At the same time, the discrepancy between foreign language skills and subject-specific capabilities of the learners in bilingual subject teaching is a great challenge for subject-specific learning. Educators face the challenge of designing bilingual learning settings that allow students to deal with complex geographical problems while at the same time ensure that students do not feel overwhelmed in regard to their foreign language abilities. Using a Design-Based-Research approach, this study investigated how subject-specific learning can be promoted by using both languages involved (English/German) in a bilingual geography classroom setting. Based on current research findings in bilingual teaching and conceptual learning in geography education, we designed a learning environment that implements strategies of language switching to promote subject-specific learning. After implementing this setting in a geography classroom, we re-designed the learning environment according to our findings for a second implementation phase. The study provides relevant findings in terms of veritable bilingual teaching and learning in geography lessons. Moreover, insights are given into conceptual learning by using the geographical concept of change. A set of 6 lessons on the topic of changes at different places have been developed for a geography classroom, including a didactical concept and teaching materials. T3 - Potsdamer Geographische Praxis - 19 KW - bilingualer Unterricht KW - Design-Based-Research KW - DBR KW - Geographieunterricht KW - Wandel KW - Basiskonzepte KW - Fachkonzepte KW - bilingualer Geographieunterricht KW - bilingual teaching KW - Design-Based-Research KW - DBR KW - geography education KW - change KW - geographical key concepts KW - bilingual geography teaching Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-578486 SN - 978-3-86956-557-6 SN - 2194-1599 SN - 2194-1602 IS - 19 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Rasigraf, Olivia A1 - Wagner, Dirk T1 - Landslides BT - an emerging model for ecosystem and soil chronosequence research JF - Earth science reviews : the international geological journal bridging the gap between research articles and textbooks N2 - 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. KW - Landslides KW - Greenhouse gas emissions KW - Landslide chronosequences KW - Soil KW - microbial community KW - Erosion KW - Biodiversity KW - Microbial processes KW - Climate KW - change Y1 - 2022 U6 - https://doi.org/10.1016/j.earscirev.2022.104064 SN - 0012-8252 SN - 1872-6828 VL - 231 PB - Elsevier CY - Amsterdam ER - TY - CHAP A1 - Siegel, John A1 - Proeller, Isabella ED - Schedler, Kuno T1 - Strategic management in public administration T2 - Elgar encyclopedia of public management N2 - 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. KW - strategy KW - performance KW - leadership KW - change KW - digitalization Y1 - 2022 SN - 978-1-80037-548-2 SN - 978-1-80037-549-9 U6 - https://doi.org/10.4337/9781800375499.strategic SP - 302 EP - 306 PB - Edward Elgar Publishing CY - Cheltenham ER - TY - JOUR A1 - Ganguli, Poulomi A1 - Paprotny, Dominik A1 - Hasan, Mehedi A1 - Güntner, Andreas A1 - Merz, Bruno T1 - Projected changes in compound flood hazard from riverine and coastal floods in northwestern Europe JF - Earth's future N2 - 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. KW - compound flood KW - storm surge KW - river floods KW - sea level rise KW - climate KW - change KW - Europe Y1 - 2020 U6 - https://doi.org/10.1029/2020EF001752 SN - 2328-4277 VL - 8 IS - 11 PB - Wiley-Blackwell CY - Hoboken, NJ ER - TY - JOUR A1 - Niesta Kayser, Daniela A1 - Graupmann, Verena A1 - Fryer, James W. A1 - Frey, Dieter T1 - Threat to Freedom and the Detrimental Effect of Avoidance Goal Frames BT - Reactance as a Mediating Variable JF - Frontiers in psychology N2 - 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. KW - freedom restriction KW - goal frames KW - avoidance KW - approach KW - reactance KW - self threat KW - change Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.00632 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Kayser, Daniela Niesta A1 - Graupmann, Verena A1 - Fryer, James W. A1 - Frey, Dieter T1 - Threat to Freedom and the Detrimental Effect of Avoidance Goal Frames: Reactance as a Mediating Variable JF - Frontiers in psychology N2 - 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. KW - freedom restriction KW - goal frames KW - avoidance KW - approach KW - reactance KW - self threat KW - change Y1 - 2016 U6 - https://doi.org/10.3389/fpsyg.2016.00632 SN - 1664-1078 VL - 7 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Niesta Kayser, Daniela A1 - Graupmann, Verena A1 - Fryer, James W. A1 - Frey, Dieter T1 - Threat to Freedom and the Detrimental Effect of Avoidance Goal Frames BT - Reactance as a Mediating Variable N2 - 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. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 292 KW - approach KW - avoidance KW - change KW - freedom restriction KW - goal frames KW - reactance KW - self threat Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-91510 ER -