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See detailUsing Passive Data Collection Methods to Learn Complex Mobility Patterns: An Exploratory Analysis
Toader, Bogdan UL; Cantelmo, Guido UL; Popescu, Mioara et al

Scientific Conference (in press)

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See detailValue-added modeling in primary school: What covariates to include?
Levy, Jessica UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2019, August)

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See detailBracketing in student writing: its uses (and abuses)
Deroey, Katrien UL

Scientific Conference (2019, July 23)

This paper reports on the use of bracketed text in a large corpus of student writing. The function of bracketing has been neglected in academic writing research and coursebooks. Yet it is closely related ... [more ▼]

This paper reports on the use of bracketed text in a large corpus of student writing. The function of bracketing has been neglected in academic writing research and coursebooks. Yet it is closely related to important text construction issues such as information packaging, coherence, clarity, conciseness, intertextual framing and sourcing. With a view to informing academic writing description and instruction, we examined the relationship between bracketed text and its cotext in a wide variety of disciplines and assignment genres. The relationships are described using an adaptation of Halliday and Matthiessen’s (2014) logico-semantic framework of clausal relationships. To better understand and teach the use of this information packaging feature, we studied the relationship between bracketed text and its cotext in the British Academic Written English (BAWE) corpus of high-graded student assignments. Using Sketch Engine and corpus query language, we extracted a random sample of 2000 instances of bracketing in running text only. This subcorpus is composed of 500 instances from each of the four main disciplinary groupings (Arts and Humanities, Life Sciences, Physical Sciences, Social Sciences) and contains instances from most of the BAWE assignment genres. The concordances were imported into a database table in FileMaker Pro. This database programme facilitates coding by limiting choices depending on previous selections and thus guiding the coder through the analytical steps. For the analysis of the data, it offers flexibility for grouping records and aggregating results on different levels. The logico-semantic framework used in systemic functional linguistics to classify the relationships between clauses (Halliday & Matthiessen, 2014) served as our starting point to classify the relationships between bracketed text and cotext. This framework distinguishes two fundamental logico-semantic relationships: expansion, which ‘relates phenomena as being of the same order of experience’, and projection, which ‘relates phenomena of one order of experience (the processes of saying and thinking) to phenomena of a higher order (semiotic phenomena – what people say and think)’ (p. 443). The latter contains three subtypes: elaboration (‘one clause elaborates on the meaning of another by further specifying or describing it’) (p. 461), enhancement (‘one clause (or subcomplex) enhances the meaning of another by qualifying it) (p. 476) and extension (‘one clause extends the meaning of another by adding something new to it’) (p. 471). This framework was refined and expanded through several stages of interrating and discussion in order to reflect our findings. We first analysed a random sample of 1000 instances from the whole BAWE corpus. With the resulting adapted classificatory framework we next independently analysed a quarter of our subcorpus of 2000 concordances. This led to further refinement of the framework and classificatory criteria. Finally, we each analyzed a different set of concordances from the disciplinary groupings. Disciplinary informants were consulted where needed. Our analysis revealed four major logico-semantic relationships between the bracketed text and cotext: in addition to Halliday & Matthiessen’s (2014) projection (1) and expansion (elaboration (2), enhancement (3, 4), extension (5)), we identified bracketed text functioning as intratextual reference (6) and code (7). The few instances that could not be confidently classified were assigned to a ‘hard to classify’ category. (1) However the anticipated number of children per woman in Europe and the USA is still near or above two (Bongaarts, 1999), showing that many are still having children. (2) Many of these injures are healed fractures and breaks occurring around the torso (upper body). (3) It is dated to the reign of Nectanebo II (360-343 BC). (4) Acetanilide (4.78g, 35.4 mmol) was dissolved in cold, glacial acetic acid (25ml, 437.1 mmol) (5) Parmenides decision to include a cosmology that he has already (apparently) proved to be flawed is an interesting one to say the least. (6) This is called circular polarization (figure 5) and is the natural state of white light. (7) Stronger field ligands such as (PPh 3) and (NCS) increase the splitting. Projection was –perhaps not surprisingly- the most common relationship by far, although markedly less frequent in the Physical Sciences. Expansion was mainly achieved through elaboration, with restatements (2) and abbreviations predominating. Enhancement relationships were mostly temporal locations (3) or measurements (4). Extension was relatively rare (5). Intratextual references (6) took various forms, such as figures, appendices, equations, and line numbers for quoted text. Bracketed code was a marked feature of the Physical Sciences, occurring in formulae and enclosing symbols or abbreviations (7). Overall, students’ use of bracketed text appeared to reflect disciplinary conventions and reflected the genre goals of assignments by demonstrating knowledge, understanding and appropriate source use. Contrary to expectations, instances where the bracketed text seemed superfluous or adversely affected coherence were rare. We conclude by discussing what these findings mean for academic writing instruction. Reference Halliday, M. A. K., & Matthiessen, C. M. I. M. (2014). Halliday's introduction to functional grammar (4 ed.). Abingdon: Routledge. [less ▲]

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See detailExpansion nach Belgien als Verwaltungstätigkeit: der Kölner Beamte Franz Thedieck im NS
Brüll, Christoph UL

Scientific Conference (2019, June 28)

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See detailBenefits, challenges, social learning and controversies around Local Food Systems
Reckinger, Rachel UL; Nemes, Gusztav; Lajos, Veronika

Scientific Conference (2019, June 25)

Objectives: Our WG touches upon three main elements among the themes of the conference: (1) innovation, (2) social justice and (3) knowledge production. Innovative local food systems and alternative food ... [more ▼]

Objectives: Our WG touches upon three main elements among the themes of the conference: (1) innovation, (2) social justice and (3) knowledge production. Innovative local food systems and alternative food networks, approached from a collaborative and participatory angle, bring about a cultural shift by associating prosumers through a renewed form of trust, reciprocity and community, thus reinforcing social and ecological justice. At the same time, such heterodox actors in the transition to more sustainable food systems create new forms of knowledge, that are contested, co-constructed and potentially conflictual – along with enabling or disabling policymaking and, often, in dialogue with research. Our main objective is in this topic to start the process of creating an edited special issue of a peer reviewed journal (Sociologia Ruralis, Studies of Agricultural Economics or similar) should raise from this WG. We invite researchers working in the area of (local) food systems, alternative food networks, short food supply chains and related topics (rural tourism, community supported agriculture, etc.). We consider both the benefits and possible conflicts/problems in the connected socio-economic, cultural and environmental processes and welcome theoretical papers and case studies, too. Topic: By welcoming case studies from all geographical areas, in a comparative manner, this Working Group’s aim is to address different understandings and dynamics happening within and around different types of Local Food Systems (LFS). Alternative food networks, local food systems and short food supply chains have long been viewed as a sustainable, green way of raising the value added and creating opportunities for sur/re-vival of rural economy and society. They induce many benefits in terms of environmental impact, cultural exemplification, ethical entrepreneurship, social justice or rural development. Conceptually, LFS can be understood as ‘local food for local people’, as for example in the Slow Food or the community supported agriculture (CSA) movements. They are then associated with low food miles, environmental protection (Jones 2002), enhanced social networks and revitalised local communities (Fenstra 1997). From a local economic development perspective, in particular when LFS produce high quality products, they can equally be considered as ‘local food for non-local people’, either transported to urban centres, or attracting flows of tourists into rural areas. Here LFS can still enhance local businesses, economic and rural development, yet social and environmental benefits (Guthman 2004) of such foodstuffs, marketed with the added value of environmental and social responsibility, are more difficult to trace. Therefore, besides benefits, we would also like to analyse potential dissonances, that the distinction between local or extra-local target groups help to identify – for instance: • established, certified organic producers might criticize non-certified yet organically producing CSAs as fragmenting an already minority market or showing a lack of solidarity by not contributing to organic labels; • when LFS end up producing high quality, expensive products, a dynamic of social exclusion might occur, favoring the wealthy; • enhanced local production, tourism, and visitor pressure can cause social, economic, and environmental degradation, multiplier effects do not always occur to build more businesses and sustain social and economic capital; • innovative alternative food networks tend to struggle with territorial competition over land and resources, but if they rely on external investments, they might additionally be confronted – more insidiously – with the risk of co-option by neoliberal corporate agendas. We welcome analyses focusing on negotiations and struggles among actors in a multifaceted foodscape, where some block and some enhance transitions. Viewing the relationships, interconnectedness and agency of niche innovations, local and non-local appropriations as well regime hegemonies opens up the theoretical perspective of contested knowledge claims. We look for questions and answers including: • How are dynamics of “knowing and growing food in a contested arena” (Goodman, DuPuis, Goodman, 2014) negotiated – sometimes in a mutually enhancing and locally beneficial way, sometimes in more conflictual ways? • What are the local and extra-local stakeholders’ (producers, intermediaries, customers, tourists) different and often conflicting interests and responsibilities in LFS? • What can we learn from the tensions and local problems of LFS in order to support relevant policies to solve current controversies within the sector? • How can rural sociologists use their knowledge and influence to support local rural stakeholders of LFS? [less ▲]

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See detailNetworks and Governance of Local Food Systems. The case of Food Policy Councils
Reckinger, Rachel UL

Scientific Conference (2019, June 06)

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See detailCraving for violence: The role of Dark Personality traits in violent video game preference
Melzer, André UL

Scientific Conference (2019, June)

Background: Violent and antisocial video games are popular, but little is known why players are drawn to these kinds of games. This present research tested whether there is a connection between player ... [more ▼]

Background: Violent and antisocial video games are popular, but little is known why players are drawn to these kinds of games. This present research tested whether there is a connection between player preferences for violent games and characteristics of so called “dark” personality traits. Method: Relying on a user-centered approach, three online studies (N=662) examined the role of “dark” personality traits together with a novel violent game preference short scale. Results: Study 1 and 2 indicated strong correlations between trait aggression and players’ interest in explicit depictions of blood and gore and games that provide experiences of domination and antisocial behavior. In Study 3, the new scale was tested together with participants’ trait aggression, trait empathy, and the Dark Triad traits of psychopathy, Machiavellianism, and narcissism. Games featuring violence and the possibility of antisocial behavior were found to meet the needs of players who lack empathy and show callous, impulsive, and exploitive (but not narcissistic) attributes. Conclusions: Findings of individual motivators for game violence significantly extend the literature that is predominantly focusing on the effects of playing these games. Apparently, game preferences and playing habits fulfill individual needs that are at least partly determined by particular, i.e. “dark”, personality characteristics. [less ▲]

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See detailReading in a new technology environment: Are reading assessments still in the ballpark?
Reichert, Monique UL; Krämer, Charlotte UL; Wollschläger, Rachel UL

Scientific Conference (2019, May 31)

Using digital technologies for daily activities such as communicating or learning has become ubiquitous today. This trend is also clearly visible within the field of reading habits, especially among ... [more ▼]

Using digital technologies for daily activities such as communicating or learning has become ubiquitous today. This trend is also clearly visible within the field of reading habits, especially among adolescents: Recent studies underline that traditional text types (e.g., fiction books) are no longer part of the more commonly read text materials (Duncan et al., 2016). The question addressed in the presentation will deal with the degree to which different reading habits impact on adolescents’ reading competence, and is intended to encourage a discussion about the construct of reading competence as generally operationalized in reading competence assessments. We base our considerations on the analyses of two data sets: The first one deals with the extra-curricular reading habits of 3074 9th grade students, and the impact of these practices on their German reading competence. The corresponding data are taken from a survey regarding their reading habits in terms of ten different types of texts (e.g., non-fiction books, e-mails). A regression analysis reveals the strongest impact on reading competence for narrative texts, whilst reading digital texts – although highly attractive among the students – is found to be of minor importance. The second data set differentiates between the reading habits of around 4500 adolescents regarding 1) traditional (printed) texts, 2) digitalised texts (e.g., e-books), and 3) text types that have emerged with new technologies (e.g., social media texts). The ensuing discussion compares particularities of classical and digital texts, and raises questions concerning the construct of reading competence (to be) targeted by standardized tests. [less ▲]

