Dissertation mit dem Titel „Halt' mal still, damit ich dich umarmen kann“ - Bindungsverhalten und das Aufmerksamkeits-(Hyperaktivitäts-)Defizit-Syndrom. Eine Studie einer Kinder- und Jugendpsychiatrie

The flexible integration of information from distributed and complex information systems poses a major challenge for organisations. The ontology-based information integration concept SoNBO (Social Network of Business Objects) developed and presented in this dissertation addresses these challenges. In an ontology-based concept, the data structure in the source systems (e.g. operational application systems) is described with the help of a schema (= ontology). The ontology and the data from the source systems can be used to create a (virtualised or materialised) knowledge graph, which is used for information access. The schema can be flexibly adapted to the changing needs of a company regarding their information integration. SoNBO differs from existing concepts known from the Semantic Web (OBDA = Ontology-based Data Access, EKG = Enterprise Knowledge Graph) both in the structure of the company-specific ontology (= Social Network of Concepts) as well as in the structure of the user-specific knowledge graph (= Social Network of Business Objects) and makes use of social principles (known from Enterprise Social Software). Following a Design Science Research approach, the SoNBO framework was developed and the findings documented in this dissertation. The framework provides guidance for the introduction of SoNBO in a company and the knowledge gained from the evaluation (in the company KOSMOS Verlag) is used to demonstrate its viability. The results (SoNBO concept and SoNBO framework) are based on the synthesis of the findings from a structured literature review and the investigation of the status quo of ontology-based information integration in practice: For the status quo in practice, the basic idea of SoNBO is demonstrated in an in-depth case study about the engineering office Vössing, which has been using a self-developed SoNBO application for a few years. The status quo in the academic literature is presented in the form of a structured literature analysis on ontology-based information integration approaches. This dissertation adds to theory in the field of ontology-based information integration approaches (e. g. by an evaluated artefact) and provides an evaluated artefact (the SoNBO Framework) for practice.

The aquatic environment is exposed to multiple environmental pressures and mixtures of chemical substances, among them petroleum and petrochemicals, metals, and pesticides. Aquatic invertebrate communities are used as bioindicators to reflect long-term and integral effects. Information on the presence of species can be supplemented with information on their traits. SPEAR-type bioindicators integrate such trait information on the community level. This thesis aimed at enhancing specificity of SPEAR-type bioindicators towards particular groups of chemicals, namely to mixtures of oil sands-derived compounds, hydrocarbons, and metals. For developing a bioindicator for discontinuous contamination with oil-derived organic toxicants, a field study was conducted in the Canadian oil sands development region in Northern Alberta. The traits ‘physiological sensitivity towards organic chemicals’ and ‘generation time’ were integrated to develop the bioindicator SPEARoil, reflecting the community sensitivity towards oil sands derived contamination in relation to fluctuating hydrological conditions. According to the SPEARorganic approach, a physiological sensitivity ranking of taxa was developed for hydrocarbon contamination originating from crude oil or petroleum distillates. For this purpose, ecotoxicological information from acute laboratory tests was enriched with rapid and mesocosm test results. The developed Shydrocarbons sensitivity values can be used in SPEAR-type bioindicators. To specifically reflect metal contamination in streams via bioindicators, Australian field studies were re-evaluated with focus on the traits ‘physiological metal sensitivity’ and ‘feeding type’. Metal sensitivity values, however, explained community effects in the field only weakly. Instead, the trait ‘feeding type’ was strongly related to metal exposure. The fraction of predators in a community can, thus, serve as an indicator for metal contamination in the field. Furthermore, several metrics reflecting exposure to chemical cocktails in the environment were compared using existing pesticide datasets. Exposure metrics based on the 5% fraction of species sensitivity distributions were found to perform best, however, closely followed by Toxic Unit metrics based on the most sensitive species of a community or Daphnia magna.

