Within the framework of a participatory action research approach, teachers and their students were accompanied scientifically with a focus on Montessori pedagogy and music in an upper secondary grammar school for three years (from 2012-2015). Based on attitude- and self-efficacy-theories, inclusive instruction as well as agent-based research, the aim was to examine the implementation of an inclusive learning - and school-culture at this grammar school – an institution which is part of the highly selective education system at secondary II level in Austria. It has been possible to reconstruct the understanding of teachers concerning inclusion and conceptions of man as well as their selfefficacy of competences to teach in an inclusive environment by means of qualitative and quantitative data. To examine attitudes and selfefficacy of teacher competences, international and national tested scales SACIE-R (Sentiments, Attitudes and Concerns about Inclusive Education-Revised) and TEIP (Teacher Efficacy for Inclusive Practice) were used in a German version. Furthermore, the empirical survey was extended by a webbased national questionnaire for teachers in different types of schools, from primary to secondary level (n= 427) to allow comparative analysis. Interviews, which were evaluated content-analytically and ques-tionnaires for parents (n=37) and students (n=19) offered an indepth insight into everyday educational practice from different perspectives. The synopsis of the result shows, that it was possible for a rather young team of teachers with very positive attitudes towards inclusion, to implement a supportive and vivid learning - and school culture. Nevertheless, the efforts of the teachers did not exceed the system limits. The development towards a ‘school for all’, a logical consequence of theoretical approaches concerning inclusion, was not discovered. The current research is verifying the corefindings of inclusive - and agent-based research. Further findings can be related to the selective structures of the education system in secondary II.

Small headwater streams comprise most of the total channel length and catchment area in fluvial networks. They are tightly connected to their catchments and, thus, are highly vulnerable to changes in catchment hydrologic budgets and land use. Although these small, often fishless streams are of little economic interest, they are vital for the ecological and chemical state of larger water bodies. Although numerous studies investigate the impact of various anthropogenic stressors or altered catchment conditions, we lack an in-depth understanding of the natural conditions and processes in headwater streams. This natural state, however, largely affects how a headwater stream responds to anthropogenic or climatic changes. One of the major threats to aquatic ecosystems is the excessive anthropogenic input of nutrients leading to eutrophication. Nutrients exert a bottom-up effect in the food web, foremost affecting primary producers and their consumers, i.e. periphyton and benthic grazers in headwater streams. The periphyton-grazer link is the main path of autochthonous (in-stream) production into the stream food web and the strength of this link largely determines the effectiveness of this pathway. Therefore, this thesis aims at elucidating important biological processes with the explicit focus on periphyton-grazer interactions. I assessed different aspects of periphyton-grazer interactions using laboratory experiments to solve methodological problems, and using a field study to compare the benthic communities of three morphologically similar, phosphorus-limited, near-natural headwater streams. With the results of the laboratory experiments, I was able to show that periphyton RNA/DNA ratios can be used as proxy for periphyton growth rates in controlled experiments and that the fatty acid composition of grazing mayfly nymphs responds to changes in fatty acids provided by the diet after only two weeks. The use of the RNA/DNA ratio as a proxy for periphyton growth rate allows a comparison of these growth rates even in simple experimental set-ups and thereby permits the inclusion of this important process in ecotoxicological or ecological experiments. The observed fast turnover rates of fatty acids in consumer tissues show that even short-term changes in available primary producers can alter the fatty acid composition of primary consumers with important implications for the supply of higher trophic levels with physiologically important polyunsaturated fatty acids. With the results of the field study, I revealed gaps in the understanding of the linkages between catchment and in-stream phosphorus availability under near-natural conditions and demonstrated that seemingly comparable headwater streams had significantly different benthic communities. These differences most likely affect stream responses to environmental changes.

Satzung und Qualitätssicherungskonzept der Universität Koblenz-Landau zur Einrichtung, Ausschreibung und Besetzung von Juniorprofessuren (W1) mit und ohne Tenure-Track sowie zur Besetzung von Professuren unter Verzicht auf eine Ausschreibung (Tenure-Satzung)

Lakes and reservoirs are important sources of methane, a potent greenhouse gas. Although freshwaters cover only a small fraction of the global surface, their contribution to global methane emission is significant and this is expected to increase, as a positive feedback to climate warming and exacerbated eutrophication. Yet, global estimates of methane emission from freshwaters are often based on point measurements that are spatio-temporally biased. To better constrain the uncertainties in quantifying methane fluxes from inland waters, a closer examination of the processes transporting methane from sediment to atmosphere is necessary. Among these processes, ebullition (bubbling) is an important transport pathway and is a primary source of uncertainty in quantifying methane emissions from freshwaters. This thesis aims to improve our understanding of ebullition in freshwaters by studying the processes of methane bubble formation, storage and release in aquatic sediments. The laboratory experiments demonstrate that aquatic sediments can store up to ~20% (volumetric content) gas and the storage capacity varies with sediment properties. The methane produced is stored as gas bubbles in sediment with minimal ebullition until the storage capacity is reached. Once the sediment void spaces are created by gas bubble formation, they are stable and available for future bubble storage and transport. Controlled water level drawdown experiments showed that the amounts of gas released from the sediment scaled with the total volume of sediment gas storage and correlated linearly to the drop in hydrostatic pressure. It was hypothesized that not only the timing of ebullition is controlled by sediment gas storage, but also the spatial distribution of ebullition. A newly developed freeze corer, capable of characterizing sediment gas content under in situ environments, enabled the possibility to test the hypothesis in a large subtropical lake (Lake Kinneret, Israel). The results showed that gas content was variable both vertically and horizontally in the lake sediment. Sediment methane production rate and sediment characteristics could explain these variabilities. The spatial distribution of ebullition generally was in a good agreement with the horizontal distribution of depth-averaged (surface 1 m) sediment gas content. While discrepancies were found between sediment depth-integrated methane production and the snapshot ebullition rate, they were consistent in a long term (multiyear average). These findings provide a solid basis for the future development of a process-based ebullition model. By coupling a sediment transport model with a sediment diagenetic model, general patterns of ebullition hotspots can be predicted at a system level and the uncertainties in ebullition flux measurements can be better constrained both on long-term (months to years) and short-term (minutes to hours) scales.

Dieses Dokument umfasst den dritten Zwischenbericht zum Projekt GeKOS – Gemeinsam entdecken Kinder ihren Ort mit Studierenden, der im Oktober 2018 an die Schöpflin-Stiftung übergeben wurde. Das Projekt GeKOS wird vom Ministerium für Wissenschaft, Weiterbildung und Kultur des Landes Rheinland-Pfalz im Rahmen der Programmbudgets Hochschulpakt III sowie von der Schöpflin-Stiftung mit Sitz in Lörrach von 2016 bis 2020 finanziell gefördert. Zudem gewährte das rheinland-pfälzische Ministerium für Integration, Familie, Kinder, Jugend und Frauen im Jahr 2015 eine Anschubfinanzierung.