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Background: The engagement in aggressive behavior in middle childhood is linked to the development of severe problems in later life. Thus, identifying factors and processes that con-tribute to the continuity and increase of aggression in middle childhood is essential in order to facilitate the development of intervention programs. The present PhD thesis aimed at expand-ing the understanding of the development of aggression in middle childhood by examining risk factors in the intrapersonal and interpersonal domains as well as the interplay between these factors: Maladaptive anger regulation was examined as an intrapersonal risk factor; processes that occur in the peer context (social rejection and peer socialization) were included as interpersonal risk factors. In addition, in order to facilitate the in situ assessment of anger regulation strategies, an observational measure of anger regulation was developed and validated.
Method: The research aims were addressed within the scope of four articles. Data from two measurement time points about ten months apart were available for the analyses. Participants were elementary school children aged from 6 to 10 years at T1 and 7 to 11 years at T2. The first article was based on cross-sectional analyses including only the first time point; in the remaining three articles longitudinal associations across the two time points were analyzed. The first two articles were concerned with the development and cross-sectional as well as longitudinal validation of observational measure of anger regulation in middle childhood in a sample of 599 children. Using the same sample, the third article investigated the longitudinal link between maladaptive anger regulation and aggression considering social rejection as a mediating variable. The frequency as well as different functions of aggression (reactive and proactive) were included as outcomes measures. The fourth article examined the influence of class-level aggression on the development of different forms of aggression (relational and physical) over time under consideration of differences in initial individual aggression in a sample of 1,284 children. In addition, it was analyzed if the path from aggression to social rejection varies as a function of class-level aggression.
Results: The first two articles revealed that the observational measure of anger regulation developed for the purpose of this research was cross-sectionally related to anger reactivity, aggression and social rejection as well as longitudinally related to self-reported anger regula-tion. In the third article it was found that T1 maladaptive anger regulation showed no direct link to T2 aggression, but an indirect link through T1 social rejection. This indirect link was found for the frequency of aggression as well as for reactive and proactive aggression. The fourth article revealed that with regard to relational aggression, a high level of classroom ag-gression predicted an increase of individual aggression only among children with initially low levels of aggression. For physical aggression, it was found that the overall level of aggression in the class affected all children equally. In addition, physical aggression increased the likelihood of social rejection irrespective of the class-level of aggression whereas relational aggression caused social rejection only in classes with a generally low level of relational aggression. The analyses of gender-specific effects showed that children were mainly influenced by their same-gender peers and that the effect on the opposite gender was higher if children engaged in gender-atypical forms of aggressive behavior.
Conclusion: The results provided evidence for the construct and criterion validity of the observational measure of maladaptive anger regulation that was developed within the scope of this research. Furthermore, the findings indicated that maladaptive anger regulation constitutes an important risk factor of aggression through the influence of social rejection. Finally, the results demonstrated that the level of aggression among classmates is relevant for the development of individual aggression over time and that the children´s evaluation of relationally aggressive behavior varies as a function of the normativity of relational aggression in the class. The study findings have implications for the measurement of anger regulation in middle childhood as well as for the prevention of aggression and social rejection.
Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.
Previous research has indicated that executive function (EF) is negatively associated with aggressive behavior in childhood. However, there is a lack of longitudinal studies that have examined the effect of deficits in EF on aggression over time and taken into account different forms and functions of aggression at the same time. Furthermore, only few studies have analyzed the role of underlying variables that may explain the association between EF and aggression. The present study examined the prospective paths between EF and different forms (physical and relational) and functions (reactive and proactive) of aggression. The habitual experience of anger was examined as a potential underlying mechanism of the link between EF and aggression, because the tendency to get angry easily has been found to be both a consequence of deficits in EF and a predictor of aggression. The study included 1,652 children (between 6 and 11 years old at the first time point), who were followed over three time points (T1, T2, and T3) covering 3 years. At T1, a latent factor of EF comprised measures of planning, rated via teacher reports, as well as inhibition, set shifting, and working-memory updating, assessed experimentally. Habitual anger experience was assessed via parent reports at T1 and T2. The forms and functions of aggression were measured via teacher reports at all three time points. Structural equation modeling revealed that EF at T1 predicted physical, relational, and reactive aggression at T3, but was unrelated to proactive aggression at T3. Furthermore, EF at T1 was indirectly linked to physical aggression at T3, mediated through habitual anger experience at T2. The results indicate that deficits in EF influence the later occurrence of aggression in middle childhood, and the tendency to get angry easily mediates this relation.
An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection.
An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection.
