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See detailPrenatal maternal stress and child developmental outcome: Implications for health care provision?
Pit-Ten Cate, Ineke UL

in Developmental Medicine & Child Neurology (2014), 56(3), 204-205

Detailed reference viewed: 113 (4 UL)
See detailPrendre la compétitivité au sérieux ?
Sneessens, Henri UL

Conference given outside the academic context (2015)

Detailed reference viewed: 76 (7 UL)
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See detailPrendre soin d'une victime d'AVC : réactions des aidants familiaux femmes et hommes
Bucki, Barbara UL

in Legrand, Monique; Voléry, Ingrid (Eds.) Genre et parcours de vie (2013)

Detailed reference viewed: 38 (3 UL)
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See detailPrendre soin des personnes après AVC : réactions émotionnelles des aidants informels hommes et femmes.
Bucki, Barbara UL; Baumann, Michèle UL

in Santé Publique : Revue Multidisciplinaire pour la Recherche et l'Action (2012), 24(2), 143-156

The objective of this study was to assess the emotional response to caregiving among stroke caregivers living in Luxembourg, and to assess the social and psychological impact of strokes on households, two ... [more ▼]

The objective of this study was to assess the emotional response to caregiving among stroke caregivers living in Luxembourg, and to assess the social and psychological impact of strokes on households, two years after the event. Questionnaires were administered to 62 patient (64.4 years old)/caregiver (59.3 years old) dyads. The survey focused on: 1) residual impairments, based on the American Heart Association Stroke Outcome Classification; 2) the Caregiver Reaction Assessment (CRA – 24 items – 5 dimensions); and 3) changes in the division of household tasks (seven items). Although male and female caregivers care for patients with similar residual impairments, the study found that female caregivers were more likely to be affected by the impact of caregiving on their health and schedule and by lack of family support. Women were more likely to feel “tired all the time” (50% vs. 12.5%), to struggle to “find time to relax” (35.7% vs. 6.3%) and to feel that “others dumped caring onto them” (35.7% vs. 11.8%). Since the onset of stroke, women had also taken on more responsibilities in the household (37.5% vs. 5.9%), while men were more likely to “enjoy caring” for patients (93.8% vs. 67.9%) and to have become more involved in organizing holidays (29% vs. 5.6%) and seeing friends (20.6% vs. 10.5%). Because of the high level of exhaustion, particularly among women, caregivers are a high-risk population for the healthcare system. Interventions such as trialogue and counseling are required to meet the needs of male and female caregivers. [less ▲]

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See detailPreparation and study of 2-D semiconductors with Dirac type bands due to the honeycomb nanogeometry
Kalesaki, Efterpi UL; Boneschanscher, M. P.; Geuchies, J. J. et al

in Proceedings of SPIE (2014, March 07), 8981

The interest in 2-dimensional systems with a honeycomb lattice and related Dirac-­type electronic bands has exceeded the prototype graphene [1]. Currently, 2-­dimensional atomic [2,3] and nanoscale [4-­8 ... [more ▼]

