@misc{NatarovDykaBohovyketal., author = {Natarov, Roman and Dyka, Zoya and Bohovyk, R. and Fedoriuk, M. and Isaev, Dmytro S. and Sudakov, Oleksandr and Maksymyuk, O. and Krishtal, Oleg A. and Langend{\"o}rfer, Peter}, title = {Artefacts in EEG Signals Epileptic Seizure Prediction using Edge Devices}, series = {International Conference on Cyber-Physical Systems and Internet-of-Things (CPS \& IoT 2020)}, journal = {International Conference on Cyber-Physical Systems and Internet-of-Things (CPS \& IoT 2020)}, isbn = {978-1-7281-6949-1}, doi = {10.1109/MECO49872.2020.9134076}, pages = {3}, language = {en} } @misc{EmmeneggerKumarEmmeneggeretal., author = {Emmenegger, Marc and Kumar, Sreedhar Saseendran and Emmenegger, Vishalini and Malinauskas, Tomas and B{\"u}ttner, Thomas and Rose, Laura and Schierack, Peter and Sprinzl, Martin F. and Sommer, Clemens J. and Lackner, Karl J. and Aguzzi, Adriano and Roggenbuck, Dirk and Frauenknecht, Katrin B. M.}, title = {Anti-prothrombin autoantibodies enriched after infection with SARS-CoV-2 and influenced by strength of antibody response against SARS-CoV-2 proteins}, series = {PLoS pathogens}, volume = {17}, journal = {PLoS pathogens}, number = {12}, issn = {1553-7374}, doi = {10.1371/journal.ppat.1010118}, language = {en} } @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} } @misc{NeyretLeProvostBoesingetal., author = {Neyret, Margot and Le Provost, Ga{\"e}tane and Boesing, Andrea Larissa and Schneider, Florian D. and Baulechner, Dennis and Bergmann, Joana and Vries, Franciska T. de and Fiore-Donno, Anna Maria and Geisen, Stefan and Goldmann, Kezia and Merges, Anna and Saifutdinov, Ruslan A. and Simons, Nadja K. and Tobias, Joseph A. and Zaitsev, Andrey S. and Gossner, Martin M. and Jung, Kirsten and Kandeler, Ellen and Krauss, Jochen and Penone, Caterina and Schloter, Michael and Schulz, Stefanie and Staab, Michael and Wolters, Volkmar and Apostolakis, Antonios and Birkhofer, Klaus and Boch, Steffen and Boeddinghaus, Runa S. and Bolliger, Ralph and Bonkowski, Michael and Buscot, Fran{\c{c}}ois and Dumack, Kenneth and Fischer, Markus and Gan, Huei Ying and Heinze, Johannes and H{\"o}lzel, Norbert and John, Katharina and Klaus, Valentin H. and Kleinebecker, Till and Marhan, Sven and M{\"u}ller, J{\"o}rg and Renner, Swen C. and Rillig, Matthias C. and Schenk, No{\"e}lle V. and Sch{\"o}ning, Ingo and Schrumpf, Marion and Seibold, Sebastian and Socher, Stephanie A. and Solly, Emily F. and Teuscher, Miriam and Kleunen, Mark van and Wubet, Tesfaye and Manning, Peter}, title = {A slow-fast trait continuum at the whole community level in relation to land-use intensification}, series = {Nature Communications}, volume = {15}, journal = {Nature Communications}, number = {1}, issn = {2041-1723}, doi = {10.1038/s41467-024-45113-5}, abstract = {AbstractOrganismal functional strategies form a continuum from slow- to fast-growing organisms, in response to common drivers such as resource availability and disturbance. However, whether there is synchronisation of these strategies at the entire community level is unclear. Here, we combine trait data for 2800 above- and belowground taxa from 14 trophic guilds spanning a disturbance and resource availability gradient in German grasslands. The results indicate that most guilds consistently respond to these drivers through both direct and trophically mediated effects, resulting in a 'slow-fast' axis at the level of the entire community. Using 15 indicators of carbon and nutrient fluxes, biomass production and decomposition, we also show that fast trait communities are associated with faster rates of ecosystem functioning. These findings demonstrate that 'slow' and 'fast' strategies can be manifested at the level of whole communities, opening new avenues of ecosystem-level functional classification.}, language = {en} } @misc{AndreessenGerjetsMeurersetal., author = {Andreessen, Lena M. and Gerjets, Peter and Meurers, Detmar and Zander, Thorsten O.