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Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Psychodrama und Soziometrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bereits während des Studiums sind Lehramtsstudierende in Praktika von beruflichen Anforderungen durch heterogene Klassen betroffen. Deswegen ist eine Professionalisierung schon in der ersten Phase der Lehrerbildung für den Umgang mit diesen Anforderungen in inklusiven Settings dringend notwendig. Dazu wurde ein praxisnahes Seminar mit Situations- und Problemlöseorientierung unter Einbezug der Perspektiven der zweiten und dritten Phase der Lehrerbildung entwickelt. Das Seminar vereint dabei verschiedene Merkmale von erfolgreichen Lehrveranstaltungen (z. B. Fallorientierung) und wird auf mehreren Zielebenen (Lernnutzen, Weiterentwicklung der Kompetenzselbsteinschätzungen und Transferwirkung) evaluiert. Die Ergebnisse zeigen in einem Prä-Post-Vergleichsgruppendesign im Mixed-Methods-Ansatz, dass die Studierenden der Interventionsgruppe (N= 63) den Lernnutzen und die Transferwirkung des Seminars hoch einschätzen und sich die Kompetenzselbsteinschätzungen günstig entwickeln. Eine einfaktorielle MANOVA verdeutlicht zudem signifikante Unterschiede der Prä-Post-Differenzwerte zwischen der Interventions- und der Vergleichsgruppe (N= 44) in der inklusionsbezogenen Selbstwirksamkeit, in der sozialen Unterstützung und im wahrgenommenen Belastungserleben. Besonders die selbstregulativen Fähigkeiten und die soziale Unterstützung werden von den Studierenden der Interventionsgruppe als bedeutsame Ressourcen im Umgang mit den wahrgenommenen Belastungen eingeschätzt. Die Ergebnisse werden vor dem Hintergrund der Professionalisierung von angehenden Lehrkräften und der Implementierung im Lehramtsstudium diskutiert. Abstract During their studies, student teachers are already affected by the stress caused by heterogeneous classes. Therefore, early professionalisation is necessary in the first phase of teacher education to deal with stress. For this purpose, a practice-oriented seminar with a situational and problem-solving orientation was developed, taking into account the perspectives of the second and third phase of teacher education. The seminar combines various characteristics of successful courses (e.g., case-orientation) and is evaluated on several target levels (learning benefit, further development of competence self-assessments and transfer effect). The evaluation results show in a pre-post comparison group design in a mixed-methods approach that the students in the intervention group (N= 63) rate the learning benefits and the transfer effect highly and that the competence self-assessments develop favourably. A one-factor MANOVA also illustrates significant differences in the pre-post difference scores between the intervention and control groups (N= 44) in inclusion-related self-efficacy, social support and the experience of stress. Especially the self-regulatory abilities and the ways of support are assessed by the intervention group as significant resources for dealing with stress. The results are discussed against the background of the evaluation criteria and the implementation in the first phase of teacher education.

Copyright of Medizinische Klinik: Intensivmedizin & Notfallmedizin is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Bildungsforschung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Against the backdrop of shrinking populations, new strategies for maintaining services of general interest in European rural areas are required at both a European and a German level. With regard to this, the field of post-school education as a service of general interest is seen as playing an important role with considerable effects on regional development processes. Educational institutions, traditionally highly centralised, have been shown to influence decisions on staying in or leaving rural areas and thus can further intensify regional demographic developments. In this paper, we examine two examples of post-school educational opportunities in Scotland and Sweden that have been able to establish themselves in a rural setting affected by shrinking trends. Our interpretation is that the continued stability of these examples is due to the ability of local actors to utilise local resources in a meaningful way. The aim of this paper is therefore to contribute to a structured understanding of how local actors manage limited resources to provide services of general interest in the environment of rural, sparsely populated regions in the long term. To enable a systematised analysis of our data, we use an analytical framework originally developed to understand the resources generated by informal planning practices in rural areas. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Gerontologie und Geriatrie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Soziologische Revue is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Prävention und Gesundheitsförderung is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

