References of "2008"
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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 detailOnst Charlotte
Pauly, Michel UL

Book published by Luxemburg (2008)

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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 ▲]

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See detailWerden Raucher von Warnhinweisen auf Zigarettenschachteln beeinflusst? Eine sozialpsychologische Perspektive
Kneer, Julia; Glock, Sabine UL

in Zeitschrift für Sozialmanagement = Journal of Social Management (2008), 6

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See detailAntidepressive therapy with escitalopram improves mood, cognitive symptoms, and identity memory for angry faces in elderly depressed patients
Savaskan, E.; Müller, S.; Böhringer, A. et al

in European Psychiatry (2008), 23(Supplement 2), 206-206

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See detailEducational Expansion and Interest in Politics in temporal and cross-cultural perspective: A comparison of West Germany and Switzerland
Hadjar, Andreas UL; Schlapbach, Florian

in European Sociological Review (2008), 25(3), 271-286

Interest in politics is a prerequisite for political participation and political engagement. The promotion of political engagement and the education of citizens to become politically mature were basic ... [more ▼]

Interest in politics is a prerequisite for political participation and political engagement. The promotion of political engagement and the education of citizens to become politically mature were basic concerns of educational reforms in the 1960s. This article examines whether educational expansion since then has had an impact on citizens’ political interest. The effects of education, age, period, and cohort on political interest are analysed simultaneously. A cross-cultural perspective is included by comparing these effects in Switzerland, a direct democracy that provides its people with extensive opportunities to participate, and West Germany, a representative democracy with less such opportunities. The data base consists of cumulated data sets (ALLBUS, UNIVOX). Results show that there is a robust effect of education: the more educated are more politically interested. The younger generation is not, as is often suggested, more distant from politics. Taking into account their higher educational level, these younger cohorts show the same level of political interest as the older cohorts did at the same age. [less ▲]

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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 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 detailIsotropic-isotropic phase separation in mixtures of rods and spheres: Some aspects of Monte Carlo simulation in the grand canonical ensemble
Jungblut, S.; Binder, K.; Schilling, Tanja UL

in Computer Physics Communications (2008), 179(1-3), 13-16

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

Poster (2008)

Detailed reference viewed: 77 (1 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 detailLe C-Test comme outil d'évaluation en langue dans le cadre d'une enquête internationale : tentative de mise à l'épreuve
Artus, Frédérique; Reichert, Monique UL; Demeuse, Marc et al

in Les Cahiers de la Section des sciences de l'éducation. Variations sur le thème des langues modernes (2008)

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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: 84 (7 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: 90 (2 UL)
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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: 91 (3 UL)