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Background Heart failure (HF) is a complex, chronic condition that is associated with debilitating symptoms, all of which necessitate close follow-up by health care providers. Lack of disease monitoring may result in increased mortality and more frequent hospital readmissions for decompensated HF. Remote patient management (RPM) in this patient population may help to detect early signs and symptoms of cardiac decompensation, thus enabling a prompt initiation of the appropriate treatment and care before a manifestation of HF decompensation. Objective The objective of the present article is to describe the design of a new trial investigating the impact of RPM on unplanned cardiovascular hospitalisations and mortality in HF patients. Methods The TIM-HF2 trial is designed as a prospective, randomised, controlled, parallel group, open (with randomisation concealment), multicentre trial with pragmatic elements introduced for data collection. Eligible patients with HF are randomised (1:1) to either RPM + usual care or to usual care only and are followed for 12 months. The primary outcome is the percentage of days lost due to unplanned cardiovascular hospitalisations or all-cause death. The main secondary outcomes are all-cause and cardiovascular mortality. Conclusion The TIM-HF2 trial will provide important prospective data on the potential beneficial effect of telemedical monitoring and RPM on unplanned cardiovascular hospitalisations and mortality in HF patients.
Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.
The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties.
Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.
In this paper, we describe tools and resources for the study of African languages developed at the Collaborative Research Centre 632 "Information Structure". These include deeply annotated data collections of 25 sub-Saharan languages that are described together with their annotation scheme, as well as the corpus tool ANNIS, which provides unified access to a broad variety of annotations created with a range of different tools. With the application of ANNIS to several African data collections, we illustrate its suitability for the purpose of language documentation, distributed access, and the creation of data archives.
Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.
The Argentine-German Geodetic Observatory (AGGO) is one of the very few sites in the Southern Hemisphere equipped with comprehensive cutting-edge geodetic instrumentation. The employed observation techniques are used for a wide range of geophysical applications. The data set provides gravity time series and selected gravity models together with the hydrometeorological monitoring data of the observatory. These parameters are of great interest to the scientific community, e.g. for achieving accurate realization of terrestrial and celestial reference frames. Moreover, the availability of the hydrometeorological products is beneficial to inhabitants of the region as they allow for monitoring of environmental changes and natural hazards including extreme events. The hydrological data set is composed of time series of groundwater level, modelled and observed soil moisture content, soil temperature, and physical soil properties and aquifer properties. The meteorological time series include air temperature, humidity, pressure, wind speed, solar radiation, precipitation, and derived reference evapotranspiration. These data products are extended by gravity models of hydrological, oceanic, La Plata estuary, and atmospheric effects. The quality of the provided meteorological time series is tested via comparison to the two closest WMO (World Meteorological Organization) sites where data are available only in an inferior temporal resolution. The hydrological series are validated by comparing the respective forward-modelled gravity effects to independent gravity observations reduced up to a signal corresponding to local water storage variation. Most of the time series cover the time span between April 2016 and November 2018 with either no or only few missing data points. The data set is available at https://doi.org/10.588/GFZ.5.4.2018.001 (Mikolaj et al., 2018).
An der Universität Potsdam wurden im Rahmen des Qualitätspakt Lehre-Projekts „Qualität etablieren in Lehre und Lernen (QueLL)“ Maßnahmen für eine Verbesserung der Studienbedingungen und eine Weiterentwicklung der Lehre und des Lernens durchgeführt. Die während der neunjährigen Projektlaufzeit thematisierten Fragestellungen, erarbeiteten Lösungsansätze und entsprechenden Erfahrungen werden im vorliegenden Sammelband in Form von wissenschaftlichen Auseinandersetzungen und Werkstattberichten dargestellt und diskutiert.
Die Beiträge spiegeln in ihrer thematischen Vielfalt unterschiedliche universitäre Übergangsphasen wider, wie in diesem Fall den Übergang in die Hochschule, Übergänge innerhalb der Hochschule (im Kontext der Organisationsentwicklung, der Weiterbildung akademischer Statusgruppen oder der Entwicklung einer digitalen Lehr-Lernkultur) und schließlich den Übergang in die Berufspraxis. Denn während der Projektlaufzeit hat sich gezeigt, dass die Gestaltung von Lehre und Lernen letztlich immer eine Gestaltung solcher Übergänge ist: sowohl zwischen den innerinstitutionellen Ebenen und Bereichen als auch zwischen Akteur/innen der Hochschule und schließlich ebenso innerhalb des Student Life Cycle. Weiterhin wird anhand der Beiträge deutlich, dass die Entwicklung von Lehre und Studium nicht als isolierte Aufgabe verstanden werden kann, sondern in die Strukturen und Prozesse der Universität hineinwirken und Formen der Zusammenarbeit etablieren sollte, die es braucht, um Projekte nachhaltig zu gestalten.
Ziel dieses Bandes ist es, zur Diskussion über Gelingensbedingungen einer nachhaltigen Entwicklung von Lehre und Lernen beizutragen. Damit richtet er sich an Akteur/innen aus der Hochschulleitung, an Lehrende und Forschende sowie Mitarbeitende des Third Space.
Assessing the impact of global change on hydrological systems is one of the greatest hydrological challenges of our time. Changes in land cover, land use, and climate have an impact on water quantity, quality, and temporal availability. There is a widespread consensus that, given the far-reaching effects of global change, hydrological systems can no longer be viewed as static in their structure; instead, they must be regarded as entire ecosystems, wherein hydrological processes interact and coevolve with biological, geomorphological, and pedological processes. To accurately predict the hydrological response under the impact of global change, it is essential to understand this complex coevolution. The knowledge of how hydrological processes, in particular the formation of subsurface (preferential) flow paths, evolve within this coevolution and how they feed back to the other processes is still very limited due to a lack of observational data.