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See detailMonitoring du système scolaire – Le modèle luxembourgeois (invited talk)
Fischbach, Antoine UL

Scientific Conference (2019, May 21)

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See detailWho’s afraid of Donkey Kong? Testing the Stereotype Threat Effect in Video Gaming
Holl, Elisabeth UL; Wagener, Gary L.; Melzer, André UL

Scientific Conference (2019, May)

In two studies (Study 1: N = 130; Study 2: N = 56) participants played a video game (Bejeweled 3; SkyChasers) and were either confronted with a stereotype threat (ST) or not. ST is defined as the risk of ... [more ▼]

In two studies (Study 1: N = 130; Study 2: N = 56) participants played a video game (Bejeweled 3; SkyChasers) and were either confronted with a stereotype threat (ST) or not. ST is defined as the risk of confirming a negative stereotype about one’s own group and has been investigated in various field, i.a. in gaming. In the first study participants were confronted with the stereotype that women would perform worse in video games than men. In the second study we worked with a reversed stereotype, namely that women would have now outpaced males in some genres of video games. Our results show that performance varies across gender and genre. Although we did not find the hypothesized interaction effect of gender and ST condition in performance, self-reported measures, such as perceived frustration, and moderating variables indicate performance differences both for women and men, but on different psychological dimensions. [less ▲]

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See detailHow can we support lecturers in English-medium instruction?
Deroey, Katrien UL

Scientific Conference (2019, April 13)

English-medium instruction (EMI) is a worldwide phenomenon. EMI language and communication issues (e.g. Hu et al., 2014; Murray, 2015; Werther et al., 2014) have led to calls for EAP practitioners to ... [more ▼]

English-medium instruction (EMI) is a worldwide phenomenon. EMI language and communication issues (e.g. Hu et al., 2014; Murray, 2015; Werther et al., 2014) have led to calls for EAP practitioners to collaborate with lecturers and other HE stakeholders to explore ways in which these lecturers can be supported and teaching standards ensured (Coleman, 2006; Doiz et al., 2013; Dubow & Gundermann, 2017). The design and implementation of EMI training and support programmes can be an especially challenging task for EAP practitioners. First, lecturers may not recognize the need for support and may be reluctant to be assessed. Second, we need to factor in practical considerations such as their limited availability and possible reluctance to attend ‘classes’ with colleagues. Third, we have limited resources in terms of specialized standardized tests, training materials and research literature that could inform our 'course' design. Innovative approaches are therefore needed to factor in all these circumstances. This paper has two main parts. First I summarize research on the challenges EMI lecturers face, including the results of a needs analysis among lecturers at the University of Luxembourg and my work on lecture discourse organization (Deroey, 2015). From the relatively few studies that exist, we will see that lecturers tend to believe they have sufficient English language skills and that reduced interactivity is a particularly common issue. Second, I survey different support and training schemes at HE institutions across the world. Here, it will become clear that work on relevant pedagogical skills needs to be included and an apparently ‘remedial’ approach should be avoided if we want to get lecturers on board. [less ▲]

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See detailADVANCES IN GEOMETRY INDEPENDENT APPROXIMATIONS
Anitescu, Cosmin; Atroshchenko, Elena; Bordas, Stéphane UL et al

Scientific Conference (2019, April 11)

We present recent advances in geometry independent field approximations. The GIFT approach is a generalisation of isogeometric analysis where the approximation used to describe the field variables no ... [more ▼]

We present recent advances in geometry independent field approximations. The GIFT approach is a generalisation of isogeometric analysis where the approximation used to describe the field variables no-longer has to be identical to the approximation used to describe the geometry of the domain. As such, the geometry can be described using usual CAD representations, e.g. NURBS, which are the most common in the CAD area, whilst local refinement and meshes approximations can be used to describe the field variables, enabling local adaptivity. We show in which cases the approach passes the patch test and present applications to various mechanics, fracture and multi-physics problems. [less ▲]

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See detailLes résistances belge et luxembourgeoise et leurs conceptions européennes
Brüll, Christoph UL

Scientific Conference (2019, April 10)

La deuxième Occupation allemande en un quart de siècle a vu se développer en Belgique et au Luxembourg une série de mouvements de Résistance aux caractéristiques et conceptions politiques très diverses ... [more ▼]

La deuxième Occupation allemande en un quart de siècle a vu se développer en Belgique et au Luxembourg une série de mouvements de Résistance aux caractéristiques et conceptions politiques très diverses. Parmi les Résistants qui s’interrogent sur l’après-guerre, deux tendances lourdes s’affirment : le rétablissement de l’indépendance nationale et la démilitarisation d’une Allemagne vaincue. Il en résulte aussi des plans pour l’Europe qui reposent toutefois rarement sur une approche systématique de la question. Une importance cruciale revient à la question des liens entre mouvements de Résistance et gouvernements en exil. Par ailleurs, il y a des personnalités qui, comme le futur Premier ministre luxembourgeois Pierre Werner, s’engagent aux côtés de la Résistance française et réfléchissent sur l’avenir du continent. La contribution se propose d’établir un inventaire de ces initiatives et d’adopter (là où c’est possible) une perspective comparatiste. Finalement, nous examinerons le rôle des mouvements de Résistance dans la vie politique de l’après-guerre et l’engagement de certains Résistants dans les débuts de l’intégration européenne après 1945. [less ▲]

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See detailIntegrated micromechanical model for slope stability analysis
Kabore, Brice Wendlassida UL; Peters, Bernhard UL

Scientific Conference (2019, April 09)

Advances in supercomputing hardware have made it possible to handle highly complex geomechanical analysis with large data. Thus, particle-based methods are gaining an ever-increasing interest with ... [more ▼]

Advances in supercomputing hardware have made it possible to handle highly complex geomechanical analysis with large data. Thus, particle-based methods are gaining an ever-increasing interest with massively parallel programs being developed. These methods have been applied to the analysis of failure mechanisms and scenarios such as mass movement in landslides, avalanches under static, dynamic or seismic loading condition. They provide deep insights into the meso and micro-scale mechanisms leading to macroscopic instabilities. This contribution describes a micromechanical model for stability analysis and simulation in natural or man-made slopes under complex loading and boundary conditions. Based on the micromechanics of loose granular and compacted geomaterial, microstructural change, viscoelastic deformations, fracture, and healing are explicitly integrated into a coupled discrete particle and beam lattice model. Stress-based failure criteria and energy based dissipation and frictional contact are employed. Both gravity increase and strength reduction methods have been employed to evaluate the Factor of Safety (FoS) and potential failure surface and compared. With an emphasis on the impact of the microstructure and its spatial variability on stress-induced microcracks and crack propagation, this study outlines material models and properties relevant to stability analysis. Special focus has been put on layered slopes which present varying shear strength along the depth formed over time according to pressure, temperature, and moisture such as snowpack. This microstructural approach unifies geometrical and material information and allows the structural assembling layers of different strength. [less ▲]

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See detail• The Influence of Professional Development on Early Years Teachers’ and Educators’ Attitudes and Practices in Luxembourg
Kirsch, Claudine UL

Scientific Conference (2019, April 09)

The present case-study based in multilingual Luxembourg reports on the influence of professional development on two preschool teachers’ attitudes towards multilingual education and their emerging ... [more ▼]

The present case-study based in multilingual Luxembourg reports on the influence of professional development on two preschool teachers’ attitudes towards multilingual education and their emerging multilingual practices. The need for multilingual pedagogies has been recognized and several countries in Europe have implemented multilingual programs in early childhood (García, Lin, & May, 2017; Panagiotopoulou, 2016). Nevertheless, practices often remain monolingual and focus on the development of the majority language (Kratzmann et al., 2017). In Luxembourg, new laws were voted in 2017 that require preschool teachers to develop the three-to-five -year-olds’ skills in Luxembourgish, familiarize them with French, and value home languages. Before 2017, the language policy focused on Luxembourgish. Nevertheless, some teachers had implemented multilingual practices to address the diverse language needs of the children (Kirsch, 2017). In 2015/16, 63,5 % of the four-year-olds did not speak Luxembourgish as a home language (MENJE, 2017). To develop inclusive multilingual practices, researchers at the University of Luxembourg developed a professional development program (thereafter PD) based on the pedagogy of translanguaging (García et al., 2017). The latter is supportive of social justice, places the learners at the centre and gives them some agency over their language use. The 30-hour program was collaborative and inquiry-based and included coaching. The practitioners were invited to implement activities based on books and rhymes in several languages and video-record these activities. The professionals reflected on their practices in the meetings. The research project drew on both qualitative and quantitative research methods. The data collection drew on a questionnaire completed before, during and after the PD; six interviews; six observations of the course and 15 video-recorded classroom activities; four coaching reports and emails after the coaching. The methods of data analysis include paired samples t-test, correlational analysis and content analysis (Braun & Clark, 2006). The findings show a positive effect of PD on the teachers’ knowledge about language learning and their attitudes towards multilingual education. At the beginning of the course, both teachers were influenced by the monolingual language policy in place, parental expectation, and the belief that children learn less Luxembourgish if they encountered other languages. The initial sceptics changed once the teachers began to implement activities in French and home languages, and realized the children’s motivation,engagement and continued progress in Luxembourgish. Both incorporated rituals and regular activities that drew on multiple languages. Both repeatedly acknowledged the impact of the PD, stating that the instruction, the reflection on their activities and the feedback helped them develop different perspectives on their own teaching. The findings of this study confirm that long-term, collaborative and inquiry-based professional development can be transformative (Gaikhorst et al., 2017; Kennedy, 2005; Prenger et al., 2017). They also contribute to the dearth of literature on PD on multilingual education in early years (Egert, 2015). [less ▲]

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See detailMortgages and Life Time Contracts
Ratti, Luca UL

Scientific Conference (2019, April 05)

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See detailExploration of Different School Value-Added Models in a Highly Heterogeneous Educational Context
Levy, Jessica UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2019, April)

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See detailPricing Perspective for SWIPT in OFDM-based Multi-User Wireless Cooperative Systems
Gautam, Sumit UL; Lagunas, Eva UL; Vuppala, Satyanarayana UL et al

Scientific Conference (2019, April)

We propose a novel formulation for joint maximization of total weighted sum-spectral efficiency and weighted sum-harvested energy to study Simultaneous Wireless Information and Power Transfer (SWIPT) from ... [more ▼]

We propose a novel formulation for joint maximization of total weighted sum-spectral efficiency and weighted sum-harvested energy to study Simultaneous Wireless Information and Power Transfer (SWIPT) from a pricing perspective. Specifically, we consider that a transmit source communicates with multiple destinations using Orthogonal Frequency Division Multiplexing (OFDM) system within a dual-hop relay-assisted network, where the destination nodes are capable of jointly decoding information and harvesting energy from the same radio-frequency (RF) signal using either the time-switching (TS) or power-splitting (PS) based SWIPT receiver architectures. Computation of the optimal solution for the aforementioned problem is an extremely challenging task as joint optimization of several network resources introduce intractability at high numeric values of relays, destination nodes and OFDM sub-carriers. Therefore, we present a suitable algorithm with sub-optimal results and good performance to compute the performance of joint data processing and harvesting energy under fixed pricing methods by adjusting the respective weight factors, motivated by practical statistics. Furthermore, by exploiting the binary options of the weights, we show that the proposed formulation can be regulated purely as a sum-spectral efficiency maximization or solely as a sum-harvested energy maximization problem. Numerical results illustrate the benefits of the proposed design under several operating conditions and parameter values. [less ▲]

