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See detailWhat Happens Next? Language Learning Trajectory of an Iraqi Asylum Seeker in Luxembourg
Kalocsanyiova, Erika UL

Scientific Conference (2017, May 05)

The Grand Duchy of Luxembourg is often portrayed as a country of immigration. Official government policies continually draw upon the rhetoric of trilingualism to support claims about the country’s ... [more ▼]

The Grand Duchy of Luxembourg is often portrayed as a country of immigration. Official government policies continually draw upon the rhetoric of trilingualism to support claims about the country’s openness and multicultural spirit. This, along with the recognition of three languages – Luxembourgish, German and French – is expected to facilitate the integration of foreign nationals. It is claimed no Luxembourger is monolingual: moving fluidly back and forth between a multitude of languages is a communication method in its own right and members of the local society are believed to excel in it. Despite widespread acceptance and favourable attitudes towards multilingualism, language resources outside the recognised trilingual model have ambiguous statuses. As a result, broader societal multilingualism is perceived as problematic in numerous instances (Horner & Weber, 2008; Horner, 2015). In present-day language ideological debates, the strong presence of foreigners tends to be perceived as a threat to the established language regime and particularly to the position of the Luxembourgish language. The role of Luxembourgish as “language of integration” has been increasingly emphasised, although it is the one resource new arrivals are least likely to have in their communicative repertoires (de Bres, 2014). The often conflicting nationalist and multilingual language ideologies give rise to ambivalent messages as to what languages and what identities should be offered to newcomers, among them to the refugees who have sought international protection in Luxembourg. This contribution offers detailed insights into the linguistic integration trajectory of an Iraqi asylum seeker who arrived to Luxembourg in the summer of 2015. Our aim is to explore how his language resources are being compiled, enhanced and discarded in the course of the integration process, i.e. the reorganisation of his communicative repertoire. As integration seldom starts from scratch, first we report on language resources the research participant accumulated prior to his arrival to Luxembourg. These are being discussed in the context of his educational and professional experiences and future life-projects. Secondly, we examine his language learning trajectory bearing in mind the competing linguistic ideologies and practices refugees are required to adjust in their daily efforts to integrate in Luxembourg. Thirdly, we offer examples of the language practices he engaged in. These demonstrate how he responded to multilingual social settings in both language use and attitudes towards the languages and identities offered. Furthermore, they provide clues about what language resources have become part of his complex repertoire. Blommaert and Backus (2013) described language learning as a “process of growth” drawing attention to the fact that repertoires do not develop in linear fashion, but “explosively in some phases of life and gradually in some others”. Our data suggest that the process of repertoire-building is highly dynamic during this transition period. The research participant’s deliberate use of newly-acquired language resources, without regard to how well he knows the languages involved, indicates new forms of linguistic identification. These include fluid multilingual practices, which are considered to be expressions of his new emerging identity. This contribution presents data from an ongoing linguistic ethnographic research (obtained through interviews, classroom observations and shadowing) and will include a discussion about the challenges brought by working with vulnerable research participants and the need to research multilingually. [less ▲]

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See detailWhat Happens When Archives and Research Are Transferred into the Physical Space of a Museum: La forge d'une société moderne and Other Stories
Priem, Karin UL

in Hägele, Ulrich; Ziehe, Irene (Eds.) Populäre Präsentationen. Fotografie und Film als Medien musealer Aneignungsprozesse (2019)

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See detailWhat I love about Permaculture
Taylor Aiken, Gerald UL

Article for general public (2017)

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See detailWhat industry wants from academia in software testing? Hearing practitioners’ opinions
Garousi, Vahid UL; Felderer, Michael; Kuhrmann, Marco et al

in Proceedings of International Conference on Evaluation and Assessment in Software Engineering (EASE) (2017, June 15)

The level of industry-academia collaboration (IAC) in software engineering in general and in software testing in particular is quite low. Many researchers and practitioners are not collaborating with the ... [more ▼]

The level of industry-academia collaboration (IAC) in software engineering in general and in software testing in particular is quite low. Many researchers and practitioners are not collaborating with the “other side” to solve industrial problems. To shed light on the above issue and to characterize precisely what industry wants from academia in software testing, we solicited practitioners’ opinions on their challenges in different testing activities and also the particularly relevant topics that they want the research community to work on. This short paper aims to draw the community’s attention to the important issue of strengthening IAC with the hope of more IAC in software testing in the areas of most importance to the industry. [less ▲]