To render the surface of a material capable of withstanding mechanical and electrochemical loads, and to perform well in service, the deposition of a thin film or coating is a solution. In this project, such a thin film deposition is carried out. The coating material chosen is titanium nitride (TiN) which is a ceramic material known to possess a high hardness (>10 GPa) as well as good corrosion resistance. The method of deposition selected is high power impulse magnetron sputtering (HiPIMS) that results in coatings with high quality and enhanced properties. Sputtering is a physical process that represents the removal or dislodgment of surface atoms by energetic particle bombardment. The term magnetron indicates that a magnetic field is utilized to increase the efficiency of the sputtering process. In HiPIMS, a high power is applied in pulses of low duty cycles to a cathode that is sputtered and that consists of the coating material. As result of the high power, the ionization of the sputtered material takes place giving the possibility to control these species with electric and magnetic field allowing thereby the improvement and tuning of coating properties. However, the drawback of HiPIMS is a low deposition rate. In this project, it is demonstrated first that it is possible to deposit TiN coating using HiPIMS with an optimized deposition rate, by varying the magnetic field strength. It was found that low magnetic field strength (here 22mT) results in a deposition rate similar to that of conventional magnetron sputtering in which the average power is applied continuously, called also direct current magnetron sputtering (dcMS). The high deposition rate at low magnetic field strength was attributed to a reduction in the back attraction probability of the sputtered species. The magnetic field strength did not show noticeable influence on the mechanical properties. The proposed explanation was that the considered peak current density interval 1.22-1.72 A∙cm-2 does not exhibit dramatic changes in the plasma dynamics. In a second part, using the optimized deposition rate, the optimized chemical composition of TiN was determined. It was shown that the chemical composition of TiN does not significantly influence the corrosion performance but impacts considerably the mechanical properties. It was also shown that the corrosion resistance of the coatings deposited using HiPIMS was higher than that of the coatings deposited using dcMS. The third study was the effect of annealing post deposition on the properties of TiN coating deposited using HiPIMS. The hardness of the coatings showed a maximum at 400°C reaching 24.8 GPa. Above 400°C however, a lowering of the hardness was measured and was due to the oxidation of TiN which led to the formation of TiN-TiO2 composites with lower mechanical properties. The coating microscopic properties such as crystal orientation, residual stresses, average grain size were determined from X-ray diffraction data and the roughness was measured using atomic force microscopy. These properties were found to vary with the magnetic field strength, the chemical composition as well as the annealing temperature.

This thesis is concerned with an issue of considerable importance to the development of revision skills: the role of teacher feedback. Prompted by the concern to develop a model of instruction which will help students write to the best of their capacities, the present study forms a proposal: an interactive model of revision. The study researches whether the kind of feedback proposed in this model is indeed a helpful tool for revision and whether the kind of negotiated revision that occurs is a vehicle for learning. The first section of the thesis reviews different areas of literature which are relevant to the study. More specifically, Chapter 2 presents the historical and theoretical foundations of different writing instructional practices and sheds light on issues concerning the use of the process approach. It also reviews research based on sociocognitive theoretical perspectives in an attempt to delineate the impact of interpersonal or social activity on individual performance and progress. Chapter 3 examines issues associated with the process approach in particular and illustrates how theory and method come together in a process writing classroom. Chapter 4 presents the differences in revising behaviours between experienced and inexperienced writers in both L1 and L2 contexts and the various ways these differences have been justified. It also highlights a number of issues which have been identified as contributing to effective revision. Particular attention is paid to the role that teacher feedback has to play as a means of promoting substantive student revision with an instructional emphasis on fluency, organisation and language. Chapter 5 presents an interactive model of revision, which envisions a communicative exchange between two partners, the student-writer and the teacher-reader, collaborating in order to develop awareness of revision strategies and establish criteria for effective writing. Chapter 6 investigates the