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In the popular literature, it is often assumed that a single conceptual framework can be applied to both dog–dog and dog–human interactions, including play. We have, through three studies, tested the hypothesis that dog–dog and dog–human play are motivationally distinct. In an observational study of dogs being walked by their owners (N=402), dogs which were walked together, and had opportunities to play with one another, played with their owners with the same frequency as dogs being walked alone. This finding was supported by a questionnaire survey of 2585 dog owners in which dogs in multi-dog households played slightly more often with their owners than dogs in single-dog households. The performance of dog–dog play does not, therefore, seem to suppress the dogs' motivation to play with their owners as would be predicted if they were motivationally interchangeable. In an experimental comparison of dog–dog and dog–human toy-centred play, the dogs were more likely to give up on a competition, to show and present the toy to their play partner, if that partner was human. When two toys were available, dogs playing with other dogs spent less time showing interest in both toys and possessed one of the toys for longer, than dogs playing with people. Overall, the dogs were more interactive and less likely to possess the object when playing with a person. We conclude that dog–dog and dog–human play are structurally different, supporting the idea that they are motivationally distinct. We therefore suggest there is no reason to assume that the consequences of dog–dog play can be extrapolated to play with humans.

Behaviour. --- Competition. --- Consequences. --- Dog. --- Dogs. --- Frequency. --- Human-animal relationship. --- Human. --- Humans. --- Interaction. --- Interactions. --- Motivation. --- Object. --- People. --- Performance. --- Play behaviour. --- Play. --- Questionnaire survey. --- Questionnaire. --- Survey. --- Time. --- Toy.

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The ideal and actual characteristics of specialist search dogs have been examined in questionnaire surveys of 244 dog handlers and trainers from the six main UK dog-using Government agencies. The ten most important characteristics were (ideal level in brackets): acuity of sense of smell (very high), incentive to find an object which is out of sight (very high), health (very high), tendency to hunt by smell alone (very high), stamina (very high), ability to learn from being rewarded (very high), tendency to be distracted when searching (very low); agility (high), consistency of behaviour from day to day (high), motivation to chase an object (high). Significant differences between actual and ideal levels were found for 22 of the 30 characteristics, predominantly in undesirable attributes, suggesting that there is scope for significant improvement in operational effectiveness

Ability. --- Behavior. --- Behavioral attributes. --- Behaviour. --- Dog. --- Dogs. --- Forensic science. --- Health. --- Level. --- Motivation. --- Object. --- Potential guide dogs. --- Questionnaire survey. --- Questionnaire. --- Search. --- Selection. --- Smell. --- Specialist search dog. --- Specialist search dogs. --- Survey. --- Temperament. --- Time.

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Die vorliegende Studie "Warum Lehrerin, warum Lehrer werden?" untersucht, welche Motive bei der Studien- und Berufswahl von Lehramtsstudierenden relevant sind, inwiefern sie mit Aspekten ihres Selbstkonzeptes zusammenhängen und inwiefern sich die Motive von Lehramtsstudierenden verschiedener Länder unterscheiden. Ausgehend von den theoretischen Annahmen sog. Person-Environment-Fit-Modelle beleuchtet sie Unterschiede in den Motivausprägungen deutscher, schwedischer, rumänischer und amerikanischer Lehramtsstudierender und analysiert, inwiefern diese Motive mit wahrgenommenen Aspekten der beruflichen Umgebung in Beziehung gesetzt werden können. Neben spezifischen Unterschieden in den Motivausprägungen der Studierenden aus den einzelnen Untersuchungsländern zeigt sich dabei, dass nicht nur sozioökonomische Faktoren, sondern bspw. auch die Arbeits- und Ausbildungsbedingungen, das wahrgenommene Aufgabenspektrum von Lehrpersonen oder das Ansehen des Berufs mit den Studien- und Berufswahlmotiven von Lehrkräften in Verbindung gesetzt werden können.