}, title = {Toward neuroadaptive support technologies for improving digital reading: a passive BCI-based assessment of mental workload imposed by text difficulty and presentation speed during reading}, series = {User Modeling and User-Adapted Interaction}, volume = {31}, journal = {User Modeling and User-Adapted Interaction}, number = {1}, issn = {0924-1868}, doi = {10.1007/s11257-020-09273-5}, pages = {75 -- 104}, abstract = {We investigated whether a passive brain-computer interface that was trained to distinguish low and high mental workload in the electroencephalogram (EEG) can be used to identify (1) texts of different readability difficulties and (2) texts read at different presentation speeds. For twelve subjects we calibrated a subject-dependent, but task-independent predictive model classifying mental workload. We then recorded EEG data from each subject, while twelve texts in blocks of three were presented to them word by word. Half of the texts were easy, and the other half were difficult texts according to classic reading formulas. From each text category three texts were read at a self-adjusted comfortable presentation speed and the other three at an increased speed. For each subject we applied the predictive model to EEG data of each word of the twelve texts. We found that the resulting predictive values for mental workload were higher for difficult texts than for easy texts. Predictive values from texts presented at an increased speed were also higher than for those presented at a normal self-adjusted speed. The results suggest that the task-independent predictive model can be used on single-subject level to build a highly predictive user model of the reader over time. Such a model could be employed in a system which continuously monitors brain activity related to mental workload and adapts to specific reader's abilities and characteristics by adjusting the difficulty of text materials and the way it is presented to the reader in real time. A neuroadaptive system like this could foster efficient reading and text-based learning by keeping readers' mental workload levels at an individually optimal level.}, language = {en} } @misc{BilzKansokDuscheFischeretal., author = {Bilz, Ludwig and Kansok-Dusche, Julia and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech intervention and prevention in schools? First results of a systematic review}, series = {28TH WORKSHOP ON AGGRESSION}, journal = {28TH WORKSHOP ON AGGRESSION}, address = {Nottingham}, doi = {10.13140/RG.2.2.35879.97440}, pages = {18}, abstract = {Hate speech is a global social problem with a multitude of negative consequences. Derogatory expressions against certain groups of people are not a new phenomenon. However, hate speech has become much more widespread in recent years. After the Internet, the school is a place where hate speech occurs and where children and young people perpetrate, witness, and become victims of hate speech (Castellanos et al., 2023; Kansok-Dusche et al., 2023). Schools represent a suitable location to address hate speech incidents and to prevent future hate speech. To date, there is limited evidence on the availability, quality, and effectiveness of school-based anti-hate speech programs. The objective of this systematic review is to compile a catalogue of available anti-hate speech programs, that are particularly aimed at children and youth and that can be used to deal with hate speech in schools. Furthermore, their quality and utility are to be evaluated on a criteria-driven basis by two independent reviewers. The presentation will provide an overview of the 27 programmes identified and the initial results regarding their quality. Recommendations are given for the implementation of these programmes in schools and for their further improvement.}, language = {en} } @misc{FrostWeissHerteletal., author = {Frost, Fabian and Weiss, Stefan and Hertel, Johannes and R{\"u}hlemann, Malte and Bang, Corinna and Franke, Andre and Nauck, Matthias and D{\"o}rr, Marcus and V{\"o}lzke, Henry and Roggenbuck, Dirk and Schierack, Peter and V{\"o}lker, Uwe and Homuth, Georg and Aghdassi, Ali A. and Sendler, Matthias and Lerch, Markus M. and Weiss, Frank U.}, title = {Fecal glycoprotein 2 is a marker of gut microbiota dysbiosis and systemic inflammation}, series = {Gut Pathogens}, volume = {16}, journal = {Gut Pathogens}, number = {1}, publisher = {Springer Science and Business Media LLC}, issn = {1757-4749}, doi = {10.1186/s13099-024-00657-1}, pages = {1 -- 11}, abstract = {Background autoantigenic glycoprotein 2 (GP2) is an important component of the innate immune system which originates from the exocrine pancreas as well as from the small intestines. The relationship of GP2 with the intestinal microbiome as well as the systemic implications of increased fecal GP2 levels are, however, still unclear. Therefore, fecal samples from 2,812 individuals of the Study of Health in Pomerania (SHIP) were collected to determine GP2 levels (enzyme-linked immunosorbent assay) and