The interest in 2-dimensional systems with a honeycomb lattice and related Dirac-­type electronic bands has exceeded the prototype graphene [1]. Currently, 2-­dimensional atomic [2,3] and nanoscale [4-­8] systems are extensively investigated in the search for materials with novel electronic properties that can be tailored by geometry. The immediate question that arises is how to fabricate 2-­D semiconductors that have a honeycomb nanogeometry, and as a consequence of that, display a Dirac-­type band structure? Here, we show that atomically coherent honeycomb superlattices of rocksalt (PbSe, PbTe) and zincblende (CdSe, CdTe) semiconductors can be obtained by nanocrystal self-­assembly and facet-­to-­facet atomic bonding, and subsequent cation exchange. We present a extended structural analysis of atomically coherent 2-­D honeycomb structures that were recently obtained with self-assembly and facet-­to-­facet bonding [9]. We show that this process may in principle lead to three different types of honeycomb structures, one with a graphene type-­, and two others with a silicene-­type structure. Using TEM, electron diffraction, STM and GISAXS it is convincingly shown that the structures are from the silicene-­type. In the second part of this work, we describe the electronic structure of graphene-­type and silicene type honeycomb semiconductors. We present the results of advanced electronic structure calculations using the sp3d5s* atomistic tight-­binding method10. For simplicity, we focus on semiconductors with a simple and single conduction band for the native bulk semiconductor. When the 3-­D geometry is changed into 2-­D honeycomb, a conduction band structure transformation to two types of Dirac cones, one for S-­ and one for P-­orbitals, is observed. The width of the bands depends on the honeycomb period and the coupling between the nanocrystals. Furthermore, there is a dispersionless P-­orbital band, which also forms a landmark of the honeycomb structure. The effects of considerable intrinsic spin-­orbit coupling are briefly considered. For heavy-­element compounds such as CdTe, strong intrinsic spin-­‐orbit coupling opens a non-­trivial gap at the P-orbital Dirac point, leading to a quantum Spin Hall effect [10-­12]. Our work shows that well known semiconductor crystals, known for centuries, can lead to systems with entirely new electronic properties, by the simple action of nanogeometry. It can be foreseen that such structures will play a key role in future opto-­electronic applications, provided that they can be fabricated in a straightforward way. [less ▲]

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See detailPREPARATION FOR AGE-RELATED CHANGES-CROSS CULTURAL DIFFERENCES AND DETERMINANTS
Kornadt, Anna Elena UL; Voss, Peggy; Rothermund, Klaus

in GERONTOLOGIST (2016), 56(3), 657-657

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See detailPreparation for old age in different life domains Dimensions and age differences
Kornadt, Anna Elena UL; Rothermund, Klaus

in INTERNATIONAL JOURNAL OF BEHAVIORAL DEVELOPMENT (2014), 38(3), 228-238

We investigated preparation for age-related changes from a multidimensional, life span perspective and administered a newly developed questionnaire to a large sample aged 30-80 years. Preparing for age ... [more ▼]

We investigated preparation for age-related changes from a multidimensional, life span perspective and administered a newly developed questionnaire to a large sample aged 30-80 years. Preparing for age-related changes was organized by life domains, with domain-specific types of preparation addressing obstacles and opportunities in the respective domains. Preparing for a third (focusing on activities, leisure, work, fitness, appearance) and a fourth age (focusing on emergencies, dependence/independence, housing, financial arrangements) emerged as superordinate categories of preparation. Different age gradients were obtained for the factors, the former peaking around the age of 65, whereas the latter increased linearly up to the age of 80. Furthermore, preparation factors were characterized by distinct personality profiles. The findings attest to the importance of a differentiated view on preparation for age-related changes and its relevance across the life span. [less ▲]

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See detailPreparation for Old Age – The Role of Cultural Context and Future Perceptions
Kornadt, Anna Elena UL; Voss, Peggy; Fung, Helene H. et al

in The Journals of Gerontology. Series B. Psychological Sciences and Social Sciences (2019), 74(4), 609--619

Detailed reference viewed: 22 (0 UL)
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See detailPrepared enough to practise? Evaluating a study programme in social work
Engelberg, Elisabeth; Limbach-Reich, Arthur UL

in Journal of Social Work (2015), 0 (0)((0)), 1-17

Summary: Following the so-called Bologna reform in Luxembourg, 70 supervisors assessed the knowledge and skills of employees having qualified with a Bachelor’s degree under the recently introduced ... [more ▼]