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See detailTrue or False Contradictions between Life Time Contracts and Platform Work Contracts?
Ratti, Luca UL

Scientific Conference (2019, March 22)

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See detailN point Virasoro algebras are multi-point Krichever Novikov type algebras
Schlichenmaier, Martin UL

Scientific Conference (2019, March 19)

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See detailSocial Rehire Clauses and Transfer of Undertakings
Ratti, Luca UL

Scientific Conference (2019, March 19)

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See detailCharacterizations and classifications of quasitrivial semigroups
Devillet, Jimmy UL; Marichal, Jean-Luc UL; Teheux, Bruno UL

Scientific Conference (2019, March 03)

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See detailThe Pact with the Devil as Model and Crisis of Complicity (Marlowe, Goethe)
Kohns, Oliver UL

Scientific Conference (2019, March)

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See detailOrganiser, European Banking Center (EBC) Network Conference
Wolff, Christian UL

Scientific Conference (2019, March)

Detailed reference viewed: 42 (0 UL)
See detailDer "March for Science" – eine Initiative für die Freiheit der Wissenschaft
Baudson, Tanja Gabriele UL

Scientific Conference (2019, February 01)

Der ›March for Science‹ ist eine international angelegte Großdemonstration, die sich für Wissenschaftsfreiheit und gegen ›alternative Fakten‹ ausspricht. Sie findet seit 2017 in mehr als 600 Städten ... [more ▼]

Der ›March for Science‹ ist eine international angelegte Großdemonstration, die sich für Wissenschaftsfreiheit und gegen ›alternative Fakten‹ ausspricht. Sie findet seit 2017 in mehr als 600 Städten weltweit statt. Im Rahmen eines Symposiums soll es um diese Initiative und das Thema ›Wissenschaft im politischen Meinungsstreit‹ gehen. [less ▲]

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See detailTeachers´ Attitudes toward Students with High- and Low-Educated Parents
Pit-Ten Cate, Ineke UL; Glock, Sabine UL

Scientific Conference (2019, February)

Background In several countries, school tracking is used to group students with similar academic potential to optimize instruction. Teachers often have a more or less deciding vote, which school track ... [more ▼]

Background In several countries, school tracking is used to group students with similar academic potential to optimize instruction. Teachers often have a more or less deciding vote, which school track would suit different students based on academic achievement and potential (Ansalone and Biafora, 2004). Given the differential qualifications associated with completion of the different school tracks, teachers’ abilities to correctly assign students to different tracks will not only affect the students´ educational pathways, but also has a long lasting effect on career opportunities and general wellbeing in future adult life. Research shows that tracking recommendations mainly rely on students’ abilities (e.g., Caro, et al., 2009; Klapproth, et al., 2013; Marks, 2006). However, non-academic related student characteristics such as the socioeconomic status (SES) of the parents and —closely related (Reardon, 2011)—the parental educational level also affect teachers´ tracking decisions, either indirectly via grades or directly via the tracking decision itself (Bauer and Riphahn, 2006; Caro et al., 2009; de Boer, et al., 2010; Ditton, Krüsken, and Schauenberg, 2005; Maaz, et al., 2008; Timmermans, et al., 2015; Wagner, et al., 2009). Indeed, research has provided evidence for such stereotype bias in teachers’ judgments, leading to disadvantages for certain social groups (Peterson, et al., 2016; van den Bergh, et al., 2010). Hence, the aim of our study was the investigation of teachers’ attitudes toward students in relation to the educational level of parents. Method The aim of the current study was to investigate teachers´ implicit and explicit attitudes toward students with differentially educated parents. Implicit attitudes were measured using an implicit association task (IAT). The first name of the student was used as a proxy for the educational level of parents (see Onland & Bloothooft, 2008), whereby we created separate versions for boys and girls. Participating teachers (N=70) were randomly divided in two groups whereby the first group completed the IAT-boys version and the other group the IAT-girls version. Explicit attitudes were measured using a questionnaire (adapted from Glock, et al., 2016). Results: Participants indicated positive implicit attitudes toward students with highly educated parents, independent of the gender of the student. More specifically, an independent t test revealed that the mean IAT-D scores for boys and girls did not differ, t(68)=0.47, p=.64, d=0.12. The IAT-D score for the whole sample (M=0.81, SD=0.61) was significantly different from zero, t(69)=11.14, p<.001, d=1.33, reflecting more positive implicit attitudes toward highly educated parents. Teachers did not express differential explicit beliefs regarding the learning and social behaviors of students based on the educational level of the parents (i.e., subscale scores were significantly lower than the mean of the scale, t(65)=4.26, p<.001, d=0.53), whereas their expectations concerning the motivation and ambitions or educational chances of these students were neutral. Although the three subscales within the explicit attitudes measure were substantially associated (correlations ranging from r = .39 to r =.74), no association between explicit and implicit attitudes measures was found (correlations range from r = -.07 to r = .08). Conclusion: Teachers’ attitudes seem to be an important factor, which can guide teachers´ judgments and behaviors, and could partly explain differences in educational equity for students with similar academic profiles, but differentially educated parents. The positive implicit attitudes in favor of students with highly educated parents imply more favorable judgments for and behavior toward these students and deeper work is required to ensure teachers’ fair treatment of all students. The dissociation between implicit and explicit attitudes may be an indication of the social sensitivity of the relationship between students´ social background and educational achievements and opportunities. [less ▲]

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See detailGeneralizations of single-peakedness
Devillet, Jimmy UL

Scientific Conference (2019, January 30)

We establish a surprising connection between a family of conservative semigroups, which includes the class of idempotent uninorms, and the concepts of single-peakedness and single-plateaudness, introduced ... [more ▼]

We establish a surprising connection between a family of conservative semigroups, which includes the class of idempotent uninorms, and the concepts of single-peakedness and single-plateaudness, introduced in social choice theory by D. Black. We also introduce a generalization of single-peakedness to partial orders of join-semilattices and show how it is related to the class of idempotent and commutative semigroups. Finally, we enumerate those orders when the corresponding semigroups are finite. [less ▲]

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See detail"A Colônia Luxemburguesa" – Trajectories made of Steel
Santana, Dominique UL

Scientific Conference (2019, January 25)

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See detailIslamic Finance and Economic Growth: New Evidence
Lehnert, Thorsten UL

Scientific Conference (2019, January 24)

While extensive work has shown that conventional banking development is generally conducive to economic growth, there are only a limited number of studies that investigate the impact of Islamic banking ... [more ▼]

While extensive work has shown that conventional banking development is generally conducive to economic growth, there are only a limited number of studies that investigate the impact of Islamic banking. Importantly, the literature on conventional banking claims that a reverse causality from economy performance to banking may exists, but existing studies on Islamic banking fail to address this potential endogeneity problem. This paper tackles this problem and explores the relationship between Islamic banking development and economic performance in a sample of 32 developed and developing countries based on data spanning the 2000 to 2016 period. The findings show that, although Islamic banks are considered small relative to the total size of the financial sector, Islamic banking is positively correlated with economic growth even after controlling for financial structure, macroeconomic factors and other variables. The outcome is robust across different econometric specifications like pooling OLS, fixed effects, panel data with over-identified GMM, and dynamic difference GMM. The results are confirmed on two different indicators of Islamic banking and hold for different time periods. [less ▲]

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See detailMagnetic and free-layer properties of MgO/(Co)FeB/MgO structure: Dependence on CoFeB composition
Bersweiler, Mathias UL

Scientific Conference (2019, January 17)

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See detailComment assurer la qualité de l’évaluation par les pairs des propositions de communication dans le cadre d’un colloque scientifique ?
Milmeister, Marianne UL; Weis, Christiane UL; Dierendonck, Christophe UL

Scientific Conference (2019, January 10)

L’évaluation par les pairs joue un rôle important dans le monde universitaire et est souvent considérée comme le garant de la qualité scientifique. En même temps, les biais qui existent pour ce type ... [more ▼]

L’évaluation par les pairs joue un rôle important dans le monde universitaire et est souvent considérée comme le garant de la qualité scientifique. En même temps, les biais qui existent pour ce type d’évaluation sont multiples (partialité des évaluateurs, divergence de jugement entre évaluateurs, etc.) et bien documentés dans la littérature. Dans le cadre d’un colloque que nous avons organisé en 2018, nous avons mené une analyse exploratoire sur la base de données des évaluations réalisées par les pairs. Le but était d’avoir une idée de la qualité de l’évaluation par les pairs, de voir dans quelle mesure on retrouve les biais relevés par la littérature scientifique et, enfin, de définir des pistes qui pourraient contribuer à améliorer la qualité de ce processus. Dans le cas de notre colloque, l’évaluation par les pairs s’est faite via une plateforme en ligne. Chaque proposition de communication était évaluée de manière anonyme par deux personnes et sur base de neuf critères pour lesquels les évaluateurs pouvaient choisir entre quatre modalités d’appréciation : très faible, faible, bon, très bon. Ensuite, l’évaluateur devait donner sa recommandation pour la contribution analysée : acceptation, acceptation sous réserve d’ajustements ou refus. Une première analyse des données montre notamment qu’il existe des différences plus ou moins importantes tant entre les jugements des évaluateurs qu’entre les décisions d’un même évaluateur. Les résultats détaillés de nos analyses seront présentés lors du colloque et des pistes d’amélioration discutées. [less ▲]

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See detailMixed hybrid and electric bus dynamic fleet management in urban networks: a model predictive control approach
Rinaldi, Marco UL; Picarelli, Erika; Laskaris, Georgios UL et al

Scientific Conference (2019, January)

Reducing pollutant emissions and promoting sustainable mobility solutions, including Public Transport, are increasingly becoming key objectives for policymakers worldwide. In order to jointly achieve ... [more ▼]

Reducing pollutant emissions and promoting sustainable mobility solutions, including Public Transport, are increasingly becoming key objectives for policymakers worldwide. In order to jointly achieve these goals, careful consideration should be put on the operational cost and management of PT services, in order to promote the adoption of green mobility solutions and advanced management techniques by operators. In this work we develop a dynamic fleet management approach for next generation Public Transportation systems, considering the instance of mixed electric / hybrid fleet. Our objective is that of investigating to what extent electrification, coupled with optimal fleet management, can yield operational cost savings for PT operators, explicitly considering real-time disturbances, including delays, service disruptions etc. We propose a Mixed Integer Linear Program to address the problem of optimal scheduling of a mixed fleet of electric and hybrid / non-electric buses, and employ it as predictor in a Model Predictive Control approach. Test results based upon a real-life scenario showcase how the proposed approach is indeed capable of yielding a sizable reduction in operational costs, even when considerable disturbances arise from the underlying system. [less ▲]

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See detailGender differences with regard to physical activity motivation and behavior in physical education and leisure time
Hutmacher, Djenna UL; Eckelt, Melanie UL; Bund, Andreas UL et al

Scientific Conference (2019, January)

Objectives: Given a widespread continuous decrease in children’s and adoles-cents’ physical activity (PA), the potential of physical education (PE) in promoting young people’s PA motivation and behavior ... [more ▼]

