References of "2008"
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See detailHiOPS Overlay - Efficient Provision of Multicast in Peer-to-Peer Systems
Schloss, Hermann; Oechsle, Rainer; Botev, Jean UL et al

in Proceedings of the 16th International Conference on Networks (ICON) (2008)

Detailed reference viewed: 82 (3 UL)
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See detailAwareness-Driven Phase Transitions in Very Large Scale Distributed Systems
Scholtes, Ingo; Botev, Jean UL; Höhfeld, Alexander et al

in Proceedings of the 2nd International Conference on Self-Adaptive and Self-Organizing Systems (SASO) (2008)

Detailed reference viewed: 80 (2 UL)
See detailKetty, Carlos et Goran ... au pays du redoublement
Reichert, Monique UL; Dierendonck, Christophe UL

in La place de l'école dans la société luxembourgeoise de demain (2008)

Detailed reference viewed: 77 (7 UL)
See detailLebensphasen Eine Einführung
Abels, Heinz; Honig, Michael-Sebastian UL; Saake, Irmhild et al

Book published by VS Verlag (2008)

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See detailEstimation in Engineering Design
Adolphy, Sebastian; Gericke, Kilian UL; Blessing, Lucienne UL

Poster (2008)

Detailed reference viewed: 70 (1 UL)
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See detailNovel ATP1A3 mutation in a sporadic RDP patient with minimal benefit from deep brain stimulation.
Kamm, C.; Fogel, W.; Wachter, T. et al

in Neurology (2008), 70(16 Pt 2), 1501-3

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See detailA web-based system for mathematical problem understanding and solving
Busana, Gilbert UL; Martin, Romain UL; Langers, Christian UL

in International Journal of Psychology (2008), 43

In the domain of educational multimedia for primary school a lot of research has been done in the field of computer assisted calculation frameworks. However, much less work has been done in the area of ... [more ▼]

In the domain of educational multimedia for primary school a lot of research has been done in the field of computer assisted calculation frameworks. However, much less work has been done in the area of problem solving and especially in the area of problem understanding. The present project aims at the development and the scientific assessment of a computer assisted framework for mathematical problem understanding and solving (CAMPUS) based on analogical representations in form of number lines (Klein, Beishuizen, & Treffers, 1998; Petitto, 1990) and graphs. This tool will be deployed by our formerly developed computer assisted testing platform (http://www.tao.lu) [see our proposal on TAO] and will be the first learning tool on that system. The CAMPUS framework will help teachers to more efficiently analyze the different steps of the problem solving strategies of their students and thereby allow them to give more adapted feedback in order to guide the learner’s process. The main characteristic of this platform is the use of the computer as a framework for the development of problem solving strategies in mathematics. The tool imposes no restrictions in the resolution processes of the learner, but avoids him to get lost in those steps of solving that are obviously wrong (for example: addition of objects of different classes). In this way, the CAMPUS architecture is a sort of a cognitive tool that helps the student in structuring his thinking by telling him which calculations are mathematically or logically not permitted, but it does not suggest him a precise way towards the solution. In contrary, each logically correct action will be accepted by the system. Consequently, the CAMPUS tool is not a drill-and-practice tool, but it proposes a framework for the student in which he can develop problem solving strategies in complex situations. CAMPUS is based on a (socio-)cognitive approach, which means that the tool permits to solve the problems in an individual or a group situation, even if the teamwork is explicitly desirable in such a pedagogical approach (Webb, 1994; Yadrick, Regian, Connolly Gomez, & Robertson Schule, 1997). The tool is intended to be integrated into daily classroom teaching as a tool for triggering the learning process and therefore has not to be considered as a separate or additional exercising tool. The students learning process should be supported by the tool on one hand and by additional teacher support on the other hand. The learner and his learning process are at the centre of the learning activity (Tardif, 1998) and the teacher plays a supervision and support role in this sort of learning environment (Hudson, 1997; Tardif, 1998). Moreover, the use of analogical representations (of the operations to be taken) and graphs (representing the resolution steps adopted by the learner) should favour, on the learner’s side, the establishment of mental models including analogical representations and supporting the resolution process of this type of problems, even beyond the use of this computerized platform. We could expect that the learner will develop, through his experiences with the platform (which prevents experimentation with arbitrary meaningless calculations), thorough knowledge concerning the solving of mathematical problems based, at least partially, on non-explicit learning processes as described, for example, in the connectionist models of learning theories (Spitzer, 2000). These connectionist models show in fact that significant learning can be achieved in a non-explicit manner if the learner is placed in an environment which structures his behavior along certain regularities (even if these regularities are not taught in an explicit manner). The CAMPUS framework is based on a conceptual idea that emerged from previous research (Busana, 1999) where a prototype using a similar architecture has been developed in an alpha-version using Quest. This alpha-version was developed in only one language (German) and ran only under Windows. The new CAMPUS-tool will be published under the open-source licence, will be platform independent (plays in Macromedia’s Flash Player) and will be delivered over the Internet. [less ▲]

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See detailLRRK2 in Parkinson's disease - drawing the curtain of penetrance: a commentary.
Krüger, Rejko UL

in BMC medicine (2008), 6

Parkinson's disease is the most common neurodegenerative movement disorder and affects about 2% of the population over the age of 60 years. In 2004, mutations in the LRRK2 gene were first described and ... [more ▼]

