TY - JOUR A1 - Rai, P. A1 - Ziegler, K. A1 - Abel, D. A1 - Pollinger, F. A1 - Paeth, H. T1 - Performance of a regional climate model with interactive vegetation (REMO-iMOVE) over Central Asia JF - Theoretical and Applied Climatology N2 - The current study evaluates the regional climate model REMO (v2015) and its new version REMO-iMOVE, including interactive vegetation and plant functional types (PFTs), over two Central Asian domains for the period of 2000–2015 at two different horizontal resolutions (0.44° and 0.11°). Various statistical metrices along with mean bias patterns for precipitation, temperature, and leaf area index have been used for the model evaluation. A better representation of the spatial pattern of precipitation is found at 0.11° resolution over most of Central Asia. Regarding the mean temperature, both model versions show a high level of agreement with the validation data, especially at the higher resolution. This also reduces the biases in maximum and minimum temperature. Generally, REMO-iMOVE shows an improvement regarding the temperature bias but produces a larger precipitation bias compared to the REMO conventional version with interannually static vegetation. Since the coupled version is capable to simulate the mean climate of Central Asia like its parent version, both can be used for impact studies and future projections. However, regarding the new vegetation scheme and its spatiotemporal representation exemplified by the leaf area index, REMO-iMOVE shows a clear advantage over REMO. This better simulation is caused by the implementation of more realistic and interactive vegetation and related atmospheric processes which consequently add value to the regional climate model. KW - regional climate model (RCM) KW - interactive vegetation KW - REMO-iMOVE KW - Central Asia KW - evaluation Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324155 SN - 0177-798X VL - 150 IS - 3-4 ER - TY - JOUR A1 - Schorscher, Nora A1 - Kippnich, Maximilian A1 - Meybohm, Patrick A1 - Wurmb, Thomas T1 - Lessons learned from terror attacks: thematic priorities and development since 2001 - results from a systematic review JF - European Journal of Trauma and Emergency Surgery N2 - PURPOSE The threat of national and international terrorism remains high. Preparation is the key requirement for the resilience of hospitals and out-of-hospital rescue forces. The scientific evidence for defining medical and tactical strategies often feeds on the analysis of real incidents and the lessons learned derived from them. This systematic review of the literature aims to identify and systematically report lessons learned from terrorist attacks since 2001. METHODS PubMed was used as a database using predefined search strategies and eligibility criteria. All countries that are part of the Organization for Economic Cooperation and Development (OECD) were included. The time frame was set between 2001 and 2018. RESULTS Finally 68 articles were included in the review. From these, 616 lessons learned were extracted and summarized into 15 categories. The data shows that despite the difference in attacks, countries, and casualties involved, many of the lessons learned are similar. We also found that the pattern of lessons learned is repeated continuously over the time period studied. CONCLUSIONS The lessons from terrorist attacks since 2001 follow a certain pattern and remained constant over time. Therefore, it seems to be more accurate to talk about lessons identified rather than lessons learned. To save as many victims as possible, protect rescue forces from harm, and to prepare hospitals at the best possible level it is important to implement the lessons identified in training and preparation. KW - terror attacks KW - evaluation KW - lessons learned KW - emergency preparedness KW - public health preparedness KW - mass casualties Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-264862 SN - 1863-9941 VL - 48 ER - TY - JOUR A1 - Zürn, Michael A1 - Strack, Fritz T1 - When More Is Better – Consumption Priming Decreases Responders’ Rejections in the Ultimatum Game JF - Frontiers in Psychology N2 - During the past decades, economic theories of rational choice have been exposed to outcomes that were severe challenges to their claim of universal validity. For example, traditional theories cannot account for refusals to cooperate if cooperation would result in higher payoffs. A prominent illustration are responders’ rejections of positive but unequal payoffs in the Ultimatum Game. To accommodate this anomaly in a rational framework one needs to assume both a preference for higher payoffs and a preference for equal payoffs. The current set of studies shows that the relative weight of these preference components depends on external conditions and that consumption priming may decrease responders’ rejections of unequal payoffs. Specifically, we demonstrate that increasing the accessibility of consumption-related information accentuates the preference for higher payoffs. Furthermore, consumption priming increased responders’ reaction times for unequal payoffs which suggests an increased conflict between both preference components. While these results may also be integrated into existing social preference models, we try to identify some basic psychological processes underlying economic decision making. Going beyond the Ultimatum Game, we propose that a distinction between comparative and deductive evaluations may provide a more general framework to account for various anomalies in behavioral economics. KW - Ultimatum Game KW - comparison KW - consumption priming KW - evaluation KW - cognitive