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In dieser Dissertation wird eine Verfahrensweise für die formale Spezifikation und Verifikation von Benutzerschnittstellen unter Sicherheitsaspekten vorgestellt. Mit dieser Verfahrensweise können beweisbar sichere Benutzerschnittstellen realisiert werden. Die Arbeit besteht aus drei Teilen. Im ersten Teil wird eine Methodologie für die formale Beschreibung von Mensch-Maschine-Interaktion entwickelt. Im zweiten Teil werden gängige Computersicherheitskonzepte für die Mensch-Maschine-Interaktion angepasst und mit den im ersten Teil entwickelten Methoden formalisiert. Dabei wird ein generisches formales Modell von Mensch-Maschine-Interaktion erstellt. Im dritten Teil wird die Methodologie, die in den ersten beiden Teilen entwickelt wurde, an einem sicheren Email-Client als exemplarischen Anwendungsprogramm demonstriert.
Global crop production increased substantially in recent decades due to agricultural intensification and expansion and today agricultural areas occupy about 38% of Earth’s terrestrial surface - the largest use of land on the planet. However, current high-intensity agricultural practices fostered in the context of the Green Revolution led to serious consequences for the global environment. Pesticides, in particular, are highly biologically active substances that can threaten the ecological integrity of aquatic and terrestrial ecosystems. Although the global pesticide use increases steadily, our field-data based knowledge regarding exposure of non-target ecosystems such as surface waters is very restricted. Available studies have by now been limited to spatially restricted geographical areas or had rather specific objectives rendering the extrapolation to larger spatial scales questionable.
Consequently, this thesis evaluated based on four scientific publications the exposure, effects, and regulatory implications of particularly toxic insecticides` concentrations detected in global agricultural surface waters. FOCUS exposure modelling was used to characterise the highly specific insecticide exposure patterns and to analyse the resulting implications for both monitoring and risk assessment (publication I). Based on more than 200,000 scientific database entries, 838 peer-reviewed studies finally included, and more than 2,500 sites in 73 countries, the risks of agricultural insecticides to global surface waters were analysed by means of a comprehensive meta-analysis (publication II). This meta-analysis evaluated whether insecticide field concentrations exceed legally accepted regulatory threshold levels (RTLs) derived from official EU and US pesticide registration documents and, amongst others, how risks depend on insecticide development over time and stringency of environmental regulation. In addition, an in-depth analysis of the current EU pesticide regulations provided insights into the level of protection and field relevance of highly elaborated environmental regulatory risk assessment schemes (publications III and IV).
The results of this thesis show that insecticide surface water exposure is characterized by infrequent and highly transient concentration peaks of high ecotoxicological relevance. We thus argue in publication I that sampling based on regular intervals is inadequate for the detection of insecticide surface water concentrations and that traditional risk assessment concepts based on all insecticide concentrations including non-detects lead to severely biased results and critical underestimations of risks. Based on these considerations, publication II demonstrates that out of 11,300 measured insecticide concentrations (MICs; i.e., those actually detected and quantified), 52.4% (5,915 cases; 68.5%) exceeded the RTL for either water (RTLSW) or sediments. This indicates a substantial risk for the biological integrity of global water resources as additional analyses on pesticide effects in the field clearly evidence that the regional aquatic biodiversity is reduced by approximately 30% at pesticide concentrations equalling the RTLs. In addition, publication II shows that there is a complete lack of scientific monitoring data for ~90% of global cropland and that both the actual insecticide contamination of surface waters and the resulting ecological risks are most likely even greater due to, for example, inadequate sampling methods employed in the studies and the common occurrence of pesticide mixtures. A linear model analysis identified that RTLSW exceedances depend on the catchment size, sampling regime, sampling date, insecticide substance class, and stringency of countries` environmental regulations, as well as on the interactions of these factors. Importantly, the risks are significantly higher for newer-generation insecticides (i.e., pyrethroids) and are high even in countries with stringent environmental regulations. Regarding the latter, an analysis of the EU pesticide regulations revealed critical deficiencies and the lack of protectiveness and field-relevance for current presumed highly elaborated FOCUS exposure assessment (publication IV) and overall risk assessment schemes (publication III). Based on these findings, essential risk assessment amendments are proposed.
In essence, this thesis analyses the agriculture–environment linkages for pesticides at the global scale and it thereby contributes to a new research frontier in global ecotoxicology. The overall findings substantiate that agricultural insecticides are potential key drivers for the global freshwater biodiversity crisis and that the current regulatory risk assessment approaches for highly toxic anthropogenic chemicals fail to protect the global environment. This thesis provides an integrated view on the environmental side effects of global high-intensity agriculture and alerts that beside worldwide improvements to current pesticide regulations and agricultural pesticide application practices, the fundamental reformation of conventional agricultural systems is urgently needed to meet the twin challenges of providing sufficient food for a growing human population without destroying the ecological integrity of global ecosystems essential to human existence.
Water is used in a way as if it were available infinitely. Droughts, increased rainfall or flooding already lead to water shortages and, thus, deprive entire population groups of the basis of their livelihoods. There is a growing fear that conflicts over water will increase, especially in arid climate zones, because life without water - whether for humans, animals or plants - is not possible.
More than 60 % of the African population depend on land and water resources for their livelihoods through pastoralism, fishing and farming. The water levels of rivers and lakes are decreasing. Hence, the rural population which is dependent on land and water move towards water-rich and humid areas. This internal migration increases the pressure on available water resources. Driven by the desire to strengthen the economic development, African governments align their political agendas with the promotion of macro international and national economic projects.