Parkinson's disease is the most common neurodegenerative movement disorder and affects about 2% of the population over the age of 60 years. In 2004, mutations in the LRRK2 gene were first described and turned out to be the most frequent genetic cause of familial and sporadic Parkinson's disease and may account for up to 40% of patients in distinct populations. Based on these findings, Latourelle and colleagues show that the penetrance of the most common LRRK2 mutation is higher in patients with familial compared with sporadic Parkinson's disease and identified a substantial number of affected relatives of mutation carriers not presenting with a LRRK2 mutation themselves. This commentary discusses the role of genetic and/or environmental susceptibility factors modulating the expressivity of the disease trait, how these factors may contribute to the phenomenon of phenocopies in genetically defined Parkinson's disease pedigrees, and how the findings of Latourelle and colleagues, published this month in BMC Medicine, relate to current concepts of genetic counselling. [less ▲]

Detailed reference viewed: 89 (1 UL)
See detailOnst Charlotte
Pauly, Michel UL

Book published by Luxemburg (2008)

Detailed reference viewed: 104 (0 UL)
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See detailClassification of central extensions of Lax operator algebras
Schlichenmaier, Martin UL

in Geometric methods in physics (2008)

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See detailChanges of Glucocorticoid receptor first exon variants in major depressive disorder
Alt, Simone UL; Turner, Jonathan D.; Klok, Melanie D. et al

Scientific Conference (2008)

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See detailSonderschule behindert Chancengleichheit
Powell, Justin J W UL; Pfahl, Lisa

in WZBrief Bildung (2008), (4),

Gleicher Zugang zu Bildung für alle: Das fordert die UN-Konvention über die Rechte behinderter Menschen, die 2009 verbindlich für Deutschland wird. Mit dem deutschen Sonderschulsystem, das fast alle ... [more ▼]

Gleicher Zugang zu Bildung für alle: Das fordert die UN-Konvention über die Rechte behinderter Menschen, die 2009 verbindlich für Deutschland wird. Mit dem deutschen Sonderschulsystem, das fast alle Schüler mit besonderem Förderbedarf aufnimmt, ist Chancengleichheit nicht gewährleistet. 80 Prozent der Abgänger von Sonderschulen erhalten keinen qualifizierenden Abschluss. Beispiele aus dem In- und Ausland zeigen, dass inklusiver Unterricht erfolgversprechender ist. [less ▲]

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See detailMultiplikatorenschulung oder wie Fremdsprachenlehrende zu WeiterbildnerInnen werden
Höppner, Kristina D. C. UL; Bosch, Hildegard

Book published by Hueber (2008)

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See detailConviviality masks in multiagent systems
Caire, Patrice UL; Villata, Serena; Boella, Guido et al

in Conviviality Masks in Multiagent Systems (2008)

In this paper we study tools for conviviality to develop user-friendly multiagent systems. First, we show how to use the social-cognitive concept of conviviality in multiagent system technology by ... [more ▼]

In this paper we study tools for conviviality to develop user-friendly multiagent systems. First, we show how to use the social-cognitive concept of conviviality in multiagent system technology by relating it to agent power and social dependence networks. Second, we de- fine conviviality masks as transformations of social dependencies by hiding power relations and social structures to facilitate social interactions. Third, we introduce dynamic dependence networks to model the creation of conviviality using conviviality masks. We illustrate the use of conviviality masks with a multiagent telecon- ferencing application for virtual worlds. [less ▲]

Detailed reference viewed: 81 (1 UL)
See detailComputer-Based School System Monitoring with Feedback to Teachers
Plichart, P.; Busana, Gilbert UL; Martin, Romain UL et al

in Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications (2008)

Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities ... [more ▼]

Educational multimedia focuses traditionally on the design of computer aided learning environments. Evaluation has to be viewed as an essential part of the learning environment. Beyond opportunities provided by its computerization (behaviours tracking, richer interactions, etc.), Computer Based Assessment provides teachers a measurement instrument where their students are put together with larger groups of students on the same assessment scale, using a unique competency model. It provides feedback to teachers that enable them to early detect shortcomings of their courses, pedagogical approach. ICT provides in this case a flexible way for the results collection, feedback reporting raising strengths and weaknesses, assurance of anonymity, data privacy. Moreover, it would give decision makers of the educational system information on the educational system steering efficiency. This paper describes ongoing assessment based on the TAO platform with feedback to teachers done in Luxembourg. [less ▲]

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See detailComment articuler la linguistique et la sémiostylistique ? Le champ stylistique à l'épreuve de la matérialité de l'écrit
Colas-Blaise, Marion UL

in Actes du Congrès mondial de linguistique française (2008)

Detailed reference viewed: 115 (2 UL)
See detailTransmission of values and intergenerational Solidarity in Luxembourg
Michels, Tom UL; Albert, Isabelle UL; Ries, Thierry et al

in Presented at the 4th Congress of the European Society on Family Relations. Jyväskylä, Finland. (2008)

Detailed reference viewed: 55 (2 UL)
See detailTransmission of Family Values and Intergenerational Solidarity in Luxembourg . Paper presented at the 4th Congress of the European Society on Family Relations, Jyväskylä (Finland)
Albert, Isabelle UL; Ries, Thorsten UL; Michels, Tom et al

in Paper presented at the 4th Congress of the European Society on Family Relations, Jyväskylä, Finland. (2008)

Detailed reference viewed: 63 (0 UL)