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See detailProject NUMTEST: Assessing basic number competence without language
Greisen, Max UL; Hornung, Caroline UL; Martin, Romain UL et al

Poster (2017, May 31)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently, their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. Here we are showing results of the first pilot study of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the tasks has been tested with two samples of first grade children in Luxembourg’s fundamental schools, of which half completed the same tasks with traditional verbal instructions. Our results indicate that performance in the experimental group was similar or better than the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet-pc use with young children will be discussed. [less ▲]

Detailed reference viewed: 78 (12 UL)
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See detailProject NUMTEST: Assessing basic number competence without language
Greisen, Max UL; Hornung, Caroline; Martin, Romain UL et al

Poster (2017, September 08)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently, their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. Here we are showing results of the first two pilot studies of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the tasks has been tested with two samples of first grade children in Luxembourg’s fundamental schools, of which half completed the same tasks with traditional verbal instructions. Our results indicate that performance in the experimental group was similar or better than the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet-pc use with young children will be discussed. [less ▲]

Detailed reference viewed: 88 (21 UL)
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See detailProject NUMTEST: Assessing basic number competence without language
Greisen, Max UL; Hornung, Caroline UL; Schiltz, Christine UL

Poster (2018, June 28)

Although numerical skills are essential in modern societies, 5- 7 % of the population suffer from mathematical learning disabilities. Due to the hierarchical nature of mathematical knowledge, screening ... [more ▼]

Although numerical skills are essential in modern societies, 5- 7 % of the population suffer from mathematical learning disabilities. Due to the hierarchical nature of mathematical knowledge, screening during the earliest stages of learning is essential to intervene efficiently. While different screening tools exist, they rely on verbal instructions and task content, hampering their usefulness in linguistically heterogeneous young school populations. We developed a computerized task that requires subjects to encode both auditory and visual numerical information to successfully respond to the task’s demands. For task instruction, participants were presented a video showing a person correctly solving three easy items of the task, before moving on to a practice session of three different items. If any item was solved incorrectly, the entire practice session was repeated for the participant. We administered the task to a sample of first grade students and collected participant’s performance in standardized addition, subtraction and number comparison (1 & 2-digit) tasks. A multivariate analysis with practice repetition as between-subject factor on the four standardized control measures revealed that participants that repeated the practice session scored significantly lower in three out of four dependent measures. These results suggest that the immediate understanding (i.e. practice items solved correctly on the first try) of our task, requiring deductive reasoning and an abstract, format-independent representation of quantity, is able to differentiate between high and low performers on standardized measures of basic math competence non-verbally at an early stage of learning. Implications and limitations will be discussed. [less ▲]

Detailed reference viewed: 56 (5 UL)
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See detailProject NUMTEST; Assessing basic number competence without language
Greisen, Max UL; Schiltz, Christine UL; Hornung, Caroline UL et al

Poster (2017, February 20)

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally ... [more ▼]

While numerical skills are fundamental in modern societies, some estimated 5-7% of children suffer from a mathematical learning disorder, called developmental dyscalculia (DD). Nevertheless, universally valid diagnostic instruments are still lacking, as all current DD test batteries are based on language instructions. Consequently their measurements are tightly linked to the specific language context of test administration and thus their results cannot easily be compared across countries. The present study is the first pilot study of a research project that aims to develop a test for basic math abilities that does not rely on language instruction and minimizes language use. To this aim, video and animation based instructions were implemented on touchscreen devices. A first version of the application has been tested with a sample of first grade children in Luxembourg’s fundamental schools, of which half used the same application but with traditional German instructions. First results indicate that performance in the experimental group was similar to the control group using verbal instructions. Relationships between linguistic background and the sample’s performance on one hand and qualitative usability aspects of nonverbal task instruction and tablet use with young children will be discussed. [less ▲]

Detailed reference viewed: 115 (22 UL)
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See detailProject Team SC4 T6 interim reports April 2019 Draft EN 1994-1-1
Schäfer, Markus UL; Banfi, Mike; Hicks, Stephen et al

Report (2019)

April draft of second generation for Eurocode 4: EN 1994-1-1; Outcome from SC4.T6

Detailed reference viewed: 60 (4 UL)
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Peer Reviewed
See detailProjection-based reduction of fluid-structure interaction systems using monolithic space-time modes
Zilian, Andreas UL; Dinkler, D.; Vehre, A.

in Computer Methods in Applied Mechanics & Engineering (2009), 198(47-48), 3795-3805

The focus of this work is the development of reduced models for engineering applications in complex bidirectional fluid-structure interaction. In the simultaneous solution procedure, velocity variables ... [more ▼]

