References of "2008"
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Peer Reviewed
See detailOrganismal and functional partitioning within natural microbial communities
Wilmes, Paul UL

Scientific Conference (2008, August)

Detailed reference viewed: 34 (0 UL)
See detailVorschulkinder mit Migrationshintergrund auf dem Weg zur Schriftsprache
Sunnen, Patrick UL

Presentation (2008, July 24)

Detailed reference viewed: 60 (0 UL)
See detailComplex problem as competence: Item difficulty and competence levels in dynamic situations
Greiff, Samuel UL; Funke, Joachim

Poster (2008, July 22)

Detailed reference viewed: 58 (1 UL)
See detailComplex problem solving as competence: Ideas and general approach.
Greiff, Samuel UL

Poster (2008, July 21)

Detailed reference viewed: 51 (2 UL)
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See detailGeoGebra – free software for dynamic geometry, algebra and calculus
Hohenwarter, Markus; Hohenwarter, Judith; Kreis, Yves UL et al

Poster (2008, July 09)

GeoGebra (www.geogebra.org) is free, multi-platform, open-source dynamic mathematics software with rapidly growing worldwide popularity. The basic idea of the software is to join dynamic geometry, algebra ... [more ▼]

GeoGebra (www.geogebra.org) is free, multi-platform, open-source dynamic mathematics software with rapidly growing worldwide popularity. The basic idea of the software is to join dynamic geometry, algebra, and calculus, which other packages treat separately, into a single easy-to-use package for learning and teaching mathematics from elementary through university level. GeoGebra offers the powerful opportunity for teachers to create interactive online learning environments which have led many teachers to foster experimental and discovery learning for their students. An extensive self-supporting user community shares free interactive teaching materials on the GeoGebraWiki, supports fellow users through a user forum, and has translated GeoGebra to 36 languages. In this poster presentation, we will both present applications of the software and plans for its future development, as well as raise some of the implications of technological developments such as GeoGebra for the pre-service education and inservice professional development of teachers of mathematics. [less ▲]

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See detailGeoGebra – free dynamic mathematics software
Hohenwarter, Markus; Hohenwarter, Judith; Kreis, Yves UL et al

Scientific Conference (2008, July 09)

GeoGebra is free, multi-platform, open-source dynamic mathematics software with rapidly growing worldwide popularity. The basic idea of the software is to join dynamic geometry, algebra, and calculus ... [more ▼]

GeoGebra is free, multi-platform, open-source dynamic mathematics software with rapidly growing worldwide popularity. The basic idea of the software is to join dynamic geometry, algebra, and calculus, which other packages treat separately, into a single easy-to-use package for learning and teaching mathematics from elementary through university level. Participants of this workshop will be introduced to the versatile possibilities of GeoGebra in hands-on activities in geometry, algebra, and calculus. They will learn how to use GeoGebra as a visualization tool for teaching and to create student-engaging interactive online materials. Free software and materials will be provided. No special computer experience is required. [less ▲]

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See detailIntergeo - Interoperable Interactive Geometry for Europe
Kortenkamp, Ulrich; Kreis, Yves UL; Laborde, Jean-Marie

Poster (2008, July 09)

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See detailMathematics teacher development and technology: towards an International GeoGebra Institute
Hohenwarter, Markus; Hohenwarter, Judith; Kreis, Yves UL et al

Poster (2008, July 09)

Research indicates that despite the numerous benefits of using technology in mathematics education, the process of embedding technology in classrooms is slow and complex. Most teachers need more than just ... [more ▼]

Research indicates that despite the numerous benefits of using technology in mathematics education, the process of embedding technology in classrooms is slow and complex. Most teachers need more than just being provided with technology if the benefits of technology are to be substantially realized. It has been suggested that adequate training and collegial support boost teachers' willingness to integrate technology into their teaching and to develop successful technology-assisted teaching practices. GeoGebra is free open-source dynamic software for mathematics teaching and learning that offers geometry and algebra features in a fully connected software environment. Its pool of free interactive materials and user forum are examples of online collaboration of a world-wide community of mathematics educators. In this poster presentation, we will outline the emergence of the software GeoGebra and its recent developments as well as the first steps towards (using present tense to show that work has already been done) International GeoGebra Institute to be able to offer structured training and support for teachers who are ready to integrate GeoGebra into their classrooms. In addition, we will organize and coordinate research projects in relation to GeoGebra to enhance the development of training and support materials. While our initial plan is to establish an IGI site at Florida Atlantic University (USA), in the long run our goal is to collaborate with colleagues and set up other institutes in various locations around the world. [less ▲]