gut microbiota profiles (16 S rRNA gene sequencing). These data were correlated and associated with highly standardised and comprehensive phenotypic data of the study participants. Results Fecal GP2 levels were increased in individuals with higher body mass index and smokers, whereas lower levels were found in case of preserved exocrine pancreatic function, female sex or a healthier diet. Moreover, higher GP2 levels were associated with increased serum levels of high-sensitivity C-reactive protein, loss of gut microbial diversity and an increase of potentially detrimental bacteria (Streptococcus, Haemophilus, Clostridium XIVa, or Collinsella). At the same time, predicted microbial pathways for the biosynthesis of beneficial short-chain fatty acids or lactic acid were depleted in individuals with high fecal GP2. Of note, GP2 exhibited a stronger association to overall microbiome variation than calprotectin. Conclusion Fecal GP2 is a biomarker of gut microbiota dysbiosis and associated with increased systemic inflammation. The intestines may be more important as origin for GP2 than pancreatic acinar cells. Future studies need to investigate the potential clinical value in disease specific patient cohorts.}, language = {en} } @misc{FischerMacaulayBaraldsnesetal., author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Baraldsnes, Dziuginta and Brett, Hannah and Paljakka, Antonia}, title = {Kooperationen zwischen Elternhaus und Schule bei der Pr{\"a}vention und Intervention bei Mobbing unter Sch{\"u}ler:innen}, series = {53. DGPs-Kongress Wien}, journal = {53. DGPs-Kongress Wien}, address = {Wien}, doi = {10.17605/OSF.IO/EUP94}, pages = {11}, abstract = {Die Forschung zur Pr{\"a}vention und Intervention von Mobbing und Cybermobbing wird sehr h{\"a}ufig vor dem theoretischen Hintergrund sozio-{\"o}kologischer Modelle durchgef{\"u}hrt. Die Bedeutung des sozialen Kontexts von Mobbing und somit auch des Handelns von Lehrpersonen bei der Pr{\"a}vention von Mobbing und bei der Intervention bei bestehendem Mobbing steht dabei mittlerweile außer Frage. Ebenso wird immer wieder auf die Notwendigkeit hingewiesen, das Elternhaus bzw. die Sorgeberechtigten in die Anti-Mobbing-Maßnahmen einzubeziehen. Sofern Anti-Mobbing-Programme oder Maßnahmen die Zusammenarbeit von Schule und Familie bzw. von Lehrpersonen und Eltern beinhalten, unterscheiden sich Form, Ausmaß und Qualit{\"a}t der Zusammenarbeit allerdings betr{\"a}chtlich und reichen beispielsweise vom Versenden von Briefen nach Hause bis hin zum aktiven Einbezug der Eltern in die Mobbingpr{\"a}vention auf Schul-, Klassen- und individueller Ebene. Ziel des vorgestellten systematischen Reviews ist es, Forschungsergebnisse zu identifizieren, die Informationen {\"u}ber die Effektivit{\"a}t und Art der Zusammenarbeit zwischen Elternhaus und Schule bei der Pr{\"a}vention und Intervention von Mobbing und Cybermobbing liefern. Eine systematische Literaturrecherche in relevanten Datenbanken ist bereits abgeschlossen und die Ergebnisse umfassen gem{\"a}ß der Suchstrategie sowohl qualitative als auch quantitative Studien in englischer und deutscher Sprache. Zum Zeitpunkt der Konferenz werden die Ergebnisse der Volltextanalyse bereits vorliegen und erste Auswertungen pr{\"a}sentiert, die die Struktur der Zusammenarbeit, H{\"u}rden und Herausforderungen, rechtliche Rahmenbedingungen und Aspekte der Zusammenarbeit, die eine erfolgreiche Kooperation unterst{\"u}tzen, aufzeigen.}, language = {de} } @misc{BeckerStorckLiuetal., author = {Becker, L. and Storck, Peter and Liu, Y. and Schwalb, G. and Schroeder, Thomas and Fischer, Inga Anita and Albrecht, M.}, title = {Optimizing misfit dislocation glide kinetics for enhanced threading dislocation density reduction in Si1- xGex/Si (001) layers through dynamic growth rate control}, series = {Journal of Applied Physics}, volume = {135}, journal = {Journal of Applied Physics}, number = {20}, issn = {0021-8979}, doi = {10.1063/5.0204318}, pages = {10}, language = {en} } @misc{BergDueckershoffVorpahletal., author = {Berg, Heinz Peter and D{\"u}ckershoff, Roland and Vorpahl, M. and Himmelberg, Axel}, title = {Results of the measurement of SOFC fuel cell stacks under pressure conditions}, series = {IOP Conference Series: Materials Science and Engineering}, volume = {1137}, journal = {IOP Conference Series: Materials Science and Engineering}, doi = {10.1088/1757-899X/1137/1/012009}, pages = {1 -- 11}, abstract = {Results from the measurement of SOFC fuel cell