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See detailWhat influences physical activity in people with heart failure?: a qualitative study.
Tierney, Stephanie; Elwers, Heather; Sange, Chandbi et al

in International journal of nursing studies (2011), 48(10), 1234-43

BACKGROUND: Research has highlighted the benefits of physical activity for people with stable heart failure in improving morbidity and quality of life. However, adherence to exercise among this patient ... [more ▼]

BACKGROUND: Research has highlighted the benefits of physical activity for people with stable heart failure in improving morbidity and quality of life. However, adherence to exercise among this patient group is low. Barriers and enablers to sustained physical activity for individuals with heart failure have been little investigated. OBJECTIVES: To explore reasons why people with heart failure do and do not engage in regular physical activity. DESIGN: A qualitative, interview-based investigation. SETTINGS: Three heart failure clinics held at hospitals in the UK. PARTICIPANTS: Purposive sampling was adopted to provide maximum variation in terms of gender, age, heart failure duration and severity, and current activity levels. Twenty two patients (7=female) were interviewed, aged between 53 and 82 years. METHODS: Semi-structured interviews were conducted via telephone. These were recorded and transcribed verbatim. Framework analysis was applied to collected data. RESULTS: Interviewees' narratives suggested that adopting positive health behaviours was complex, affected by internal and external factors. This was reflected in the four themes identified during analysis: fluctuating health; mental outlook; others' expectations; environmental influences. Failure to exercise arose because of symptoms, co-morbidities, poor sense of self as active and/or lack of perceived benefit. Likewise, encouragement from others and inclement weather affected exercising. CONCLUSIONS: Areas identified during interviews as influencing activity levels relate to those commonly found in behavioural change theories, namely perceived costs and benefits, self-efficacy and social support. These are concepts that practitioners may consider when devising interventions to assist patients with heart failure in undertaking and maintaining regular exercise patterns. [less ▲]

Detailed reference viewed: 127 (0 UL)
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See detailWhat is a good coopetitor ? An explanation in terms of centrality and personality traits
Geraudel, Mickaël UL; Salvetat, David

Scientific Conference (2009)

Detailed reference viewed: 81 (0 UL)
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See detailWhat is a Logical System? An Evolutionary View: 1964-2014
Gabbay, Dov M. UL

in Gabbay, Dov M.; Siekmann; Woods (Eds.) Computational Logic (2014)

Detailed reference viewed: 100 (1 UL)
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See detailWhat Is a Successful Career in Tourism and Hospitality Academia?
Gewinner, Irina UL

Scientific Conference (2019, June 25)

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See detailWhat is an argument? Nature and necessity of generalized arguments.
Weydert, Emil UL

Scientific Conference (2018)

Detailed reference viewed: 50 (3 UL)
See detailWhat is at stake in a pedagogy of interruption?
Biesta, Gert UL

in Lewis, T. E.; Grinberg, J. G. A.; Laverty, M. (Eds.) Philosophy of Education: Modern and Contemporary Ideas at Play. (2009)

Detailed reference viewed: 672 (0 UL)
See detailWhat is ESG and why should businesses care?
Emrick-Schmitz, Elena Ashley UL

Speeches/Talks (2018)

Sustainable or responsible investing, you’ve probably heard of it. If you haven’t yet, you will. Because the numerous cases of data breaches, employee frauds or companies finding themselves in supply ... [more ▼]

Sustainable or responsible investing, you’ve probably heard of it. If you haven’t yet, you will. Because the numerous cases of data breaches, employee frauds or companies finding themselves in supply chain or emission control scandals are all examples of businesses making poor ESG or environmental, social and governance (ESG) decisions. [less ▲]

Detailed reference viewed: 73 (2 UL)
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See detailWhat is flux balance analysis?
Orth, Jeffrey D.; Thiele, Ines UL; Palsson, Bernhard O.

in Nature Biotechnology (2010), 28(3), 245-8

Detailed reference viewed: 157 (4 UL)
See detailWhat is it impossible to think? A genealogy of the educated subject
Fendler, Lynn UL

in Popkewitz, Thomas; Brennan, Marie (Eds.) Foucault's challenge: Discourse, knowledge and power in education (1998)

Detailed reference viewed: 404 (0 UL)
See detailWhat is Literature?
Weber, Jean-Jacques UL

in English Studies, 6 (1996)

