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In the present study a non-motion-stabilized scanning Doppler lidar was operated on board of RV Polarstern in the Arctic (June 2014) and Antarctic (December 2015– January 2016). This is the first time that such a system measured on an icebreaker in the Antarctic. A method for a motion correction of the data in the post-processing is presented.
The wind calculation is based on vertical azimuth display (VAD) scans with eight directions that pass a quality control. Additionally a method for an empirical signal-tonoise ratio (SNR) threshold is presented, which can be calculated for individual measurement set-ups. Lidar wind profiles are compared to total of about 120 radiosonde profiles and also to wind measurements of the ship.
The performance of the lidar measurements in comparison with radio soundings generally shows small root mean square deviation (bias) for wind speed of around 1ms-1(0.1ms-1) and for wind direction of around 10 (1). The post-processing of the non-motion-stabilized data shows comparably high quality to studies with motion-stabilized systems.
Two case studies show that a flexible change in SNR threshold can be beneficial for special situations. Further the studies reveal that short-lived low-level jets in the atmospheric boundary layer can be captured by lidar measurements with a high temporal resolution in contrast to routine radio soundings. The present study shows that a non-motionstabilized Doppler lidar can be operated successfully on an
icebreaker. It presents a processing chain including quality control tests and error quantification, which is useful for further measurement campaigns.
Salivary alpha-amylase (sAA) influences the perception of taste and texture, features both relevant in acquiring food liking and, with time, food preference. However, no studies have yet investigated the relationship between basal activity levels of sAA and food preference. We collected saliva from 57 volunteers (63% women) who we assessed in terms of their preference for different food items. These items were grouped into four categories according to their nutritional properties: high in starch, high in sugar, high glycaemic index, and high glycaemic load. Anthropometric markers of cardiovascular risk were also calculated. Our findings suggest that sAA influences food
preference and body composition in women. Regression analysis showed that basal sAA activity is inversely associated with subjective but not self-reported behavioural preference for foods high in sugar. Additionally, sAA and subjective preference are associated with anthropometric markers of cardiovascular risk. We believe that this pilot study points to this enzyme as an interesting candidate to consider among the physiological factors that modulate eating behaviour.
Possibilités et opportunités d’une organisation démocratique du système scolaire luxembourgeois
(2018)
« Aujourd’hui, le socialisme et la démocratie ne sont plus de simples questions réservées aux partis politiques, ce sont des questions vitales. L’école et les enseignants devront s’en saisir (...) et donner au peuple de demain, par un enseignement solide, mais surtout par une éducation formatrice, les moyens de remplir sa mission principale : régner ensemble. » – ein luxemburger Schulfreund, 1920
« Lorsque l’on réfléchit aux perspectives du développement scolaire, notre action doit être guidée par la vision d’une école démocratique, d’une école vivante dans un État démocratique ainsi que par la conception de l’être humain à laquelle elle est associée. Dans ses processus de conception et dans sa vie quotidienne, l’école de demain doit elle-même être une mise en pratique de la démocratie. » (Hartmut Wenzel)
Comment les élèves vivent-ils les possibilités actuelles de participation démocratique dans l’enseignement ? La communauté scolaire est-elle prête à porter le processus de développement ? Quelles résistances faut-il prendre en compte et où se trouvent les potentiels et les idées inexploités pour innover dans l’école et dans l’enseignement ?
« Ce serait vraiment cool si les élèves avaient leur propre chaîne de télévision, non ? », s’extasie Sophie. « Peut-être plutôt une web TV, pour qu’on puisse voir nos reportages de partout dans le monde », s’exclame Max. « En tout cas, il faut que ça parle de sujets qui sont importants pour les élèves » : sur ce point, les deux collégiens sont d’accord. Ensemble, ils se creusent les méninges : pour commencer, est-ce possible juridiquement ? Qui peut nous aider ?
Développer l’école – sans ordre du jour fixe, sans tribune ni interventions programmées. Tous les membres de la communauté scolaire peuvent décider librement ce qu’ils veulent faire et quand ils veulent le faire. Leurs idées et leurs souhaits sont écoutés. Tout cela vous semble à la fois intéressant et un peu fou ? Grâce à la méthode du forum ouvert, outil de développement scolaire démocratique, c’est possible.
