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See detailWozu Potenziale fördern?
Baudson, Tanja Gabriele UL

Presentation (2017)

Detailed reference viewed: 54 (2 UL)
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See detailWpHG, 6. Auflage, Buchbesprechung
Zetzsche, Dirk Andreas UL

in Zeitschrift für Bank- und Kapitalmarktrecht (2012)

Detailed reference viewed: 86 (3 UL)
See detailWprowadzenie do prawa Europejskiej Inicjatywy Obywatelskiej
Capik, Agata B.; Gniewek, Alicja UL

Book published by EuroInfoCentr, Cracow Chamber of Commerce (2012)

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See detailWriting a.i.d.“ – Ein neuer Ansatz für die Schreibforschung und ihre Didaktisierung
Huemer, Birgit UL; Rheindorf, Markus; Gruber, Helmut

in Doleschal, Ursula; Mertlitsch, Carmen; Rheindorf, Markus (Eds.) et al Writing across the Curriculum at Work. Theorie, Praxis und Analyse (2013)

Detailed reference viewed: 120 (8 UL)
See detailWriting Europe and the East-West Divide
Venken, Machteld UL; Sierakowski, Sławomir; Labov, Jessie et al

Presentation (2014, June 09)

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See detailWriting in a Second Language. Trauma or Liberation?
Espino Barrera, Tomas UL

in D´Haen, Theo; Vandebosch, Dagmar (Eds.) Literary Transnationalism(s) (2019)

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See detailWriting in the Age of William IV
Millim, Anne-Marie UL; McCue, Maureen; Butler, Rebecca

in Yearbook of English Studies (2018), 48

This volume explores the literary, cultural, social and political climate in Britain during the reign of William IV (1830–37). Rarely discussed by scholars searching to define the ‘Romantic’ period, and ... [more ▼]

This volume explores the literary, cultural, social and political climate in Britain during the reign of William IV (1830–37). Rarely discussed by scholars searching to define the ‘Romantic’ period, and overshadowed by Queen Victoria, William IV’s reign signifies an important moment within the long nineteenth century, one whose literary output is marked by experimentation and generic instability. Rather than simply blurring the boundaries between the Romantic and Victorian periods, this diverse collection of essays demonstrates how the spirit of reform, creative experimentation, and an increasingly politically active middle-class readership produced a peculiar literary and material culture of its own. Responding to a wide range of print culture, including periodicals, albums, graphic satires, novels, poetry, travel writing and guidebooks, by canonical and non-canonical authors, such as Catherine Gore, James Hogg, John Ruskin, Mariana Starke, Thomas Hosmer Shepherd and Thomas Pringle, the essays in this volume map a complex network of conversation, personal and national identities, radical and conservative ideologies, and contested domestic and public spaces, both in Britain and abroad. By addressing various aspects of this remarkable period’s material culture and aesthetic innovations, the essays in this collection complicate our contemporary understanding of the long nineteenth century in Britain and open up new spaces for discussion. [less ▲]

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See detailWriting support in a multilingual context: what do staff and students need?
Lejot, Eve UL; Huemer, Birgit UL; Deroey, Katrien UL

Scientific Conference (2015, June)

This paper reports on an extensive analysis of language learning needs performed amongst staff and students at a multilingual university. Although needs analysis is a well established method to inform ... [more ▼]

This paper reports on an extensive analysis of language learning needs performed amongst staff and students at a multilingual university. Although needs analysis is a well established method to inform specific language teaching (Basturkmen 2010), few studies have analysed writing support needs in general (Kruse 2013, Kruse & Meyer & Everke Buchanan in press) or writing support needs in multilingual contexts (Huemer & Rheindorf & Wetschanow 2014). In this paper, we will focus on the needs for writing support in English, French, German and Luxembourgish across faculties at the University of Luxembourg, where most degree programmes are multilingual. In addition to the results for these two groups, we will discuss the (mis)match between staff and student perceptions of students’ needs. Results are from 24 semi-structured interviews and online questionnaires (staff n=559, students n=364) covering all faculties. Not surprisingly, academic staff and postdoctoral researchers report the greatest need for support in writing research genres, i.e. papers and proposals, chiefly in English. They also felt students mostly required instruction in writing assignments and dissertations in English. Students, however, would like support in writing assignments and dissertations in all four languages. Finally, when looking at the overall results for staff and students, it is striking that the need for general language training, especially conversational skills, in all four languages outstrips the reported need for academic language instruction. We will discuss how these results informed our course design across different programs and faculties. [less ▲]

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See detailWriting the Contemporary History of Europe: Old Concepts, New Tools?
Danescu, Elena UL; Itzel, Constanze; Douglas, McCarthy et al

Speeches/Talks (2021)

Although the idea of Europe dates back to ancient times and was crystallised in the Enlightenment, the plan for European unification emerged in the second half of the 20th century as a consequence of an ... [more ▼]

