@incollection{DeckersEckmeierFrenzeletal., author = {Deckers, Katleen and Eckmeier, Eileen and Frenzel, Peter and Fritzsch, Dagmar and Langan, Carolin and Leierer, Lucia and Metzner, Susan M. and Pint, Anna and Raab, Alexandra and Riehl, Simone and R{\"o}pke, Astrid and Schl{\"u}tz, Frank and Shumilovskikh, Lyudmila S. and Wiedner, Katja}, title = {Analysemethoden}, series = {Geoarch{\"a}ologie}, booktitle = {Geoarch{\"a}ologie}, editor = {Stolz, Christian and Miller, Christopher E.}, publisher = {Springer Spektrum}, address = {Berlin, Heidelberg}, doi = {10.1007/978-3-662-62774-7_15}, pages = {287 -- 335}, abstract = {Die Geoarch{\"a}ologie verf{\"u}gt {\"u}ber ein {\"a}ußerst breites und stetig wachsendes Spektrum an Analysemethoden, die sowohl im Labor als auch im Gel{\"a}nde angewandt werden. Das Kapitel stellt alle gebr{\"a}uchlichen Methoden vor und soll insbesondere Nachwuchswissenschaftlern als Werkzeugkasten dienen. Zun{\"a}chst liegt der Fokus auf den bodenkundlich-geomorphologischen Standardmethoden, wie Korngr{\"o}ßenanalyse (Bodenart), Bodenfarbe, Gehalt an organischer Substanz, Carbonatgehalt, Bodenreaktion (pH) und vielf{\"a}ltigen Multielement-Analysen zur L{\"o}sung verschiedener Fragestellungen. F{\"u}r die Pal{\"a}oumweltforschung haben die Pollenanalyse sowie die Analyse von Nichtpollen-Palynomorphen (NPP) schon seit vielen Jahrzehnten eine große Bedeutung. F{\"u}r gr{\"o}ßere biogene Reste stehen die Makrorestanalyse und die Anthrakologie zur Untersuchung von Holzkohlen zur Verf{\"u}gung. Weiterhin beschreibt das Kapitel die Methode der Mikromorphologie (D{\"u}nnschliffe), die Analyse von Biomarkern und stabilen Isotopen sowie die Bestimmung und Einordnung von Foraminiferen und Ostrakoden aus aquatischen {\"O}kosystemen. Beschrieben werden außerdem Ans{\"a}tze zu Phytolithen und Messungen mithilfe der Fourier-Tranformations-Infrarotspektrometrie (FTIR).}, language = {de} } @misc{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Broadening the contextual perspective on bullying: Direct and cross-level interaction effects between staff communication climate, classroom climate, and students' bullying experiences}, series = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, journal = {26th Workshop on Aggression. The Nature and Prevention of Political Violence.}, pages = {1}, abstract = {Research on the development of bullying is often based upon Bronfenbrenner's socioecological model (Swearer \& Hymel, 2015). Thus, various relevant contextual variables have been identified, including classroom climate and school climate (Thornberg et al., 2018; Zych et al., 2019). School climate has been defined in different ways, mostly including relationships between people in the school environment (Wang et al., 2016). Empirically, only the relationships between students (also summarised within the class as classroom climate) and between teachers and pupils are usually considered. However, teachers have been identified as particularly significant in the bullying process and as role models for students (Colpin et al., 2021). Because of this, it is assumed that relationships among teachers can also be significant risk factors for student bullying. In this study, we investigate communication climate among teachers as part of the school climate and its associations to student bullying. In addition, we follow Bronfenbrenner's idea of interactions among contextual levels by considering both school climate and classroom climate and investigating moderation effects. Data was collected from more than 550 teachers and 2,000 students in 114 classes at 24 schools in Germany. The analyses involved three-level hierarchical binary regression analyses and cross-level interaction models. Findings suggest that staff communication climate is not associated directly with students' experiences with bullying, but that the worse staff communication climate, the more students bully others in classrooms with high rates of rivalry (cross-level moderation). The associations will further be analysed under consideration of relevant control variables. Final results will be presented at the conference. The study broadens the contextual perspective on bullying by including more than one level at once and supports the importance of a whole-school perspective on bullying.}, language = {en} } @misc{MeierMeyerMotuzetal., author = {Meier, M. and Meyer, Antoine and Motuz, Vasyl and Sliavin, Yaraslau and Bista, T. R. and Strangfeld, Matthias and Szabo, Peter and Egbers, Christoph}, title = {Dielectrophoretic induced convection in a sounding rocket flight}, series = {Tagung: 27th European Low Gravity Research Association Biennial Symposium and General}, journal = {Tagung: 27th European Low Gravity Research Association Biennial Symposium and General}, pages = {37}, language = {en} } @misc{MeyerMeierSzaboetal., author = {Meyer, Antoine and Meier, M. and Szabo, Peter and Sliavin, Yaraslau and Motuz, Vasyl and Gerstner, Philipp and Roller, Jonas and Heuveline, Vincent and Egbers, Christoph}, title = {Thermoelectric instability of a dielectric fluid in a cylindrical annulus with vertical or horizontal orientation}, series = {European Fluid Mechanics Conference EFMC14}, journal = {European Fluid Mechanics Conference EFMC14}, pages = {37}, language = {en} }