The Nature of Sustainable Consumption and How to Achieve it. Results from the Focal Topic "From Knowledge to Action – New Paths towards Sustainable Consumption"

Is the online trade with second-hand products changing individual consumer behaviour? What is the sustainability potential of this activity? How can daily energy-consuming routines at the workplace be changed? Do major changes in the course of people's lives represent opportunities to modify their consumer behaviour towards greater sustainability? These are only some of the research questions studied in the focal topic "From Knowledge to Action - New Paths towards Sustainable Consumption" which is funded by the German Federal Ministry of Education and Research (BMBF) as part of the "Social-ecological Research Programme" (SÖF). This book gives an insight into the research results of the ten project groups. Their diversity highlights that there is much more to "sustainable consumption" than the simple purchase of organic or fair trade products.In addition, overarching conceptual and normative issues were treated across the project groups of the focal topic. Developed collaboratively and moderated by the accompanying research project, the results of the synthesis process are also presented here, as for example how the sustainability of individual consumer behaviour can be evaluated,or which theories of action are particularly useful for specific consumer behaviour phenomena.

Evidence for the spin-0 nature of the Higgs boson using ATLAS data

Studies of the spin and parity quantum numbers of the Higgs boson are presented, based on protonproton collision data collected by the ATLAS experiment at the LHC. The Standard Model spin-parity J(P) = 0(+) hypothesis is compared with alternative hypotheses using the Higgs boson decays H -> gamma gamma, H -> ZZ* -> 4l and H -> WW* -> l nu l nu, as well as the combination of these channels. The analysed dataset corresponds to an integrated luminosity of 20.7 fb(-1) collected at a centre-of-mass energy of root s = 8 TeV. For the H -> ZZ* -> 4l decay mode the dataset corresponding to an integrated luminosity of 4.6 fb(-1) collected at root s = 7 TeV is included. The data are compatible with the Standard Model J(P) = 0+ quantum numbers for the Higgs boson, whereas all alternative hypotheses studied in this Letter, namely some specific J(P) = 0(-), 1(+), 1(-), 2(+) models, are excluded at confidence levels above 97.8%. This exclusion holds independently of the assumptions on the coupling strengths to the Standard Model particles and in the case of the J(P) = 2(+) model, of the relative fractions of gluon-fusion and quark-antiquark production of the spin-2 particle. The data thus provide evidence for the spin-0 nature of the Higgs boson, with positive parity being strongly preferred.

The Nature of Scientific Proof in the Age of Simulations. Is numerical mimicry a third way of establishing truth?

Is numerical mimicry a third way of establishing truth? Kevin Heng received his M.S. and Ph.D. in astrophysics from the Joint Institute for Laboratory Astrophysics (JILA) and the University of Colorado at Boulder. He joined the Institute for Advanced Study in Princeton from 2007 to 2010, first as a Member and later as the Frank & Peggy Taplin Member. From 2010 to 2012 he was a Zwicky Prize Fellow at ETH Z¨urich (the Swiss Federal Institute of Technology). In 2013, he joined the Center for Space and Habitability (CSH) at the University of Bern, Switzerland, as a tenure-track assistant professor, where he leads the Exoplanets and Exoclimes Group. He has worked on, and maintains, a broad range of interests in astrophysics: shocks, extrasolar asteroid belts, planet formation, fluid dynamics, brown dwarfs and exoplanets. He coordinates the Exoclimes Simulation Platform (ESP), an open-source set of theoretical tools designed for studying the basic physics and chemistry of exoplanetary atmospheres and climates (www.exoclime.org). He is involved in the CHEOPS (Characterizing Exoplanet Satellite) space telescope, a mission approved by the European Space Agency (ESA) and led by Switzerland. He spends a fair amount of time humbly learning the lessons gleaned from studying the Earth and Solar System planets, as related to him by atmospheric, climate and planetary scientists. He received a Sigma Xi Grant-in-Aid of Research in 2006

Polar Nature of Biomimetic Fluorapatite/Gelatin Composites: A Comparison of Bipolar Objects and the Polar State of Natural Tissue

The correspondence of the state of alignment of macromolecules in biomimetic materials and natural tissues is demonstrated by investigating a mechanism of electrical polarity formation: An in vitro grown biomimetic FAp/gelatin composite is investigated for its polar properties by second harmonic (SHGM) and scanning pyroelectric microscopy (SPEM). Hexagonal prismatic seed crystals formed in gelatin gels represent a monodomain polar state, due to aligned mineralized gelatin molecules. Later growth stages, showing dumbbell morphologies, develop into a bipolar state because of surface recognition by gelatin functionality: A reversal of the polar alignment of macromolecules, thus, takes place close to that basal plane of the seed. In natural hard tissues (teeth and bone investigated by SPEM) and the biomimetic FAp/gelatin composite, we find a surprising analogy in view of growth-induced states of polarity: The development of polarity in vivo and in vitro can be explained by a Markov-type mechanism of molecular recognition during the attachment of macromolecules.

The nature of syntactic impairment in autism

This paper presents a first exploration of the syntactic abilities of autistic children using the framework of truncation theory (Rizzi 1993-4, 2000). It is the first step of an ongoing research project aiming to (a) provide a complete map of syntax in autism, for such work has never been attempted from a sound linguistic perspective (b) develop a targeted remediation program to enhance syntactic abilities of autistic children. Recently, a growing body of work has emphasized the existence of a causal relation between the acquisition of complex syntax (embedding) and the development of a theory of mind (in normally-developing, deaf and autistic children). Early identification and remediation of syntactic deficits is therefore crucial not only to enhance cognitive abilites related to theory of mind, but also because of the critical period hypothesis for language acquisition.

The Discontinuous Nature of Kriging Interpolation for Digital Terrain Modeling

Kriging is a widely employed method for interpolating and estimating elevations from digital elevation data. Its place of prominence is due to its elegant theoretical foundation and its convenient practical implementation. From an interpolation point of view, kriging is equivalent to a thin-plate spline and is one species among the many in the genus of weighted inverse distance methods, albeit with attractive properties. However, from a statistical point of view, kriging is a best linear unbiased estimator and, consequently, has a place of distinction among all spatial estimators because any other linear estimator that performs as well as kriging (in the least squares sense) must be equivalent to kriging, assuming that the parameters of the semivariogram are known. Therefore, kriging is often held to be the gold standard of digital terrain model elevation estimation. However, I prove that, when used with local support, kriging creates discontinuous digital terrain models, which is to say, surfaces with “rips” and “tears” throughout them. This result is general; it is true for ordinary kriging, kriging with a trend, and other forms. A U.S. Geological Survey (USGS) digital elevation model was analyzed to characterize the distribution of the discontinuities. I show that the magnitude of the discontinuity does not depend on surface gradient but is strongly dependent on the size of the kriging neighborhood.

The Effect of Direct Instruction versus Discovery Learning on the Understanding of Science Lessons by Second Grade Students

This study examined the effectiveness of discovery learning and direct instruction in a diverse second grade classroom. An assessment test and transfer task were given to students to examine which method of instruction enabled the students to grasp the content of a science lesson to a greater extent. Results demonstrated that students in the direct instruction group scored higher on the assessment test and completed the transfer task at a faster pace; however, this was not statistically significant. Results also suggest that a mixture of instructional styles would serve to effectively disseminate information, as well as motivate students to learn.