stacks under pressure conditions are presented. As part of a measurement campaign, the operation of a stack system is investigated, particularly under the operating conditions of a recuperated micro gas turbine. Above all, the performance and effectiveness of selected stack types at various operating pressures and operating temperatures are measured. With the test facility set up for such investigations, cell systems could be examined under atmospheric conditions and with pressures of up to 5 bar. It is shown that in operating conditions under pressure, the output of the fuel cell systems are improving. From a gauge pressure of 4 bar, the performance curve is flattened and higher pressures only produced a marginal increase in performance. Furthermore, the cells tested at overpressure show a steady-state behavior more quickly under load change requirements than in atmospheric operation. This means that more flexible operating modes with faster response behavior can be realized. By choosing a suitable operating temperature, the efficiency of the system is further increasing. Care was taken to select the operating conditions of the cell systems so that coking can be prevented. Finally, a statement can be made about the pressure dependence of the fuel conversion rate. Parasitic reactions at the anode can be related to the power output. The tests carried out have shown that the high-temperature fuel cell is a promising service provider of the future. A combination of SOFC high-temperature fuel cells and micro gas turbines in one machine could, in addition to the internal provision of the required pressure, also lead to better dynamics of the entire system and increase the energy yield from the primary energy source.}, language = {en} } @book{FischerKansokDuscheBartholomaeusetal., author = {Fischer, Saskia M. and Kansok-Dusche, Julia and Bartholom{\"a}us, Peter and Bilz, Ludwig}, title = {Schule ohne Hass : praxisbezogene Ergebnisse einer Untersuchung zur Qualit{\"a}t von Anti-Hatespeech-Programmen}, edition = {1}, publisher = {Brandenburgische Technische Universit{\"a}t Cottbus-Senftenberg, Institut f{\"u}r Gesundheit}, address = {Cottbus}, isbn = {978-3-940471-81-9}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus4-69497}, pages = {54}, abstract = {Junge Menschen werden online, aber auch im Schulalltag zunehmend Zeug:innen, Ziel und mitunter auch Aus{\"u}bende von Hatespeech. Hatespeech ist eine Form menschenfeindlicher {\"A}ußerungen und stellt Schulen, zu deren Aufgaben auch Demokratiebildung geh{\"o}rt, vor besondere Herausforderungen. Um Sch{\"u}ler:innen f{\"u}r Hatespeech zu sensibilisieren, sie beim Umgang mit Hatespeech-Situationen zu unterst{\"u}tzen und ihnen erfolgreiche Strategien gegen Hatespeech zu vermitteln, steht eine Vielzahl an Anti-Hatespeech-Programmen zur Verf{\"u}gung, deren Zielsetzungen, Umfang und Qualit{\"a}t sich stark voneinander unterscheiden. In einer durch das Bundesministerium f{\"u}r Familie, Senioren, Frauen und Jugend im Rahmen des Bundesprogramms „Demokratie leben!" gef{\"o}rderten Studie wurden national und international verf{\"u}gbare Anti-Hatespeech-Programme ermittelt und einer systematischen Qualit{\"a}tsanalyse unterzogen. Dabei wurden 16 Qualit{\"a}tskriterien einbezogen, die sowohl aus wissenschaftlicher als auch aus praxisbezogener Perspektive ermittelt wurden. Insgesamt wurden 27 Anti-Hatespeech-Programme eingesch{\"a}tzt. In dieser Publikation werden die zentralen Ergebnisse zu den 27 Programmen praxisnah vorgestellt, sodass Praktiker:innen an Schulen eine fundierte Auswahl treffen k{\"o}nnen. Dazu werden die zentralen Inhalte, Zielgruppen und Kontextbedingungen wie z. B. Dauer, Format und Kosten, aber auch die Ergebnisse der Qualit{\"a}tseinsch{\"a}tzung f{\"u}r jedes der 27 Programme vorgestellt. F{\"u}r ausgew{\"a}hlte Situationen und Zielstellungen werden einzelne Programme exemplarisch n{\"a}her beschrieben. Generelle Empfehlungen f{\"u}r die Auswahl von Programmen inklusive einer Checkliste runden die Publikation f{\"u}r Praktiker:innen ab.