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Peer Reviewed
See detailWhat are the antecedents of network belonging satisfaction? The case of women entrepreneurs
Bourdil, Maryline; Geraudel, Mickaël UL

Scientific Conference (2014)

Detailed reference viewed: 42 (0 UL)
Peer Reviewed
See detailWhat are the antecedents of network belonging satisfaction? The case of women entrepreneurs
Bourdil, Maryline; Geraudel, Mickaël UL

Scientific Conference (2014)

Detailed reference viewed: 36 (0 UL)
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Peer Reviewed
See detailWhat are the interpersonal antecedents of women’s network satisfaction? A study conducted with French women entrepreneurs
Bourdil, Maryline; Geraudel, Mickaël UL

in Gender in Management (2016), 31(4),

This study aimed to determine whether women entrepreneurs are satisfied with belonging to a women’s network, as this issue is crucial for network performance and legitimacy. We tested our hypotheses on a ... [more ▼]

This study aimed to determine whether women entrepreneurs are satisfied with belonging to a women’s network, as this issue is crucial for network performance and legitimacy. We tested our hypotheses on a sample of 127 French women entrepreneurs who belonged to women's networks using multiple regression analysis. We showed that these women entrepreneurs were satisfied when they developed strong ties and when cliques in the network were limited. Education had a negative effect: the higher the educational level, the less satisfaction with their networks the women reported. Our survey findings suggest ways that managers can optimize network satisfaction to keep current members while continuing to add new ones: create an environment with no cliques where members can develop strong ties. This means connecting members with similar values or status and common interests, while making sure that cliques do not develop. To our knowledge, satisfaction with professional women’s networks has never been studied. We highlight the role of strong ties in these networks and identify the contingent effect of cliques. [less ▲]

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See detailWhat are the thromboembolic risks of heart failure combined with chronic or paroxysmal AF?
Caldwell, Jane Cochrane; Mamas, Mamas A.; Neyses, Ludwig UL et al

in Journal of cardiac failure (2010), 16(4), 340-7

BACKGROUND: Heart failure (HF) and atrial fibrillation (AF) are common disorders that frequently occur together and are associated with an increased risk of thromboembolism. This thromboembolic risk may ... [more ▼]

BACKGROUND: Heart failure (HF) and atrial fibrillation (AF) are common disorders that frequently occur together and are associated with an increased risk of thromboembolism. This thromboembolic risk may be reduced by anticoagulation with warfarin but not without introducing new hemorrhagic risks. METHODS AND RESULTS: Current guidelines recommend the use of anticoagulation in patients with HF and chronic AF and paroxysmal AF (PAF) that is symptomatic or frequent and prolonged enough to be detected by electrocardiogram. However, the evidence supporting these recommendations is weak and does not take account of research indicating that the prothrombotic risk is higher in more severe HF. CONCLUSIONS: An area not addressed by current guidelines is anticoagulation in patients with HF and short, asymptomatic episodes of AF. These issues need to be resolved with further studies using implanted devices to detect such asymptomatic PAF. [less ▲]

Detailed reference viewed: 259 (0 UL)
See detailWhat can critical entrepreneurship teaching offer to students when all they want is effectuation
Fletcher, Denise Elaine UL

Presentation (2015, May 26)

In this presentation, I consider what 'critical entrepreneurship' thinking and concepts can bring to entrepreneurship education. A summary of a review of 55 articles using the words 'critical' and ... [more ▼]

In this presentation, I consider what 'critical entrepreneurship' thinking and concepts can bring to entrepreneurship education. A summary of a review of 55 articles using the words 'critical' and 'entrepreneurship' is provided and a categorization of how critical notions are applied in entrepreneurship is outlined. [less ▲]

Detailed reference viewed: 52 (7 UL)
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See detailWhat can critical pedagogy learn from postmodernism? Further reflections on the impossible future of critical pedagogy
Biesta, Gert UL

in Gur-Ze’ev, Ilan (Ed.) Critical theory and critical pedagogy today. Toward a new critical language in education. (2005)