Academic achievement is a central outcome in educational research, both in and outside higher education, has direct effects on individual’s professional and financial prospects and a high individual and public return on investment. Theories comprise cognitive as well as non-cognitive influences on achievement. Two examples frequently investigated in empirical research are knowledge (as a cognitive determinant) and stress (as a non-cognitive determinant) of achievement. However, knowledge and stress are not stable, what raises questions as to how temporal dynamics in knowledge on the one hand and stress on the other contribute to achievement. To study these contributions in the present doctoral dissertation, I used meta-analysis, latent profile transition analysis, and latent state-trait analysis. The results support the idea of knowledge acquisition as a cumulative and long-term process that forms the basis for academic achievement and conceptual change as an important mechanism for the acquisition of knowledge in higher education. Moreover, the findings suggest that students’ stress experiences in higher education are subject to stable, trait-like influences, as well as situational and/or interactional, state-like influences which are differentially related to achievement and health. The results imply that investigating the causal networks between knowledge, stress, and academic achievement is a promising strategy for better understanding academic achievement in higher education. For this purpose, future studies should use longitudinal designs, randomized controlled trials, and meta-analytical techniques. Potential practical applications include taking account of students’ prior knowledge in higher education teaching and decreasing stress among higher education students.
Die vorliegende Arbeit befasst sich mit einer komplexen Fragestellung: Wie geschieht der dynamische Umbau der sprachlichen Strukturen unter der Wirkung der innersprachlichen und außersprachlichen Parameter. Im Fokus der Forschung steht der Mechanismus des Werdens der Sprachstruktur, der hier als ein einziger Modus des Daseins der Sprache betrachtet wird. Als Material der Untersuchung dient die Operationalisierung der Bestandteile der verbalen Wortbildungsprozesse in der deutschen Sprache. Die Auswahl des verbalen Teils des Vokabulars ist dadurch bedingt, dass diese Wortart ein Zentralelement ist, das die ganze Sprachmaterie konsolidiert. Als einer der Schlüsselparameter gilt dabei der Frequenzfaktor, der bisher keinen einheitlichen Status in der Sprachtheorie bekommen hat. Die Suche nach dem Ursprung der Macht dieses Faktors führt unumgänglich über die Grenzen des Sprachsystems hinaus. Die Beobachtungen über das Verhalten des Frequenzfaktors in den Prozessen und Strukturen unterschiedlichster Natur lassen behaupten, dass wir es hier mit einem sehr komplexen Phänomen zu tun haben, das ein Bestandteil des allgemeinen kognitiven Anpassungsmechanismus des Menschen zur Umwelt ist. Als solcher ist er auch ein unveräußerlicher Aspekt der Semiose, des Sprachzeichens.
Early life adversity (ELA) poses a high risk for developing major health problems in adulthood including cardiovascular and infectious diseases and mental illness. However, the fact that ELA-associated disorders first become manifest many years after exposure raises questions about the mechanisms underlying their etiology. This thesis focuses on the impact of ELA on startle reflexivity, physiological stress reactivity and immunology in adulthood.
The first experiment investigated the impact of parental divorce on affective processing. A special block design of the affective startle modulation paradigm revealed blunted startle responsiveness during presentation of aversive stimuli in participants with experience of parental divorce. Nurture context potentiated startle in these participants suggesting that visual cues of childhood-related content activates protective behavioral responses. The findings provide evidence for the view that parental divorce leads to altered processing of affective context information in early adulthood.
A second investigation was conducted to examine the link between aging of the immune system and long-term consequences of ELA. In a cohort of healthy young adults, who were institutionalized early in life and subsequently adopted, higher levels of T cell senescence were observed compared to parent-reared controls. Furthermore, the results suggest that ELA increases the risk of cytomegalovirus infection in early childhood, thereby mediating the effect of ELA on T cell-specific immunosenescence.
The third study addresses the effect of ELA on stress reactivity. An extended version of the Cold Pressor Test combined with a cognitive challenging task revealed blunted endocrine response in adults with a history of adoption while cardiovascular stress reactivity was similar to control participants. This pattern of response separation may best be explained by selective enhancement of central feedback-sensitivity to glucocorticoids resulting from ELA, in spite of preserved cardiovascular/autonomic stress reactivity.