Formanalyse in der Magnetresonanztomografie – Landmarken und Objektdifferenzierung bei retroperitonealen Tumoren im Kindesalter.

Scientific Conference (2010)

Didaktik des Musiklehrerberufs. Die Musikschulpädagogik in Luxemburg

Scientific Conference (2009, December 22)

The project GeoGebraPrim - GeoGebra for Primary School

Scientific Conference (2009, November 14)

S'adjunta un article que presenta el projecte GeoGebraPrim – GeoGebra for Primary School, una recerca finançada per la University of Luxembourg. Es dóna una ullada ràpida al projecte, s'expliquen els ... [more ▼]

S'adjunta un article que presenta el projecte GeoGebraPrim – GeoGebra for Primary School, una recerca finançada per la University of Luxembourg. Es dóna una ullada ràpida al projecte, s'expliquen els conceptes didàctics i tecnològics que s'hi incorporen, així com l'establiment d'uns grups-classe de control i uns altres grups per a l'estudi pròpiament dit, es comenten el pre-test i el post-test que es faran en connexió amb el treball amb GeoGebra i es presenten els primers resultats de l'estudi. [less ▲]

Lehrerausbildung: Von der notwendigen Entwicklung klinischer Kompetenzen bei Referendaren

Scientific Conference (2009, November)

The perception of Europe by young adults in the Western European border region SaarLorLux (Germany, France, Luxemburg)

Scientific Conference (2009, October 14)

Invited talk - Pädagogische Leistungsbeurteilung als sozial-kognitiver Prozess: Theoretische Konzepte und methodische Probleme

Scientific Conference (2009, October)

Berezin-Toeplitz quantization of moduli spaces

Scientific Conference (2009, October)

Internationalisierte Migration in den ländlichen Räumen – Auswirkungen der Globalisierung am Beispiel des Saarlandes

Scientific Conference (2009, September 20)

Die Entwicklung von Stereotypen bei geringer Erfahrung mit Personengruppen – Schülerstereotype bei angehenden Lehrkräften.

Scientific Conference (2009, September)

Der Einfluss von Gerechtigkeitswahrnehmungen von Studierenden auf deren Hochschulbildung

Scientific Conference (2009, September)

Grenzüberschreitende Raumkonstruktionen am Beispiel des Grenzgängerwesens in der Großregion

Scientific Conference (2009, September)

Zeit und Ziele: Welche Rolle spielen Zeitorientierung und Zeitperspektive für die Repräsentation von Mitteln und Ergebnissen der Zielverfolgung?

Scientific Conference (2009, September)

Invited talk - Wie kommen Diagnosen bzw. Prognosen zustande? - Analyse der kognitiven Prozesse beim Therapeuten

Scientific Conference (2009, September)

Effekte von Schülermerkmalen auf die schulische Leistungsbeurteilung in Abhängigkeit vom Expertisegrad der beurteilenden Person

Scientific Conference (2009, September)

Intervention ergonomique et conception : quelle(s) activité(s) analyser ?

Scientific Conference (2009, September)

Une approche génétique et source à source de l'optimisation de code

Scientific Conference (2009, September)

Gestresst, gelangweilt oder begeistert? Wie integrativ beschulte Kinder und ihre Lehrpersonen den (Schul-)Alltag erleben

Scientific Conference (2009, September)

Die pädagogische Ausbildung der Sekundarlehrer in Luxemburg

Scientific Conference (2009, September)

Assessment of Problem Solving Competencies

Scientific Conference (2009, August 26)

Difficult or not? Valid or not? A new way to measure complex problem solving: The MicroDYN approach

Scientific Conference (2009, August 24)

May Cross-Border planning facilitate interethnic reconciliation in the Western Balkans?