Summary: Following the so-called Bologna reform in Luxembourg, 70 supervisors assessed the knowledge and skills of employees having qualified with a Bachelor’s degree under the recently introduced curriculum in social work and pedagogy. The supervisors were solicited as part of quality assurance regarding the study programme and their assessments were gathered by means of a questionnaire. The University of Luxembourg funded the study. Findings: The newly qualified practitioners were evaluated as adequately trained, while the need was highlighted for a better understanding of the process through which beginner practitioners are socialised into the profession. The results furthermore suggest that practice proficiency extensively draws on generic skills of particular relevance to the social professions. Applications: The findings prompt a more specific focus on generic skills and their role in developing proficiency during practice placements as well as during the first year of employment. Overall, the study serves as one example of how to evaluate the readiness to practise of newly qualified practitioners in the social professions. The output of such skills assessments could inform on any need for curriculum revision at a local level. With a cross-national and comparative approach, evaluations of this kind could potentially guide any adaptations needed in response to the increasing internationalisation of social problems. Keywords Social work, competence, evaluation, fitness to practise, quantitative research, social work education, social work skills [less ▲]

Detailed reference viewed: 333 (4 UL)
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See detailPréparer les futurs enseignants à l’utilisation stratégique des TICE: Une approche par projet
Busana, Gilbert UL; Reuter, Robert UL

Scientific Conference (2018, November 23)

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des ... [more ▼]

Étant donné (1) le besoin d'enseignants désireux et capables de concevoir et de mettre en œuvre de façon fondée et réfléchie des pratiques techno-pédagogiques dans les écoles et (2) la rareté actuelle des utilisations stratégiques des TIC dans les écoles au Luxembourg, le manque de compétences déclarées et la faible confiance des enseignants lorsqu'il s'agit d'enseigner avec les TIC (Reuter, Busana & Linckels, 2016), nous avons conçu, mis en œuvre et testé, dans la formation initiale des futurs enseignants de l’enseignement fondamental, une approche par projet pour le développement de compétences TICE. Nous demandons aux étudiants (1) d'explorer activement des problèmes pédagogiques réels, (2) de passer en revue les solutions pédagogiques existantes et les technologies potentiellement utiles, (3) de développer un scénario pédagogique original enrichi par les TIC et ayant une valeur ajoutée projetée selon le modèle SAMR (Puentedura, 2013), (4) de le mettre en œuvre dans un contexte scolaire réel, (5) de documenter, analyser et évaluer les activités d'apprentissage et d'enseignement mises en pratique, (6) de réfléchir sur base de connaissances scientifiques et de sagesses pédagogiques existantes et (7) de rapporter, par écrit et oralement, leurs expériences à un public authentique de pairs et de membres de la communauté scolaire. L'ensemble du processus a pour but d'engager les étudiants, de les faire travailler sur un projet dont ils sont les auteurs, de favoriser la collaboration, de mettre en place des apprentissages authentiques et orientés vers la pratique professionnelle et de leur permettre d'appliquer concrètement des concepts théoriques, comme la taxonomie des objectifs d'apprentissage de Bloom (Anderson & Krathwohl, 2001), la taxonomie des événements d'apprentissage et d'enseignement (Verpoorten, Poumay & Leclercq, 2008) et les stratégies d'intégration technologique (Roblyer & Doering, 2012). [less ▲]

Detailed reference viewed: 177 (12 UL)
See detailPreparing a cup of tea and writing a letter: Do script-based actions influence the representation of a real environment?
Wagener, Monika; Mecklenbräuker, Silvia; Wippich, Werner et al

in Freksa, C.; Habel, C.; Wender, K.-F. (Eds.) Spatial Cognition II: An interdisciplinary approach to representing and processing spatial knowledge (2000)

Two experiments were conducted to examine the effects of having people carry out a sequence of actions in an environment on the spatial representation of the environment. The actions were linked by a ... [more ▼]

Two experiments were conducted to examine the effects of having people carry out a sequence of actions in an environment on the spatial representation of the environment. The actions were linked by a common theme (e.g., writing a letter). In Experiment 1, the spatial memory test consisted of an implicit and an explicit distance estimation task. Participants who carried out a sequence of script-based actions inside a room showed poor spatial knowledge for this particular room (as compared to a control room or control participants) in disregarding actual distances in their estimations. This deficit could be due to a loss of or to a poorer encoding of spatial information. The results of Experiment 2, however, suggest that the effects observed in Experiment 1 seem to depend on the spatial task used. With a positioning task at testing, we could not find any evidence that could be attributed to an action-based change of a spatial mental representation. In sum, the general hypothesis of action-based influences on mental spatial representations was not corroborated by convincing data. [less ▲]