Professionsforschung --- Lehrerbildung --- Lehramtsstudierende --- "Studien- und Berufswahlmotive" --- Berufsbildung --- "Studien zur Professionsforschung und Lehrerbildung" --- Lehramtsstudium --- Hochschule --- Lehrer*innenbildung --- "Person-Environment-Fit-Modell" --- Lehrer --- Lehrberuf --- Berufswahl --- Motivation --- Studienwahl --- Lehramtsstudent --- Selbstkonzept --- Internationaler Vergleich --- Einflussfaktor --- Berufsbelastung --- Arbeitsumgebung --- Innere Motivation --- Äußere Motivation --- Pragmatismus --- Berufsbild --- Lehrerausbildung --- Wahrnehmung --- Quantitative Forschung --- Qualitative Forschung --- Interview --- Fragebogenerhebung --- Studie --- Deutschland --- Schweden --- Rumänien --- USA --- Teacher --- Apprenticeship trade --- Teaching profession --- Career Choice --- Occupational choice --- Choice of studies --- Student teachers --- Self concept --- Cross-national comparison --- International comparison --- Pragmatism --- Career profile --- Occupational image --- Occupational profile --- Teacher education --- Teacher training --- Perception --- Quantitative research --- Qualitative research --- Questionnaire survey --- Germany --- Sweden --- Romania

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What are the causes and consequences of species diversity in forested ecosystems, and how is this species diversity being affected by rapid environmental and climatic change, movement of invertebrate and vertebrate herbivores into new biogeographic regions, and expanding human populations and associated shifts in land-use patterns? In this book, we explore these questions for assemblages of forest trees, shrubs, and understory herbs at spatial scales ranging from small plots to large forest dynamics plots, at temporal scales ranging from seasons to centuries, in both temperate and tropical regions, and across rural-to-urban gradients in land use.

gamma diversity --- tree species --- Climatic change --- individual species-area relationship --- woody species --- TILD --- trees --- Pseudotsuga menziesii --- windthrow --- precipitation --- species conservation --- spatial analysis --- codispersion analysis --- variation partitioning --- herbaceous perennial species --- northern hardwood forests --- climate change --- stand development --- potential habitats --- Smithsonian ForestGEO --- tree regeneration --- forest conversion --- Biodiversity Exploratories --- trunk breakage --- topography --- questionnaire survey --- mid-domain effect --- assemblage lineage diversity --- Salicaceae --- salvaging --- temperate forests --- Shannon diversity --- USDA Forest Service --- tree species diversity --- Bray-Curtis --- species-area relationship --- Ericaceae --- legacies --- Picea abies --- herbaceous layer --- spatial patterns --- mountains --- United States --- wind damage --- abundance --- Hubbard Brook --- elevational shifts --- uprooting --- species diversity --- evolutionary diversity --- Pinus sylvestris --- natural disturbance-based silviculture --- Vietnam --- diversity --- Maxent --- human footprint --- productivity --- China --- microarthropod --- phylogenetic diversity --- temperature --- household respondents --- succession --- biodiversity --- tornado --- salvage logging --- excess nitrogen --- climate --- forest management --- understory plant communities --- Simpson diversity --- species richness --- landscape scale --- structural complexity --- tropical evergreen mixed forest --- seasonal variations --- disturbance severity --- competition and facilitation --- canopy structure --- Fagus sylvatica

