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.

Veranstaltungsverzeichnis - Koblenz - Wintersemester 2018/19

Student misbehavior and its treatment is a major challenge for teachers and a threat to their well-being. Indeed, teachers are obliged to punish student misbehavior on a regular basis. Additionally, teachers’ punishment decisions are among the most frequently reported situations when it comes to students’ experiences of injustice in school. By implication, it is crucial to understand teachers’ treatment of student misbehavior vis-à-vis students’ perceptions. One key dimension of punishment behavior reflects its underlying motivation and goals. People generally intend to achieve three goals when punishing misbehavior, namely, retribution (i.e., evening out the harm caused), special prevention (i.e., preventing recidivism of the offender), and general prevention (i.e., preventing imitation of others). Importantly, people’s support of these punishment goals is subject to hierarchy and power, implying that teachers’ and students’ punishment goal preferences differ. In this dissertation, I present three research projects that shed first light on teachers’ punishment and its goals along with the students’ perception of classroom intervention strategies pursuing these goals. More specifically, I first examined students’ (i.e., children’s) general support of each of the three punishment goals sketched above. Furthermore, I applied an attributional approach to understand and study the goals teachers intend to achieve when punishing student misbehavior. Finally, I investigated teachers’ and students’ support of the punishment goals regarding the same student misbehavior to directly compare their views on these goals and reactions pursuing them. In sum, the findings show that students generally prefer retribution and special prevention to general prevention, whereas teachers prefer general prevention and special prevention to retribution. This ultimately translates into a "mismatch" of teachers and students in their preferences for specific punishment goals, and the findings suggest that this may indeed enhance students’ perception of injustice. Overall, the results of the present research program may be valuable for the development of classroom intervention strategies that may reduce rather than enhance conflicts in student-teacher-interactions.

Im Bereich der Computergraphik bilden die Nicht-Photorealistischen Renderingverfahren einen Schwerpunkt in der technischen und wissenschaftlichen Visualisierung, vor allem aber in den künstlerischen Bereichen. Verschiedene Kunststile, sowie Zeichenmaterialien und ihre Eigenschaften stellen unterschiedliche Herausforderungen dar. Eine dieser Herausforderungen ist hierbei die Simulation flüssiger Zeichenmittel. Diese Arbeit beschäftigt sich mit der Erstellung eines interaktiven Zeichensystems für ein flüssiges Zeichenmittel, der Aquarellmalerei. Für die Simulation wird eine raue Zeichengrundlage generiert, sowie die Fluid Simulation und das optische Farbverhalten der Aquarellmalerei implementiert.

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.