Construction and Application of an LP Farm Model with an Integrated Life Cycle Assessment for the Determination of Sustainable Milk Production Systems

The increasingly stringent conditions underlying Swiss dairy production demand sustainable milk production systems that are economically optimized but also meet the ecological requirements of society. To determine such systems, a comparative-static LP model was constructed at farm level. Realistic production systems are reproduced in the model by means of binary variables. An Life Cycle Assessment (LCA) was integrated into the model to determine the environmental impacts of the farm. To this effect, the internal farm influences on production are illustrated in detail. An initial application of the model, in which a comparison of different income-optimized production systems was carried out, revealed some goal conflicts between economics and ecology. Systems involving full-time grazing achieved the best results in both aspects.Life Cycle Assessment (LCA), LP-model, dairy production, production system, Livestock Production/Industries, C61, Q12, Q51,

Klaus Johann, Vera Schneider (Hrsg.): HinterNational

Rezension zu Klaus Johann/Vera Schneider (Hrsg.): HinterNational. Johannes Urzidil – Ein Lesebuch von Klaus Johann und Vera Schneider. Mit Audio-CD. Potsdam: Deutsches Kulturforum östliches Europa, 201

The future circular collider study

At the end of 2018, a large worldwide collaboration, withcontributors from more than 350 institutes completed theconceptual design of the Future Circular Collider (FCC),a∼100 km accelerator infrastructure linked to the existingCERN complex, that would open up the way to the post-LHC era in particle physics. We present an overview of thetwo main accelerator options considered in the design study,namely the lepton collider (FCC-ee), serving as highest-luminosity Higgs and electroweak factory, and the 100-TeVenergy-frontier hadron collider (FCC-hh), along with theongoing technological R&D efforts and the planned nextsteps. A recently approved EU co-funded project, the FCCInnovation Study (FCCIS), will refine the design of the lep-ton collider and prepare the actual implementation of theFCC, in collaboration with European and global partners,and with the local authorities

Student's vocal participation trajectories in whole-class discussions during teacher professional development

Research studies have long shown that dialogic classroom interactions can have a positive impact on student learning. Despite this, in practice, monologic classroom discussions still predominate. This comparative scarcity of dialogic classroom discussions is linked to the considerable challenges inherent in cultivating them, both for teachers and their students. The aim of this paper is to demonstrate the extent to which, during a one-year teacher professional development program, students' vocal participation in whole-class discussions can be successfully fostered. As data material, we used videotaped classroom discussions of six classes (three mathematics and three history classes) from pre-, post-, and delayed post-test intervention lessons, as well as from three practice phases of the training. The discussions were evaluated using quantitative analyses and content analysis. In all six classes, the pre-post-test comparison revealed an increase in students' talk share. In four of the six classes, more students participated after the intervention than before. The type of student contributions changed in all classes: The students more often justified their contributions and referred to other students' contributions. The insights gained regarding the mostly non-linear progression of individual developments, and regarding subject-based differences, yield useful hints for the design of professional development formats