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Do leaders who build a sense of shared social identity in their teams thereby protect them from the adverse effects of workplace stress? This is a question that the present paper explores by testing the hypothesis that identity leadership contributes to stronger team identification among employees and, through this, is associated with reduced burnout. We tested this model with unique datasets from the Global Identity Leadership Development (GILD) project with participants from all inhabited continents. We compared two datasets from 2016/2017 (n = 5290; 20 countries) and 2020/2021 (n = 7294; 28 countries) and found very similar levels of identity leadership, team identification and burnout across the five years. An inspection of the 2020/2021 data at the onset of and later in the COVID-19 pandemic showed stable identity leadership levels and slightly higher levels of both burnout and team identification. Supporting our hypotheses, we found almost identical indirect effects (2016/2017, b = -0.132; 2020/2021, b = -0.133) across the five-year span in both datasets. Using a subset of n = 111 German participants surveyed over two waves, we found the indirect effect confirmed over time with identity leadership (at T1) predicting team identification and, in turn, burnout, three months later. Finally, we explored whether there could be a "too-much-of-a-good-thing" effect for identity leadership. Speaking against this, we found a u-shaped quadratic effect whereby ratings of identity leadership at the upper end of the distribution were related to even stronger team identification and a stronger indirect effect on reduced burnout.

The impact of urbanization and modern agricultural practice has led to accelerated eutrophication of aquatic ecosystems, which has resulted in the massive development of cyanobacteria. Very often, in response to various environmental influences, cyanobacteria produce potentially car-cinogenic cyanotoxins. Long-term human exposure to cyanotoxins, through drinking water as well as recreational water (i.e., rivers or lakes), can cause serious health consequences. In order to overcome this problem, this paper presents the synthesis of completely new activated carbons and their potential application in contaminated water treatment. The synthesis and characterization of new active carbon materials obtained from waste biomass, date-palm leaf stalks (P_AC) and black alder cone-like flowers (A_AC) of reliable physical and chemical characteristics were presented in this article. The commercial activated carbon (C_AC) was also examined for the purpose of comparisons with the obtained materials. The detailed characterization of materials was carried out by X-ray diffraction (XRD), Fourier-transform infrared spectroscopy (FTIR), low-temperature N2 physisorption, and Field emission scanning electron microscopy (FESEM). Preliminary analyzes of the adsorption capacities of all activated carbon materials were conducted on water samples from Aleksandrovac Lake (Southern part of Serbia), as a eutrophic lake, in order to remove Cyanobacteria from water. The results after 24 h of filtration showed removal efficiencies for P_AC, A_AC, and C_AC of 99.99%, 99.99% and 89.79%, respectively.

This article belongs to the Special Issue "Mental Health of Child and Young People"., The application of mindfulness-based interventions in school settings has increased considerably in recent years, showing that differences between the characteristics of programmes can impact on the receptivity and effectiveness of mindfulness training. However, few studies have explored the learning process from the perspective of the children and adolescents who participate in mindfulness practice. The goal of this paper is to analyse the subjective experience of a group of adolescents following the completion of a mindfulness-based intervention developed for schools in Chile. The intervention studied is the “.b curriculum”, which is part of the Mindfulness in School Project (MiSP) developed in the UK. Twenty adolescents participated in semi-structured interviews within their school, in which three key areas were explored: pedagogy, perceived effects, and mechanisms of action, each of them being analysed from the perspective of thematic analysis. The results support the view that pedagogy is a very relevant consideration in the implementation, development, and efficacy of mindfulness-based interventions within the school context. We propose that the inclusion of structure, contents, process/mindful practices, and teachers’ expertise provides the pedagogical-relational framework required for students to successfully develop mindfulness skills, which enables them to experience their cognitive, emotional, and somatic effects. These effects are linked to self-regulation strategies, based on paying attention to one’s somatic experience with kindness and curiosity, which works as an attentional anchor. It is hoped that these results will contribute to the spread of mindfulness research in adolescents in Latin America, thus facilitating cross-cultural and international comparisons.

