Thesis (Ph. D.)--Sloan School of Management, 2002. / Includes bibliographical references (p. 279-293).

The thesis aims to explore and describe the relationships between scientific results and research projects, both in general and in three given sources: the National Repository of Grey Literature (NUSL) in the Czech Republic, the Czech Research, Development and Innovation Information System (IS VaVaI) and OpenAIRE. The theoretical part presents relationships between results and projects in the field of research information in the Czech Republic and the EU, as well as the Levels of Conceptual Interoperability Model (LCIM) and its application to the relationships between results and projects. Furthermore, the thesis examines the analyzed resources in terms of acquisition, technical processing and interoperability of links between results and projects. The research part quantifies the presence of these links in the given sources, examines the multiplicity of the links to projects, and a possible dependence of the occurrence and quantity of these links on language and type of the research results.

The aim of this diploma thesis is to prove the applicability of sociological methods in the research of audiovisual production. The theoretical part of this thesis is based especially on the approaches of the authors G. H. Gallup and R. L. Nafziger and further the methods used in the given type of research are described. Based on the proven empirical research, the subject of which is a trailer for the upcoming film Adam Ondra: Pushing the Limits and which used qualitative and quantitative methods, which were also described in the theoretical section, the thesis demonstrates the applicability and effectiveness of the use of these methods in research of audiovisual production. In the final section of the thesis, recommendations for optimizing the film trailer in terms of more effective targeting of selected audiences are proposed.

Vom 11. bis zum 13. September 2023 fand die Forstwissenschaftliche Tagung (FowiTa) 2023 in Dresden statt. Die FowiTa findet regelmäßig alle zwei Jahre rotierend an einer der forstlichen Universitäten Deutschlands (Göttingen, Tharandt, Freiburg, München) statt. Sie bietet den im Bereich der Forstwissenschaften Tätigen die Möglichkeit, aktuelle Erkenntnisse aus ihrer Forschung einem breiten forstwissenschaftlichen Publikum vorzustellen. Neben in parallel stattfindenden Sessions organisierten Vorträgen waren Poster-Ausstellungen inkl. Vorstellung der einzelnen Poster und Vorträge von renommierten Keynote-Speakern Teil der FowiTa 2023. Weiterhin bekamen Nachwuchswissenschaftler aus dem Bereich der Forstwissenschaften die Möglichkeit, im Rahmen eigener Sessions ihre Beiträge zur Forschung zu präsentieren. Im vorliegenden Tagungsband sind die Abstracts der gehaltenen Vorträge sowie die ausgestellten Poster aufgeführt.:Programm 10 11. September 2023 14 BEG | Begrüßung 15 K-01 | Keynote - Das Selbst und die Anderen - Waldpolitik zwischen Identitäten und Institutionen (Prof. Dr. Daniela Kleinschmit) 19 K-02 | Keynote - Forestry's Eduring Debt to German Science (Prof. Dr. William Hyde) 21 V-01 | Waldschutz I: Borkenkäfer 23 V-02 | Waldwirtschaft und Klimawandel I: Umwelt, Stress, Mortalität 30 V-03 | Ökologie, Biodiversität, Naturschutz I 39 V-04 | Forstgenetik, Forstpflanzenzüchtung I 46 V-05 | Forstbotanik I 53 V-06 | Waldbau I 61 V-07 | Waldschutz II: Borkenkäfer 69 V-08 | Waldwirtschaft und Klimawandel II: Waldanpassung, Baumartenwahl 77 V-09 | Ökologie, Biodiversität, Naturschutz II 87 V-10 | Forstgenetik, Forstpflanzenzüchtung II 96 V-11 | Eschen-Session 104 V-12 | Waldbau II 116 P 1-3 | Poster Session 126 P-1 | Management mit sozialwissenschaftlichem Schwerpunkt & Sozialwissenschaften 127 P-2 | Naturwissenschaften mit Schwerpunkt Waldschutz 142 P-3 | Naturwissenschaften 1 159 12. September 2023 180 V-13 | Waldschutz III: Krankheiten 181 V-14 | Waldwirtschaft im Klimawandel III: Forest Restoration 187 V-15 | Fernerkundung I 192 V-16 | Forsttechnik, Verfahrenstechnik I 196 V-17 | Forstrecht 201 V-18 | Forstpolitik, Umweltkommunikation I 205 V-19 | Waldschutz IV: Grundsätzliches und Säugetiere 210 V-20 | Waldwirtschaft im Klimawandel IV: Klimaschutz, Kohlenstoffsenke, Wasserhaushalt 215 V-21 | Fernerkundung II 227 V-22 | Forsttechnik, Verfahrenstechnik II 236 V-23 | Holzkunde und Verwendung 245 V-24 | Forstpolitik, Umweltkommunikation II 255 K-03 | Keynote - Über den Wald als chemisches Element (Prof. Dr. Peter Annighöfer) 262 K-04 | Keynote - Verschwommene Grenzen: Zur Handhabung und Wirkung wissenschaftlicher Aussagen in öffentlichen Auseinandersetzungen (Prof. Dr. Senja Post) 264 PV | Preisverleihung Deutscher Forstwissenschaftspreis 266 13. September 2023 267 P 4-6 | Poster Session 268 P-4 | Management mit naturwissenschaftlichem Schwerpunkt 269 P-5 | Naturwissenschaften mit Schwerpunkt Waldbau 287 P-6 | Naturwissenschaften 2 304 V-25 | Waldschutz V: Sturm und Waldbrände 328 V-26 | Bodenkunde I 334 V-27 | Fernerkundung III 341 V-28 | Forsttechnik, Verfahrenstechnik III 351 V-29 | Forstökonomie I: Ökonomik des Kleinprivatwaldes 361 V-30 | Bioökonomie 373 YS-01 | Young Speakers 381 YS-02 | Young Speakers 383 YS-03 | Young Speakers 385 YS-04 | Young Speakers 387 YS-05 | Young Speakers 389 YS-06 | Young Speakers 391 V-31 | Waldschutz VI 392 V-32 | Bodenkunde II 398 V-33 | Fernerkundung IV 404 V-34 | Forsttechnik, Verfahrenstechnik IV 411 V-35 | Forstökonomie II: Landnutzung und Forsteinrichtung 416 V-36 | Wissenschaftskommunikation I 423 V-37 | Agroforstsysteme 429 V-39 | Waldwachstum 435 V-40 | Bioklimatologie und Meteorologie 444 V-41 | Forstökonomie III: Klimawandel und Waldschäden 451 V-42 | Wissenschaftskommunikation II 459 V-43 | Ökologie, Biodiversität, Naturschutz III 466 Register 468 Moderatorenindex 469 Autorenindex 470 Schlagwortindex 479