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See detailTeaching and Learning Calculus with Free Dynamic Mathematics Software GeoGebra
Hohenwarter, Markus; Hohenwarter, Judith; Kreis, Yves UL et al

Scientific Conference (2008, July 08)

Research suggests that despite the numerous benefits of using technology in mathematics education, the process of embedding technology in classrooms is slow and complex (Cuban, Kirkpatrick, & Peck, 2001 ... [more ▼]

Research suggests that despite the numerous benefits of using technology in mathematics education, the process of embedding technology in classrooms is slow and complex (Cuban, Kirkpatrick, & Peck, 2001). GeoGebra is open-source software for mathematics teaching and learning that offers geometry, algebra and calculus features in a fully connected and easy-to-use software environment. It is available free of charge and used by thousands of students and teachers around the world in classrooms and at home. In this presentation we will both present applications of GeoGebra for calculus teaching at the high school and college level, as well as raise some of the implications of free and easy-to-use software such as GeoGebra for technology integration into the teaching and learning of calculus. [less ▲]

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See detailA second GDP-L-galactose phosphorylase in Arabidopsis en route to vitamin C covalent intermediate and substrate requirements for the conserved reaction
Linster, Carole UL; Adler, Lital N.; Webb, Kristofor et al

in Journal of Biological Chemistry (2008), 283(27), 18483-92

The Arabidopsis thaliana VTC2 gene encodes an enzyme that catalyzes the conversion of GDP-L-galactose to L-galactose 1-phosphate in the first committed step of the Smirnoff-Wheeler pathway to plant ... [more ▼]

The Arabidopsis thaliana VTC2 gene encodes an enzyme that catalyzes the conversion of GDP-L-galactose to L-galactose 1-phosphate in the first committed step of the Smirnoff-Wheeler pathway to plant vitamin C synthesis. Mutations in VTC2 had previously been found to lead to only partial vitamin C deficiency. Here we show that the Arabidopsis gene At5g55120 encodes an enzyme with high sequence identity to VTC2. Designated VTC5, this enzyme displays substrate specificity and enzymatic properties that are remarkably similar to those of VTC2, suggesting that it may be responsible for residual vitamin C synthesis in vtc2 mutants. The exact nature of the reaction catalyzed by VTC2/VTC5 is controversial because of reports that kiwifruit and Arabidopsis VTC2 utilize hexose 1-phosphates as phosphorolytic acceptor substrates. Using liquid chromatography-mass spectroscopy and a VTC2-H238N mutant, we provide evidence that the reaction proceeds through a covalent guanylylated histidine residue within the histidine triad motif. Moreover, we show that both the Arabidopsis VTC2 and VTC5 enzymes catalyze simple phosphorolysis of the guanylylated enzyme, forming GDP and L-galactose 1-phosphate from GDP-L-galactose and phosphate, with poor reactivity of hexose 1-phosphates as phosphorolytic acceptors. Indeed, the endogenous activities from Japanese mustard spinach, lemon, and spinach have the same substrate requirements. These results show that Arabidopsis VTC2 and VTC5 proteins and their homologs in other plants are enzymes that guanylylate a conserved active site His residue with GDP-L-galactose, forming L-galactose 1-phosphate for vitamin C synthesis, and regenerate the enzyme with phosphate to form GDP. [less ▲]

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See detailAprendizaje cooperativo en educación física
Bund, Andreas UL

in Peonza (La) - Revista de Educación Física (2008), 3

Detailed reference viewed: 98 (0 UL)
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See detailSystem reliability and weighted lattice polynomials
Dukhovny, Alexander; Marichal, Jean-Luc UL

in Probability in the Engineering and Informational Sciences (2008), 22(3), 373-388

The lifetime of a system of connected units under some natural assumptions can be represented as a random variable Y defined as a weighted lattice polynomial of random lifetimes of its components. As such ... [more ▼]