The molecular mechanisms of animal cell osmoregulation are poorly understood. Genetic studies of osmoregulation in yeast have identified mucin-like proteins as critical regulators of osmosensitive signaling and gene expression. Whether mucins play similar roles in higher organisms is not known. Here, we show that mutations in the Caenorhabditis elegans mucin-like gene osm-8 specifically disrupt osmoregulatory physiological processes. In osm-8 mutants, normal physiological responses to hypertonic stress, such as the accumulation of organic osmolytes and activation of osmoresponsive gene expression, are constitutively activated. As a result, osm-8 mutants exhibit resistance to normally lethal levels of hypertonic stress and have an osmotic stress resistance (Osr) phenotype. To identify genes required for Osm-8 phenotypes, we performed a genome-wide RNAi osm-8 suppressor screen. After screening,18,000 gene knockdowns, we identified 27 suppressors that specifically affect the constitutive osmosensitive gene expression and Osr phenotypes of osm-8 mutants. We found that one suppressor, the transmembrane protein PTR-23, is co-expressed with osm-8 in the hypodermis and strongly suppresses several Osm-8 phenotypes, including the transcriptional activation of many osmosensitive mRNAs, constitutive glycerol accumulation, and osmotic stress resistance. Our studies are the first to show that an extracellular mucin-like protein plays an important role in animal osmoregulation in a manner that requires the activity of a novel transmembrane protein. Given that mucins and transmembrane proteins play similar roles in yeast osmoregulation, our findings suggest a possible evolutionarily conserved role for the mucin-plasma membrane interface in eukaryotic osmoregulation.
Global Governance
(2011)
Inhalt: - 1. Einleitung - 2. Ein friedensstrategisches Vakuum? - 3. Wandel in den Internationalen Beziehungen - 4. Der Sicherheitsbegriff im Global-Governance-Ansatz - 5. Bestehende Global Governance-Strukturen im Bereich „Frieden und Sicherheit“ - 6. Fazit: Gemeinsame Sicherheit als friedensstrategisches Leitbild - Literatur
Global Governance - ein tragfähiges Friedensprojekt?
1. Einleitung
2. Ein friedensstrategisches Vakuum?
3. Wandel in den Internationalen Beziehungen
4. Der Sicherheitsbegriff im Global Governance-Ansatz
5. Bestehende Global Governance-Strukturen im Bereich "Frieden und Sicherheit"
6. Fazit: Gemeinsame Sicherheit als friedensstrategisches Leitbild
Literatur
Diskussion im Anschluß an die ersten beiden Referate
Diskussion im Anschluß an das dritte Referat
Diskussion im Anschluß an das vierte und fünfte Referat
The paper presents the implementation of Business Process Management in a large international company. The business case illustrates the main objectives and approach taken with the BPM initiative. Central element of the BPM implementation was the development of a process framework which consists of a reference process house (RPH) and common methods for process management across the company. In order to assess the implementation of Business Process Management and the achievements a process management maturity assessment was developed and implemented. The maturity model is based on nine categories which comprehensively cover all aspects which impact the success of Business Process Management. Some findings of the first assessment cycle are pinpointed to illustrate the benefits and best practice exchange as a result of the assessment.
Learning analytics at scale
(2021)
Digital technologies are paving the way for innovative educational approaches. The learning format of Massive Open Online Courses (MOOCs) provides a highly accessible path to lifelong learning while being more affordable and flexible than face-to-face courses. Thereby, thousands of learners can enroll in courses mostly without admission restrictions, but this also raises challenges. Individual supervision by teachers is barely feasible, and learning persistence and success depend on students' self-regulatory skills. Here, technology provides the means for support. The use of data for decision-making is already transforming many fields, whereas in education, it is still a young research discipline. Learning Analytics (LA) is defined as the measurement, collection, analysis, and reporting of data about learners and their learning contexts with the purpose of understanding and improving learning and learning environments. The vast amount of data that MOOCs produce on the learning behavior and success of thousands of students provides the opportunity to study human learning and develop approaches addressing the demands of learners and teachers.
The overall purpose of this dissertation is to investigate the implementation of LA at the scale of MOOCs and to explore how data-driven technology can support learning and teaching in this context. To this end, several research prototypes have been iteratively developed for the HPI MOOC Platform. Hence, they were tested and evaluated in an authentic real-world learning environment. Most of the results can be applied on a conceptual level to other MOOC platforms as well. The research contribution of this thesis thus provides practical insights beyond what is theoretically possible. In total, four system components were developed and extended:
(1) The Learning Analytics Architecture: A technical infrastructure to collect, process, and analyze event-driven learning data based on schema-agnostic pipelining in a service-oriented MOOC platform. (2) The Learning Analytics Dashboard for Learners: A tool for data-driven support of self-regulated learning, in particular to enable learners to evaluate and plan their learning activities, progress, and success by themselves. (3) Personalized Learning Objectives: A set of features to better connect learners' success to their personal intentions based on selected learning objectives to offer guidance and align the provided data-driven insights about their learning progress. (4) The Learning Analytics Dashboard for Teachers: A tool supporting teachers with data-driven insights to enable the monitoring of their courses with thousands of learners, identify potential issues, and take informed action.