epistemological basis of the research and presents a set of research questions and hypotheses, which guided the investigation. Chapter 7 frames the context of the research and details the methods used to collect the data from the study. The study involved 100 Year 7 students in two gymnasia in Koblenz, Germany. During the time of the investigation, the students wrote and revised five tasks. Three of these tasks were revised after receiving teacher feedback, which focused on aspects such as appropriacy and sufficiency of information, organization, coherence and grammatical accuracy. The study investigates the effects of this kind of focused feedback on the students" revisions and explores the relationship between revision and text improvement. Large quantitative and qualitative data sets were generated during the research. The quantitative data was based on the student documents (1000 original and revised drafts) whereas the qualitative data emerged from student questionnaires and seven case studies. Chapter 8 presents descriptions of the data analyses. More specifically, it describes the initial and final coding of the revisions traced in the student documents. Then it focuses on the type of qualitative analysis employed in the case studies in order to investigate the relationship between revision and text improvement. The final section of the chapter describes the questionnaire analysis, which was carried out to investigate attitudes, benefits and constraints from the implementation of the model. Chapter 9 examines the statistical results from the analysis of the students" revisions. More specifically, it explores the revisions made by the students across tasks and the relationships between the features of the teacher feedback and these revisions. The analysis highlights patterns in the development of revision skills and positive correlations of student revisions with features of the teacher feedback. Chapter 10 looks at the descriptive data from the case studies of seven individual student writers. The analysis of this data illustrates how the specific students negotiated the revisions and sheds more light on the relationship between feedback, revision and text improvement. Chapter 11 contains the analysis of the students" answers to the questionnaire, which provide illuminative information about the feedback-related attitudes. In Chapter 12, the thesis reaches its final destination. The journey over the paths of literature exploration, data gathering and data analysis ends with reflections on the messages that emerge from the data analysis. The conclusion reached is that young students can learn how to revise their writing and focused feedback is a viable pedagogic option for teaching revision. In addition to discussing the findings, this final section considers the pedagogical implications for the teaching of writing and suggests possible avenues for further work.

The intention of this thesis was to characterise the effect of naturally occurring multivalent cations like Calcium and Aluminium on the structure of Soil Organic Matter (SOM) as well as on the sorption behaviour of SOM for heavy metals such as lead. The first part of this thesis describes the results of experiments in which the Al and Ca cation content was changed for various samples originated from soils and peats of different regions in Germany. The second part focusses on SOM-metal cation precipitates to study rigidity in dependence of the cation content. In the third part the effects of various cation contents in SOM on the binding strength of Pb cations were characterised by using a cation exchange resin as desorption method. It was found for soil and peat samples as well as precipitates that matrix rigidity was affected by both type and content of cation. The influence of Ca on rigidity was less pronounced than the influence of Al and of Pb used in the precipitation experiments. For each sample one cation content was identified where matrix rigidity was most pronounced. This specific cation content is below the cation saturation as expected by cation exchange capacity. These findings resulted in a model describing the relation between cation type, content and the degree of networking in SOM. For all treated soil and precipitate samples a step transition like glass transition was observed, determined by the step transition temperature T*. It is known from literature that this type of step transition is due to bridges between water molecules and organic functional groups in SOM. In contrast to the glass transition temperature this thermal event is slowly reversing after days or weeks depending on the re-conformation of the water molecules. Therefore, changes of T* with different cation compositions in the samples are explained by the formation of water-molecule-cation bridges between SOM-functional groups. No influence on desorption kinetics of lead for different cation compositions in soil samples was observed. Therefore it can be assumed that the observed changes of matrix rigidity are highly reversible by changing the water status, pH or putting agitation energy by shaking in there.