Objectives: Given a widespread continuous decrease in children’s and adoles-cents’ physical activity (PA), the potential of physical education (PE) in promoting young people’s PA motivation and behavior has become a key issue in research. Based on the self-determination theory (SDT) of Deci and Ryan (1985), the present study aimed to ex-amine gender differences with regard to PA motivation and behavior during PE and lei-sure time (LT). Previously, girls were found to be more self-determined than boys (Wil-liams & Deci, 1996), but showed lower self-reported PA and were meeting the PA guide-lines of the WHO to a lesser extent (Trost et al., 2002). Method: 244 students (139 girls and 125 boys) from 11 to 21 years participated in the study. PA motivation was assessed via a digital questionnaire containing the scales need support (Standage, Duda and Ntoumanis, 2005), basic needs (BPNES; Vlachopou-los, Ntoumanis & Smith, 2010), external and intrinsic motivation in PE (PLOC-R; Vla-chopoulos et al., 2011) and in LT (BREQ-II; Markland & Tobin, 2004). PA behavior was measured through a self-report questionnaire (Schmidt, Will, Henn, Reimers & Woll, 2016). Additionally, 76 students (38 girls and 38 boys) wore an accelerometer (ActiGraph GT3X-BT) over seven consecutive days to measure PA behavior objectively, too. Results: With regard to PA motivation, girls reported a lower fulfillment in the basic need of competence during PE and scored higher in the external motivation during PE and LT than boys. In contrast, boys reported higher rates of intrinsic motivation during PE and LT. Concerning PA behavior, boys showed higher PA than girls for self-reported and objectively measured PA in PE and LT. Independently of gender, higher levels of intrinsic motivation were associated with increased self-reported PA. Discussion: In conflict with previous findings, girls reported a lower intrinsic motiva-tion in PA than boys. As girls simultaneously show lower self-reported and objectively measured PA, future intervention programs should focus on strengthening the more in-ternally driven behavior of girls in order to foster regular PA. Key Reference: Deci, E.L. & Ran, R.M. (1985). Intrinsic motivation and self-determination in human behav-ior. New York: Plenum Press. [less ▲]

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See detailKomparatistik als Praxis der Freiheit (Hans-Jost Frey, Werner Hamacher)
Kohns, Oliver UL

Scientific Conference (2019, January)

Detailed reference viewed: 33 (1 UL)
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See detailDas Ende der Reparaturarbeit?
Krebs, Stefan UL

Scientific Conference (2019)

Detailed reference viewed: 27 (6 UL)
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See detailNegotiating the past, present, and future: The Luxembourgish Jewish Museum Project as a Process of Contested memory and imagined futures
Badder, Anastasia UL; Bronec, Jakub UL

Scientific Conference (2019)

There is currently a project underway to establish a Jewish museum in Luxembourg in a restored synagogue just outside the main city center. As this project unfolds, it provides a clear view into the ... [more ▼]

There is currently a project underway to establish a Jewish museum in Luxembourg in a restored synagogue just outside the main city center. As this project unfolds, it provides a clear view into the contestations and negotiations over meaning, representation, Jewishness, and the past, present, and future visions of community that arise in the development of a museum. Ongoing debates over which objects will be included in the museum, how they will be defined, how they will link to other sites of Jewish heritage around the city (through tours, performances, reference, etc.), as well as a hesitancy by many to donate family objects all point to issues around the construction of collective memory, communal cultural heritage, and multiple narratives of the past and how these are erased in the process of producing heritage as a series of museum objects. These debates also highlight concerns about how the contemporary community – which is multilingual, multinational, and multi-denominational – will be represented; in other words, who will be included in representations of the community and how will the contemporary community be defined, if at all? Finally, ongoing discussions around what will be emphasized or downplayed indicate the contested nature, not only of the past, but also of collective visions of the future as constituted through representations of heritage. In particular, negotiations over how to represent the Holocaust reflect a desire by some to fit the museum into developing narratives of cosmopolitanism, interfaith, and intercultural relations and a drive by others to represent family narratives and engage in a project ‘against forgetting’ in order to ensure a particular kind of future. And so, using this project as a case study, I seek to draw attention to the ways in which the construction of a heritage regime is at once a negotiation over narratives of the past, shared present identities, and collective visions of the future and the discourses and social processes at work within these debates. [less ▲]

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See detailAutomated Search for Configurations of Deep Neural Network Architectures
Ghamizi, Salah UL; Cordy, Maxime UL; Papadakis, Mike UL et al

Scientific Conference (2019)

Deep Neural Networks (DNNs) are intensively used to solve a wide variety of complex problems. Although powerful, such systems require manual configuration and tuning. To this end, we view DNNs as ... [more ▼]

Deep Neural Networks (DNNs) are intensively used to solve a wide variety of complex problems. Although powerful, such systems require manual configuration and tuning. To this end, we view DNNs as configurable systems and propose an end-to-end framework that allows the configuration, evaluation and automated search for DNN architectures. Therefore, our contribution is threefold. First, we model the variability of DNN architectures with a Feature Model (FM) that generalizes over existing architectures. Each valid configuration of the FM corresponds to a valid DNN model that can be built and trained. Second, we implement, on top of Tensorflow, an automated procedure to deploy, train and evaluate the performance of a configured model. Third, we propose a method to search for configurations and demonstrate that it leads to good DNN models. We evaluate our method by applying it on image classification tasks (MNIST, CIFAR-10) and show that, with limited amount of computation and training, our method can identify high-performing architectures (with high accuracy). We also demonstrate that we outperform existing state-of-the-art architectures handcrafted by ML researchers. Our FM and framework have been released to support replication and future research. [less ▲]

Detailed reference viewed: 46 (14 UL)
See detailProducing a binaural radio play on the history of 3D sound recording
Krebs, Stefan UL

Scientific Conference (2019)

Detailed reference viewed: 15 (2 UL)
See detailGeschlechter(re)konstruktionen in Autobiographien transgeschlechtlicher Menschen - Namenskunde
Artuso, Sandy Kathy UL

Scientific Conference (2018, December 12)

Detailed reference viewed: 37 (0 UL)
See detailMerging DEMs from VHR Optical Imagery with Drone Data - A High-resolution DEM for Tristan da Cunha
Backes, Dietmar UL; Teferle, Felix Norman UL

Scientific Conference (2018, December 12)

The extraction of high-resolution, Digital Elevation Models (DEM) from very high-resolution (VHR) optical satellite imagery, as well as low altitude drone images by Photogrammetric methods or modern ... [more ▼]

The extraction of high-resolution, Digital Elevation Models (DEM) from very high-resolution (VHR) optical satellite imagery, as well as low altitude drone images by Photogrammetric methods or modern Structure from Motion (SFM) engines, has rapidly matured. Today both data sources are representing cost-effective alternatives to dedicated airborne sensors, especially for remote and difficult to access regions. Ever-growing archives of high-resolution Satellite imagery, are providing a rich data source which covers even the most remote locations with high-resolution imagery up to 0.30m ground sample distance multiple times enabling the generation of high-resolution DEMS. Furthermore, low-cost, low weight and easy to use drones can easily be deployed in remote regions and capture limited areas with very high resolution. Dense point clouds derived from this method provide an invaluable data source to fill the gap between globally available low-resolution DEMs and highly accurate terrestrial surveys. The presented case study investigates the use of VHR archive imagery as well as low-cost drone imagery to generate high-quality DEMs using photogrammetric tools over a remote region which is difficult to access by manned airborne platforms. We highlight the potential and limitations of both data sources to provide high resolution, accurate elevation data. [less ▲]

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See detailCan we automate away the main challenges of end-to-end testing?
Rwemalika, Renaud UL; Kintis, Marinos UL; Papadakis, Mike UL et al

Scientific Conference (2018, December 11)

Agile methodologies enable companies to drastically increase software release pace and reduce time-to-market. In a rapidly changing environment, testing becomes a cornerstone of the software development ... [more ▼]

Agile methodologies enable companies to drastically increase software release pace and reduce time-to-market. In a rapidly changing environment, testing becomes a cornerstone of the software development process, guarding the system code base from the insertion of faults. To cater for this, many companies are migrating manual end-to-end tests to automated ones. This migration introduces several challenges to the practitioners. These challenges relate to difficulties in the creation of the automated tests, their maintenance and the evolution of the test code base. In this position paper, we discuss our preliminary results on such challenges and present two potential solutions to these problems, focusing on keyword-driven end-to-end tests. Our solutions leverage existing software artifacts, namely the test suite and an automatically-created model of the system under test, to support the evolution of keyword-driven test suites. [less ▲]

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See detailModelling Scale in Historiographical Data
Armaselu, Florentina UL

Scientific Conference (2018, December 09)

The project will investigate the meaning of scale in historical writings, and more precisely how scale is expressed through language in historical discourse. This question draws attention to the ... [more ▼]

The project will investigate the meaning of scale in historical writings, and more precisely how scale is expressed through language in historical discourse. This question draws attention to the conceptual and linguistic mechanisms at play in building historical knowledge, when the historian moves between different layers of analysis, narration or consulted sources, involving different degrees of generality. A small historiographical corpus, in which variations of scale are clearly present, will serve to develop the digital approach/tools/methodology. Depending on the findings of the project, an extension of the research to other types of corpora is envisaged. The paper presents a workflow and first experiments using topic modelling to analyse scale representation in historiographical data. Further experiments with more documents, other models and visualisation tools, as well as eventually creating a pipeline for semi-automatic restructuration of data as zoomable texts are also envisaged. [less ▲]

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See detailGender differences in risk factors for suicidal behaviours in adolescents
van Duin, Claire UL; Catunda, Carolina UL; Heinz, Andreas UL et al

Scientific Conference (2018, December 07)

Introduction: As the second leading cause of death among young people suicide is a severe public health problem. Previous studies have indicated that risk factors for suicidal behaviours differ for males ... [more ▼]

Introduction: As the second leading cause of death among young people suicide is a severe public health problem. Previous studies have indicated that risk factors for suicidal behaviours differ for males and females, although it remains uncertain whether gender predicts suicidal behaviors. The 2014 HBSC study in Luxembourg has gathered data on the suicidal ideation sequence in adolescents and can contribute to these issues. Purpose: The objective of this study was to examine gender differences within the risk factors for suicidal behaviours within the adolescent population of Luxembourg. Materials and Methods: Data on suicidal ideation among adolescents was collected through written survey. Data from secondary school students aged 12 to 18 was used (N=5595). Bivariate logistic regressions were conducted in order to identify risk factors for the dependent variables of “sadness”, “considering suicide”, “planning suicide” and “suicide attempt” in the last twelve months. Subsequently, multivariate logistic regressions were performed split by gender. 24 independent variables were included in the models. Results: The three significant variables that added most to the models for “sadness” and “suicide attempt” are named. For boys, the odds for sadness were impacted by the number of health complaints (OR: 1.4 for each additional health complaint; CI: 1.4-1.6), life satisfaction (OR: 1.2 for each additional unit; CI: 1.2-1.3) and body image (OR: 1.6 for too thin; CI: 1.1-2.3; OR: 1.7 for too fat; CI: 1.3-2.3). For girls, the variables were the number of health complaints (OR: 1.4; CI: 1.3-1.4), life satisfaction (OR: 1.3; CI: 1.2-1.4) and sexual abuse (OR: 2.5; CI: 2.0-3.1). Considering suicide attempts, for boys the odds were impacted by the physical fighting (OR: 2.9 for 4 fights or more; CI: 1.5-5.5), life satisfaction (OR: 1.2; CI: 1.3-2.1) and substance use (OR: 1.7; CI: 1.3-2.1). For girls, the number of health complaints (OR: 1.3, CI: 1.2-1.4), life satisfaction (OR: 1.3; CI: 1.2-1.4) and type of school (OR: 3.7 for secondary technique; CI: 2.1-5.0) impacted the odds. Conclusion: This study has indicated that differences in risk factors between the genders increase as the severity of suicidal behavior increases. This highlights the need for distinct strategies for the prevention of suicide behaviours that are suitable for the different genders, and their respective risk factors. [less ▲]

