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Item type: Item , Nexus between agricultural challenges, farming practices, and on-farm losses of selected arable crop farmers in Nigeria: a valuation constellation approach to advancing sustainable food systems(2025) Abulude, IfeoluwaIntroduction: Food loss remains a critical barrier to the sustainable transformation of global food systems, especially in the Global South, where systemic inefficiencies and data gaps persist. Despite increasing attention to food loss, less than 35% of global studies focus on losses at the primary production stage, with most research centred in the Global North. This geographical and methodological imbalance limits understanding of the complex, context-specific drivers of food loss in developing regions. This study explores how agricultural challenges influence farmers’ valuation processes and practices, and how these practices may contribute to on-farm losses offering insights within the specific context studies rather than generalisations for all of Nigeria, a country facing recurrent food insecurity and malnutrition. Using a valuation constellation perspective, conceptualising food systems as dynamic networks of interconnected actors, actions, and resources, the research explores food loss as a socially and structurally mediated phenomenon rather than a linear or isolated issue. Methods: Focus Group Discussion (FGD) were held with purposively selected farmers, facilitated by local extension agents, to gather nuanced insights into how farmers assign value and prioritise their farming practices. Results: Findings reveal that pests and diseases are predominant challenges leading to on-farm losses among arable crop farmers. Although pests and diseases are prominent, they are embedded within a broader constellation of factors, including knowledge gaps, economic limitations, and weak institutional support. These interconnected challenges contribute to both pre- and post-harvest losses, undermining food availability and worsening hunger. Discussion: The study emphasises the need for co-created, farmer-led strategies that address the constellation of social, material, and institutional dynamics shaping on-farm decision-making. It advocates for participatory valuation processes in policy development to ensure that farmers’ voices and rationales are structurally integrated into food system reforms. By reframing food loss through the lens of valuation constellation, this research offers a pathway towards more equitable and sustainable food system transformations.Item type: Item , LARP als Methode der genderreflexiven Jugendarbeit(2025) Tönnies, Anna-MargoItem type: Item , Data for "Microstructure of Electrodeposited Lithium and its Evolution During Cycling when Using Metal Interlayers in “Anode-Free” Solid-State Batteries"(2025-11) Becker, JuriThe following data include various measurements using electrochemical impedance spectroscopy (EIS), scanning electron microscopy (SEM), X-ray diffraction (XRD), energy dispersive X-ray spectroscopy (EDS) and electron backscatter diffraction (EBSD) in order to analyze the effect of metallic interlayers on the resulting lithium microstructure. More information regarding the data structure and the data file types is given in the "README" file. Furthermore, there is an additional "README" file in each .zip archive to help the reader interpreting the data. The data was used to plot all scientific figures published in the following manuscript: Title: “Microstructure of Electrodeposited Lithium and its Evolution During Cycling when Using Metal Interlayers in “Anode-Free” Solid-State Batteries”. DOI: Abstract of the publication: "“Reservoir-free” construction of solid state batteries could circumvent the handling of reactive lithium metal foils and further increase the energy density. Metallic interlayers could play an im-portant role in the homogenization of the deposited lithium layer by increasing the coverage of the deposit and additionally reducing the size of the lithium grains. To date, the influence of different interlayers and the influence of stripping on the lithium microstructure is still unknown. This work analyzes the influence of gold, silver and bismuth interlayers on the microstructure of electrode-posited lithium layers using electron backscatter diffraction (EBSD) on cross-sections prepared by broad ion-milling. In addition, partially stripped lithium layers and thus the influence of stripping on the lithium microstructure are analyzed using the mentioned interlayers. Our findings reveal that different interlayer materials result in different lithium microstructures. In addition, stripping also causes a significant change in the lithium microstructure, both in terms of grain size and grain orientation, gaining a