The concept of hard and soft news (HSN) is regarded as one of the most important concepts in journalism research. Despites this popularity, two major research voids can be assigned to the concept. First, it lacks conceptual clarity: the concept gets used interchangeably with related concepts such as sensationalism, which has led to fuzzy demarcations of HSN. Also, it is still not agreed on of which dimensions the concept in composed. Second, little is known about the factors that influence the production of news in terms of their hard or soft nature. The present disserta-tion casts a twofold glance on the HSN concept – it aims to assess the conceptual status of the concept and production of hard and soft news. At the outset, this dissertation delineates the theoretical base for three manuscripts in total and presented considerations on concepts in social sciences in general and hard and soft news in particular as well as the production of news, particularly of hard and soft news. The first paper proposed a theoretical frame-work model to distinguish HSN and related concepts. Based on a literature review of in total five concepts, this model suggested a hierarchy in which these concepts can be discerned according to their occurrence in media content. The second pa-per focused on the inner coherence of the HSN concept in its most recent academ-ic understanding. The results of a factorial survey with German newspaper jour-nalists showed that, indeed, four out of five dimensions of the HSN concept com-prised what the journalists understood by it. Hence, the most recent academic un-derstanding is to a great extent coherent. The third study shed light on the produc-tion of HSN, focusing on the influence of individual journalists’ and audience’s characteristics on whether news was presented in hard or soft way. The findings of a survey with simulated decision scenarios among German print journalists showed that the HSN dimensions were susceptible to different journalistic influ-ences and that a perceived politically uninterested audience led to a softer cover-age. The dissertation concluded with connecting these findings with the considera-tions on concept evaluation and the production of news. Implications for research on and with the concept of HSN were presented, before concluding with limitations and suggestions for future research.

Streams are coupled with their riparian area. Emerging insects from streams can be an important prey in the riparian area. Such aquatic subsidies can cause predators to switch prey or increase predator abundances. This can impact the whole terrestrial food web. Stressors associated with agricultural land use can alter insect communities in water and on land, resulting in complex response patterns of terrestrial predators that rely on prey from both systems. This thesis comprises studies on the impact of aquatic nsects on a terrestrial model ecosystem (Objective 1, hapter 2), the influence of agricultural land use on riparian spiders’ traits and community (Objective 2, Chapter 3), and on the impact of agricultural land use on the contribution of different prey to spider diet (Objective 3, Chapter 4). In chapter 2, I present a study where we conducted a mesocosm experiment to examine the effects of aquatic subsidies on a simplified terrestrial food web consisting of two types of herbivores (leafhoppers and weevils), plants and predators (spiders). I focused on the prey choice of the spiders by excluding predator immigration and reproduction. In accordance with predator switching, survival of leafhoppers increased in the presence of aquatic subsidies. By contrast, the presence of aquatic subsidies indirectly reduced weevils and herbivory. In chapter 3, I present the results on the taxonomic and trait response of riparian spider communities to gradients of agricultural stressors and environmental variables, with a particular emphasis on pesticides. To capture spiders with different traits and survival strategies, we used multiple collection methods. Spider community composition was best explained by in-stream pesticide toxicity and shading of the stream bank, a proxy for the quality of the habitat. Species richness and the number of spider individuals, as well as community ballooning ability, were negatively associated with in-stream pesticide toxicity. In contrast, mean body size and shading preference of spider communities responded strongest to shading, whereas mean niche width (habitat preference for moisture and shading) responded strongest to other environmental variables. In chapter 4, I describe aquatic-terrestrial predator-prey relations with gradients of agricultural stressors and environmental variables. I sampled spiders, as well as their aquatic and terrestrial prey along streams with an assumed pesticide pollution gradient and determined their stable carbon and nitrogen signals. Potential aquatic prey biomass correlated positively with an increasing aquatic prey contribution of T. montana. The contribution of aquatic prey to the diet of P. amentata showed a positive relationship with increasing toxicity in streams. Overall, this thesis contributes to the emerging discipline of cross-ecosystem ecology and shows that aquatic-terrestrial linkages and riparian food webs can be influenced by land use related stressors. Future manipulative field studies on aquatic-terrestrial linkages are required that consider the quality of prey organisms, fostering mechanistic understanding of such crossecosystem effects. Knowledge on these linkages is important to improve understanding of consequences of anthropogenic stressors and to prevent further losses of ecosystems and their biodiversity.