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See detailEin (un)möglicher Dialog? Überlegungen zum Verhältnis von Historikern und Schriftstellern in Ostbelgien
Brüll, Christoph UL

Scientific Conference (2018, December 07)

Künstlerische Freiheit versus Wahrheitsanspruch, Klio als Dichterin, Geschichtsschreibung als eine Form von literarischer Erzählung? Natürlich könnte auch die Historiographie zum heutigen Ostbelgien durch ... [more ▼]

Künstlerische Freiheit versus Wahrheitsanspruch, Klio als Dichterin, Geschichtsschreibung als eine Form von literarischer Erzählung? Natürlich könnte auch die Historiographie zum heutigen Ostbelgien durch die Brille dieser Debatten gelesen werden. Der durch eine Frage herausgehobene Gegenstand des Beitrags ist jedoch pragmatischer gefasst: er geht von der Beobachtung aus, dass zahlreiche literarische Publikationen über Ostbelgien bzw. aus der Feder von ostbelgischen Autoren eine Sicht auf die bewegte Vergangenheit der Region transportieren, dass dies jedoch nie zu einem Dialog zwischen den Schriftstellern und den Historikern in der Region geführt hat. Gefragt wird nach den Gründen für einen unmöglichen Dialog und den Bedingungen für eine mögliche Kommunikation. Dazu werden einerseits ausgewählte Schriften und öffentliche Interventionen (vor allem in den regionalen Medien) bekannter ostbelgischer Autoren auf ihr Geschichtsbild untersucht, andererseits jedoch auch – durchaus in der Form der Selbstbeobachtung – die Mobilisierung literarischer Erzeugnisse durch die historische Forschung analysiert. Überprüft werden soll zudem, inwiefern generationelle Faktoren als Erklärung für die Ausgangshypothese ausgemacht werden können. In einem letzten Schritt sollen dann Überlegungen angestellt werden, wie ein Dialog hergestellt werden könnte. Dass hierbei den Polen Öffnung und identitärer Rückzug eine bedeutende Rolle zukommt, überrascht nicht, macht jedoch die derzeitige Abwesenheit von Dialog und Auseinandersetzung umso erklärungsbedürftiger. [less ▲]

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See detailCannabis Use during Adolescence: An Overview in Luxembourg and in Comparison to other European Countries
Catunda, Carolina UL; van Duin, Claire UL; Heinz, Andreas UL et al

Scientific Conference (2018, December 06)

Introduction: Cannabis is the most widely consumed illegal drug worldwide. The use of cannabis is a risk factor for mental illnesses, but also for social problems such as lower educational attainment and ... [more ▼]

Introduction: Cannabis is the most widely consumed illegal drug worldwide. The use of cannabis is a risk factor for mental illnesses, but also for social problems such as lower educational attainment and the use of other drugs. Consumption is considered particularly harmful if it starts early in adolescence, if in a high-dose and if it continues on a regular basis. Purpose: This study aims to give an overview on adolescents’ cannabis consumption in Luxembourg (how often and when they started consuming cannabis) and in comparison with other European countries. Materials and Methods: In 2014, 3461 students in secondary school took part in the HBSC study. The questionnaire translated to both French and German. They answered, among other health related questions, about their cannabis use (30 days and lifetime prevalence), as well as when they started consuming it. Results: Two groups were formed: 15-16 and 17-18 years old. In the 15-16 group, 11.2% used cannabis in the past 30 days and 21.7% tried it at least once in their lives. In the age group of 17-18, 15.2% stated using it in the last month and 38% in lifetime. Regarding the use in the past 30 days split by gender, the prevalence for girls is 8.9% and 13.8% for boys (15-16 age group) and 10.6% and 20.1% respectively (17-18 year-olds). The lifetime prevalence for 15-16 years old is 18% for both girls and boys, higher than the 13% HBSC participant countries (mostly European) mean for girls and 17% for boys. Finally, about the age they first tried cannabis, 6.8% of boys and 5.3% of girls responded the age of 12 (or younger), a similar ascendant curve is found and the prevalence of 25% for boys is reached at the age of 14 years, as for girls it is at 14.2 years old. Conclusion: First, our results highlight the differences between the 30-day versus lifetime consumption, indicating the latter is much more widespread than the regular consumption. Secondly, the older the students are, the higher the proportion of cannabis users, for both boys and girls, with regular consumption being more frequent among boys. In addition, consumption in a lifetime in Luxembourg is higher than other Europeans countries. Finally, a quarter of consumers started at the age of 14 or younger. This data indicates not only that prevention programs still are in need, but they should start early. [less ▲]

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See detailQoS-Constrained Sum-Harvested Energy Maximization in OFDMA-based Wireless Cooperative Networks
Gautam, Sumit UL; Lagunas, Eva UL; Vuppala, Satyanarayana UL et al

Scientific Conference (2018, December)

We investigate the performances of the time-switching (TS) and power-splitting (PS) based energy harvesting models in a two-hop relay assisted network where the end-users are capable of decoding ... [more ▼]

We investigate the performances of the time-switching (TS) and power-splitting (PS) based energy harvesting models in a two-hop relay assisted network where the end-users are capable of decoding information and harvesting energy concurrently. In particular, we consider joint resource allocation and relay selection to realize Simultaneous Wireless Transmission of Information and Energy (Wi-TIE) in a multi-carrier multi-user cooperative system where the relays employ the amplify-and-forward (AF) protocol. First, we formulate based on the TS and PS Wi-TIE architectures an optimization problem to maximize the sum of energy harvested at the end-users, taking into consideration each user's quality-of-service (QoS) requirement as well as power constraints at the transmit and relaying nodes. We then solve the formulated problem to optimize the users' Wi-TIE splitting factors along with relay-user coupling, sub-carrier-user assignment, sub-carrier pairing, and power allocation. Finally, we demonstrate the benefits of the proposed framework via numerical results. [less ▲]

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See detailClosed-Form Solution for Computationally Efficient Symbol-Level Precoding
Krivochiza, Jevgenij UL; Merlano Duncan, Juan Carlos UL; Andrenacci, Stefano UL et al

Scientific Conference (2018, December)

We present a convex optimization based Symbol-Level Precoding (SLP) for sum power minimization and propose the low-latency closed-form algorithm to find a heuristic solution to the optimization problem ... [more ▼]

We present a convex optimization based Symbol-Level Precoding (SLP) for sum power minimization and propose the low-latency closed-form algorithm to find a heuristic solution to the optimization problem. The technique exploits constructive interference at the multi-user MIMO systems and minimizes the sum power of the transmitted precoded signal per each symbol slot. As a result, the received signals gain extra Signal-to-Noise Ratio (SNR), which leads to the improved data rate and energy efficiency. We benchmark the low-complexity algorithm for solving the optimization technique against the conventional Fast Non-Negative Least Squares algorithm (NNLS). The demonstrated design of the SLP technique combined with the proposed closed-form algorithm has low computational complexity and fast processing time, which is applicable in low-latency high-throughput satellite communication systems. [less ▲]

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See detailWealth inequality, frailty, and memory impairment: Is wealthier = healthier true at all older ages?
Leist, Anja UL

Scientific Conference (2018, December)

Detailed reference viewed: 32 (0 UL)
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See detailHealth access and wealth: Does capital structure matter?
Paccoud, Ivana; Leist, Anja UL

Scientific Conference (2018, December)

Detailed reference viewed: 19 (3 UL)
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See detailSequential Resource Distribution Technique for Multi-User OFDM-SWIPT based Cooperative Networks
Gautam, Sumit UL; Lagunas, Eva UL; Chatzinotas, Symeon UL et al

Scientific Conference (2018, December)

In this paper, we investigate resource allocation and relay selection in a dual-hop orthogonal frequency division multiplexing (OFDM)-based multi-user network where amplify-and-forward (AF) enabled relays ... [more ▼]

In this paper, we investigate resource allocation and relay selection in a dual-hop orthogonal frequency division multiplexing (OFDM)-based multi-user network where amplify-and-forward (AF) enabled relays facilitate simultaneous wireless information and power transfer (SWIPT) to the end-users. In this context, we address an optimization problem to maximize the end-users’ sum-rate subjected to transmit power and harvested energy constraints. Furthermore, the problem is formulated for both time-switching (TS) and power-splitting (PS) SWIPT schemes.We aim at optimizing the users’ SWIPT splitting factors as well as sub-carrier–destination assignment, sub-carrier pairing, and relay–destination coupling metrics. This kind of joint evaluation is combinatorial in nature with non-linear structure involving mixed-integer programming. In this vein, we propose a sub-optimal low complex sequential resource distribution (SRD) method to solve the aforementioned problem. The performance of the proposed SRD technique is compared with a semi-random resource allocation and relay selection approach. Simulation results reveal the benefits of the proposed design under several parameter values with various operating conditions to illustrate the efficiency of SWIPT schemes for the proposed techniques. [less ▲]

Detailed reference viewed: 100 (14 UL)
See detailMicrobiome: the environment within
Wilmes, Paul UL

Scientific Conference (2018, December)

Detailed reference viewed: 19 (3 UL)
See detailSystems ecology of microbiomes
Wilmes, Paul UL

Scientific Conference (2018, December)

Detailed reference viewed: 29 (9 UL)
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See detailBiomechanical testing of osteotomy plates
Maas, Stefan UL; Diffo Kaze, Arnaud UL

Scientific Conference (2018, November 30)

Detailed reference viewed: 50 (1 UL)
See detailHeterogeneity of beliefs in experimental asset markets revisited
Neugebauer, Tibor UL

Scientific Conference (2018, November 28)

We study the question if we can recover original traders’ price expectations in experimental asset markets if subjects receive the same pre-recorded information. Our results show reliable recovery of ... [more ▼]

We study the question if we can recover original traders’ price expectations in experimental asset markets if subjects receive the same pre-recorded information. Our results show reliable recovery of original traders’ median expectations across treatments. Treatment comparison suggests no effect on beliefs of subjects’ action space, whether subjects trade, act as price takers or only observe the market. Our results also suggest that we are unable to recover the individual expectations beyond the median expectation. Hence, we confirm the advanced observation of the experimental literature that expectations are heterogeneous and markets do not homogenize beliefs. [less ▲]

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See detailIst Solfège gute Musik? Ein musikpädagogischer Ansatz zwischen Ästhetik und Selbstzweck
Sagrillo, Damien UL

Scientific Conference (2018, November 24)

Als Guido von Arezzo vor einem knappen Jahrtausend mit der Erfindung des Liniensystems aufwartete und Tonsilben aus den Angangsbuchstaben des Johannes-Hymnus ableitete, revolutionierte er damit die ... [more ▼]

Als Guido von Arezzo vor einem knappen Jahrtausend mit der Erfindung des Liniensystems aufwartete und Tonsilben aus den Angangsbuchstaben des Johannes-Hymnus ableitete, revolutionierte er damit die musikalische Bildung: Er ersetzte absurdes Auswendiglernen von (Kirchen-)Gesängen durch eine erlernbare, mechanische Lesetechnik. Er konnte wohl nicht ahnen, dass nach fast tausend Jahren „seine“ Methode immer noch Anwendung findet. In meinem Vortrag werde ich aufzeigen, wie Solfège, zum einen, durchaus musikästhetisch verortet ist, während, auf der anderen Seite, eben diese Methode der mechanischen Lesbarkeit, bar jedes musikästhetischen Anspruchs, den Musikpädagogen Kopfzerbrechen bereitet. [less ▲]

Detailed reference viewed: 20 (2 UL)
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See detailPréparer les futurs enseignants à l’utilisation stratégique des TICE: Une approche par projet
Busana, Gilbert UL; Reuter, Bob UL