Although the idea of Europe dates back to ancient times and was crystallised in the Enlightenment, the plan for European unification emerged in the second half of the 20th century as a consequence of an economic process based on a single market and a single currency. European integration is therefore a recent chapter in the history of Europe, one which has been written before our very eyes, but it remains fragmented into disparate national histories. In the 21st century, those writing the history of Europe find themselves confronted with a threefold challenge: they must meet the demands of the digital age, adjust to the paradigm shift within the historical discipline and navigate the geopolitical upheavals that the continent has been experiencing since 1989 (the fall of communism; the enlargement of the European Union; the many crises the EU has faced, including Brexit; the divide between institutions and citizens; the socio-economic consequences of the global crisis, including the COVID-19 health crisis; the new nature of transatlantic relations, etc.). [less ▲]

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See detailWriting the history of psychiatry in the 20th century
Hess, Volker; Majerus, Benoît UL

in History of Psychiatry (2011), 22(2), 139--145

As editors of the special issue, we try to summarize here the historiographic trends of the field. We argue that the field of research is accommodating the diversity of the institutional, social and ... [more ▼]

As editors of the special issue, we try to summarize here the historiographic trends of the field. We argue that the field of research is accommodating the diversity of the institutional, social and political developments. But there is no narrative in sight which can explain the psychiatry of the 20th century, comparable to the authoritative coherence achieved for the 19th century. In contrast, the efforts to extend these narratives to the 20th century are largely missing the most impressive transformation of psychiatric treatment — and self-definition. [less ▲]

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See detailWriting we: Collaborative text in educational research
Siry, Christina UL; Ali-Khan, Carolyne

in Malott, Curry; Portfilio, Bradley, J. (Eds.) Critical pedagogy in the 21st century (2011)

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the ... [more ▼]

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the <br />politics and epistemological assumptions of the do-your-own-work mentality pervasive throughout education. Through a theoretical, methodological and ethnographically thick exploration of collaboratively produced text, we offer a different paradigm for understanding and producing knowledge. Cowriting is examined as an unfolding, polyvocal, and necessarily <br />multifaceted journey toward a new critical pedagogy of working “with.” [less ▲]

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See detailWritten language : Learning to read and to spell
Fayol, Michel UL

in Fäcke, C. (Ed.) Manual of language acquisition (2014)

Detailed reference viewed: 108 (6 UL)
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See detailWTO law and tax subsidies: Towards the establishment of jurisprudential standards
Micheau, Claire UL

in Bulletin for International Taxation (2007)

Detailed reference viewed: 43 (2 UL)
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See detailWühlen im Sehnsuchtsfundus. Oper und Operette im dramatischen Werk von Marlene Streeruwitz
Tropper, Elisabeth UL

in Höfler, Günther, Melzer, Gerhard (Ed.) Dossier. 27 (2008)

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See detailWüllner, Adolf
Krebs, Stefan UL; Tschacher, Werner UL

in Neue Deutsche Biographie, Bd. 28 (in press)

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See detailWunderheilungen Unserer Lieben Frau von Luxemburg im 17. Jahrhundert
Andriani, Giovanni; Pauly, Michel UL; Caruso, Geoffrey UL et al

E-print/Working paper (2008)

Die Karte zeigt die räumliche Ausbreitung der Berichte über Wunderheilungen durch Unsere Liebe Frau von Luxemburg in der ersten Hälfte des 17. Jahrhunderts. Nach der Begründung des Kults durch den ... [more ▼]

Die Karte zeigt die räumliche Ausbreitung der Berichte über Wunderheilungen durch Unsere Liebe Frau von Luxemburg in der ersten Hälfte des 17. Jahrhunderts. Nach der Begründung des Kults durch den Jesuitenpater Jacques Brocquart 1624 kamen die Pilger von immer weiter her, um sich eine göttliche Gnade zu erbitten und machten die Kapelle so zu einem regionalen Pilgerzentrum. [less ▲]

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See detailWunnéngshëllef: Eine Institution im Wandel. Anlayse der Erfahrungen, Interessen und Motive der Mitarbeiter als Grundlage der Konzept- und Strategieentwicklung
Biewers, Sandra UL; Joachim, Patrice UL

Report (2009)

Der vorliegende Evaluationsbericht dokumentiert die Ergebnisse einer Studie, die im Sommer 2005 durch die Wunnéngshëllef beim luxemburgischen Forschungsinstitut CESIJE (Centre d'Etudes sur la Situation ... [more ▼]

Der vorliegende Evaluationsbericht dokumentiert die Ergebnisse einer Studie, die im Sommer 2005 durch die Wunnéngshëllef beim luxemburgischen Forschungsinstitut CESIJE (Centre d'Etudes sur la Situation des Jeunes en Europe) in Auftrag gegeben wurde. Sie hat das Ziel, die strukturellen und konzeptionellen Leistungen der Institution Wunnéngshëllef mit sozialwissenschaftlichen Instrumenten zu beleuchten und zu analysieren, um hieraus Einschätzungen zur Ist-Situation der institutionellen und organisatorischen Abläufe, ihrer Qualität, aber auch des Entwicklungsbedarfs und des Entwicklungspotentzials zu erhalten. [less ▲]

Detailed reference viewed: 114 (13 UL)
See detailWunsch und Wirklichkeit sozialpädagogischer Bildungsforschung
Honig, Michael-Sebastian UL

in Homfeldt, Hans Günther (Ed.) Soziale Arbeit im Aufschwung neuer Möglichkeiten oder Rückkehr zu alten Aufgaben? (2007)

Detailed reference viewed: 74 (0 UL)