The lifetime of a system of connected units under some natural assumptions can be represented as a random variable Y defined as a weighted lattice polynomial of random lifetimes of its components. As such, the concept of a random variable Y defined by a weighted lattice polynomial of (lattice-valued) random variables is considered in general and in some special cases. The central object of interest is the cumulative distribution function of Y. In particular, numerous results are obtained for lattice polynomials and weighted lattice polynomials in case of independent arguments and in general. For the general case, the technique consists in considering the joint probability generating function of "indicator" variables. A connection is studied between Y and order statistics of the set of arguments. [less ▲]

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See detailS’engager dans la culture œnophile. L’imbrication ordinaire entre la singularité des expériences et la collectivité des références
Reckinger, Rachel UL

Scientific Conference (2008, July)

Partant du constat de la croissance de la réflexivité alimentaire en général, et de la culturalisation de la consommation de vin en particulier, je propose une analyse micro-sociologique de la pratique ... [more ▼]

Partant du constat de la croissance de la réflexivité alimentaire en général, et de la culturalisation de la consommation de vin en particulier, je propose une analyse micro-sociologique de la pratique discursive œnophile contemporaine, au Grand-Duché de Luxembourg, en me concentrant sur sa normativité inhérente et ses appropriations ordinaires. Cette articulation est constituée par la dégustation ‘pour débutant-e-s’, enseignée dans le cadre de la formation tout au long de la vie, institutionnalisée par l’Etat. La scientifisation (historiquement rationalisée) du jugement esthétique œnophile, véhiculant une normativité située et épistémique, est imbriquée dans des dynamiques hédoniques et éthiques de réalisation de soi : elle problématise et entend façonner les choix individuels. Ces derniers se construisent par des appropriations variées du canon œnophile véhiculé, liées à des différenciations socio-économiques et structurales (trajectoire, position sociale et genre), ainsi que – avant tout – culturelles et contextuelles (milieux d’élection, interactions, choix, techniques et expérimentations effectuées dans un projet de subjectivation). Par l’analyse d’un point de friction et de négociation entre les pratiques discursives ‘ordinaires’ et leur pendant ‘ambiant’, on aperçoit les mécanismes de la fabrication du lien social abstrait à partir des liens concrets, toujours potentiellement compétitifs/sélectifs (créant du pouvoir) ou sublimés/créatifs (créant du sens). [less ▲]

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See detailDigit ratio (2D:4D) and short-term mating orientation
Schwarz, Sascha; Mustafic, Maida UL; Hassabrauck, Manfred

Scientific Conference (2008, July)

Detailed reference viewed: 37 (2 UL)
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See detailWorking memory, phonological awareness, and developing language skills
Engel de Abreu, Pascale UL; Gathercole, S

Poster (2008, July)

The relationship between working memory, verbal short-term memory, phonological awareness, and developing language skills was explored longitudinally in children growing up in a multilingual society. A ... [more ▼]

The relationship between working memory, verbal short-term memory, phonological awareness, and developing language skills was explored longitudinally in children growing up in a multilingual society. A sample of 121 children from Luxembourg were followed from the end of Kindergarten to 1st Grade, and completed multiple assessments of verbal short-term memory, complex working memory, phonological awareness, native and foreign vocabulary knowledge, language comprehension, and reading. Results indicate that relations between the measures were best characterized by a model consisting of two related but separable constructs – corresponding to verbal short-term memory and the central executive – that were distinct from phonological awareness. The data further showed that assessments of verbal short-term memory in Kindergarten significantly predicted vocabulary knowledge and comprehension in native and foreign languages one year later: Central executive and verbal short-term memory measures in Kindergarten were significantly associated with reading in 1st Grade and phonological awareness, indexed by rhyme detection, did not predict any of the language constructs one year later. The findings lend strong support to the position that verbal short-term memory is one of the main contributors to new word learning in both native and non-native languages by supporting the formation of stable phonological representations of new words in long-term memory. Verbal short-term memory also seems to play a significant role in the syntactic comprehension of sentences. The heard material might be kept active in verbal short-term memory while the child is listening to the sentence and processing it for comprehension. Finally working memory appears to make significant contributions to reading development. One explanation of these findings is that literacy classroom activities often impose heavy demands on working memory, the capacity of which therefore has a direct effect on the frequency of task failure or success in these classroom activities which consequently influences the rate of learning. [less ▲]

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See detailPrediction and training of civil courage in schools
Pfetsch, Jan UL; Steffgen, Georges UL; Gollwitzer, Mario

Scientific Conference (2008, July)

Detailed reference viewed: 50 (0 UL)