Detailed reference viewed: 288 (1 UL)
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See detailWhat can EAP tutors do for EMI lecturers?
Deroey, Katrien UL

Scientific Conference (2016, June 11)

This talk aims to engender discussion about how EAP tutors can support non-native speaker lecturers in an EMI context. I will first review research on EMI lecture discourse, including my study about ... [more ▼]

This talk aims to engender discussion about how EAP tutors can support non-native speaker lecturers in an EMI context. I will first review research on EMI lecture discourse, including my study about discourse organizational signals in native and non-native lecturer speech (cf. Deroey, 2015). Next I will present the results of an extensive needs analysis into lecturers’ perceived needs for EMI support at the multilingual University of Luxembourg. The needs analysis, which was performed by the University Language Centre, encompassed a university-wide online questionnaire (N=400) and semi-structured interviews with academic course directors (N=25). Results revealed that most EMI lecturers felt their English is at CEF level C2 and hence they were not usually looking to improve their English. Nevertheless, quite a few wanted to improve their pronunciation and grammar and were interested in training to help them teach in a language that is not their mother tongue. Similarly, the course directors were more concerned with lecturers improving their English for research writing rather than for lecturing. Finally, I will provide examples of how European universities have tried to support their staff in teaching through the medium of English. With this talk I hope to paint an informative picture of the needs EMI lecturers may have and open up a discussion about issues surrounding the provision of adequate and appropriate support. Deroey, K. L. B. (2015). Marking importance in lectures: interactive and textual orientation. Applied Linguistics, 36(1), 51-72. doi:10.1093/applin/amt029 [less ▲]

Detailed reference viewed: 111 (2 UL)
See detailWhat can EuADS contribute to the European Network of Big Data Centers of Excellence?
Böhmer, Matthias UL; Krolak-Schwerdt, Sabine

Presentation (2017, January)

Detailed reference viewed: 27 (1 UL)
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See detailWhat can Evaluative Learning tell us about Implicit Learning?
Reuter, Robert UL; Cleeremans, Axel

Poster (2000, September)

Detailed reference viewed: 36 (2 UL)
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See detailWhat can schools, teachers and learners learn from implicit learning research?
Reuter, Robert UL

Scientific Conference (2014, May 27)

Implicit learning research has shown us that we learn all the time, that we learn even when we have no intention to learn, no awareness of the fact that we are learning or no awareness of what we are ... [more ▼]

Implicit learning research has shown us that we learn all the time, that we learn even when we have no intention to learn, no awareness of the fact that we are learning or no awareness of what we are learning (Reber, 1967; Cleeremans, Destrebecqz, & Boyer, 1998; Reuter, 2013). However in schools and in school-oriented formal learning settings, we are supposed to build up a different type of knowledge that we can explicitly (most often verbally) remember and apply to new situations (Bloom, 1956). This distinction between implicit and explicit knowledge may however not be so clear-cut, for theoretical, methodological and empirical reasons, and, more importantly, it may not be very useful when applying basic cognitive science to educational practices. On the contrary, we want to invite teachers (and learners) to rather think of learning as a set of complex processes, where so-called implicit and explicit learning processes, more often than not, interactively work together to construct personal knowledge in our brains. Therefore we recommend using teaching strategies that foster both types of knowledge bases, so that explicit learning can efficiently build upon the results of implicit learning processes. [less ▲]

Detailed reference viewed: 42 (5 UL)
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Peer Reviewed
See detailWhat can we learn from patients with heart failure about exercise adherence? A systematic review of qualitative papers.
Tierney, Stephanie; Mamas, Mamas; Skelton, Dawn et al

in Health psychology : official journal of the Division of Health Psychology, American Psychological Association (2011), 30(4), 401-10