}, language = {de} } @misc{FischerMacaulayBilz, author = {Fischer, Saskia M. and Macaulay, Peter J. R. and Bilz, Ludwig}, title = {Staff communication at school and student-student relationship quality in the classroom : direct and indirect effects on students' experiences as bullies, bullied, and bully-victims}, series = {International Journal of Bullying Prevention}, volume = {2025}, journal = {International Journal of Bullying Prevention}, publisher = {Springer Science and Business Media LLC}, issn = {2523-3653}, doi = {10.1007/s42380-024-00283-0}, pages = {19}, abstract = {Bullying research is often based upon Bronfenbrenner's socioecological model, focusing on contextual level aspects associated with individual bullying experiences. Thus, various relevant contextual determinants of bullying have been identified, including classroom climate and school climate. However, even if interpersonal relationships are defined broadly in the definitions of classroom and (especially) school climate, its empirical investigation is limited to student-student or student-teacher relationships. In the current study, we included aspects of teacher-teacher relationships in the analyses by investigating staff communication at school. We investigated the associations between staff communication, student-student relationship quality in the classroom, and students' bullying experiences. In addition, we investigated if staff communication may be indirectly linked to students' bullying experiences via student-student relationships in the classroom. The sample was drawn from 556 teachers (79\% female, Mage = 50.6, SDage = 8.44) and 2,071 students (49\% female, Mage = 13.63, SDage = 1.17) in 114 classes across 24 schools in Germany. Two-level- and three-level models were performed. Findings suggest that rivalry as an aspect of student-student relationships in the classroom (a part of the classroom climate) is associated with students' bullying experiences as bullies, victims, and bully-victims. While staff communication is not directly associated with students' bullying experiences, it is indirectly associated with it via rivalry in the classroom. The findings also show that staff communication at school is associated with student-student relationships in the classroom. The study has implications for school-wide anti-bullying measures that should also include teacher-teacher aspects, and that future research should endeavour to include both class-level and school-level contexts.}, language = {en} } @misc{MacaulayBaraldsnesBrettetal., author = {Macaulay, Peter J. R. and Baraldsnes, Dziuginta and Brett, Hannah and Paljakka, Antonia and Fischer, Saskia M.}, title = {Parent-teacher collaborations in preventing and tackling bullying and cyberbullying : a systematic review}, series = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, journal = {World Anti-Bullying Forum 2023, October 25-27, 2023, North Carolina, U.S.A.}, doi = {10.17605/OSF.IO/BNDHG}, pages = {1}, abstract = {Introduction Research on bullying prevention and intervention is very often conducted against the theoretical background of socio-ecological models (e.g., the socio-ecological diathesis-stress model; Swearer \& Hymel, 2015). This leads to a special focus on different social contexts, without which the complexity of bullying processes cannot be understood. In recent years, the role of the teacher in the bullying process has received special attention in research (Colpin et al, 2021). The importance of the teacher's actions in reducing existing bullying or preventing further bullying has been highlighted in various works, and the need to include teachers in anti-bullying measures and to train them actively in bullying intervention behaviour is emphasised in meta-analyses (Gaffney et al., 2019, 2021; Van Verseveld et al., 2019). When it comes to concrete steps for teachers, many anti-bullying programmes also emphasise the involvement of parents, which in some countries also results from legal requirements. A meta-analysis showed that school-wide anti-bullying programs with a component of parental involvement can be successful in reducing bullying perpetration and victimization (Huang et al., 2019). Furthermore, the involvement of parents is also important against the background of socio-ecological theory models, as parents represent a significant socialisation context. Cooperation between home and school can influence the behaviour of students as an influence from the mesosystem. However, only a few studies go beyond the requirement of such cooperation, and also the information provided on parent components in anti-bullying programs are limited (Huang et al., 2019). The aim of the systematic review is to identify research findings that provide information on the effectiveness and nature of home-school cooperation in bullying prevention and intervention. Method The aim is to identify and analyse literature that looks