This article belongs to the Special Issue "Mental Health of Child and Young People"., The application of mindfulness-based interventions in school settings has increased considerably in recent years, showing that differences between the characteristics of programmes can impact on the receptivity and effectiveness of mindfulness training. However, few studies have explored the learning process from the perspective of the children and adolescents who participate in mindfulness practice. The goal of this paper is to analyse the subjective experience of a group of adolescents following the completion of a mindfulness-based intervention developed for schools in Chile. The intervention studied is the “.b curriculum”, which is part of the Mindfulness in School Project (MiSP) developed in the UK. Twenty adolescents participated in semi-structured interviews within their school, in which three key areas were explored: pedagogy, perceived effects, and mechanisms of action, each of them being analysed from the perspective of thematic analysis. The results support the view that pedagogy is a very relevant consideration in the implementation, development, and efficacy of mindfulness-based interventions within the school context. We propose that the inclusion of structure, contents, process/mindful practices, and teachers’ expertise provides the pedagogical-relational framework required for students to successfully develop mindfulness skills, which enables them to experience their cognitive, emotional, and somatic effects. These effects are linked to self-regulation strategies, based on paying attention to one’s somatic experience with kindness and curiosity, which works as an attentional anchor. It is hoped that these results will contribute to the spread of mindfulness research in adolescents in Latin America, thus facilitating cross-cultural and international comparisons.

Reuse of waste is one of the main principles of sustainable development and circular economy. Secondary alkaline lead slag is a hazardous waste generated in the recycling process of lead-acid batteries that may be suitable in construction materials. The environmental impact of the use of lead slag as a partial replacement of fine aggregates in the cement-based stabilization/solidification (S/S) process for the preparation of concrete was studied in this paper. Solidified products containing 10%, 15%, 20%, and 25% slag were laboratory tested by unconfined compressive strength (UCS) analyses and the Toxicity Characteristic Leaching Procedure (TCLP). At the same time, the leachability of toxic elements from solidified products with a high percent of slag was evaluated under environmental conditions for during one year. The results of the UCS and TCLP indicated that utilization of this type of slag in cement-based applications may be justified with its controlled addition. However, the described application of the slag was disputed due to the high release of As under high alkaline environmental conditions. Eh-pH analyses and the geochemical modeling using the software PHREEQC were evaluated, as well as the mechanism of pollutant (Pb, As) immobilization (precipitation, adsorption) as a function of pH conditions.

Based on a survey of 9512 ninth-grade students conducted in Lower Saxony in 2013, this paper examines the prevalence of cyberbullying perpetration and the correlates of this behavior. Binary logistic multilevel regression was used in order to analyze correlates of sexual and psychological cyberbully perpetration. In the preceding semester, 2.4% of the adolescents were perpetrators of psychological cyberbullying and 0.4% bullied someone online sexually. Low levels of empathy, frequent consumption of violent media, and being victims of aggressive online behaviors are correlated with the risk that a child will become a bully. Female adolescents are less likely than boys to engage in sexual cyberbullying perpetration, but they are more likely to engage in psychological cyberbullying perpetration. Only a small share of adolescents engage in sexual and psychological cyberbullying perpetration. Both behaviors differ in their correlates, however being a victim of aggressive online behaviors increase the risk for perpetration of both behaviors, respectively.

Reuse of waste is one of the main principles of sustainable development and circular economy. Secondary alkaline lead slag is a hazardous waste generated in the recycling process of lead-acid batteries that may be suitable in construction materials. The environmental impact of the use of lead slag as a partial replacement of fine aggregates in the cement-based stabilization/solidification (S/S) process for the preparation of concrete was studied in this paper. Solidified products containing 10%, 15%, 20%, and 25% slag were laboratory tested by unconfined compressive strength (UCS) analyses and the Toxicity Characteristic Leaching Procedure (TCLP). At the same time, the leachability of toxic elements from solidified products with a high percent of slag was evaluated under environmental conditions for during one year. The results of the UCS and TCLP indicated that utilization of this type of slag in cement-based applications may be justified with its controlled addition. However, the described application of the slag was disputed due to the high release of As under high alkaline environmental conditions. Eh-pH analyses and the geochemical modeling using the software PHREEQC were evaluated, as well as the mechanism of pollutant (Pb, As) immobilization (precipitation, adsorption) as a function of pH conditions.

Based on a survey of 9512 ninth-grade students conducted in Lower Saxony in 2013, this paper examines the prevalence of cyberbullying perpetration and the correlates of this behavior. Binary logistic multilevel regression was used in order to analyze correlates of sexual and psychological cyberbully perpetration. In the preceding semester, 2.4% of the adolescents were perpetrators of psychological cyberbullying and 0.4% bullied someone online sexually. Low levels of empathy, frequent consumption of violent media, and being victims of aggressive online behaviors are correlated with the risk that a child will become a bully. Female adolescents are less likely than boys to engage in sexual cyberbullying perpetration, but they are more likely to engage in psychological cyberbullying perpetration. Only a small share of adolescents engage in sexual and psychological cyberbullying perpetration. Both behaviors differ in their correlates, however being a victim of aggressive online behaviors increase the risk for perpetration of both behaviors, respectively.