Refine
Year of publication
- 2020 (2588) (remove)
Document Type
- Article (1592)
- Postprint (275)
- Doctoral Thesis (233)
- Part of a Book (187)
- Monograph/Edited Volume (104)
- Review (60)
- Other (36)
- Part of Periodical (26)
- Conference Proceeding (22)
- Master's Thesis (14)
Language
Is part of the Bibliography
- yes (2588) (remove)
Keywords
- climate change (24)
- Germany (19)
- machine learning (18)
- diffusion (17)
- diversity (11)
- dynamics (11)
- prediction (11)
- bibliometric analysis (10)
- model (10)
- performance (10)
Institute
- Institut für Physik und Astronomie (245)
- Institut für Biochemie und Biologie (239)
- Institut für Geowissenschaften (201)
- Institut für Chemie (152)
- Bürgerliches Recht (146)
- Historisches Institut (112)
- Institut für Umweltwissenschaften und Geographie (97)
- Department Psychologie (89)
- Institut für Ernährungswissenschaft (84)
- Department Sport- und Gesundheitswissenschaften (77)
Band 5/6
(2020)
Zum Schuljahr 2020/21 trat in Nordrhein-Westfalen ein neuer Kernlehrplan für die Realschule, Gesamtschule und Sekundarschule in Kraft. Dafür haben wir gemeinsam mit Fachkräften aus dem Bundesland die #-Schulbuchreihen entwickelt.
In #Politik Wirtschaft – Nordrhein-Westfalen platzieren wir die Inhalte der Lehrpläne Politik und Wirtschaft sinnvoll kombiniert, sodass Sie Ihren Unterricht der Fächer mit einem Buch ganz individuell organisieren können.
Wir bieten Ihnen innovative und aktuelle Produkte für einen modernen Politik- und Wirtschaftsunterricht. Neben dem neuen Lehrplan sind die Vorgaben des Medienkompetenzrahmens und die besonderen Herausforderungen heterogener Lerngruppen berücksichtigt.
Die Konzeption bietet einerseits die Möglichkeit, die problemorientiert und schülernah aufbereiteten Inhalte entlang von Doppelseiten zu bearbeiten, die sich am didaktischen Aufbau von Unterrichtsstunden orientieren. Gleichzeitig gibt es in der Rubrik „Gemeinsam aktiv“ konkrete Vorschläge, größere Einheiten durch selbstgesteuertes Lernen projektartig in Gruppen zu erschließen. Dadurch können Sie Ihren Unterricht einfach und schnell besonders vielfältig und spannend gestalten.
Ein besonderes Kennzeichen der Reihe ist die Orientierung an der Lebenswelt der Schülerinnen und Schüler. Durch Fallbeispiele werden sie direkt angesprochen. Eine kreative Vielfalt aus Bild-, Grafik- und Textmaterial, aktivierende Aufgaben, Methoden-und Grundwissenseiten und ein Kompetenzcheck zum Abschluss der Großkapitel vervollständigen das Angebot.
Zu jeder Unterrichtseinheit wird passgenau zum Schulbuch unterschiedliches Differenzierungsmaterial (Texte in einfacher Sprache, Vorstrukturierung von Aufgaben u.v.m) erstellt. Dieses steht Ihnen in unserem digitalen Lehrermaterial click & teach zur Verfügung und kann von Ihnen nach individuellen Bedürfnissen für einzelne digitale Schulbücher freigeschaltet werden.
The envy spiral
(2020)
On Social Networking Sites (SNS) users disclose mostly positive and often self-enhancing information. Scholars refer to this phenomenon as the positivity bias in SNS communication (PBSC). However, while theoretical explanations for this phenomenon have been proposed, an empirical proof of these theorized mechanisms is still missing. The project presented in this Research-in-Progress paper aims at explaining the PBSC with the mechanism specified in the self-enhancement envy spiral. Specifically, we hypothesize that feelings of envy drive people to post positive and self-enhancing content on SNS. To test this hypothesis, we developed an experimental design allowing to examine the causal effect of envy on the positivity of users’ subsequently posted content. In a preliminary study, we tested our manipulation of envy and could show its effectiveness in inducing different levels of envy between our groups. Our project will help to broaden the understanding of the complex dynamics of SNS and the potentially adverse driving forces underlying them.
Viktimologie als die Erforschung von Kriminalitätsopfern war lange Zeit auf „street crimes“ fokussiert. Inzwischen gibt es Opfertypologien und -betrachtungen für eine Vielzahl weiterer Delikte – jedoch bleibt der Fokus nach wie vor auf menschlichen Opfern. Gerade mit Blick auf neue digitale Angriffsformen werden Unternehmen allerdings als Opfer immer interessanter und – unter dem Stichwort Cybersecurity – stellen als Forschungsobjekt verstärkt neue Anforderungen. Diese Entwicklung läuft weitgehend unabhängig von der Viktimologie; Bezüge zur klassischen Opferforschung werden kaum hergestellt. Dieses Kapitel widmet sich dieser Lücke, indem es existierende Forschungsansätze zu Unternehmen als Opfer von Cybercrime anhand viktimologischer Schemata und Fragestellungen einordnet. Weiterhin wird mit dem Verständnis von Unternehmen und Individuen als Systeme eine Vorgehensweise skizziert, um bestehende Ansätze aus der Viktimologie auf die Betrachtung von Unternehmen als Opfer anzupassen und zu übertragen.