at 1) both the school context and the family context and 2) the interaction of the two contexts in relation to bullying occurrence, bullying development, bullying prevention and bullying intervention. For this purpose, a systematic literature search is conducted in the databases Cochrane Library, EBSCO, PsycINFO, PubMed, Scopus, and Web of Science. In addition, a call for grey literature will be distributed in relevant networks (e.g., International Society for Research on Aggression, national psychological societies in Germany, Austria, England, and Norway). The search term has not yet been finalised, but will contain the terms "Bully*", "Parent* OR Home" and "School OR teacher", which will be connected by AND. Both qualitative and quantitative studies will be included with no restrictions on the publication period. Publications in English and German will be included (other languages cannot be included, as only one person in the research team speaks another language and thus no double coding can take place). In the coming months, the research group will create and test a detailed coding manual specific for the research questions of the review. The quality assessment will be done through an established tool for qualitative and quantitative publications (e.g., Mixed Methods Appraisal Tool MMAT, Hong et al., 2018). The screening of titles, abstracts, and keywords according to inclusion and exclusion criteria as well as the full coding of the included publications will each be carried out by two persons. Interrater reliability will be calculated. Results Results are not yet available. We will be able to present the first results at the WABF. These will include, in particular, an overview of the identified relevant literature (e.g., number, information on publication types, sample size and country, result of quality assessment) and its research questions, as well as the summary of the identified results. Conclusion Through the systematic review, we will provide an up-to-date, comprehensive overview of the current state of the literature on parent-teacher collaboration in the context of bullying prevention and intervention. Detailed conclusions will be drawn from the initial findings, which can be presented at WABF. Implications for research/practice The comprehensive and up-to-date research review will identify research gaps and provide suggestions for future research on parent-teacher cooperation in the bullying context. By processing findings on the effect of the family and school developmental context on bullying processes when both contexts are considered simultaneously, implications for practice can also be expected. Previous findings call for collaboration between home and school in addressing bullying, and in some cases, as in the meta-analysis by Huang et al. (2019), depict its impact. However, details on the design of this cooperation, on hurdles and challenges, on legal frameworks and on aspects of cooperation that support a successful effect of cooperation are largely missing. By systematically compiling the findings to date, we provide not only academics but also practitioners with an up-to-date overview of the findings. This will enable practitioners to train teachers on collaborating with parents when incidents of bullying has occurred under consideration of recent scientific findings, supporting the practical usage of scientific findings. Selected References Colpin, H., Bauman, S. \& Menesini, E. (2021). Teachers' responses to bullying: Unravelling their consequences and antecedents: Introduction to the special issue. European Journal of Developmental Psychology, 18(6), 781-797. Gaffney, H., Ttofi, M. M. \& Farrington, D. P. (2019). Evaluating the effectiveness of school-bullying prevention programs: An updated meta-analytical review. Aggression and Violent Behavior, 45, 111-133. Gaffney, H., Ttofi, M. M. \& Farrington, D. P. (2021). What works in anti-bullying programs? Analysis of effective intervention components. Journal of School Psychology, 85, 37-56. Hong, Q. N., F{\`a}bregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O'Cathain, A., Rousseau, M.