processes Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-189989 SN - 1664-1078 VL - 8 IS - 2226 ER - TY - JOUR A1 - Schubert, Lisa A1 - Körner, Anita A1 - Lindau, Berit A1 - Strack, Fritz A1 - Topolinski, Sascha T1 - Open-Minded Midwifes, Literate Butchers, and Greedy Hooligans - The Independent Contributions of Stereotype Valence and Consistency on Evaluative Judgments JF - Frontiers in Psychology N2 - Do people evaluate an open-minded midwife less positively than a caring midwife? Both open-minded and caring are generally seen as positive attributes. However, consistency varies—the attribute caring is consistent with the midwife stereotype while open-minded is not. In general, both stimulus valence and consistency can influence evaluations. Six experiments investigated the respective influence of valence and consistency on evaluative judgments in the domain of stereotyping. In an impression formation paradigm, valence and consistency of stereotypic information about target persons were manipulated orthogonally and spontaneous evaluations of these target persons were measured. Valence reliably influenced evaluations. However, for strongly valenced stereotypes, no effect of consistency was observed. Parameters possibly preventing the occurrence of consistency effects were ruled out, specifically, valence of inconsistent attributes, processing priority of category information, and impression formation instructions. However, consistency had subtle effects on evaluative judgments if the information about a target person was not strongly valenced and experimental conditions were optimal. Concluding, in principle, both stereotype valence and consistency can play a role in evaluative judgments of stereotypic target persons. However, the more subtle influence of consistency does not seem to substantially influence evaluations of stereotyped target persons. Implications for fluency research and stereotype disconfirmation are discussed. KW - stereotypes KW - consistency KW - evaluation KW - valence Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-170222 VL - 8 IS - 1723 ER - TY - JOUR A1 - Wurmb, T A1 - Schorscher, N A1 - Justice, P A1 - Dietz, S A1 - Schua, R A1 - Jarausch, T A1 - Kinstle, U A1 - Greiner, J A1 - Möldner, G A1 - Müller, J A1 - Kraus, M A1 - Simon, S A1 - Wagenhäuser, U A1 - Hemm, J A1 - Roewer, N A1 - Helm, M T1 - Structured analysis, evaluation and report of the emergency response to a terrorist attack in Wuerzburg, Germany using a new template of standardised quality indicators JF - Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine N2 - Background: Until now there has been a reported lack of systematic reports and scientific evaluations of rescue missions during terror attacks. This however is urgently required in order to improve the performance of emergency medical services and to be able to compare different missions with each other. Aim of the presented work was to report the systematic evaluation and the lessons learned from the response to a terror attack that happened in Wuerzburg, Germany in 2016. Methods: A team of 14 experts developed a template of quality indicators and operational characteristics, which allow for the description, assessment and comparison of civil emergency rescue missions during mass killing incidents. The entire systematic evaluation process consisted of three main steps. The first step was the systematic data collection according to the quality indicators and operational characteristics. Second was the systematic stratification and assessment of the data. The last step was the prioritisation of the identified weaknesses and the definition of the lessons learned. Results: Five important “lessons learned” have been defined. First of all, a comprehensive concept for rescue missions during terror attacks is essential. Furthermore, the establishment of a defined high priority communication infrastructure between the different dispatch centres (“red phone”) is vital. The goal is to secure the continuity of information between a few well-defined individuals. Thirdly, the organization of the incident scene needs to be commonly decided and communicated between police, medical services and fire services during the mission. A successful mission tactic requires continuous flux of reports to the on-site command post. Therefore, a predefined and common communication infrastructure for all operational forces is a crucial point. Finally, all strategies need to be extensively trained before the real life scenario hits. Conclusion: According to a systematic evaluation, we defined the lessons learned from a terror attack in 2016. Further systematic reports and academic work surrounding life threatening rescue missions and mass killing incidents are needed in order to ultimately improve such mission outcomes. In the future, a close international collaboration might help to find the best database to report and evaluate major incidents but also mass killing events. KW - terror attack KW - mass casualties KW - evaluation KW - quality indicators KW - rescue mission Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-177054 VL - 26 IS - 87 ER - TY - JOUR A1 - Musekamp, Gunda A1 - Gerlich, Christian A1 - Ehlebracht-König, Inge A1 - Faller, Hermann A1 - Reusch, Andrea T1 - Evaluation of a self-management patient education program for patients with fibromyalgia syndrome: study protocol of a cluster randomized controlled trial JF - BMC Musculoskeletal Disorders N2 - Background Fibromyalgia syndrome (FMS) is a complex chronic condition that makes high demands on patients’ self-management skills. Thus, patient education is considered an important