The communication of anthropogenic climate change presents many challenges, for communicators, scientists, policymakers and publics alike. Particularly difficult is the issue of uncertainty, which can include ambiguity around the phenomenon of climate change, the possible impacts of this, and the timeframe within which such impacts will be seen. Previous research has established that audiences are often averse to uncertainty, and will disregard or ignore messages that contain it. This raises a theoretical and practical question of how best to manage uncertainty in climate change communication in order to maintain audience engagement. This question was the focus of this PhD research. Specifically, the aim of this thesis was to explore the process of climate change communication from the perspectives of the scientists, communicators, and the recipient. I achieved this research goal by utilising a mixed methods design. I firstly interviewed the originators (i.e., scientists) and professional communicators of climate change information to explore the process from their side (Chapter 2). This revealed a number of themes connecting to the different ways scientists and communicators understand the process of communication (e.g., as information exchange versus relationship building), the challenges of climate change communication and uncertainty in particular, and the (appropriate) role of scientists when communicating with the public about climate change. Next, in a series of studies I experimentally explored how audiences respond to variations in the informational content of climate change messages (such as the level of uncertainty) and the role of different communicative styles in further shaping audience engagement (Chapter 3). Broadly, the results of these studies suggest that while uncertainty can undermine audience engagement with climate change communications, the negative effects of uncertainty are buffered when the communicator is perceived to be high in morality and/ or when they use an open communication style. Interestingly, these effects of communication style were particularly evident among women, whereas men tended to react against this. Together, these studies show how relational factors (e.g., communication styles and perceptions of communication sources) can moderate the impact of informational content on audience responses. Finally, I ended this programme of research by looking in more detail at how audiences perceive a real scientific organisation engaged in climate change communication and the bases of their beliefs about organisation competence and morality (Chapter 4). This study combined qualitative and quantitative data to delve deeper into some of the insights gained in the experimental work, and to reconnect this to the real-world organisation context I began with. This study again showed how perceptions of communicator morality moderate responses to uncertainty, but also provide useful insights into the different origins of perceptions of morality and competence. Chapter 5 concludes by summarising the research presented in this thesis, discussing its strengths, limitations and ways forward. Here, I also consider the theoretical, methodological and practical implications of the thesis’ research findings. Briefly, it is argued that addressing the scientific uncertainties of climate change may not necessarily mean altering the form of information itself. Rather, modifying the language peripheral to the information that contains uncertainty, attending to the ways in which audiences perceive the sources of uncertainty, and considering variations amongst publics, may help to engage in effective communication around the complex issue of climate change.