This doctoral thesis examines the complex interrelationships between water shortages, governance, vulnerability, adaptive capacity and violent and non-violent conflicts at Lake Naivasha in Kenya and Lake Wamala in Uganda. In order to satisfy the overall complexity, this doctoral thesis combines various theoretical and empirical aspects in which a variety of methods are applied to different geographical regions, across disciplines, and cultural and political boundaries.
The investigation reveals that Lake Naivasha is more affected by violent conflicts than Lake Wamala. Reasons for this include population growth, historically grown ethnic conflicts, corruption and the preferential treatment of national and international economic actors. The most common conflict response tools are raiding and the blockage of water access. However, deathly encounters, destruction of property and cattle slaughtering are increasingly used to gain access to water and land.
The insufficient implementation of the political system and the governments’ prioritization to foster economic development results, on the one hand, in the commercialization of water resources and increases, on the other hand, non-violent conflict between national and sub-national political actors. While corruption, economic favours and patronage defuse this conflict, resource access becomes more difficult for the local population. Resulting thereof, a final hypothesis is developed which states that the localization of the political conflict aggravates the water situation for the local population and, thereby, favours violent conflicts over water access and water use in water-rich areas.
English prepositions take only a small proportion of the language but play a substantial role. Although prepositions are of course also frequently used in English textbooks for secondary school, students fail to incidentally acquire them and often show low achievements in using prepositions correctly. The strategy commonly employed by language instructors is teaching the multiple senses of prepositions by rote which fails to help the students to draw links between the different meanings in usage. New findings in Cognitive Linguistics (CL) suggest a different approach to teaching prepositions and thus might have a strong impact on the methodologies of foreign language teaching and learning on the aspects of meaningful learning. Based on the Theory of Domains (Langacker, 1987), the notions of image schemas (Johnson, 1987) as well as the Conceptual Metaphor Theory (Lakoff & Johnson, 1980), the present study developed a CL-inspired approach to teaching prepositions, which was compared to the traditional teaching method by an empirical study conducted in a German school setting. Referring to the participants from the higher track and the medium track, who are at different proficiency levels, the results indicate that the CL-inspired teaching approach improved students" performance significantly more than the traditional approach in all the cases for the higher track and in some cases for the medium track. Thus, these findings open up a new perspective of the CL-inspired meaningful learning approach on language teaching. In addition, the CL-inspired approach demonstrates the unification of the integrated model of text and picture comprehension (the ITPC model) in integrating the new knowledge with related prior knowledge in the cognitive structure. According to the learning procedure of the ITPC model, the image schema as visual image is first perceived through the sensory register, then is processed in the working memory by conceptual metaphor, and finally it is integrated with cognitive schemata in the long term memory. Moreover, deep-seated factors, such as transfer of mother tongue, the difficulty of teaching materials, and the influence of prior knowledge, have strong effects on the acquisition of English prepositions.
Over the last three decades researchers of Cognitive Metaphor Theory have shown conclusively that metaphor is motivated rather than arbitrary and often used to systematically map out conceptual territory. This cognitive semantic proposal holds the potential for alternative L2 teaching strategies. As an abstract domain, business discourse is naturally rich in metaphors and is additionally filled with consciously used metaphorical language to strategically manipulate clients and business partners. Business English courses especially stand to profit from metaphor-oriented language teaching, as (future) managers aim to quickly improve their language performance to be prepared for international business communication. In using metaphors, speakers as well as hearers conceptualize and thus experience one thing in terms of another. Having been made aware of the conceptual linkage, students are immediately equipped with a whole set of vocabulary they may already have learned for a concrete domain and are then able to elaborate in the more abstract area of business discourse. Enhanced metaphor awareness may thus prove to be a valuable vehicle for vocabulary acquisition as well as for vocabulary retention. This thesis is subdivided into ten chapters. With each successive chapter, the focus will increasingly sharpen on the main hypothesis that metaphor awareness raising and explicit teaching in the business English classroom assists the students to dip into their savings' and transfer already acquired vocabulary to abstract business discourse and thus to become more proficient business communicators. After an introduction to the main objectives, chapter two critically looks at the different strands of Cognitive Linguistic contributions to metaphor theory made within the last three decades and discusses the structure, function and processing of figurative language to single out relevant aspects of the language classroom applications. Chapter three narrows the perspective to the socio-economic discourse as the very target domain in focus and surveys the conceptual metaphors that have been identified for this target domain, namely the source domains most productive for the target and therefore most valuable for the language classroom. In chapter four Cognitive Linguistic findings are put in contact with language didactics; i.e., the Cognitive Linguistic basis is discussed in the context of language teaching and learning theories and a first classification of metaphor teaching in the theoretical framework of language didactics is proposed. Ten cornerstones summarize the theoretical output of the previous chapters and the respective didactic consequences are considered. Theories of cognitive psychology pertaining to noticing, processing, and storing metaphors are systematically revisited and expanded to formulate further didactic implications for metaphor teaching. The consequences drawn from both linguistic as well as didactic theory are translated into a list of ten short guidelines identifying essentials for the explicit integration of metaphors into the language classroom. In chapter five those experimental studies that have already been conducted in the field of Cognitive Linguistic-inspired figurative language teaching are systematically summarized and possible contributions to set up a didactic framework for metaphor teaching are investigated. Chapters six to nine then present a piece of original research. Starting out from five research questions tackling receptive and productive vocabulary acquisition and retention as well as the influence of and on the learner- level of language proficiency, a three-fold study was designed and conducted in a regular business English classroom and results are discussed in detail. The last chapter deals again with specific implications for teaching. Earlier statements about and claims for the language classroom are revisited and refined on the basis of the theoretical linguistic, didactic and empirical findings, and an agenda for further empirical investigations is sketched out.