For all aspects examined in this dissertation, related research is presented, development processes and implementation concepts are explained, and evaluations are conducted in case studies. Among other findings, the usage of the learner dashboard in combination with personalized learning objectives demonstrated improved certification rates of 11.62% to 12.63%. Furthermore, it was observed that the teacher dashboard is a key tool and an integral part for teaching in MOOCs. In addition to the results and contributions, general limitations of the work are discussed—which altogether provide a solid foundation for practical implications and future research.
Scope: Selenoneine (2-selenyl-N-alpha, N-alpha, N-alpha-trimethyl-L-histidine), the selenium (Se) analogue of the ubiquitous thiol compound and putative antioxidant ergothioneine, is the major organic selenium species in several marine fish species. Although its antioxidant efficacy has been proposed, selenoneine has been poorly characterized, preventing conclusions on its possible beneficial health effects. Methods and results: Treatment of Caenorhabditis elegans (C. elegans) with selenoneine for 18 h attenuated the induction of reactive oxygen and nitrogen species (RONS). However, the effect was not immediate, occurring 48 h post-treatment. Total Se and Se speciation analysis revealed that selenoneine was efficiently taken up and present in its original form directly after treatment, with no metabolic transformations observed. 48 h posttreatment, total Se in worms was slightly higher compared to controls and no selenoneine could be detected. Conclusion: The protective effect of selenoneine may not be attributed to the presence of the compound itself, but rather to the activation of molecular mechanisms with consequences at more protracted time points.
Side-directed transfer and presystemic metabolism of selenoneine in a human intestinal barrier model
(2019)
Scope: Selenoneine, a recently discovered selenium (Se) species mainly present in marine fish, is the Se analogue of ergothioneine, a sulfur-containing purported antioxidant. Although similar properties have been proposed for selenoneine, data on its relevance to human health are yet scarce. Here, the transfer and presystemic metabolism of selenoneine in an in vitro model of the human intestinal barrier are investigated. Methods and results: Selenoneine and the reference species Se-methylselenocysteine (MeSeCys) and selenite are applied to the Caco-2 intestinal barrier model. Selenoneine is transferred in higher amounts, but with similar kinetics as selenite, while MeSeCys shows the highest permeability. In contrast to the reference species, transfer of selenoneine is directed toward the blood side. Cellular Se contents demonstrate that selenoneine is efficiently taken up by Caco-2 cells. Moreover, HPLC/MS-based Se speciation studies reveal a partial metabolism to Se-methylselenoneine, a metabolite previously detected in human blood and urine. Conclusions: Selenoneine is likely to pass the intestinal barrier via transcellular, carrier-mediated transport, is highly bioavailable to Caco-2 cells and undergoes metabolic transformations. Therefore, further studies are needed to elucidate its possible health effects and to characterize the metabolism of selenoneine in humans.
The essential micronutrient selenium (Se) is required for various systemic functions, but its beneficial range is narrow and overexposure may result in adverse health effects. Additionally, the chemical form of the ingested selenium contributes crucially to its health effects. While small Se species play a major role in Se metabolism, their toxicological effects, bioavailability and metabolic transformations following elevated uptake are poorly understood. Utilizing the tractable invertebrate Caenorhabditis elegans allowed for an alternative approach to study species-specific characteristics of organic and inorganic Se forms in vivo, revealing remarkable species-dependent differences in the toxicity and bioavailability of selenite, selenomethionine (SeMet) and Se-methylselenocysteine (MeSeCys). An inverse relationship was found between toxicity and bioavailability of the Se species, with the organic species displaying a higher bioavailability than the inorganic form, yet being less toxic. Quantitative Se speciation analysis with HPLC/mass spectrometry revealed a partial metabolism of SeMet and MeSeCys. In SeMet exposed worms, identified metabolites were Se-adenosylselenomethionine (AdoSeMet) and Se-adenosylselenohomocysteine (AdoSeHcy), while worms exposed to MeSeCys produced Se-methylselenoglutathione (MeSeGSH) and -glutamyl-MeSeCys (-Glu-MeSeCys). Moreover, the possible role of the sole selenoprotein in the nematode, thioredoxin reductase-1 (TrxR-1), was studied comparing wildtype and trxr-1 deletion mutants. Although a lower basal Se level was detected in trxr-1 mutants, Se toxicity and bioavailability following acute exposure was indistinguishable from wildtype worms. Altogether, the current study demonstrates the suitability of C. elegans as a model for Se species dependent toxicity and metabolism, while further research is needed to elucidate TrxR-1 function in the nematode.