component of multimodal therapy, although evidence regarding its effectiveness is scarce. The main objective of this study is to assess the effectiveness of an advanced self-management patient education program for patients with FMS as compared to usual care in the context of inpatient rehabilitation. Methods/Design We conducted a multicenter cluster randomized controlled trial in 3 rehabilitation clinics. Clusters are groups of patients with FMS consecutively recruited within one week after admission. Patients of the intervention group receive the advanced multidisciplinary self-management patient education program (considering new knowledge on FMS, with a focus on transfer into everyday life), whereas patients in the control group receive standard patient education programs including information on FMS and coping with pain. A total of 566 patients are assessed at admission, at discharge and after 6 and 12 months, using patient reported questionnaires. Primary outcomes are patients’ disease- and treatment-specific knowledge at discharge and self-management skills after 6 months. Secondary outcomes include satisfaction, attitudes and coping competences, health-promoting behavior, psychological distress, health impairment and participation. Treatment effects between groups are evaluated using multilevel regression analysis adjusting for baseline values. Discussion The study evaluates the effectiveness of a self-management patient education program for patients with FMS in the context of inpatient rehabilitation in a cluster randomized trial. Study results will show whether self-management patient education is beneficial for this group of patients. KW - rheumatology KW - evaluation KW - self-management KW - patient education KW - fibromyalgia syndrome KW - cluster-RCT KW - rehabilitation Y1 - 2016 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-146075 VL - 17 IS - 55 ER - TY - JOUR A1 - Rudolf, Daniel T1 - Die Evaluation des wissenschaftlichen Wertes elektronischer Zeitschriften nach einem Modell der California Digital Library JF - Information - Wissenschaft & Praxis N2 - Es wird eine Methode der California Digital Library (CDL) zur Zeitschriftenevaluation beschrieben. Diese vergleicht die Aspekte Nützlichkeit, Qualität und Kosteneffizienz der untersuchten Titel. Es folgt der Bericht über eine Anwendung der Methode auf die elektronischen Zeitschriften der Teilbibliothek (TB) Biologie (118 Titel) und der TB Chemie (88 Titel) der Universitätsbibliothek Würzburg für das Jahr 2012. Auf ausgewählte Ergebnisse wird näher eingegangen. Diese werden mit den Ergebnissen einer Bewertung nach Kosten pro Nutzung verglichen. N2 - This paper describes a journal evaluation method by the California Digital Library (CDL). The method includes the parameters usability, quality and cost efficiency of the analysed titles in relation to each other. In the following, this article presents a report about an application of the method to the e-journals of the departmental libraries of biology (118 titles) and chemistry (88 titles) of the Würzburg University Library for the year 2012. Selected results are discussed in more detail. They are compared with the results of an evaluation based on cost per use. N2 - L’auteur décrit ici une méthode de la California Digital Library (CDL) pour l’évaluation de revues, une méthode qui compare l’utilité, la qualité et la rentabilité des périodiques étudiés. Il nous livre ensuite le rapport de l’application de cette méthode aux revues électroniques des bibliothèques des facultés de Biologie (118 titres) et de Chimie (88 titres) de l’Université de Würzburg pour l’année 2012. Certains résultats choisis sont examinés plus en détail et comparés avec les résultats d’une évaluation de coût par utilisation. KW - Zeitschrift KW - Bewertung KW - Qualität KW - Bibliometrie KW - bibliometrics KW - journal KW - evaluation KW - quality KW - périodiques KW - qualité KW - évaluation KW - bibliométrie Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-101242 UR - http://www.degruyter.com/view/j/iwp.2014.65.issue-3/iwp-2014-0027/iwp-2014-0027.xml ER - TY - JOUR A1 - Karagiannakis, Evangelia T1 - Autonomes Lernen durch Beobachtung, Reflexion und Evaluation des eigenen Lernprozesses – Punktuelle und kontinuierliche Verfahren N2 - "Autonomes Lernen ist das Übernehmen von Verantwortung für das eigene Lernen." (Rieder, o. J.) Bedeutend für den Lernprozess ist weiterhin die Fähigkeit, diesen selbst zu organisieren. Damit Eigenverantwortung und Selbstorganisation gelingen können, müssen Lernende ihren Lernprozess regelmäßig reflektieren sowie Ergebnisse selbstständig evaluieren und bewerten. (vgl. Wolff, 1997:3) Von Zeit zu Zeit sollte die gesamte Lerngruppe am Reflexions- und Evaluationsprozess beteiligt werden. Im vorliegenden Beitrag werden Methoden vorgestellt, mit denen teils in Einzelarbeit, teils in der Gruppe schnelle Zwischenevaluationen oder kontinuierlich begleitende Reflexionen realisiert werden können. N2 - Learner autonomy means to be responsible for one's own process of learning as well as to organise it oneself. In order to do so, learners should regularly reflect on and evaluate what and how they learn, which aims they have already reached and what they are going to do next. The following chapters aim to introduce a variety of methods and tools which may be used for fast or continuing, individual or peer evaluations and reflections. KW - Fremdsprachenlernen KW - Fremdsprachenunterricht KW - Evaluation KW - Lernautonomie KW - Reflexion KW - Learning autonomy KW - reflection KW - evaluation Y1 - 2010 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-49879 ER -