The focus of this work is the development of reduced models for engineering applications in complex bidirectional fluid-structure interaction. In the simultaneous solution procedure, velocity variables are used for both fluid and solid, and the whole set of model equations is discretized by a stabilized time-discontinuous space-time finite element method. Flexible structures are modeled using a three-dimensional continuum approach in a total Lagrangian setting considering large displacements and rotations. In the flow domain the incompressible Navier-Stokes equations describe the Newtonian fluid. A continuous finite element mesh is applied to the entire spatial domain, and the discretized model equations are assembled in a single set of algebraic equations, considering the two-field problem as a whole. The continuous fluid-structure mesh with identical orders of approximation for both solid and fluid in space and time automatically yields conservation of mass, momentum and energy at the fluid-structure interface. A mesh-moving scheme is used to adapt the nodal coordinates of the fluid space-time finite element mesh to the structural deformation. The computational approach for strongly coupled fluid-structure interaction is used to create suitable reduced models of generic nonlinear problems. Reduction is performed with monolithic projection-based space-time modes, ensuring strong coupling of fluid and structure in the reduced model. The contribution discusses results using proper orthogonal decomposition (POD) for determination of monolithic space-time modes in the reduction of fluid-structure systems. © 2009 Elsevier B.V. All rights reserved. [less ▲]

Detailed reference viewed: 118 (4 UL)
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See detailProjectional Editing of Software Product Lines–The PEoPL approach
Behringer, Benjamin UL

Doctoral thesis (2017)

Detailed reference viewed: 105 (13 UL)
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See detailProjective and conformal closed manifolds with a higher-rank lattice action
Pecastaing, Vincent UL

E-print/Working paper (2019)

We prove global results about actions of cocompact lattices in higher-rank simple Lie groups on closed manifolds endowed with either a projective class of connections or a conformal class of pseudo ... [more ▼]

We prove global results about actions of cocompact lattices in higher-rank simple Lie groups on closed manifolds endowed with either a projective class of connections or a conformal class of pseudo-Riemannian metrics of signature (p,q), with min(p,q)>1. In the continuity of a recent article, provided that such a structure is locally equivalent to its model X, the main question treated here is the completeness of the associated (G,X)-structure. The similarities between the model spaces of non-Lorentzian conformal geometry and projective geometry make that lots of arguments are valid for both cases, and we expose the proofs in parallel. The conclusion is that in both cases, when the real-rank is maximal, the manifold is globally equivalent to either the model space X or its double cover. [less ▲]

Detailed reference viewed: 43 (0 UL)
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See detailThe projective linear supergroup and the SUSY-preserving automorphisms of P^1|1
Kwok, Stephen UL

E-print/Working paper (2015)

The purpose of this paper is to describe the projective linear supergroup, its relation with the automorphisms of the projective superspace and to determine the supergroup of SUSY preserving automorphisms ... [more ▼]

The purpose of this paper is to describe the projective linear supergroup, its relation with the automorphisms of the projective superspace and to determine the supergroup of SUSY preserving automorphisms of ${\mathbf P}^{1|1}$ [less ▲]

Detailed reference viewed: 49 (2 UL)
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Peer Reviewed
See detailDas Projekt ESERO Luxembourg: Konsequenzen für die Lehrerprofessionalisierung zum Thema Bildung für Nachhaltige Entwicklung
Andersen, Katja Natalie UL; Conrotte, Frederic; Trap, Guillaume et al

in Luxembourg Centre for Educational Testing (LUCET), Universität Luxemburg; Service de Coordination de la Recherche et de l’Innovation pédagogiques et technologiques (SCRIPT) (Eds.) Nationaler Bildungsbericht Luxemburg 2020 (2021)

Detailed reference viewed: 55 (1 UL)
See detailProjekt interkulturality revisited. Region – interkulturalita – Kafka
Heimböckel, Dieter UL; Weinberg, Manfred

in Petrbok, Václav; Symčka, Václav; Turek, Matouš (Eds.) et al Jak psát transkulturní literární dějiny? (2019)

Detailed reference viewed: 21 (0 UL)
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See detailProjekt „Bewegte Schule in Luxemburg“ - Eine Projektskizze
Bund, Andreas UL; Scheuer, Claude

Article for general public (2015)

Detailed reference viewed: 102 (9 UL)
See detailDas Projekt „Joy“ der Stiftung EME: Wie Musik hörgeschädigte Kinder und Senioren zusammenbringt
Weyer, Dany UL

Bachelor/master dissertation (2013)

Am Beispiel des intergenerationellen Musikprojektes „Joy“ der gemeinnützigen Stiftung EME wird ersichtlich, wie kulturelle Partizipation das Leben eines Einzelnen bereichert und die Verbundenheit einer ... [more ▼]

Am Beispiel des intergenerationellen Musikprojektes „Joy“ der gemeinnützigen Stiftung EME wird ersichtlich, wie kulturelle Partizipation das Leben eines Einzelnen bereichert und die Verbundenheit einer Gemeinschaft fördern kann. Hörgeschädigte Kinder und Senioren begegneten sich von Januar bis Juli 2013 mehrmals im Monat um gemeinsam mit afrikanischen Instrumenten zu musizieren. Die Musik schenkte den Teilnehmern Freude und Vitalität und ermöglichte ihnen, die Probleme aus ihrem Alltag für kurze Zeit zu vergessen. Theoretische Erkenntnisse münden in Ideen, wie das außergewöhnliche Zusammentreffen als Fallbeispiel öffentlich präsentiert und das Aufblühen der Generationen offenbart werden kann. [less ▲]

