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The publishers are receiving more and more inquiries about the topic “Floating Architecture”, particularly about technical details, water chemistry, as well as ice and wave problems. Since there is a lack of technical literature on this topic, most students working on projects or theses related to this topic send their inquiries. A time of general and quick changes results in a large number of daily publications. Therefore it is difficult to understand why there is a lack of lit-erature about floating structures. One has to consider that sea levels will continue to rise and consequently a larger number of people will have to live on the surface of the sea. Obviously, some expert knowledge is required which needs a longer period of time to be gained through scientific advancements and experience. The publishers, who have been dealing with the topic of floating houses for some years, are grateful to the authors for their agreement to allow the publication of their papers on floating architecture. These papers were mainly prepared for two conferences on floating architecture held in the study centre of the IBA building, Großräschen. Therefore, the reader should know that, along with the usual papers, only a selection of self-explaining transparencies is shown in order to meet the printing requirements. The included list of both the authors and their addresses makes it easy for interested people to send any inquiries to them. A short introduction as well as an outlook at the end of each paper is meant to draw attention to current events in order to be able to promptly identify opportunities and risks connected with living on the water.
Das Lichtbogen-Draht-Spritzen mit Zink (Zn)-Basis-Werkstoffen ist eine gängige Technologie zur Herstellung korrosionsbeständiger Beschichtungen. Die hergestellten Schichten haben sich bei einer Vielzahl moderater korrosiver Beanspruchungen bewährt. Weniger positiv wird die Technologie hinsichtlich der Overspray-Verluste und der Belastung der Ausführenden sowie der Umwelt durch Zink-Rauch beurteilt. Um diese Nachteile zu reduzieren und gleichzeitig die Korrosionsbeständigkeit der Beschichtungen zu erhöhen, wurden das Flüssigkeitsspritzen entwickelt und neue Werkstoffe qualifiziert. Es galt, eine geeignete Apparatur zu konzipieren, zu konstruieren, zu fertigen und zu erproben. Die Prozesstemperatur war unterhalb der Sublimationstemperatur des Zusatzwerkstoffes einzustellen. Es wurden Spritzparameter bestimmt, die zu hoch duktilen, sehr dichten und korrosionsbeständigen Schichten führten. Die Overspray-Verluste liegen deutlich unter 20 % und die Emission von Zink-Rauch ist extrem gering. Dieses Verfahren bietet sehr gute Voraussetzungen dafür, auch nicht zu Drähten verarbeitbare Werkstoffe für die Herstellung gespritzter Schichten nutzen zu können. Somit wird die Palette spritzbarer Werkstoffe deutlich erweitert und den Forderungen nach höherer Korrosionsbeständigkeit der Beschichtung besser entsprochen.
Das Lichtbogen-Draht-Spritzen mit Zink (Zn)-Basis-Werkstoffen ist eine gängige Technologie zur Herstellung korrosionsbeständiger Beschichtungen. Die hergestellten Schichten haben sich bei einer Vielzahl moderater korrosiver Beanspruchungen bewährt. Weniger positiv wird die Technologie hinsichtlich der Overspray-Verluste und der Belastung der Ausführenden sowie der Umwelt durch Zink-Rauch beurteilt. Um diese Nachteile zu reduzieren und gleichzeitig die Korrosionsbeständigkeit der Beschichtungen zu erhöhen, wurden das Flüssigkeitsspritzen entwickelt und neue Werkstoffe qualifiziert. Es galt, eine geeignete Apparatur zu konzipieren, zu konstruieren, zu fertigen und zu erproben. Die Prozesstemperatur war unterhalb der Sublimationstemperatur des Zusatzwerkstoffes einzustellen. Es wurden Spritzparameter bestimmt, die zu hoch duktilen, sehr dichten und korrosionsbeständigen Schichten führten. Die Overspray-Verluste liegen deutlich unter 20 % und die Emission von Zink-Rauch ist extrem gering. Dieses Verfahren bietet sehr gute Voraussetzungen dafür, auch nicht zu Drähten verarbeitbare Werkstoffe für die Herstellung gespritzter Schichten nutzen zu können. Somit wird die Palette spritzbarer Werkstoffe deutlich erweitert und den Forderungen nach höherer Korrosionsbeständigkeit der Beschichtung besser entsprochen.
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.
A slow-fast trait continuum at the whole community level in relation to land-use intensification
(2024)
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.
Background: The 3D printing is relevant as a manufacturing technology of functional models for forensic, pharmaceutical and bioanalytical applications such as drug delivery systems, sample preparation and point-of-care tests.
Objective: Melting behavior and autofluorescence of materials are decisive for optimal printing and applicability of the product which are influenced by varying unknown additives.
Methods: We have produced devices for bioanalytical applications from commercially available thermoplastic polymers using a melt-layer process. We characterized them by differential scanning calorimetry, fluorescence spectroscopy and functional assays (DNA capture assay, model for cell adhesion, bacterial adhesion and biofilm formation test).
Results: From 14 tested colored, transparent and black materials we found only deep black acrylonitrile-butadiene-styrene (ABS) and some black polylactic acid (PLA) useable for fluorescence-based assays, with low autofluorescence only in the short-wave range of 300-400 nm. PLA was suitable for standard bioanalytical purposes due to a glass transition temperature of approximately 60°C, resistance to common laboratory chemicals and easy print processing. For temperature-critical methods, such as hybridization reactions up to 90°C, ABS was better suited.
Conclusions: Autofluorescence was not a disadvantage per se but can also be used as a reference signal in assays. The rapid development of individual protocols for sample processing and analysis required the availability of a material with consistent quality over time. For fluorescence-based assays, the use of commercial standard materials did not seem to meet this requirement.
Relationships between substrate, surface characteristics, and vegetation in an initial ecosystem
(2013)
We investigated surface and vegetation dynamics in the artificial initial ecosystem “Chicken Creek” (Lusatia, Germany) in the years 2006–2011 across a wide spectrum of empirical data. We scrutinized three overarching hypotheses concerning (1) the relations between initial geomorphological and substrate characteristics with surface structure and terrain properties, (2) the effects of the latter on the occurrence of grouped plant species, and (3) vegetation density effects on terrain surface change. Our data comprise and conflate annual vegetation monitoring results, biennial terrestrial laser scans (starting in 2008), annual groundwater levels, and initially measured soil characteristics. The empirical evidence mostly confirms the hypotheses,
revealing statistically significant relations for several goal variables: (1) the surface structure properties, local rill density, local relief energy and terrain surface height change; (2) the cover of different plant groups (annual, herbaceous, grass-like, woody, Fabaceae), and local vegetation
height; and (3) terrain surface height change showed significant time-dependent relations with a variable that proxies local plant biomass. Additionally, period specific effects (like a calendar-year optimum effect for the occurrence of Fabaceae) were proven. Further and beyond the hypotheses, our findings on the spatiotemporal dynamics during the system’s early development grasp processes which generally mark the transition from a geo-hydro-system towards a bio-geo-hydro system (weakening geomorphology effects on substrate surface dynamics, while vegetation effects intensify with time), where pure geomorphology or substrate feedbacks are changing into vegetation–substrate feedback processes.
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., Fàbregues, 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.