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The assumption social studies and science in primary education to be a key-component in realizing inclusive teaching in primary classrooms for all children but especially for children with emotional and behavioral difficulties in special needs education is fundamental to this work. Nevertheless, there is nearly no research-based evidence on how potentials for inclusion and social learning are used in primary schools or special schools nor is there research on how teaching is planned, realized, and accounted for. This desiderate is addressed in this work. By analyzing and thereby linking the discourses in social studies and science in primary education and special education for children with emotional and behavioral difficulties, principles for education and teaching in both domains are summarized. This is the theoretical foundation of a mixed- methods-study with a two-step-design to explore the teaching practices and teachers’ beliefs of teachers in inclusive primary schools and special schools for children with emotional and behavioral difficulties in North Rhine-Westfalia, Germany. The study is composed of a partly standardized questionnaire survey (n= 80) followed by qualitive interviews with teachers as experts (n = 10). Data is consequently triangulated to explore the structure of teaching practices and possible determinants concerning the teachers, framework conditions and the learning groups. The results indicate that life-world-oriented education, disturbed student-teacher-interactions and professional lesson planning between child, method and teaching materials are important issues for the development of inclusive teaching in social studies and science in primary education. Consequently, the study outlines future fields of research and development derived from an explorative view at teaching practices in inclusive and separative education settings. Ausgangspunkt bildet die Annahme, dass der Sachunterricht, als Kernfach der Primarstufe über seinen Allgemeinbildungsanspruch, der eine vielperspektivische und an der Lebenswelt der Kinder orientierte Sacherschließung beinhaltet, ein besonderes Potenzial sowohl für ein Lernen in inklusiven Lerngruppen wie spezifisch für Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf im Bereich der sozial-emotionalen Entwicklung besitzt. Wie diese Potenziale in der Praxis genutzt werden bzw. wie sich eine diesbezügliche Praxis im Gemeinsamen Unterricht der Grundschule bzw. Förderschule überhaupt gestaltet, stellt jedoch ein umfassendes Desiderat dar, dem sich die vorliegende Arbeit widmet. Als analytische Referenzpunkte werden die bisher weitgehend unverbundenen Bezugsdiskurse der Sachunterrichtsdidaktik sowie der Sonderpädagogik im Förderschwerpunkt emotionale und soziale Entwicklung hinsichtlich ihrer zentralen pädagogisch-didaktischen Leitprinzipien befragt und in Beziehung zueinander gesetzt. Die geschaffene theoretisch-konzeptionelle Grundlagen bildet den Rahmen für eine zweiphasige Mixed-Methods-Studie zur Unterrichtspraxis sowie handlungsleitenden Motiven von Lehrkräften im Gemeinsamen Unterricht sowie an Förderschulen mit dem Förderschwerpunkt emotionale und soziale Entwicklung in Nordrhein- Westfalen. Die Erhebung setzt sich aus einer teilstandardisierte Fragenbogenerhebung (n = 80) sowie nachgelagerten qualitative Experteninterviews (n = 10) zusammen, deren Ergebnisse über eine konsequente Triangulationsstrategie aufeinander bezogen werden, um die sachunterrichtliche Angebotsstruktur sowie damit verknüpfte Einflussfaktoren auf Ebene der Lehrkräfte, der Rahmenbedingungen sowie der Lerngruppen im Vergleich der beiden Beschulungssettings zu explorieren. Die Ergebnisse werfen dabei bedeutsame Frage für die konzeptionelle Weiterentwicklung einer inklusiven Sachunterrichtsdidaktik im Kontext von Lebensweltorientierung, gestörten Lehr-Lern-Interaktionen sowie professionellem Planungshandeln zwischen Kind, Methode und Material auf. Die Untersuchung umreißt hierzu gemäß ihrem explorativen Charakter mögliche zukünftige Entwicklungsfelder.

Inclusive education / mainstreaming --- Teaching of students with emotional & behavioural difficulties --- Sachunterricht; Primarbereich; Schulform; Sonderschule; Grundschule; Sonderpädagogischer Förderbedarf; Sonderpädagogik; Affektive Entwicklung; Soziale Entwicklung; Unterrichtsgestaltung; Unterrichtsstörung; Integrative Beschulung; Fachdidaktik; Unterrichtspraxis; Lehrer; Inklusion; Pädagogik; Didaktik; Umfrage; Fragebogenerhebung; Interview; Nordrhein-Westfalen; Deutschland; Instruction in natural science subjects; Primary school science and social studies; Primary education; Primary level; Type of school; School for the handicapped; Special needs school; Special school; Elementary School; Primary school; Primary school lower level; Special Educational Needs; Remedial instruction sciences; Special education for the handicapped; Special needs education; Affective development; Social change; Social development; Specialized didactics; Subject didactics; Teaching practice; Teacher; Inclusion; Pedagogics; Sciences of education; Training method; Questionnaire survey; North Rhine-Westphalia; North-Rhine Westphalia; Germany