At the hillslope scale, this intertwined system of interactions is known as the hillslope feedback cycle. This thesis aims to enhance our understanding of the hillslope feedback cycle by studying the coevolution of hillslope structure and hillslope hydrological response. Using chronosequences of moraines in two glacial forefields developed from siliceous and calcareous glacial till, the four studies shed light on the complex coevolution of hydrological, biological, and structural hillslope properties, as well as subsurface hydrological flow paths over an evolutionary period of 10 millennia in these two contrasting geologies. The findings indicate that the contrasting properties of siliceous and calcareous parent materials lead
to variations in soil structure, permeability, and water storage. As a result, different plant species and vegetation types are favored on siliceous versus calcareous parent material, leading to diverse ecosystems with distinct hydrological dynamics. The siliceous parent material was found to show a higher activity level in driving the coevolution. The soil pH resulting from parent material weathering emerges as a crucial factor, influencing vegetation development, soil formation, and consequently, hydrology. The acidic weathering of the siliceous parent material favored the accumulation of organic matter, increasing the soils’ water storage capacity and attracting acid-loving shrubs, which further promoted organic matter accumulation and ultimately led to podsolization after 10 000 years. Tracer experiments revealed that the subsurface flow path evolution was influenced by soil and vegetation development, and vice versa. Subsurface flow paths changed from vertical, heterogeneous matrix flow to finger-like flow paths over a few hundred years, evolving into macropore flow, water storage, and lateral subsurface flow after several thousand years. The changes in flow paths among younger age classes were driven by weathering processes altering soil structure, as well as by vegetation development and root activity. In the older age
class, the transition to more water storage and lateral flow was attributed to substantial organic matter accumulation and ongoing podsolization. The rapid vertical water transport in the finger-like flow paths, along with the conductive sandy material, contributed to podsolization and thus to the shift in the hillslope hydrological response.
In contrast, the calcareous site possesses a high pH buffering capacity, creating a neutral to basic environment with relatively low accumulation of dead organic matter, resulting in a lower water storage capacity and the establishment of predominantly grass vegetation. The coevolution was found to be less dynamic over the millennia. Similar to the siliceous site, significant changes in subsurface flow paths occurred between the young age classes. However, unlike the siliceous site, the subsurface flow paths at the calcareous site only altered in shape and not in direction. Tracer experiments showed that flow paths changed from vertical, heterogeneous matrix flow to vertical, finger-like flow paths after a few hundred to thousands of years, which was driven by root activities and weathering processes. Despite having a finer soil texture, water storage at the calcareous site was significantly lower than at the siliceous site, and water transport remained primarily rapid and vertical, contributing to the flourishing of grass vegetation.
The studies elucidated that changes in flow paths are predominantly shaped by the characteristics of the parent material and its weathering products, along with their complex interactions with initial water flow paths and vegetation development. Time, on the other hand, was not found to be a primary factor in describing the evolution of the hydrological response. This thesis makes a valuable contribution to closing the gap in the observations of the coevolution of hydrological processes within the hillslope feedback cycle, which is important to improve predictions of hydrological processes in changing landscapes. Furthermore, it emphasizes the importance of interdisciplinary studies in addressing the hydrological challenges arising from global change.
Extracting information about past tectonic or climatic environmental changes from sedimentary records is a key objective of provenance research. Interpreting the imprint of such changes remains challenging as signals might be altered in the sediment-routing system.
We investigate the sedimentary provenance of the Oligocene/Miocene Upper Austrian Northern Alpine Foreland Basin and its response to the tectonically driven exhumation of the Tauern Window metamorphic dome (28 +/- 1 Ma) in the Eastern European Alps by using the unprecedented combination of Nd isotopic composition of bulk-rock clay-sized samples and partly previously published multi-proxy (Nd isotopic composition, trace-element geochemistry, U-Pb dating) sand-sized apatite single-grain analysis.
The basin offers an excellent opportunity to investigate environmental signal propagation into the sedimentary record because comprehensive stratigraphic and seismic datasets can be combined with present research results. The bulk-rock clay-sized fraction epsilon Nd values of well-cutting samples from one well on the northern basin slope remained stable at similar to-9.7 from 27 to 19 Ma but increased after 19 Ma to similar to-9.1. In contrast, apatite single-grain distributions, which were extracted from 22 drill-core samples, changed significantly around 23.3 Ma from apatites dominantly from low-grade (<upper amphibolite-facies) metamorphic sources with Permo-Mesozoic and late Variscan U-Pb ages and epsilon Nd values of -4.4 to dominantly high-grade metamorphic apatites with late Variscan U-Pb ages and epsilon Nd values of -2.2.
The change in apatite single-grain distributions at 23.3 Ma is interpreted to result from the exposure of a new Upper Austroalpine source nappe with less negative epsilon Nd values triggered by the ongoing Tauern Window exhumation. Combining these data with the clay-sized bulk-rock epsilon Nd values reveals that the provenance changed 4-5 Myrs later at 19 Ma in the clay-sized fraction.
Reasons for the delayed provenance-change recording are rooted in the characteristics of the applied methods.
Whereas single-grain distributions of orogen-wide sediment-routing systems can be dominated by geographically small areas with high erosion and mineral fertility rates, bulk-rock methods integrate over the entire drainage basin, thus diminishing extreme values. Hence, by combining these two methods, spatial information are uncovered, enabling a previously unattained understanding of the underlying environmental change.