From learners to educators
(2020)
The rapid growth of technology and its evolving potential to support the transformation of teaching and learning in post-secondary institutions is a major challenge to the basic understanding of both the university and the communities it serves. In higher education, the standard forms of learning and teaching are increasingly being challenged and a more comprehensive process of differentiation is taking place. Student-centered teaching methods are becoming increasingly important in course design and the role of the lecturer is changing from the knowledge mediator to moderator and learning companion. However, this is accelerating the need for strategically planned faculty support and a reassessment of the role of teaching and learning. Even though the benefits of experience-based learning approaches for the development of life skills are well known, most knowledge transfer is still realized through lectures in higher education. Teachers have the goal to design the curriculum, new assignments, and share insights into evolving pedagogy. Student engagement could be the most important factor in the learning success of university students, regardless of the university program or teaching format. Against this background, this article presents the development, application, and initial findings of an innovative learning concept. In this concept, students are allowed to deal with a scientific topic, but instead of a presentation and a written elaboration, their examination consists of developing an online course in terms of content, didactics, and concept to implement it in a learning environment, which is state of the art. The online courses include both self-created teaching material and interactive tasks. The courses are created to be available to other students as learning material after a review process and are thus incorporated into the curriculum.
Purpose:
Modern food technology allows designing products aiming to simulate and replace traditional food. In affluent societies there is a rising tendency to consume foods derived from plants including milk imitations or plant drinks based on cereals, nuts, legumes, oil seeds or other plant families. Herein we review production and composition of such drinks, summarize consumers' motivations to change from milk to plant drinks and highlight nutritional and health implications of consuming plant drinks instead of milk, in particular if non-fortified and if consumed by infants, children, adolescents and the elderly.
Results:
Whereas the macronutrient concentrations of some plant drinks (soy) may approach in some cases (protein) that of cow's milk, the nutritional quality of most plant drinks, e.g., the biological value of protein and the presence and amount of vitamins and essential minerals with high bioavailability does not. If cow's milk is exchanged for non-fortified and non-supplemented plant drinks consumers may risk deficiencies of calcium, zinc, iodine, vitamins B2, B12, D, A, and indispensable amino acids, particularly in infants and toddlers who traditionally consume significant portions of milk. The vegetable nature, appearance and taste of such plant drinks may be appealing to adult consumers and be chosen for adding variety to the menu. However, in young children fed exclusively such plant drinks severe metabolic disturbances may occur.
Conclusion:
Parents, dietitians, physicians and consumers should be aware of such potential risks, if non-fortified plant drinks are consumed instead of milk.
New technological applications such as Augmented Reality or Massive Open Online Courses (MOOCs) lead to alternative ways of learning. In order to be able to use this to its potential, the promotion of digital competencies “Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies, and awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, le sure, participation, learning, and socialising.” (Ferrari, 2012). and a corresponding amount of practical "learning-by-doing" effects is required (cf. Ecker/Campbell 2019, p. 154). For this purpose, spaces and framework conditions must be created for application-based learning, which is also increasingly required by the employment market. In this context, we take a closer look at a new emerging subculture in university infrastructure called Maker Movement (MM). Our research work aims at investigating the pedagogical potential of particularly university-integrated makerspaces (MS) to enhance experiential learning with digital tools. To decode the innovative potential, we collected qualitative data from nine in-depth, semi-structured interviews with lab managers and researchers at European MS in six different countries.
We present a new set of global and local sea‐level projections at example tide gauge locations under the RCP2.6, RCP4.5, and RCP8.5 emissions scenarios. Compared to the CMIP5‐based sea‐level projections presented in IPCC AR5, we introduce a number of methodological innovations, including (i) more comprehensive treatment of uncertainties, (ii) direct traceability between global and local projections, and (iii) exploratory extended projections to 2300 based on emulation of individual CMIP5 models. Combining the projections with observed tide gauge records, we explore the contribution to total variance that arises from sea‐level variability, different emissions scenarios, and model uncertainty. For the period out to 2300 we further breakdown the model uncertainty by sea‐level component and consider the dependence on geographic location, time horizon, and emissions scenario. Our analysis highlights the importance of local variability for sea‐level change in the coming decades and the potential value of annual‐to‐decadal predictions of local sea‐level change. Projections to 2300 show a substantial degree of committed sea‐level rise under all emissions scenarios considered and highlight the reduced future risk associated with RCP2.6 and RCP4.5 compared to RCP8.5. Tide gauge locations can show large ( > 50%) departures from the global average, in some cases even reversing the sign of the change. While uncertainty in projections of the future Antarctic ice dynamic response tends to dominate post‐2100, we see substantial differences in the breakdown of model variance as a function of location, time scale, and emissions scenario.
We present a new set of global and local sea‐level projections at example tide gauge locations under the RCP2.6, RCP4.5, and RCP8.5 emissions scenarios. Compared to the CMIP5‐based sea‐level projections presented in IPCC AR5, we introduce a number of methodological innovations, including (i) more comprehensive treatment of uncertainties, (ii) direct traceability between global and local projections, and (iii) exploratory extended projections to 2300 based on emulation of individual CMIP5 models. Combining the projections with observed tide gauge records, we explore the contribution to total variance that arises from sea‐level variability, different emissions scenarios, and model uncertainty. For the period out to 2300 we further breakdown the model uncertainty by sea‐level component and consider the dependence on geographic location, time horizon, and emissions scenario. Our analysis highlights the importance of local variability for sea‐level change in the coming decades and the potential value of annual‐to‐decadal predictions of local sea‐level change. Projections to 2300 show a substantial degree of committed sea‐level rise under all emissions scenarios considered and highlight the reduced future risk associated with RCP2.6 and RCP4.5 compared to RCP8.5. Tide gauge locations can show large ( > 50%) departures from the global average, in some cases even reversing the sign of the change. While uncertainty in projections of the future Antarctic ice dynamic response tends to dominate post‐2100, we see substantial differences in the breakdown of model variance as a function of location, time scale, and emissions scenario.