Scientific Conference (2018, November 23)

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des ... [more ▼]

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des utilisations stratégiques des TIC dans les écoles au Luxembourg, le manque de compétences déclarées et la faible confiance des enseignants lorsqu'il s'agit d'enseigner avec les TIC (Reuter, Busana & Linckels, 2016), nous avons conçu, mis en œuvre et testé, dans la formation initiale des futurs enseignants de l’enseignement fondamental, une approche par projet pour le développement de compétences TICE. Nous demandons aux étudiants (1) d'explorer activement des problèmes pédagogiques réels, (2) de passer en revue les solutions pédagogiques existantes et les technologies potentiellement utiles, (3) de développer un scénario pédagogique original enrichi par les TIC et ayant une valeur ajoutée projetée selon le modèle SAMR (Puentedura, 2013), (4) de le mettre en œuvre dans un contexte scolaire réel, (5) de documenter, analyser et évaluer les activités d'apprentissage et d'enseignement mises en pratique, (6) de réfléchir sur base de connaissances scientifiques et de sagesses pédagogiques existantes et (7) de rapporter, par écrit et oralement, leurs expériences à un public authentique de pairs et de membres de la communauté scolaire. L'ensemble du processus a pour but d'engager les étudiants, de les faire travailler sur un projet dont ils sont les auteurs, de favoriser la collaboration, de mettre en place des apprentissages authentiques et orientés vers la pratique professionnelle et de leur permettre d'appliquer concrètement des concepts théoriques, comme la taxonomie des objectifs d'apprentissage de Bloom (Anderson & Krathwohl, 2001), la taxonomie des événements d'apprentissage et d'enseignement (Verpoorten, Poumay & Leclercq, 2008) et les stratégies d'intégration technologique (Roblyer & Doering, 2012). [less ▲]

Detailed reference viewed: 73 (5 UL)
See detailThe non-restraint: a case-study into (trans)national knowledge circulation
Andersen, Eva UL

Scientific Conference (2018, November 22)

Detailed reference viewed: 39 (12 UL)
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See detailMoving beyond the Lecture: Towards Collaborative Inquiry-Based Learning with Big Questions
Reuter, Bob UL; Busana, Gilbert UL

Scientific Conference (2018, November 13)

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and ... [more ▼]

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and (2) that a lot of them, when in their 4th year, had forgotten most of these theoretical foundations. These considerations have driven us to rethink & redesign our teaching methods and how we assess students learning outcomes. Our pedagogical approach combines various learning & teaching methods that require students to actively and collaboratively construct meaningful knowledge and share it in a community of learners using an online digital portfolio. Overall, we are quite satisfied with our teaching approach but will have to improve our formative assessment practices and will have to set up a digital portfolio solution that is more reliable and leads to greater user satisfaction. [less ▲]

Detailed reference viewed: 34 (6 UL)
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See detailAn Interdisciplinary Methodology to Validate Formal Representations of Legal Text Applied to the GDPR
Bartolini, Cesare UL; Lenzini, Gabriele UL; Santos, Cristiana

Scientific Conference (2018, November 12)

The modelling of a legal text into a machine-processable form, such as a list of logic formulæ, enables a semi-automatic reasoning about legal compliance but might entail some anticipation of legal ... [more ▼]

The modelling of a legal text into a machine-processable form, such as a list of logic formulæ, enables a semi-automatic reasoning about legal compliance but might entail some anticipation of legal interpretation in the modelling. The formulæ need therefore to be validated by legal experts, but it is unlikely that they are familiar with the formalism used. This calls for an interdisciplinary validation methodology to ensure that the model is legally coherent with the text it aims to represent but that could also close the communication gap between formal modellers and legal evaluators. This paper discusses such a methodology, providing an human-readable representation that preserves the formulæ's meaning but that presents them in a way that is usable by non-experts. We exemplify the methodology on a use case where Articles of the GDPR are translated in the Reified I/O logic encoded in LegalRuleML. [less ▲]

Detailed reference viewed: 41 (0 UL)
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See detailDeveloping and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessments
Franzen, Patrick UL; van der Westhuizen, Lindie UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest ... [more ▼]

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest predictive validity for academic success. MacCann et al. (2009) constructed a 68-item questionnaire for the comprehensive assessment of different conscientiousness facets in secondary education. However, such questionnaires are arguably too long for the use in large-scale educational assessments. Investigating the influence of conscientiousness facets within large-scale educational assessments is, nevertheless, crucial for advancing our knowledge of the differential influence of facets on various academic outcomes. Short and psychometrically sound questionnaires are thus required. Currently, no short and yet comprehensive questionnaire assessing the lower order facets of conscientiousness, that is suitable for large-scale educational assessments exists. Therefore, within the present investigation we develop a short-form instrument based upon the seven-factor version (59 items) of the questionnaire presented by MacCann et al. (2009), by using an exhaustive search algorithm and traditional item selection methods. Our sample consists of a large and representative dataset comprising all 9th grade students in Luxembourg from the Luxembourgish national school monitoring system (N = 6325; see epstan.lu), who answered French and German adaptations of the original 59-item questionnaire. We specified the exhaustive search algorithm to select the best possible combination of four items for each lower order facet, by considering goodness of fit criteria, factor saturation statistics, and measurement invariance between the German and French version. In addition, we used Mokken scale analysis and assessed the congruence of item wordings and theoretical definitions of each lower order facet to ensure content validity. We finally selected four to five items per scale based on our analyses. We found good fit statistics for all lower order facet scales (CFI >.95, RMSEA < 0.05), and acceptable to good factor saturation statistics for all but one of these scales (McDonalds ω > 0.7). On top of that, all scales show either scalar invariance, or partial scalar invariance between the German and French language version. The result of our investigation is a short and psychometrically sound instrument for the assessment of the lower order facets of conscientiousness. It is specifically tailored towards the unique context of the multilingual Luxembourgish educational system, and can be used in the upcoming Épstan cohorts. [less ▲]

Detailed reference viewed: 66 (10 UL)
See detailReplicating and extending the GI/E model: Social and dimensional comparison effects of achievement on test anxiety in math, physics, German, and English
Talic, Irma UL; Franzen, Patrick UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and ... [more ▼]

The internal/external frame of reference model (I/E model; Marsh, 1986) depicts the formation of academic self-concept by assuming an interplay of social and dimensional comparison processes within and across different domains. Associations between achievement and self-concept are expected to be positive within one given domain due to social comparisons (i.e., external frame of reference) and negative across different domains due to dimensional comparisons (i.e., internal frame of reference). The Generalized I/E model (GI/E model; Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) allows for the inclusion of other outcome variables besides academic self-concept, for example, interest or motivation. The present research aimed at applying the GI/E model to the construct of test anxiety, thereby replicating and significantly extending some first supportive findings on the validity of the GI/E model with test anxiety (Arens, Becker, & Möller, 2017). To this end, we expanded the scope of the GI/E model with test anxiety for the first time to four domains; namely math, physics, German, and English. For this purpose, we drew on a sample of N = 305 9th and 10th graders attending the highest ability school track (i.e., Gymnasium) from six different secondary schools in four German federal states. Analyses were carried out using structural equation modelling in Mplus 8. We used school grades in the respective domains as achievement indicators. Test anxiety was assessed separately for each domain while simultaneously differentiating between two components of test anxiety; namely, worry and emotionality. Our results suggested negative within-domain relations between achievement and test anxiety in all four domains (i.e., higher grades were associated with less test anxiety). The pattern of results for the relations across domains was not as clear. Positive links between achievement and test anxiety across domains (i.e., higher grades in domain A were associated with higher test anxiety in domain B) were weak and could only be established for the association between German achievement and students’ worry in mathematics. These findings partially supported the assumptions made by the GI/E model. As such, we replicated preexisting findings and added novel insights to the GI/E model. Our results were discussed within the framework of self-concept theory and research as well as dimensional comparison theory. [less ▲]

Detailed reference viewed: 30 (3 UL)
See detail'Analogue Renaissance': Strategies of Technostalgia with Kodak’s new Super 8 film camera
van der Heijden, Tim UL

Scientific Conference (2018, November 09)

“There are some moments that digital just can’t deliver, because it doesn’t have the incomparable depth and beauty of film. These moments inspired Kodak to design a new generation of film cameras.” Along ... [more ▼]

“There are some moments that digital just can’t deliver, because it doesn’t have the incomparable depth and beauty of film. These moments inspired Kodak to design a new generation of film cameras.” Along with this mission statement, Kodak announced the making of a new Super 8 film camera at the Consumer Electronics Show (CES) in January 2016. The announcement preceded the re-release of various other “retro” and “vintage” products in the following years, including Kodak’s iconic Ektachrome film stock. This paper critically investigates Kodak’s so-called “Analogue Renaissance”, the return of these analogue amateur film technologies that used to be widely popular among amateur film and home moviemakers in the 1970s. The re-releases not only fostered the imagination of numerous hobbyists around the world who were familiar with analogue filmmaking already, but also a new generation of users interested in film’s analogue aesthetic and material qualities. The paper analyses Kodak’s cross-generational attempt to remediate, revive and re-imagine the Super 8 film camera as a past media technology in particular. Drawing on the concept of “technostalgia”, the reminiscence of past media technologies in contemporary memory practices, it aims to further build on previous attempts to theorize the dynamic relations between the past and the present, the analogue and the digital, and the archival and the performative. While Kodak has been strategically framing the new Super 8 film camera under the label of the “Analogue Renaissance”, it will be shown that it not limits itself to remediating the design and analogue functionality of the device’s idiosyncratic equivalent. On the contrary, remarkably enough, the new Super 8 camera comes with several additional digital features, such as the recording of digital sound and a LCD display. The paper argues that this merging of the film camera’s original analogue features with digital ones makes Kodak’s new film camera a fundamental “hybrid” media technology, whose manufacturer’s attempt to update it to the present day by adding digital features entails more than just a way of enhancing user possibilities and experiences. While Kodak advertises its new device with a statement that aims to exaggerate the impossibilities of the digital, it will be argued that Kodak’s new Super 8 film camera requires a theoretical thinking that moves beyond the analogue-digital divide as well as previous conceptualizations of (tech)nostalgia. [less ▲]

Detailed reference viewed: 51 (4 UL)
See detail(Dis)engaging in Language and Sciences Lessons: How do Primary School Students in Multilingual Luxembourg Communicate With Each Other?
Degano, Sarah UL

Scientific Conference (2018, November 09)

As the country with the highest percentage of immigration in Europe, Luxembourg has a very diverse school population. This doctoral project is part of the research project ‘CALIDIE’ that investigates how ... [more ▼]

As the country with the highest percentage of immigration in Europe, Luxembourg has a very diverse school population. This doctoral project is part of the research project ‘CALIDIE’ that investigates how multilingualism can be capitalized on. In Luxembourg, the teaching of Luxembourgish, German and French accounts for 40.5% of all curricular time. Assessment studies have shown that students of Portuguese, French and Slavic heritage underperform compared to Luxembourgish and German-speaking students in primary schools (MENJE, 2017). While studies in preschool, Year 1 and Year 2 classes show that some teachers begin to draw on children’s semiotic repertoires (Kirsch 2017), the present project targets Years 4 and 5. The focus lies on translanguaging practices. Translanguaging is the enactment of a person’s linguistic and non-linguistic resources. Research in bilingual and trilingual school contexts has shown that translanguaging can promote knowledge, understanding and academic success (García & Sylvan 2011). To help students learn, teachers need to encourage students to make use of their resources in a strategic and responsible way, whatever the status of the languages (García, Johnson & Seltzer 2017). In this paper, I examine the extent to which a fourth-grader of Slovenian language background deploys (or does not deploy) his linguistic repertoire while interacting with peers. Data are drawn from eighteen days of observation and video-recordings of the students’ language use in German, French and Science lessons from September 2017 to July 2018 in a state school in Eastern Luxembourg. The thematic analysis focuses on classroom interactions among students; the learning activities; the languages; and the purposes of their (in)flexible language use. Preliminary results show that peer interactions and child-led learning activities are scarce; the students communicate in the language of instruction; and translanguaging is used to (help) participate. The findings are tentative because data collection is on-going. [less ▲]

