References of "2018"
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See detailDigitaler historischer Atlas der Stadt Luxemburg
Uhrmacher, Martin; Kass, Steve UL

Presentation (2018, November 13)

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See detailComment transformer de bons Allemands en bons Belges? L'annexion et l'intégration d'Eupen-Malmedy à la Belgique (1918-1925)
Brüll, Christoph UL

Presentation (2018, November 13)

A la suite du Traité de Versailles, la Belgique s’agrandit de quelques 60.000 habitants et de 1.000 km², en annexant les deux Kreise allemands d’Eupen et de Malmedy. Tandis que le premier est largement ... [more ▼]

A la suite du Traité de Versailles, la Belgique s’agrandit de quelques 60.000 habitants et de 1.000 km², en annexant les deux Kreise allemands d’Eupen et de Malmedy. Tandis que le premier est largement germanophone, le deuxième compte env. 10.000 franco- ou wallonophones autour de Malmedy. La conférence retrace d’abord les origines de cette annexion, des projets d’expansion territoriale, conçus pendant la guerre, aux négociations du Traité de Versailles. Un accent sera mis sur l’élaboration de l’article 34 de ce traité, qui prévoit une forme de « consultation populaire » unique en son genre et dont l’application a lourdement hypothéqué l’intégration des « Nouveaux Belges » dans leur nouvelle patrie. La deuxième partie de la conférence est consacrée au régime de transition que la Belgique y instaure en 1920. Ce gouvernement provisoire placé sous le Haut Commissaire Herman Baltia est alors en charge de l’intégration des habitants dans l’Etat belge. Comment peut-on « gagner les cœurs et les esprits » d’une population qui, encore en 1918, ne se serait jamais vue devenir belge ? La troisième partie traite de la loi d’intégration du 6 mars 1925 qui met fin au régime de transition et intègre les trois cantons d’Eupen-Malmedy-Saint-Vith dans l’arrondissement de Verviers et la province de Liège. Dans ce contexte, des propositions voient le jour qui seront encore d’actualité lors des débats sur l’autonomie culturelle dans les années 1960. La recherche scientifique a montré depuis longtemps que la politique d’intégration belge menée dans la région pendant l’entre-deux-guerres a été un échec – révélé au plus tard en mai 1940. La conférence jette une nouvelle lumière sur les débuts de celle-ci et sur sa perception par la population et les acteurs politiques. [less ▲]

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See detailThe Case Against Hard Interest Rate Caps for Microfinance Institutions
Dewi, Tsany Ratna UL

Presentation (2018, November 13)

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See detailUniversal (Meta-)Logical Reasoning: Recent Successes
Benzmüller, Christoph UL

in Science of Computer Programming (2018)

Classical higher-order logic, when utilized as a meta-logic in which various other (classical and non-classical) logics can be shallowly embedded, is suitable as a foundation for the development of a ... [more ▼]

Classical higher-order logic, when utilized as a meta-logic in which various other (classical and non-classical) logics can be shallowly embedded, is suitable as a foundation for the development of a universal logical reasoning engine. Such an engine may be employed, as already envisioned by Leibniz, to support the rigorous formalisation and deep logical analysis of rational arguments on the computer. A respective universal logical reasoning framework is described in this article and a range of successful first applications in philosophy, artificial intelligence and mathematics are surveyed. [less ▲]

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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 ▲]

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See detailJoseph Fox, Joseph Klomann, Gustave Verdun: Mémoires d'hommes oubliées
Scuto, Denis UL

Conference given outside the academic context (2018)

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See detailLost&Found: Russische Kriegsgefangene in Luxemburg in 1914-1918
Ganschow, Inna UL

Speeches/Talks (2018)

Russian prisoners of war and their survival mechanisms in Luxemburg are treated among other topics dedicated to the end of Great war in the radio report of RTL.

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See detailForum Z - Lost Memories of World War I
Scuto, Denis UL; Camarda, Sandra UL; Lucchesi, Anita UL

Conference given outside the academic context (2018)

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See detailDes nouvelles formes de dénouage de R.S.I. dans le discours scolaire: nouveaux défis à l'école
Weber, Jean-Marie UL; Pirone, Ilaria

Scientific Conference (2018, November 10)

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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 ▲]

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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 ▲]

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See detailMehrsprachigkeit im Fokus - Eröffnungsvortrag
Wealer, Cyril UL

Conference given outside the academic context (2018)

Detailed reference viewed: 28 (0 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 ▲]

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See detailPenser les politiques d'archivage du Web
Schafer, Valerie UL

Presentation (2018, November 09)

Cette intervention se propose d'étudier les politiques institutionnelles d'archivage du Web à plusieurs échelles, depuis les aspects organisationnels propres à une institution jusqu'aux enjeux de ... [more ▼]

Cette intervention se propose d'étudier les politiques institutionnelles d'archivage du Web à plusieurs échelles, depuis les aspects organisationnels propres à une institution jusqu'aux enjeux de gouvernance globaux et internationaux. Il s'agira aussi d'étudier en quoi "des formes spécifiques de pouvoir et d'autorité" (Winner, 198 121) peuvent être décelées au sein des processus comme des artefacts produits. Une réflexion sur les périmètres de sélection des contenus (et leurs éventuels biais), la curation à la fois humaine et technique, l'équilibre entre nouvelles formes d'action et cadres imposés (par exemple dans le cadre du dépôt légal) permettra de dévoiler les multiples strates politiques à l'oeuvre dans l'archivage du Web. [less ▲]

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

Presentation (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 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: 126 (18 UL)