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See detailWhat is meant by inclusion: On the effects of different definitions on attitudes toward inclusion.
Krischler, Mireille UL; Powell, Justin J W UL; Pit-Ten Cate, Ineke UL

in European Journal of Special Needs Education (2019), 34(5), 632-648

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people’s attitudes about inclusive education. We assign the varying characterisations ... [more ▼]

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people’s attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying the influential systematisation of definitions of inclusion by Göransson and Nilholm (2014). Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers’ attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed. [less ▲]

Detailed reference viewed: 238 (22 UL)
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See detailWhat is Modernism?
Millim, Anne-Marie UL

in Millim, Anne-Marie (Ed.) Modernismen in Luxemburg: Traditionen, Variationen, Brüche (2018)

Despite different recent publications investigating global and lesser-known modernisms, Luxembourg remains a blank spot on the map of modernism studies. To some extent, this is surprising. As Gast Mannes ... [more ▼]

Despite different recent publications investigating global and lesser-known modernisms, Luxembourg remains a blank spot on the map of modernism studies. To some extent, this is surprising. As Gast Mannes notes in his seminal work Luxemburgische Avantgarde of 2007, the underrepresentation of Luxembourgish authors and artists in the history of high modernism is not altogether justified, due to the fact that »individual authors, partly due to bilingualism, played a special role in the transfer of ideas between France and Germany«—a fact that is little known, both in Luxembourg and abroad. To a similar extent, Luxembourg’s absence from modernism studies is unsurprising. One significant factor is that, for many years, the Luxembourgish public, cultural institutions, and creators have placed more value on works of international renown than on Luxembourgish art and literature. This article argues that understanding the invention, management, and rejection of traditions in parallel to avant-garde works is important as it valorises literary and artistic production that could be categorised as »juste milieu«, as moderately modernist, as significant, even revolutionary, in its context, even if not necessarily so from an international perspective. [less ▲]

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See detailWhat Is Negation as Failure?
Gabbay, Dov M. UL

in Logic Programs, Norms and Action - Essays in Honor of Marek J. Sergot on the Occasion of His 60th Birthday (2012)

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See detailWhat is problematic about binary questions on gender in health surveys – a missing answer analysis
Heinz, Andreas UL; Költő, András; Godeau, Emmanuelle et al

in Cogent Medicine (2020, December 04)

Background: In many studies, participants who do not state their gender are excluded from the analysis. This may be appropriate if they do not answer the questionnaire seriously. However, some ... [more ▼]

Background: In many studies, participants who do not state their gender are excluded from the analysis. This may be appropriate if they do not answer the questionnaire seriously. However, some participants may have understandable reasons for not reporting their gender, e.g. questioning their gender identity. Research question: How many students and which students do not answer the question on gender? Methods: We analyzed data of the Health Behaviour in School-aged Children study from Ireland, France, Hungary, Scotland, Belgium (Flemish) and Luxembourg (n = 40,053). To explore the reasons for non-response, we divided the participants into 3 groups: 1. Responders answered both socio- demographic questions (age and gender) 2. age non-responders did not answer the question on age. 3. Gender non-responders answered the question on age, but not the one on gender. Results: 311 out of 40,053 (0.8%) pupils aged 11–18 did not report their gender. About 40% of them did not answer the age question either. However, the other 60% belong to the group of gender non-responders and this group is disadvantaged compared to responders: they report lower self-rated health, more health complaints, less family support and more substance use (alcohol, tobacco, cannabis). 1.9% of pupils did not answer the question about age. These age non-responders answered the questionnaire more selectively overall and skipped more questions. Conclusion: The data suggest that the reasons for age non-response and gender non-response are different. For age non-responders, the fear of de-anonymization seems to be the reason for not indicating their age. Not answering the question on gender is rare. If the participants answered the question on age, but not the question on gender, then the variable gender is missing not at random. The health problems of gender non-responders correspond to the health problems of gender non-conforming adolescents. Thus, the question arises if the group of gender non-responders should be included in the analysis and if the question on gender should be asked differently in the future [less ▲]

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See detailWhat is the band gap of kesterite?
Siebentritt, Susanne UL; Rey, Germain UL; Finger, Ashley UL et al

in Solar Energy Materials & Solar Cells (2015)

Detailed reference viewed: 236 (7 UL)