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See detailChildren's languaging and peer interactions in non-formal early childhood education in Luxembourg
Mortini, Simone UL

Scientific Conference (2018, November 09)

In Luxembourg children engage daily in multilingual practices outside early childhood institutions but often face monolingual practices within (Neumann, 2015). Despite research having debunked the need ... [more ▼]

In Luxembourg children engage daily in multilingual practices outside early childhood institutions but often face monolingual practices within (Neumann, 2015). Despite research having debunked the need for strict language separation for effective language learning, children are deprived from drawing on their complete linguistic repertoire (Neumann, 2015). In 2017 Luxembourg has opted for multilingual education in the early years. Formal and non-formal education settings are now required to offer the teaching of Luxembourgish, a familiarization with French and a valorisation of the children’s home languages. Whereas researchers have analysed inclusive language pedagogies (García, Johnson & Seltzer, 2017), studies seldomly examine the children’s active participation and peer interactions in early years settings implementing such multilingual pedagogies (Schwartz & Gorbatt, 2018). The present doctoral study is part of the research project MuLiPEC (Kirsch, 2016-2019) which aims at developing multilingual pedagogies through professional development in early childhood. Drawing on a sociocultural perspective, this paper focusses on two three-year-old children in two non-formal settings and investigates their languaging and interactions with peers and practitioners over a year. The data stem from 31 days of participant observation and videography of the children’s interactions with peers and practitioners and from eight interviews with the practitioners. The ongoing data analysis is based on thematic and interaction analysis. The preliminary findings, firstly, indicate that the children translanguaged, making use of their home language French, features of at least two other languages (e.g. German, English) and non-verbal communication (e.g. actions, gestures, pointing). Secondly, the children developed competences in Luxembourgish and learned new words in other languages from their peers and the practitioners. Finally, akin to Corsaro (2018), the children reproduced the practitioners’ language strategies (e.g. labelling, corrective feedback, translanguaging) during peer interactions and adapted their languaging to their interlocutors. The findings should contribute to research on dynamic multilingual practices and their impact on peer interactions in early childhood education. Corsaro, W.A. (2018). The Sociology of Childhood (5th edition). Los Angeles: SAGE García, O., Johnson, S., & Seltzer, K. (2017). The Translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon. Neumann, S. (2015). Lost in Translanguaging? Practices of Language Promotion in Luxemburgish Early Childhood Education. Global Education Review 2(1), 23–39. Schwartz, M., & Gorbatt, N. (2018). The Role of Language Experts in Novices’ Language Acquisition and Socialization. In M. Schwartz (ed.) Preschool Bilingual Education. Agency Between Children, Teachers, and Parents (pp. 343 – 356). Springer. [less ▲]

Detailed reference viewed: 35 (2 UL)
See detailDimensional and Social Comparisons Effects on Domain-Specific Self-Concepts and Interests: A Study of Elementary School Children from Luxembourg Across Two Waves
van der Westhuizen, Lindie UL; Talic, Irma UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal ... [more ▼]

Already at the beginning of elementary school, students start to develop self-beliefs and attitudes that reflect their motivation, thoughts, and feelings about a specific school domain. The internal/external frame of reference (I/E) model (Marsh, 1986) encapsulates this phenomenon by explicating the formation of academic self-concept through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of one’s peers in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparison processes. The recently established generalized internal/external frame of reference (GI/E) model (Möller, Müller-Kalthoff, Helm, Nagy, & Marsh, 2015) builds on the I/E model by extending it to the formation of other subject-specific academic self-beliefs and attitudes, such as interest and test anxiety. Despite the salience of the (G)I/E model in educational research, studies investigating the formation of self-beliefs and attitudes according to this model remains scarce among elementary school children. This study aims to contribute to the current literature by examining the associations between verbal and mathematics achievement, on the one hand, and corresponding domain-specific self-concepts and interests, on the other hand. A population of Luxembourgish elementary school students was assessed twice, two years apart (once in Grade 1 and once in Grade 3) as part of the Luxembourgish school monitoring system (EpStan, cohorts 2014 & 2016; epstan.lu). Using a domain-specific approach, students were assessed on math and verbal achievement as well as German- and math self-concept and interest. This culminated in a sample of N = 3606 elementary school children who participated in both waves. German- and math self-concepts and interests were self-reported whereas standardized achievement tests (see epstan.lu) were used as indicators of math and verbal (Luxembourgish for Grade 1 and German for Grade 3) achievement. Cross-lagged structural equation modelling was performed in Mplus 8 using WLSMV estimation for categorical variables. Overall, the results suggest strong support for the (G)I/E model for Grade 3, while only partial support was found for the (G)I/E model for Grade 1. More specifically, for both Grade 1 and Grade 3, achievement was positively related to self-concept and interest within the same domain. Negative relations between achievement and self-concept and interest across domains were found in Grade 3, but not in Grade 1. The findings are discussed within the context of theory and research on self-concept differentiation processes, dimensional comparison theory, and the multilingual Luxembourgish educational system. [less ▲]

Detailed reference viewed: 38 (3 UL)
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See detailLongitudinal development of students‘ competencies in Mathematics and German reading comprehension
Sonnleitner, Philipp UL; Krämer, Charlotte UL; Gamo, Sylvie UL et al

Scientific Conference (2018, November 09)

Im Rahmen des luxemburgischen Schulmonitorings werden Schlüsselkompetenzen der Schülerinnen und Schüler der luxemburgischen Regelschulen in regelmäßigen Abständen durch die so genannten Épreuves ... [more ▼]

Im Rahmen des luxemburgischen Schulmonitorings werden Schlüsselkompetenzen der Schülerinnen und Schüler der luxemburgischen Regelschulen in regelmäßigen Abständen durch die so genannten Épreuves Standardisées (ÉpStan) gemessen. Diese längsschnittliche Begleitung der Schülerinnen und Schüler birgt die einmalige Chance, neue Erklärungsansätze für ein (alt)bekanntes Problem des luxemburgischen Schulsystems zu finden: die großen Unterschiede der Bildungschancen von Schülerinnen und Schüler je nach Geschlecht, sprachlichem und sozioökonomischem Hintergrund. Der vorliegende Beitrag gibt nun einen ersten Einblick in die längsschnittliche Kompetenzentwicklung in den Bereichen Deutsch-Leseverstehen und Mathematik. Hierfür werden die Testergebnisse der untersuchten Schülerkohorte aus den ÉpStan-Kompetenztests 2010 in der 3.Schulstufe den Leistungen in der 9. Schulstufe im Jahre 2016 gegenübergestellt. Die Darstellung der Entwicklungsverläufe mittels Sankey-Flussdiagrammen, erlaubt ein schnelles und intuitives Verständnis, von welchem Kompetenzniveau die Schülerinnen und Schüler in der 3. Klasse starten und welches sie schließlich in der 9. Klasse erreichen. Der Effekt von nachgewiesenermaßen einflussreichen, demografischen (Hintergrund-) Merkmalen wie Geschlecht, sprachlichem Hintergrund und sozioökonomischem Status wird dabei gesondert analysiert. Beim Blick auf die generellen Entwicklungsverläufe in den Bereichen Deutsch-Leseverstehen und Mathematik fällt vor allem eine sehr hohe Stabilität der Kompetenzeinstufungen auf: Schülerinnen und Schüler der 3. Klasse, deren Leistungen auf dem (erwartungskonformen) Niveau Socle oder Niveau Avancé liegen, verfügen in der Regel auch 6 Jahre später über hohe Deutsch- bzw. Mathematikkompetenzen. Umgekehrt verbleibt die Mehrheit der Schülerinnen und Schüler mit anfänglich schwachen Leistungen auch später auf einem niedrigen Kompetenzniveau. Bezieht man nun die Teilergebnisse zum Sprachhintergrund mit ein, lässt sich ganz klar folgern, dass die Unterrichtssprache hierfür einen entscheidenden Faktor darstellt: Schülerinnen und Schüler, die Luxemburgisch oder Deutsch als Muttersprache angeben, können sowohl in Deutsch-Leseverstehen als auch in Mathematik eher ein hohes Niveau halten bzw. sich im Laufe ihrer Schulkarriere auf ein solches verbessern. Portugiesischsprachige bzw. frankophone Schülerinnen und Schüler, die im Allgemeinen ohnehin auf einem niedrigeren Kompetenzniveau starten, können sich nur teilweise deutlich verbessern, profitieren aber vom Wechsel der Unterrichtssprache im Secondaire. Die Analysen zeigen darüber hinaus, dass typische Geschlechtsunterschiede, die auf einen Vorteil für Mädchen beim Lesen und einen leichten Vorteil für Jungen in Mathematik hindeuten, schon anfangs der 3. Klasse bestehen, und über die folgenden 6 Jahre weitgehend stabil bleiben. Zusammenfassend bestätigen die Ergebnisse die bereits mehrfach aufgezeigten landestypischen Probleme, erlauben aber eine feinere Aufschlüsselung und zeitliche Verortung der Wechselwirkungen zwischen Unterrichtssprache, sprachlichem und sozioökonomischem Schülerhintergrund, und bilden so die Grundlage für effektivere Interventionen. [less ▲]

Detailed reference viewed: 40 (9 UL)
See detailResearching education in Luxembourg (symposium)
Fischbach, Antoine UL

Scientific Conference (2018, November 08)

Detailed reference viewed: 23 (3 UL)
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See detail• The influence of a professional development on teachers’ and carers’ multilingual practices in early childhood education in Luxembourg
Kirsch, Claudine UL; Aleksic, Gabrijela UL; Andersen, Katja Natalie UL

Scientific Conference (2018, November 08)

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted ... [more ▼]

The need for multilingual pedagogies has been recognized and several multilingual programmes have been implemented in early childhood in Europe. In Luxembourg, where this study is based, laws were voted in 2017 that require early years practitioners to develop Luxembourgish, familiarize children with French, and value home languages. To develop inclusive multilingual practices, the authors of this presentation developed a 30-hour professional development programme (thereafter PD) which was long-term, collaborative, inquiry-based, performance-oriented, and included coaching. The participants carried out and video-record activities based on books and rhymes in several languages, reflected on these, and received feedback. This case-study examines the influence of the PD on the understanding of language learning and practices of two teachers and five carers working in schools and crèches. The data stem from a questionnaire completed three times; twelve interviews; six observations of the training; 30 video-recorded activities; ten coaching reports, and emails. The methods of data analysis comprise paired samples t-test, correlational analysis, content analysis and triangulation. The findings show a positive effect of the PD on understanding of language learning and practices. The teachers and some carers developed a better understanding of social constructivist learning theories which influenced their practices that began to focus on interactions between adults and children, and amongst children. The other carers understood the relevance of dialogue and carried out activities in several languages but their overall practice did not change. The findings confirm that collaborative, inquiry-based PD can be transformative (Gaikhorst et al., 2017; Prenger et al., 2017) and change perspectives and practices to some extent (Buschmann & Sachse, 2018). In addition, they add to the dearth of literature on PD on multilingual education in early years (Egert, 2015). Buschmann, A., & Sachse, S. (2018). Heidelberg interaction training for language promotion in early childhood settings. European Journal of Education, 53(1), 66-78. Egert, F. (2015). Meta-analysis on the impact of in-service professional development programs for preschool teachers on quality ratings and child outcomes. Gaikhorst, L., Beishuizen, J. J. J., Zijlstra, B. J. H., & Volman, M. L. L. (2017) The sustainability of a teacher professional development programme for beginning urban teachers, Cambridge Journal of Education, 47(1), 135-154. Prenger, R., Poortman, C. L., & Handelzalts, A. (2017). Factors influencing teachers’ professional development in networked professional learning communities. Teaching and Teacher Education, 68(1), 77-90. [less ▲]

