University of Potsdam

About: University of Potsdam is a education organization based out in Potsdam, Germany. It is known for research contribution in the topics: Population & Computer science. The organization has 9629 authors who have published 26740 publications receiving 759745 citations. The organization is also known as: Universität Potsdam.

Exploring for Geothermal Resources with Electromagnetic Methods

Abstract: Electrical conductivity of the subsurface is known to be a crucial parameter for the characterization of geothermal settings. Geothermal systems, composed by a system of faults and/or fractures filled with conducting geothermal fluids and altered rocks, are ideal targets for electromagnetic (EM) methods, which have become the industry standard for exploration of geothermal systems. This review paper presents an update of the state-of-the-art geothermal exploration using EM methods. Several examples of high-enthalpy geothermal systems as well as non-volcanic systems are presented showing the successful application of EM for geothermal exploration but at the same time highlighting the importance of the development of conceptual models in order to avoid falling into interpretation pitfalls. The integration of independent data is key in order to obtain a better understanding of the geothermal system as a whole, which is the ultimate goal of exploration.

Desensitization to media violence: links with habitual media violence exposure, aggressive cognitions, and aggressive behavior.

Abstract: This study examined the links between desensitization to violent media stimuli and habitual media violence exposure as a predictor and aggressive cognitions and behavior as outcome variables. Two weeks after completing measures of habitual media violence exposure, trait aggression, trait arousability, and normative beliefs about aggression, undergraduates (N = 303) saw a violent film clip and a sad or a funny comparison clip. Skin conductance level (SCL) was measured continuously, and ratings of anxious and pleasant arousal were obtained after each clip. Following the clips, participants completed a lexical decision task to measure accessibility of aggressive cognitions and a competitive reaction time task to measure aggressive behavior. Habitual media violence exposure correlated negatively with SCL during violent clips and positively with pleasant arousal, response times for aggressive words, and trait aggression, but it was unrelated to anxious arousal and aggressive responding during the reaction time task. In path analyses controlling for trait aggression, normative beliefs, and trait arousability, habitual media violence exposure predicted faster accessibility of aggressive cognitions, partly mediated by higher pleasant arousal. Unprovoked aggression during the reaction time task was predicted by lower anxious arousal. Neither habitual media violence usage nor anxious or pleasant arousal predicted provoked aggression during the laboratory task, and SCL was unrelated to aggressive cognitions and behavior. No relations were found between habitual media violence viewing and arousal in response to the sad and funny film clips, and arousal in response to the sad and funny clips did not predict aggressive cognitions or aggressive behavior on the laboratory task. This suggests that the observed desensitization effects are specific to violent content.

The Refined Consensus Model of Pedagogical Content Knowledge in Science Education

Abstract: This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as the Refined Consensus Model (RCM) of PCK, that represents the contributions and collective thinking of two dozen international researchers in science teacher education. This journey starts by recounting the process that led to an update and significant revisions to the model of teacher professional knowledge and skills including PCK (informally known as the 2012 Consensus Model (CM)). Then, we unpack and describe the different components of the model in both diagrammatic form and in explanatory text. The RCM describes the complex layers of knowledge and experiences that shape and inform teachers’ practice and mediate student outcomes. A key feature of this model is the identification of three distinct realms of PCK—collective PCK, personal PCK, and enacted PCK. These realms are used to situate the specialised professional knowledge held by different science educators in different settings ranging from the collected knowledge understood by many to the unique subset of knowledge an individual teacher draws upon. The model also recognises that the broader professional knowledge bases are foundational to teacher PCK while the learning context a teacher is working in can greatly influence the teaching and learning that takes place.