-C., \& Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT) Version 2018. User Guide. Available under http://mixedmethodsappraisaltoolpublic.pbworks.com Huang, Y., Espelage, D. L., Polanin, J. R., \& Hong, J. S. (2019). A meta-analytic review of school-based anti-bullying programs with a parent component. International Journal of Bullying Prevention, 1, 32-44. Swearer, S. M., \& Hymel, S. (2015). Understanding the psychology of bullying. Moving toward a social-ecological diathesis-stress model. American Psychologist, 70(4), 344-353. Van Verseveld, M. D. A., Fukkink, R. G., Fekkes, M. \& Oostdam, R. J. (2019). Effects of antibullying programs on teachers' interventions in bullying situations. A meta-analysis. Psychology in the Schools, 56(9), 1522-1539.}, language = {en} } @misc{GuentherHaaseLangeetal., author = {G{\"u}nther, Klaus-Peter and Haase, Elisabeth and Lange, Toni and Kopkow, Christian and Schmitt, Jochen and Jeszenszky, C. and Balck, F. and L{\"u}tzner, J{\"o}rg and Hartmann, Albrecht and Lippmann, M.}, title = {Pers{\"o}nlichkeitsprofil und Komorbidit{\"a}t: Gibt es den „schwierigen Patienten" in der prim{\"a}ren H{\"u}ftendoprothetik?}, series = {Der Orthop{\"a}de}, volume = {44}, journal = {Der Orthop{\"a}de}, number = {7}, issn = {1433-0431}, doi = {10.1007/s00132-015-3097-9}, pages = {555 -- 565}, language = {de} } @misc{KansokDuscheBilzFischeretal., author = {Kansok-Dusche, Julia and Bilz, Ludwig and Fischer, Saskia M. and Bartholom{\"a}us, Peter}, title = {What works in hate speech prevention and intervention in schools? : results of a systematic review of school-based programs to deal with hate speech}, series = {World Anti-Bullying Forum, June 11 - 13, 2025, Stavanger, Norway}, journal = {World Anti-Bullying Forum, June 11 - 13, 2025, Stavanger, Norway}, doi = {https://doi.org/10.17605/OSF.IO/MQWGJ}, pages = {1 -- 17}, abstract = {Hate speech (HS) is a global issue. The intentional expression of group-related derogation has become more widespread in recent years and potentially bears negative consequences for individuals, communities, and societies (Kansok-Dusche et al., 2023). After the internet, the school is a context where children and adolescents perpetrate and witness HS or become victims of it (Castellanos et al., 2023). However, schools also represent a suitable location to address HS incidents and to prevent future HS. To date, there is limited evidence on the availability, quality, and effectiveness of school-based programs to deal with HS. This systematic review aims to compile a catalog of available school-based programs on HS that particularly target children and adolescents. Two independent reviewers evaluated the programs' quality on a criteria-driven basis. The quality criteria combine perspectives from science (e.g., Nation et al., 2003) and secondary school teachers, and from students. The perspectives of the school practitioners were collected in qualitative interviews and focus group discussions. Two coders extracted the quality criteria using grounded theory methods. Of the 27 programs identified, 25 originate from Europe. The presentation will provide an overview of the programs and their quality results. Recommendations will be given for program implementation in schools and for further program improvement.}, language = {de} } @incollection{SchubertKulessa, author = {Schubert, Jens M. and Kuleßa, Peter}, title = {Aufbruch - Gestalten - Gerecht : Skizzen f{\"u}r die Zeit mit und nach der Pandemie}, series = {Aufbruch - Gestalten - Gerecht : Skizzen f{\"u}r die Zeit mit und nach der Pandemie}, booktitle = {Aufbruch - Gestalten - Gerecht : Skizzen f{\"u}r die Zeit mit und nach der Pandemie}, editor = {Schubert, Jens M.}, edition = {1. Auflage}, publisher = {Beltz Juventa}, address = {Weinheim ; Basel}, isbn = {978-3-7799-5874-1}, pages = {7 ff.}, language = {de} } @misc{SchubertSchrader, author = {Schubert, Jens M. and Schrader, Peter}, title = {Die Ausgliederung oder: Wie weit reicht die unternehmerische Entscheidungsfreiheit (noch)?}, series = {NZA-Rechtsprechungs-Report Arbeitsrecht : NZA-RR}, volume = {2004}, journal = {NZA-Rechtsprechungs-Report Arbeitsrecht : NZA-RR}, number = {8}, publisher = {C.H.Beck}, address = {M{\"u}nchen}, issn = {0949-7137}, pages = {393 -- 398}, language = {de} } @misc{SchraderStraubeSchubert, author = {Schrader, Peter and Straube, Gunnar and Schubert, Jens M.}, title = {Ade Arbeitsgerichtsbarkeit?}, series = {Neue Zeitschrift f{\"u}r Arbeitsrecht : NZA}, journal = {Neue Zeitschrift f{\"u}r Arbeitsrecht : NZA}, number = {16}, publisher = {C.H. Beck}, address = {M{\"u}nchen}, pages = {899 f.}, language = {de} } @incollection{ErdogduSzaboCarteretal., author = {Erdogdu, Ahmed Oguzhan and Szabo, Peter and Carter, R. and Gevre, M.