Detailed reference viewed: 106 (0 UL)
See detailPreparing for Doomsday: Financial Services after a No-Deal Brexit
Asimakopoulos, Ioannis UL

in DCU Brexit Institute Blog (2019)

Detailed reference viewed: 52 (7 UL)
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See detailPreparing for Inclusive Physical Education in Secondary Schools – Development and ‘Status Quo’ of Teacher Training in Germany
Heck, Sandra UL

in Popovic; Antala; Bjelica (Eds.) et al Physical Education in Secondary School: Researches – Best Practices – Situation (2018)

The training of future physical education (PE) teachers has changed over the years. Different demands adapted to new social realities in schools and new curricula require the addition and/or cancellation ... [more ▼]

The training of future physical education (PE) teachers has changed over the years. Different demands adapted to new social realities in schools and new curricula require the addition and/or cancellation of contents at the universities and training colleges. While many school and university curricular programs worldwide already include the topic of inclusive PE, Germany has for a long time segregated pupils according to their intellectual capacities and not fully adapted the national curricula for PE at schools yet. This paper outlines the development and status quo of PE teacher training in Germany. Ministerial demands and orders as well as the curricula of schools, universities and teachers’ training colleges are analyzed to determine whether and/or how far inclusive PE is incorporated. The aim of this study is not to give a complete national overview of the implementation of inclusive PE in teacher training. However, through a regional focus, it shall rather be demonstrated how German ministries as well as other institutions related to education, and how university and teachers’ training colleges deal with the topic of inclusive PE. The present study thereby analyzes whether and if yes how far future PE teachers in secondary schools currently possess the option or the commitment to prepare themselves to teach inclusive classes. [less ▲]

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See detail"Preparing for the incalculable." Deconstruction, justice and the question of education.
Biesta, Gert UL

in Biesta, Gert; Egéa-Kuehne, D. (Eds.) Derrida & education (2001)

Detailed reference viewed: 248 (0 UL)
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See detailPreparing Future Teachers for Strategic Uses of Educational Technology: A Project-Based Approach
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2017, December 01)

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses ... [more ▼]

Given (1) the need for teachers who are willing and able to design, implement and reflect meaningful and successful educational technology practices in schools and (2) the current rarity of strategic uses of ICT in education in Luxembourgish schools, the self-declared lack of competencies and the low confidence of teachers when it comes to teaching with ICT (Reuter, Busana & Linckels, 2016), we have designed, implemented and tested a project-based approach to the development of practice- oriented TPACK in pre-service teachers. Future teacher students are instructed to define an educational problem they want to solve, to explore existing pedagogical and technological solutions and to design an original solution that involves the strategic use of ICT (theoretically grounded and practically meaningful). They then have to implement the designed learning & teaching scenario in a classroom, to document the teaching & learning processes, to analyse, evaluate and to critically reflect them. Finally, they are required to write a structured report about their project and to present it to their peers and to interested teachers from schools. Overall, we observe that while most students become able to design and implement relatively meaningful educational technology practices, they still tend to feel that they are not ready to teach with technology in a more general sense, because their work was focused on one or two tools and does not give them access to a broader range of meaningful ICT-enriched teaching scenarios for their later professional career. [less ▲]

Detailed reference viewed: 133 (13 UL)
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See detailPreparing Preservice Teachers in a PDS Context: Insights into Field-Based Methods Courses
Siry, Christina UL; Ferrara, JoAnne; Lang, Diane

in Ferrara, JoAnne; Nath, Janice L.; Guadarrama, Irma N. (Eds.) Research in Professional Development Schools: Creating visions for university-school partnerships (2014)

Detailed reference viewed: 42 (6 UL)