Die Umbruchphase in der beruflichen Erstausbildung - unter besonderer Berücksichtigung der Berufsschulen - zeigt Wirkung auf schulische, didaktische und pädagogische Konzeptionen. Die kaum noch überschaubaren technologischen, ingenieur- und naturwissenschaftlichen Entwicklungen der letzten Jahrzehnte haben die Inhalte einer gewerblich-technischen Ausbildung, aber auch die zunehmenden Anforderungen an die fachliche, methodische, emotionale und persönliche Kompetenz radikal verändert und werden sich weiterhin verändern. Wenn auch die Berufausbildung durch die Entwicklung neuer Berufsbilder und angepasster Lehrpläne versucht darauf zu reagieren, geht es in erster Linie doch um ein neues Lernverständnis. Vorbei sind die Zeiten, in denen das einmal erworbene berufliche Können lebenslang vorhält. Vor-dringlicher denn je fordert der rasante technologische Veränderungsprozess eine lebenslange Lernkompetenz. Mittlerweile reicht in den meisten Fällen die Bereitschaft allein nicht mehr aus, sich aus eigenem Antrieb neue Kompetenzen während der beruflichen Tätigkeit anzueignen, die Lerner müssen auch dazu befähigt sein. Unverkennbar zeigt sich in der Berufsschule als Folge davon eine deutliche Hinwendung zu offenen Lernformen. Daraus lässt sich schließen, dass bisherige Konzepte den Erwerb von anspruchsvollen Handlungs- und Lernkompetenzen nicht erfüllen können. Es stellt sich die Frage, inwieweit der Projektunterricht als Unterrichtskonzept in der Lage ist, neben der Vermittlung der erforderlichen neuen Handlungskompetenzen, auch die Bereitschaft der Lernenden zu wecken, eigenverantwortlich und selbstständig lebensbegleitend zu lernen und sich weiter zu qualifizieren. Sich auf Projektunterricht einzulassen, kann durchaus als Wagnis nicht nur hinsichtlich des Verlaufes als auch des Ergebnisses gesehen werden. Eine treffende Umschreibung bieten DE BIE/LOUWERSE (1977, 211): "Es kann nicht genug betont werden, daß Projektunterricht größere Anstrengungen, mehr Einsatz, mehr Disziplin und eine größere Frustrationstoleranz erfordert als der traditionelle Unterricht. Im Projektunterricht gibt es kein festes System und keinen Dozenten, der die Vorbereitung und die Durchführung übernimmt, und man kann daher auch nicht die Mängel auf sie projizieren oder Frustrationen auf sie abwälzen. Projektunterricht stellt größere Anforderungen als der traditionelle Unterricht; deshalb erfordert er auch "reifere" Teilnehmer - sowohl was die Studenten wie die Dozenten betrifft. - Mit der Aufarbeitung des Projektunterrichts in einer gewerblichen Berufsschule in Form einer Fallstudie greift der Autor ein zentrales betriebs- und berufspädagogisches Thema auf. Er gliedert seine Fallstudie in sechs Kapitel. Nach der allgemeinen Betrachtung des Lernens richtet sich sein Fokus im ersten Abschnitt auf die Anforderungen in der heutigen Zeit und vor allem auf das in der Berufsschule gemäß Lehrplan geforderte Konzept der Handlungskompetenz. Die beiden folgenden Kapitel beschäftigen sich mit dem Projektunterricht. In Teil zwei werden zunächst die Grundlagen herausgearbeitet und über den historischen Rückblick auf die Inhalts- und Berührungspunkte dieser Lernart hingewiesen. Die Problematik angesichts der zahlreichen Projektautoren mit ihren unterschiedlichen Standpunkten wird bei der Begriffsklärung nur zu deutlich. Darauf aufbauend erfolgt in Kapitel drei die Beleuchtung des Projektunterrichts als didaktisches Modell. FLECHSIGS Konzeption didaktischer Modelle zeigt auf, dass der Projektunterricht wesentlich zur individuellen Förderung der Persönlichkeit beiträgt und beispielhaft eine Fülle von Lernmöglichkeiten für Schüler und Lehrer bietet. Teil vier beinhaltet das Konzept der Fallstudie zum "projektorientierten Unterricht". Projekt "Lampe" ist als Beitrag zur Verbesserung der Unterrichtsqualität im Rahmen der Schulentwicklung an der Berufsschule zu verstehen. Der Verfasser verfolgt mit dem Projekt "Lampe" zweierlei: Zum einen sollen die bisher vereinzelt gemachten Erfahrungen mit