-E. and Haun, Peter and Zaussinger, Florian and Schulze, B. and Meier, Martin and Egbers, Christoph}, title = {Verwendung der Wollaston-Scherinterferometrie zur Untersuchung des Brechungsindexgradienten in einem differentiell beheizten Ringspalt}, series = {Experimentelle Str{\"o}mungsmechanik : 28. Fachtagung, 7.-9. September 2021, Bremen}, booktitle = {Experimentelle Str{\"o}mungsmechanik : 28. Fachtagung, 7.-9. September 2021, Bremen}, publisher = {Deutsche Gesellschaft f{\"u}r Laser-Anemometrie - German Association for Laser Anemometry GALA e.V.}, address = {Karlsruhe}, isbn = {978-3-9816764-7-1}, pages = {19}, language = {de} } @article{ChenLiuBerg, author = {Chen, X.-M. and Liu, Fushui and Berg, Heinz Peter}, title = {Untersuchung der Zylinderinnenstr{\"o}mung an einen BDE - Motor mittels Laser - PIV}, language = {de} } @inproceedings{BergAntoshkivChenetal., author = {Berg, Heinz Peter and Antoshkiv, Oleksiy and Chen, X.-M. and Liu, F.}, title = {Einsatz von neuartigen Entwicklungswerkzeugen bei der Brennraumgestaltung von Flugmotoren}, series = {Motto: Luft- und Raumfahrt - Schmelztiegel der Disziplinen, Deutscher Luft- und Raumfahrtkongress 2002, Stuttgart, 23. bis 26. September 2002, Bd. 2}, booktitle = {Motto: Luft- und Raumfahrt - Schmelztiegel der Disziplinen, Deutscher Luft- und Raumfahrtkongress 2002, Stuttgart, 23. bis 26. September 2002, Bd. 2}, publisher = {DGLR}, address = {Bonn}, pages = {1499 -- 1506}, language = {de} } @misc{WirthsTroitschMussleretal., author = {Wirths, S. and Troitsch, R. and Mussler, G. and Stoica, T. and Hartmann, J.-M. and Zaumseil, Peter and Schroeder, Thomas and Mantl, Siegfried and Buca, Dan}, title = {Ternary and Quaternary Ni(Si)GeSn Contact Formation for highly strained Ge p- and n-MOSFETs}, series = {Semiconductor Science and Technology}, volume = {30}, journal = {Semiconductor Science and Technology}, number = {5}, issn = {0268-1242}, doi = {10.1088/0268-1242/30/5/055003}, pages = {055003}, language = {en} } @misc{BucherBataryBaudryetal., author = {Bucher, Roman and Batary, Peter and Baudry, Julia and Beaumelle, Lea and Cerevkova, Andrea and Garcia de la Riva, Enrique and Djoudi, El Aziz and Dirilgen, Tara and Galle, Robert and Kesse-Guyot, Emmanuelle and O´Reilly, Alison and Rembialkowska, Ewa and Rusch, Adrien and Smith, Henrik G. and Stanley, Dara A. and Roberts, Stuart P.M. and Ulrich, Werner and Birkhofer, Klaus}, title = {Land-use impacts on crop yield : direct and indirect roles of arthropods and associated ecosystem services in European farmland}, series = {Landscape ecology}, volume = {40}, journal = {Landscape ecology}, number = {97}, publisher = {Springer Science + Business Media B.V}, issn = {1572-9761}, doi = {10.1007/s10980-025-02117-w}, pages = {1 -- 19}, abstract = {Context Land-use intensification to increase yields is often detrimental to biodiversity undermining the provision of ecosystem services. However, it is questionable if ecosystem service providers contribute to ecological intensification by achieving the same or higher yields than conventional high-intensity agriculture. Objectives In this study, we aimed to disentangle the effects of local and landscape-scale land-use intensification on arthropod communities and their contribution to ecosystem services and crop yield. A set of meta-analytic structural equation models allowed us to assess direct and indirect relationships in the cascade from land use to yield. Methods We selected 37 datasets containing information on land use, community composition, levels of pollination and natural pest control services, and crop yield. We quantified functional diversity of communities by collecting trait information for three exemplary groups of service-providers: bees, ground beetles, and spiders. Results Local land-use intensification reduced the abundance of all arthropod groups. Spiders were the only group whose species richness was negatively related to a higher percentage of arable land in the landscape. High abundance of bees related positively to oilseed rape pollination and crop yields. In the models for the two predator groups, crop yield was strongly determined by land use, independent of the pest control services provided by natural enemies. Conclusions Our results suggest a potential for ecological intensification mediated by land-use change in crops where pollination benefits yield, but suggest more nuanced effects for pest control. Our study also calls for experiments on multiple taxonomic groups and ecosystem services that apply comparable methods at similar scales.}, language = {en} }