Detailed reference viewed: 65 (15 UL)
See detailExemplarische Bildungsverläufe von Jugendlichen in den Erziehungshilfen und im Übergang
Göbel, Sabrina UL

Scientific Conference (2018, November 08)

Detailed reference viewed: 23 (2 UL)
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See detailIt's not only the game, it's also the player: The role of player personality in violent video game preference
Holl, Elisabeth UL; Melzer, André UL

Scientific Conference (2018, November 03)

In contrast to the effects of game content, violent video games have less been researched with regard to players' preferences for these games, and whether these preferences are related to certain ... [more ▼]

In contrast to the effects of game content, violent video games have less been researched with regard to players' preferences for these games, and whether these preferences are related to certain personality characteristics. Using a novel brief and uni-dimensional self-report measure, the present research examined the role of personality factors and preferences for violent video games. A scale of five items was administrated in two studies that involved 292 and 180 respondents, respectively. The same scale with two additional items was presented to 190 respondents in the third study, which included measures revealed by prior research to be relevant for understanding violent video game motivation and preference. More specifically, we measured participants' trait aggression, the Dark Triad traits of psychopathy, Machiavellianism, and narcissism. To test for the scale's discriminant validity, trait empathy was also included. In line with other findings in the literature (e.g., Greitemeyer, 2015), results obtained with the self-report measure indicated that players with a propensity for games featuring violent themes show callous, impulsive and exploitative attributes, whereas narcissism was not a significant predictor. However, and as already suggested by some authors (Hartmann, Möller, & Krause, 2014), a lack of empathy was found to predict violent game preferences. The present findings are important with regard to future research on video games that should focus more on the players and their gaming motivation than on the effects of playing alone. [less ▲]

Detailed reference viewed: 186 (5 UL)
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See detailCompetition and Workplace Bullying. The moderating role of passive avoidant leadership style.
Sischka, Philipp UL; Steffgen, Georges UL

Scientific Conference (2018, November 02)

The aim of the study was to test if competition is a potential risk factor for the occurrence of workplace bullying and if this association depends on the level of passive avoidant leadership style. We ... [more ▼]

The aim of the study was to test if competition is a potential risk factor for the occurrence of workplace bullying and if this association depends on the level of passive avoidant leadership style. We proposed that competition and passive avoidant leadership style are positive related to workplace bullying exposure and perpetration. Furthermore, we hypothesized that the effect of competition on workplace bullying exposure and perpetration is moderated through passive avoidant leadership style. An online survey design was employed and data were collected among U.S. employees. The final sample consists of 1,408 respondents. Workplace bullying exposure and perpetration were cross-sectionally assessed via self-labeling and behavioral experience method. Hierarchical regression analyses showed that competition and passive avoidant leadership style are important predictors for workplace bullying exposure and perpetration. Furthermore, the results indicated that the effect of competition on workplace bullying exposure (measured via behavioral method) and self-labeled workplace bullying exposure and perpetration is moderated through passive avoidant leadership style. However, for workplace bullying perpetration (measured via behavioral method) no moderation effect was found. The findings underline the importance of the supervisor’s behavior in the occurrence of workplace bullying. Organizations may decrease workplace bullying incidents by training their supervisors to apply a more constructive leadership style. [less ▲]

Detailed reference viewed: 33 (3 UL)
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See detailAußerschulisches Lesen und Lesekompetenz Zum Zusammenhang zwischen den Deutsch- und Französisch- Lesekompetenzen von Neuntklässlerinnen und Neuntklässlern und ihren außerschulischen Lesegewohnheiten in Luxemburg.
Reichert, Monique UL; Krämer, Charlotte UL; Rivas, Salvador UL et al

Scientific Conference (2018, November)

In Luxemburg erreichen viele Jugendliche ein gutes Lesekompetenzniveau nicht nur in einer, sondern gleich in zwei Sprachen. Allerdings wird wiederholt darauf hingewiesen, dass die Lesekompetenzen in ... [more ▼]

In Luxemburg erreichen viele Jugendliche ein gutes Lesekompetenzniveau nicht nur in einer, sondern gleich in zwei Sprachen. Allerdings wird wiederholt darauf hingewiesen, dass die Lesekompetenzen in Luxemburg stark mit dem familiären Hintergrund der Schülerinnen und Schüler zusammenhängen. Die vorliegende Studie soll jedoch über die Darstellung der Zusammenhänge zwischen den Deutsch- und Französisch-Lesekompetenzen und Einflussfaktoren wie sozio-ökonomischem Hintergrund, Migrationsstatus und Muttersprache hinausgehen. In der Tat stellt sich die Frage, ob es Faktoren gibt, die sich positiv auf das Lesekompetenzniveau der Schülerinnen und Schüler auswirken und auf die sie – anders als bei diesen mittlerweile gut belegten Faktoren – selbst Einfluss nehmen können? Das Leseverhalten Jugendlicher stellt hierfür einen naheliegenden Ansatzpunkt dar. Somit wurden die Schülerinnen und Schüler während der ÉpStan 2016 nicht nur zu ihrem familiären, schulischen und persönlichen Hintergrund befragt, sondern erstmals auch zu ihrem außerschulischen Leseverhalten. Hierbei wurde erfasst, wie häufig sie in ihrer Freizeit Texte unterschiedlicher Art (z. B. Erzählungen, Sachtexte, Zeitungsartikel, Foreneinträge oder Emails) lesen, und in welchen Sprachen sie dies tun. Mittels verschiedener Regressionsanalysen wurde der familiäre Hintergrund der Jugendlichen, ihr Leseverhalten, sowie ihr Lesekompetenzniveau im Deutschen und Französischen zueinander in Bezug gesetzt. Die aus diesen Analysen hervorgehenden Ergebnisse belegen eindrücklich, dass neben dem familiären Hintergrund auch die Lesehäufigkeit und die Sprache, in der die Schülerinnen und Schüler üblicherweise lesen, von Bedeutung für das erreichte Lesekompetenzniveau sind. Darüber hinaus haben insbesondere die Textsorten, mit denen sich die Jugendlichen in ihrer Freizeit auseinandersetzen, entscheidenden Einfluss auf ihre Deutsch- und ihre Französisch-Lesekompetenz. Insbesondere die Häufigkeit, mit der Jugendliche angeben, narrative Texte (wie Geschichten, Romane oder Erzählungen) zu lesen, steht deutlich in positivem Zusammenhang mit ihrer Lesekompetenz in beiden Sprachen. Der Vortrag schließt mit einer Diskussion bezüglich der außerordentlich hohen Attraktivität von digitalen Textsorten bei Kindern und Jugendlichen, und den Möglichkeiten, diese Vielfalt an primär kommunikativ bzw. interaktiv ausgerichteten Lesematerialien als lebensnahe, pädagogische „Sprungbretter“ zu nutzen, mit deren Hilfe zukünftige Leserinnen und Leser an zunehmend komplexere Texte herangeführt werden könnten. [less ▲]

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See detailWie wirken sich Klassenwiederholungen in der Sekundarstufe 1 auf spätere Schulnoten aus? Eine Längsschnittanalyse
Klapproth, Florian; Fischbach, Antoine UL; Keller, Ulrich UL et al

Scientific Conference (2018, November)

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See detailOptimal dispatching of electric and hybrid buses subject to scheduling and charging constraints
Rinaldi, Marco UL; Parisi, Federico; Laskaris, Georgios UL et al

Scientific Conference (2018, November)

We consider the problem of optimally determining the sequence of electric and hybrid buses departing from a multi-line bus terminal, considering both service constraints (schedule adherence) and energy ... [more ▼]

We consider the problem of optimally determining the sequence of electric and hybrid buses departing from a multi-line bus terminal, considering both service constraints (schedule adherence) and energy constraints (electric bus charging status, bus recharging scheduling in capacitated facilities). The problem is formulated as a Mixed Integer Linear Program, with the objective of minimizing the total operational cost for the bus lines in question. System dynamics are captured by practical sets of constraints, ranging from scheduling adherence to discharge- recharge dynamics. Individual operational costs at the bus level and at the trip level are fully parametrized, allowing for extensive sensitivity analysis. We investigate a real-life case study based on the city of Luxembourg, where two charging stations have been installed in the central station’s bus terminal. Experimental results show that, while full electrification is indeed possible, the required fleet size depends strongly on the given line(s) timetable. [less ▲]

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See detailSystems ecology of the human microbiome
Wilmes, Paul UL

Scientific Conference (2018, November)

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See detailCognitive functioning and decline in relation to urban environmental characteristics
Leist, Anja UL

Scientific Conference (2018, November)

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See detailAssociations of wealth with frailty and memory impairment across the course of aging
Leist, Anja UL

Scientific Conference (2018, November)

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See detailFrustration inducing tasks as tools for assessing adolescent emotion regulation
Battistutta, Layla UL; Steffgen, Georges UL

Scientific Conference (2018, November)

Adolescents can be at risk for the development of mental health symptoms which can be exacerbated by emotion regulation problems. Hence, empirically validated tools to assess emotion regulation among ... [more ▼]

Adolescents can be at risk for the development of mental health symptoms which can be exacerbated by emotion regulation problems. Hence, empirically validated tools to assess emotion regulation among adolescents in experimental settings are needed, but so far potential differences between already existing frustration inducing tasks are not well understood. The aim of the present study was thus to compare the efficacy of two non-verbal distress tolerance tasks – the Behavioural Indicator of Resiliency to Distress (BIRD, Lejuez et al.), and the Mirror Tracing Persistence Task (MPTP; Strong et al., 2003), in inducing frustration in a sample of 72 adolescents between the ages of 11 and 16. Adolescents’ subjective, physiological and behavioural emotion responses were assessed via self-report (PANAS-C; Laurent et al., 1999), heart rate monitoring and persistence on the task respectively, and associated with their self-reported emotion regulation difficulties (DERS-SF, Gullone & Taffe, 2012) as well as strategy use during the task (ERQ-state; Egloff et al., 2006). Both tasks were found to be subjectively frustrating, as evidenced by significant differences between pre- and post- reported negative affect. Beyond the similar self-reported psychological distress for both tasks, stronger negative physiological and behavioural reactions were however found for the BIRD task with higher heart rates as well as a tendency towards a shorter persistence on this task. The emotional responses were found to be correlated with adolescents reported difficulties, above all with their reported impulsiveness. Adolescents’ strategy use of reappraisal and suppression did not differ between tasks. Due to the similar self-reported negative affect after both tasks, these findings validate the use of both tasks in an adolescent population. In addition, they highlight potential differences between tasks in terms of emotion responses. These discrepancies should be taken into account in further studies due to their implications for the interpretation of findings. [less ▲]

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See detailPolicy and research priorities of the World Young Leaders in Dementia (WYLD) network
Leist, Anja UL

Scientific Conference (2018, October 30)

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See detailMicromagnetic simulations for understanding magnetic SANS
Michels, Andreas UL

Scientific Conference (2018, October 29)

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See detailTwitter data as primary sources for historians: a critical approach
Clavert, Frédéric UL; Papastamkou, Sofia

Scientific Conference (2018, October 25)

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