Detailed reference viewed: 102 (18 UL)
Peer Reviewed
See detailProjektarbeit in Schulen - Neue Wege der Entfaltung von Potenzialen
Biewers, Sandra UL; Welter, Jacques

in LNBD (Ed.) 50 Jahre Lycee Nic Biewer Dudelange - Jubiliämsschrift (2018)

Detailed reference viewed: 71 (6 UL)
Peer Reviewed
See detailProjektion: Wenn eigene Ziele plötzlich fremd erscheinen
Wollschläger, Rachel UL; Baumann, Nicola

Scientific Conference (2012, February)

Detailed reference viewed: 17 (1 UL)
See detailProjet Accompagnement. Description de dispositifs étrangers visant l'amélioration de la qualité des établissements scolaires.
Dierendonck, Christophe UL; Kerger, Sylvie UL; Milmeister, Marianne UL et al

Report (2016)

Le projet Accompagnement est une courte recherche de six mois (janvier à juin 2016), financée par le MENJE (Ministère de l’Education nationale, de l’Enfance et de la Jeunesse), et plus précisément par la ... [more ▼]

Le projet Accompagnement est une courte recherche de six mois (janvier à juin 2016), financée par le MENJE (Ministère de l’Education nationale, de l’Enfance et de la Jeunesse), et plus précisément par la division du SCRIPT (Service de coordination de la recherche et de l’innovation pédagogiques et technologiques), et conduite par l’Université du Luxembourg. L’étude poursuit quatre objectifs spécifiques : (1) dresser un état des lieux du soutien et de l’accompagnement actuellement proposés au Luxembourg aux écoles fondamentales dans leurs démarches de développement de la qualité scolaire, (2) décrire ce qui est mis en œuvre dans d’autres systèmes scolaires pour poursuivre cet objectif, (3) identifier des éléments intéressants et formuler des perspectives pour, le cas échéant, améliorer le dispositif actuel et (4) examiner l’intérêt et les conditions de réalisation d’études ultérieures en matière d’accompagnement des établissements scolaires au Luxembourg. [less ▲]

Detailed reference viewed: 58 (5 UL)
See detailProjet Accompagnement. L'enquête par questionnaire auprès des présidents et des membres de comités d'école.
Dierendonck, Christophe UL; Kerger, Sylvie UL; Milmeister, Marianne UL et al

Report (2016)

Le projet Accompagnement est une courte recherche de six mois (janvier à juin 2016), financée par le MENJE (Ministère de l’Education nationale, de l’Enfance et de la Jeunesse), et plus précisément par la ... [more ▼]

Le projet Accompagnement est une courte recherche de six mois (janvier à juin 2016), financée par le MENJE (Ministère de l’Education nationale, de l’Enfance et de la Jeunesse), et plus précisément par la division du SCRIPT (Service de coordination de la recherche et de l’innovation pédagogiques et technologiques), et conduite par l’Université du Luxembourg. L’étude poursuit quatre objectifs spécifiques : (1) dresser un état des lieux du soutien et de l’accompagnement actuellement proposés au Luxembourg aux écoles fondamentales dans leurs démarches de développement de la qualité scolaire, (2) décrire ce qui est mis en œuvre dans d’autres systèmes scolaires pour poursuivre cet objectif, (3) identifier des éléments intéressants et formuler des perspectives pour, le cas échéant, améliorer le dispositif actuel et (4) examiner l’intérêt et les conditions de réalisation d’études ultérieures en matière d’accompagnement des établissements scolaires au Luxembourg. [less ▲]

Detailed reference viewed: 54 (2 UL)
See detailProjet Accompagnement. La consultation par entretiens des acteurs-clés de l'accompagnement des écoles au Luxembourg.
Dierendonck, Christophe UL; Kerger, Sylvie UL; Milmeister, Marianne UL et al

Report (2016)

Le projet Accompagnement est une courte recherche de six mois (janvier à juin 2016), financée par le MENJE (Ministère de l’Education nationale, de l’Enfance et de la Jeunesse), et plus précisément par la ... [more ▼]

Le projet Accompagnement est une courte recherche de six mois (janvier à juin 2016), financée par le MENJE (Ministère de l’Education nationale, de l’Enfance et de la Jeunesse), et plus précisément par la division du SCRIPT (Service de coordination de la recherche et de l’innovation pédagogiques et technologiques), et conduite par l’Université du Luxembourg. L’étude poursuit quatre objectifs spécifiques : (1) dresser un état des lieux du soutien et de l’accompagnement actuellement proposés au Luxembourg aux écoles fondamentales dans leurs démarches de développement de la qualité scolaire, (2) décrire ce qui est mis en œuvre dans d’autres systèmes scolaires pour poursuivre cet objectif, (3) identifier des éléments intéressants et formuler des perspectives pour, le cas échéant, améliorer le dispositif actuel et (4) examiner l’intérêt et les conditions de réalisation d’études ultérieures en matière d’accompagnement des établissements scolaires au Luxembourg. [less ▲]

Detailed reference viewed: 61 (2 UL)