International studies found that students with special educational needs (SEN) have a higher risk of experiencing bullying than students without SEN. In Germany, bullying has rarely been studied in the context of inclusive education. Previous studies found that pupils experiencing bullying as well as pupils with SEN have fewer personal and social resources in comparison to their peers. Therefore, a pilot study was conducted to examine whether bullying experiences and the availability of personal and social resources differ for pupils with and without SEN. Questionnaire data from N = 420 pupils in grades 3 to 10 was analysed after they had indicated that they either had or had not experienced bullying. To investigate whether the available resources differ depending on bullying experiences and SEN status, n = 45 pupils without SEN were selected from the total sample using propensity score matching to be compared to the pupils with SEN (n = 45). The results showed that pupils affected by bullying had especially fewer social resources. However, in the presence of victimization experiences, pupils with SEN did not differ from pupils without SEN in the availability of resources. [ABSTRACT FROM AUTHOR]

Copyright of Public Health Forum is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Österreichische Wasser- und Abfallwirtschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Bauen ist heute verbunden mit einem enorm hohen Energieverbrauch, Rohstoffeinsatz und Reststoffanfall. Die Herstellung und der Transport von Baustoffen zum Einsatzort benötigen gewaltige Mengen an Energie und die Prozesse sind nach wie vor mit einer erheblichen Emission von CO2 und weiterer klima‐ und umweltschädlicher Stoffe und Substanzen verbunden. Die Bündnisregion (ca. 80‐km‐Radius um Weimar) verfügt über erhebliche Rohstoffressourcen für die Baustoffindustrie und liegt dadurch im Fokus des überregionalen Bausektors, was der nachhaltigen Nutzung der Landschaftspotenziale entgegensteht. Bauen wird nur dann nachhaltig sein können, wenn über wegweisende Innovationen der Roh‐ bzw. Baustoffeinsatz drastisch reduziert, Herstellungs‐ und Verarbeitungsprozesse deutlich effizienter gestaltet und Stoffkreisläufe konsequent geschlossen werden. Das im Rahmen von WIR! (Wandel durch Innovation in der Region) durch das BMBF finanzierte Bündnis RENAT.BAU betrachtet deshalb das Bauen konsistent über gesamte Stoffströme und vollständige Lebenszyklen und Wertschöpfungsketten hinweg. [ABSTRACT FROM AUTHOR]

Kurzfassung: Der effiziente Einsatz begrenzter Ressourcen spielt eine immer wichtigere Rolle, wenn es um das nachhaltige Wirtschaften geht. Mit der Beendigung der Kohlever‐stromung bis zum Jahr 2038 und dem damit verbundenen Wegfall von REA‐Gips, verliert die Gipsindustrie eine wesentliche Quelle für ihre Produkte. Dieser Wegfall kann nicht annähernd mittels Gipsrecycling kompensiert werden. Ein vermehrter Abbau von Naturgips und –anhydrit ist in Bezug auf den Naturschutz kritisch zu hinterfragen. Diese Arbeit setzt sich daher insbesondere mit der Klassifikation von bisher ungenutzten Gipsgesteinen (Übergangsgesteine) auseinander, welche ohnehin beim Abbau von Naturgips anfallen. Als Methode der Wahl wird auf die hyperspektrale Bildgebung zurückgegriffen, mit dessen Hilfe es möglich ist räumliche und spektrale Informationen zu gewinnen und diese mit Verfahren des maschinellen Lernens zu kombinieren. Die bisherigen Ergebnisse von mehr als 99 % Erkennungsrate machen zuversichtlich, dass diese Methode sich durchaus eignet. Optimierungsbedarf besteht dagegen in der Erkennung der Mineralphasen im Übergangsgestein selbst. [ABSTRACT FROM AUTHOR]