Previous research has noted that members of research ethics committees are unclear about the extent of their roles. In this study, research amongst members of independent ethics committees (IECs) about how the ‘expert’ and ‘lay’ roles are understood and operationalized offers an explanation for this lack of clarity. IECs were selected for study because they have only addressed one type of research (Phase 1 ‘healthy volunteer’ studies) and this limited remit suggested that it would be in such committees that the member roles would have become most pronounced. Drawing on findings from the sociology of professions and employing a phenomenological approach to understanding, 20 semi-structured interviews with both expert and lay members of these committees revealed that a number of members were not only unclear about the roles, but unclear too whether they, or certain of their colleagues, were in which membership category. Notwithstanding this fact, and paradoxically, the ‘expert’ designation was seen as granting its members a privileged position on the committees. The expert member was seen to be either a medically qualified member or one tightly associated with the medical model. Such a repository of expertise being with the medical model privileges this model in ethics review such that other matters formally to be scrutinized by ethics committees become marginalised. Participant safety was the prime concern of the ethics review for IEC members. This relegated other matters including the adequacy of the insurance arrangements, the readability of the consent forms, the fairness of the inclusion criteria, and so forth, into areas of lesser concern. That this occurs though when the science, the safety and the methodology of the trials are already – separately - subject to an independent analysis by a body of experts, whose statutory role is to concern itself with these issues such that no trial may occur without their sanction, is of significance. IEC members were cognizant of this duplication of role but unable to resolve it. The situation could be accounted for as due to capture by the medical model and a cognitive dissonant process. Members’ training and education were found to have been neglected because under the medical professions’ gaze no other type of knowledge was considered necessary in ethics review. The study revealed that the medical profession’s dominance of such committees accounts for the members’ role uncertainty and as such allies itself to Freidson’s theory of professional dominance. If such a concept has been thought to be an obsolete one, this study suggests such a notion of the status of the theory is premature. The medical model’s status is implicitly accepted such that nothing else need be considered. The research calls for further studies to corroborate such findings in other research ethics settings and for a debate about what society wants its ethics committees to focus upon in their review.

A heterogeneous research partnership (HRP) is one in which industry, academia and government collaborate to conduct research, typically of national importance. Whilst most HRPs complete their planned duration and deliver their agreed tasks, it is not uncommon for participants to be left feeling somewhat dissatisfied, suggesting that the requirements which are being met are incomplete. There is an opportunity to improve the success of HRPs by establishing principles and practices for the application of systems engineering in their development. The thesis reviews literature drawn from a broad body of work covering three main areas: the context of HRPs themselves, systems engineering and related disciplines, and research methodology. The research adopts an interpretive approach, initially applying Soft Systems Methodology in a pilot case study and subsequently conducting a qualitative analysis of sixteen HRP case studies in order to develop and refine generic models which are relevant to HRPs. Drawing from the commentary of interviewees, published sources and other evidence, major themes across the case studies are integrated in order to develop ten principles and ten practices for the application of systems engineering to HRPs. The importance of consistency between the research context, systems approach and research methodology is emphasised, and the thesis highlights a significant philosophical challenge facing system of systems research as the discipline seeks to use a range of hard and soft systems approaches which are fundamentally rooted in different paradigms.

Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.

Humour is one of the most interesting and puzzling aspects of human behaviour. Despite the attention it has received from fields such as philosophy, linguistics, and psychology, there have been only few attempts to create computational models for humour recognition and analysis. In this thesis, I use corpus-based approaches to formulate and test hypotheses concerned with the processing of verbal humour. The thesis makes two important contributions. First, it brings empirical evidence that computational approaches can be successfully applied to the task of humour recognition. Through experiments performed on very large data sets, I show that automatic classification techniques can be effectively used to distinguish between humorous and non-humorous texts, using content-based features or models of incongruity. Moreover, using a method for measuring feature saliency, I identify and validate several dominant word classes that can be used to characterize humorous text. Second, the thesis provides corpus-based support toward the validity of previously formulated linguistic theories, indicating that humour is primarily due to incongruity and humour-specific language. Experiments performed on collections of verbal humour show that both incongruity and content-based features can be successfully used to model humour, and that these features are even more effective when used in tandem.

The 1980s saw an increase in learning support assistants (LSAs’) in colleges for further education to support post-sixteen learners with learning difficulties and disabilities (LDD). LSAs’ were appointed on an ad hoc basis with little or no experience, or relevant qualifications to deliver support in ‘inclusive’ vocational classrooms. The Workforce Development Plan in 2004 acknowledged this phenomenon and advocated that occupational standards be developed. Two years later, in October 2006, the first National Occupational Standards (NOS) for college LSAs was launched but it did not include an official training framework for their professional learning and although there are some training structures in place, this still remains the case today. Learners with LDD are, therefore, still supported by untrained LSAs’ who are not professionally equipped to deal with the particular challenges they present. Educators like myself who work alongside LSAs’ in colleges, must seek to naturalistically explore professional learning opportunities to enhance their knowledge and skills. Such professional learning opportunities should reflect the creative and dynamic contribution college LSAs’ bring to inclusive classrooms and, thereby, not only improve the quality of the support LSAs’ give but the overall integrative, ethical and non-discriminative ethos of a college. With this knowledge, I developed and implemented an Enhanced Learning Support Assistant Programme (ELSAP) for the professional learning of volunteer LSA participants with the aim of improving their knowledge and skills to deliver a more meaningful education for postsixteen learners with LDD. For the acquisition of new knowledge and skills, professional learning for LSAs’ needs to occur systemically over time and be integrated within the multilayered context of a college to allow dynamic and reciprocal influences to make transformative connections. Critically, my action research study strengthens the connection between socio-political theory and practice within the sociology of disability education on moral, ethical and human rights grounds.