selbstständigen Lernprozessen gebündelt und in eine komplexe Aufgabe transferiert werden, andererseits erstrebt er, den Anforderungen an den klassischen Projektunterricht so nah wie möglich zu kommen. Die Untersuchung wird geleitet von folgender Hauptthese: "Volljährige Schüler, die in einer eigenen Lehrwerkstatt mit hauptberuflichen Ausbildern ihren Beruf erlernen, den Abschluss der "Mittleren Reife" mitbringen, überdurchschnittliche Leistungen im Rahmen der Ausbildung nachweisen können, stehen offenen Lehr- und Lernformen (in diesem Fall dem Projektlernen) positiv gegenüber." Der Autor erhob die für die empirische Auswertung maßgeblichen Informationen in Teil fünf über ein von jedem Schüler anonym am Ende jeder Projektwoche auszufüllendes Meinungsbarometer. Gegenstand der Auswertung war die gesamte Population. Die Fallstudie weist folgende Vorgehensweise auf: Die zentralen Fragestellungen mündeten in das Meinungsbarometer. Die darin enthaltenen Fragebogenkategorien wurden mit der Faktorenanalyse auf ihre Zusammensetzung hin überprüft und aufgrund des Ergebnisses für die Auswertung neu gruppiert. Über die Korrelationsprüfung der Fragebogenkomponenten traten die Zusammenhänge zwischen dem Fragebogen und den in den zentralen Fragestellungen genannten Items hervor. rnAbschließend erfolgte die Untersuchung der korrelierenden Variablen unter Einbezug der Schulbildung mit der Varianzanalyse und die Bewertung der Hauptthese. Die umfangreichen Daten der Ergebnisse erhalten trotz der hohen Informationsdichte durch die Darstellung in Tabellen, Polygonzügen und Histogrammen ein hohes Maß an Anschaulichkeit. Teil sechs bietet einen Ausblick auf die zukünftige Gestaltung des Projekts "Lampe".

Non-Contact anterior cruciate ligament (ACL) injuries are a major problem in modern football (soccer). The stud design of the football shoes is suspected to be one important risk factor for ACL injuries. The aim of this thesis was therefore to investigate whether or not the football shoe stud design corresponds to the loads occurring in the ACL. As direct measurements as well as subject tests (ethical reasons) are not possible, mechanical tests of the shoe-surface interaction are the only way to answer the research question. Hereby the realistic loading of the football shoes during the experimental tests is of major importance in order to get reliable and meaningful measurement results. Therefore the kinematics and ground reaction forces of real ACL injury situations were determined by means of the Poser method and the resulting joint moments were calculated via computer simulation using an inverse dynamics approach. The results of the Poser analysis and the computer simulation were the basic condition for the experimental setup comparing four different stud designs using a novel pneumatic driven test device called TrakTester. The measurement data showed significant differences of the measured forces and torques between the different stud designs. In order to estimate the influence of the stud design on the loading of the ACL risk potentials were derived from the measurement data for each loading scenario considering also medical and biomechanical knowledge. These risk potentials lead to the conclusion that the stud design influences the loading of the ACL. But they depend substantially on the specific boundary conditions and the loading scenario. This thesis basically contradicts the assumption that the use of football shoes with bladed studs causes a higher risk for the ACL compared to shoes with conventional round studs. In summary the new method developed during this thesis enables in combination with the TrakTester a considerably more realistic investigation of the shoe-surface interaction than approaches used up to now. Beside their role as boundary conditions for the experimental setup the results of the Poser analysis and the computer simulation provide furthermore a lot of biomechanical perceptions regarding the injury mechanism of non-contact ACL-injuries.