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Unternehmung: Swiss Journal of Business Research & Practice is the property of Nomos Verlagsgesellschaft mbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Nachhaltige Entwicklung erfordert die Auseinandersetzung mit Wechselwirkungen zwischen unterschiedlichen Ressourcen und – angesichts der Komplexität dieser Zusammenhänge – die Bereitschaft, auch ins Ungewisse hinein zu entscheiden und zu handeln. Diese Entscheidungen und Handlungen müssen kontinuierlich reflektiert und im Hinblick auf ihre Effekte bewertet werden – auch in Lern- oder Bildungsprozessen. Solche Entwicklungsprozesse sind im Beitrag theoretisch als Neu-Konstellationen von Ressourcen-, Merkmals- oder Verhaltenszusammenhängen (Konstellationen) gefasst, wobei sich Neu-Konstellation aus Probehandeln im Sinn von handelnder (performativer) Reflexion ergibt. Vor diesem Hintergrund nimmt der vorliegende Beitrag das Erasmus+ Projekt „Bridging Barriers“ zum Anlass, um das spezifische Potenzial partizipativer Settings in der Erwachsenenbildung für die Auseinandersetzung mit nachhaltigen Entwicklungsprozessen aufzuzeigen. In diesem Projekt hat die Autorin eine Weiterbildung für erfahrene Basisbildner*innen konzipiert, in der die Teilnehmer*innen durch verschiedene Formen von kollaborativer Aneignung von theoretischen Konzepten und Fallarbeit ihre impliziten Kompetenzen reflektierten und dabei auch weiterentwickelten. Die Teilnehmer*innen konnten das gezielt offen angelegte Setting mitgestalten, was Verständigungs- und Aushandlungsprozesse erforderte und so einen partizipativen Bildungsprozess ermöglichte. Genau solche kollaborativen und partizipativen Reflexions- und Lernprozesse sind nach Ansicht der Autorin auch für eine nachhaltige Entwicklung notwendig. (Red.)

Copyright of Praxis der Kinderpsychologie und Kinderpsychiatrie is the property of Vandenhoeck & Ruprecht GmbH & Co. KG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Pädiatrie & Pädologie is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bundesgesundheitsblatt - Gesundheitsforschung - Gesundheitsschutz is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

A group program tailored to the needs of chronically mentally ill people was developed and studied for its effectiveness. The program aims to build up and expand various personal resources of the severely stressed clientele. The eight-week program was evaluated by means of a quasi-experimental pre-, post-, and follow-up field study (N = 275, IG = 134, KG = 141). Overall, it was shown that participation in the said group program significantly improved a variety of health-related factors (self-esteem, positive emotions, cognitive, emotional and physical well-being, self-care, depressiveness). In general, the resource-oriented group program can be evaluated as a profitable and complementary method for working with chronically mentally ill people. [ABSTRACT FROM AUTHOR]

Background: Procedures to prevent surgical site infections require a high input of human, technical and natural resources. This paper explores ways to optimize the use of resources in caring for patients who undergo a surgical procedure without compromising patient safety. Methods: Review of the contribution of selected procedures for infection prevention in surgical patients considering current evidence and recommendations by comparing current guidelines and results of clinical trials. Analysis of interventions to implement and increase compliance. Results: Knowledge of current evidence-based recommendations enables not only the identification of procedures with proven effect on infection prevention but also those that are ineffective and thus dispensable. There is still need for further controlled studies, e.g. on the use of antiseptics, that can confirm the evidence level of preventive procedures. Infection surveillance in combination with process and compliance monitoring by infection prevention specialists with a feedback system to healthcare workers are suitable control instruments for infection control management. In the case of increased infection rates, the implementation of evidence-based recommended measures through tailored bundle interventions is successful. Technical measures to maintain environmental conditions must be included in the control process. Conclusion: The reduction of healthcare-associated infections by implementing tailored interventions of infection prevention measures and elimination of ineffective procedures conserves resources and promotes patient safety. [ABSTRACT FROM AUTHOR]

Copyright of Perspektive Mediation is the property of Verlag Oesterreich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)