deeper understanding of the lithium microstructure and its impact."Item type: Item , Solving the Gender Equation? Measuring and Refuting Teachers' Math-Gender Misconceptions(2025) Dersch, Anna-SophiaThis cumulative dissertation contains three publications/manuscripts, researching (1) teachers' math-gender misconceptions (specific, plausible-sounding yet scientifically unsupported knowledge conceptions that contradict empiric evidence and/or established theoretical frameworks, e.g., "Girls think more empathically than boys, but lack systematic thinking abilities and are hence not as good in mathematics."), their relation to their explicit math-gender stereotype (the mere connotation of mathematics as male), (2) their relation to teachers' awareness of math-gender stereotype-reinforcing behaviors in the classroom (e.g., stereotypical task selection, hampering female learners' self-efficacy), and (3) the effectiveness of personalized refutation texts in reducing teachers' math-gender misconceptions (in comparison to non-personalized refutation text, common expository text and personalized expository text). Study 1 introduces and validates the Math-Gender Misconception Questionnaire (MGMQ), with three distinct but related misconceptions (Empathizing-Systemizing, Girls' Compensation and Girls' Non-Compensability). Nearly half of the 303 researched pre-service teachers endorsed at least one misconception. These misconceptions were correlated with the explicit math-gender stereotype, suggesting that math-gender misconceptions and the math-gender stereotype are two related but distinct constructs and that math-gender misconceptions contribute to the manifestation of the math-gender stereotype. Study 2 examines 278 (student and in-service) teachers’ awareness of stereotype-reinforcing teaching behaviors in the classroom using video vignettes depicting a male vs. female model teacher. Teachers reliably detected explicit but rarely implicit biased behaviors. Teachers were more aware of a male vs. female model teacher's math-gender stereotype-reinforcing behaviors. Furthermore, model-observer-gender-similarity improved awareness. Awareness correlated negatively with misconception endorsement, suggesting that misconceptions may influence teachers’ interpretation of, and potentially their engagement in, classroom behavior. Study 3 tests the effectiveness of personalized refutation texts (vs. standard refutation text, personalized expository text and standard expository text) in promoting conceptual change among 336 student teachers and in-service teachers. Personalized refutation fostered the strongest misconception reduction among teachers who initially held math-gender misconceptions, but also elicted backfire effects—ironic misconception reinforcement—in participants without prior misconceptions. Effects on broader attitudes (e.g., math-gender stereotypes) were limited, though reduced misconceptions were associated with more gender-equitable views, suggesting that future interventions should not only be personalized but tailored to teachers' prior knowledge. Methodologically, the dissertation contributes two validated tools—the Math-Gender Misconception Questionnaire and a video-based awareness measure—that enable precise assessment of misconceptions and teachers’ sensitivity to stereotype-reinforcing behaviors, and that can also be meaningfully applied in teacher training. Theoretically, the findings clarify how misconceptions are embedded within broader stereotype systems and identify conditions under which personalized refutation texts promote or hinder conceptual change. Practically, the results underscore the importance of explicitly addressing math-gender misconceptions in teacher education and show that well-aligned, personalized interventions can effectively reduce misconceptions, whereas misaligned feedback may trigger defensive reactions.Item type: Item , Stabilizing Copper(I) Complexes by Terminal Olefinic Side Arms and Studying Their Reactivity Towards Oxidation(2025) Granichny, Alexander; Würtele, Christian; Schindler, SiegfriedMany copper(I) complexes with aliphatic amine ligands have a strong tendency to disproportionate to copper(II) and elemental copper in solution at higher concentrations, making it difficult to isolate them and to study their reactivity. A series of copper(I) complexes with ligands based on tridentate N,N,N’,N’’,N’’-pentamethldiethylenetriamine (Me5dien) were synthesized that included terminal olefinic and aromatic groups. It could be shown that the olefinic side arms stabilized some of the copper(I) complexes. Whether and how strongly the complexes were stabilized depended on the position and length of the olefinic sidearm. Additionally, the reactivity of the copper(I) complexes towards dioxygen was investigated.