OBJECTIVES: Keeping physically active has been shown to bring positive outcomes for patients diagnosed with heart failure (HF). However, a number of individuals with this health problem do not undertake ... [more ▼]

OBJECTIVES: Keeping physically active has been shown to bring positive outcomes for patients diagnosed with heart failure (HF). However, a number of individuals with this health problem do not undertake regular exercise. A review of extant qualitative research was conducted to explore what it can tell us about barriers and enablers to physical activity among people with HF. METHODS: A systematic search, involving electronic databases and endeavors to locate gray literature, was carried out to identify relevant qualitative studies published from 1980 onward. Data from retrieved papers were combined using framework analysis. Papers read in full numbered 32, and 20 were included in the review. RESULTS: Synthesis of results from the 20 studies resulted in 4 main themes: Changing soma, negative emotional response, adjusting to altered status, and interpersonal influences. How individuals responded to their diagnosis and their altered physical status related to their activity levels, as did the degree of encouragement to exercise coming from family, friends, and professionals. These findings can be connected to the theory of behavioral change developed by Bandura, known as social cognitive theory (SCT). CONCLUSIONS: SCT may be a useful framework for developing interventions to support patients with HF in undertaking and maintaining regular exercise patterns. Specific components of SCT that practitioners may wish to consider include self-efficacy and outcome expectancies. These were issues referred to in papers for the systematic review that appear to be particularly related to exercise adherence. [less ▲]

Detailed reference viewed: 120 (0 UL)
Peer Reviewed
See detailWhat Constitutes Aging Workforce Management? Lessons Learned in an Industry-Specific Case Study
Streb, Christoph Klaus UL; Voelpel, S; Leibold, M et al

in Bornemeyer, C; Schneider, J (Eds.) Aging Society and its Implications for Services Marketing – Approaches in Hospitality, Tourism and Transport (2011)

Detailed reference viewed: 45 (1 UL)
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Peer Reviewed
See detailWhat cultural psychologies need: Generalizing theories
Valsiner, Jaan UL

in Culture & Psychology (2014)

Detailed reference viewed: 68 (0 UL)
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See detailWhat Dignity Demands: From Political to Poetical Liberalism
Mailey, Richard Samuel David UL

Doctoral thesis (2017)

The thesis attempts to measure the disjoint between the promise of human dignity that appears at the heart of Western law (e.g. in national constitutions and international human rights instruments), and ... [more ▼]

The thesis attempts to measure the disjoint between the promise of human dignity that appears at the heart of Western law (e.g. in national constitutions and international human rights instruments), and the experiences of exclusion and frustration that, in 2017, have seen many Westerners turn to anti-liberal, populist demagogues for relief. In measuring this disjoint, the thesis looks to the work of liberal and anti-liberal theorists alike, including John Rawls, Bruce Ackerman, Carl Schmitt and Jacques Derrida. It then uses the insights gained to construct a liberal theory that can overcome the key problems identified, before using this theory to critically engage with the constitutional jurisprudence of three very different states: Canada, South Africa and the United States. [less ▲]

Detailed reference viewed: 123 (9 UL)
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Peer Reviewed
See detailWhat do students say about the role of the minus sign in polynominals?
Vlassis, Joëlle UL

in Proceedings of the 33rd Conference of the International Group for the Psychology of Mathematics Education (2009)

Detailed reference viewed: 48 (2 UL)
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See detailWhat do we accept after an announcement?
de Boer, Mathijs UL; Herzig, Andreas; de Lima, Tiago et al

Scientific Conference (2008)

Detailed reference viewed: 35 (2 UL)
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Peer Reviewed
See detailWhat Do We Know About Managing Aging Teams? Lessons Learned from the Automotive Shop Floor
Streb, Christoph Klaus UL; Gellert, F.J.

in Organizational Dynamics (2011), 40(2), 144-150

Detailed reference viewed: 77 (0 UL)