Scientific Conference (2009, August 15)

WORKING MEMORY AND LEARNING: A LONGITUDINAL STUDY OF TRILINGUAL CHILDREN

Scientific Conference (2009, August)

The aim of the present study was to investigate the contribution of two working memory systems (the phonological loop and the central executive) to children’s learning in the areas of vocabulary, language ... [more ▼]

The aim of the present study was to investigate the contribution of two working memory systems (the phonological loop and the central executive) to children’s learning in the areas of vocabulary, language comprehension, reading, spelling, mathematical skills, and foreign language acquisition. The term working memory refers to the ability to store and manipulate information in mind for a brief period of time, in the course of ongoing cognitive activities (Baddeley, 2000). A sample of 119 Luxembourgish children, learning German and French as secondary languages were assessed longitudinally over a 3-year time period. In Luxembourg, children learn to speak, read, and write in two languages that are different from their native language Luxembourgish. A battery of working memory, and learning ability tests were administered. Children were tested in kindergarten (5 years of age), in first, and in second grade with a one year interval between each testing wave. Multiple assessments of each construct made it possible to construct latent variables, and apply structural equation modeling techniques to explore the underlying theoretical structure of working memory in young children, and possible links with learning. Results indicate that relations between the working memory measures were best characterized by a model consisting of two related but separable constructs corresponding to the phonological loop and the central executive. Individual differences in phonological loop functioning and the central executive were found to be remarkably stable from kindergarten through second grade. The data further showed that both memory components were differentially associated with learning: Whereas the phonological loop was more specifically linked to early language development and vocabulary in particular, the central executive appeared to make more general contributions to classroom related learning. The findings lend strong support to the position that the phonological loop is one of the main contributors to new word learning in both native and non-native languages by supporting the formation of stable phonological representations of new words in long-term memory. Furthermore the findings fit well with the position that the central executive might play an important role in the monitoring and processing of information during complex and demanding activities present in many classroom situations. In conclusion, the presented evidence of (a) the stability of individual differences in young children’s working memory capacity and, (b) causal relations of working memory with learning reinforces the value of early screening of working memory abilities to identify children who are at risk of poor academic progress over the coming years. [less ▲]

Diagnostic relevant information in school transition recommendations – Teachers’ point of view

Scientific Conference (2009, August)

On the way to competence levels in dynamic microsystems: The MicroDYN Approach

Scientific Conference (2009, August)

Does banning all cell phones in schools reduce cyber bullying?

Scientific Conference (2009, August)

Anchoring effects in teachers’ assessment of student performance: Two experimental studies

Scientific Conference (2009, August)

Application of Statistical Shape Analysis to the Classification of Renal Tumorurs Appearing in Early Childhood

Scientific Conference (2009, July 16)

Software Development & Online Systems: CAS

Scientific Conference (2009, July 14)

The primary aims of this working group are to exchange ideas/plans for future extensions of GeoGebra and organise its developer community. Current projects include extending the statistics and spreadsheet ... [more ▼]

The primary aims of this working group are to exchange ideas/plans for future extensions of GeoGebra and organise its developer community. Current projects include extending the statistics and spreadsheet capabilities of GeoGebra and improving CAS integration into the software. In addition, some work has been already carried out on the 3D extension of GeoGebra. As an open-source project with a large user base, the future development of GeoGebra will be substantially influenced by the needs and desires of the GeoGebra user community and by the strength and cohesiveness of the GeoGebra developers. The focus areas of this working group include: * Features & Wishlist * Extensions: exploring possible extensions of GeoGebra features like Spreadsheet, CAS, 3D, etc. * Online Systems: integration into online systems like Moodle, Sage, WebWork, etc. * Wishlist & Roadmap: developing and evaluating a wish list for future extensions * Organization * User Community: new website, GeoGebraWiki, material manager * Developer Community: distributing work and managing the open-source developer community * Support * Projects: listing existing projects; developing ideas for research and development projects; * Funding: exploring resources for future developments and supporting developers [less ▲]

GeoGebra 3.2 – The new Spreadsheet View

Scientific Conference (2009, July 12)

GeoGebra (www.geogebra.org) is a free, multi-platform, open-source dynamic mathematics software with rapidly growing worldwide popularity. The basic idea of the software is to join dynamic geometry ... [more ▼]

GeoGebra (www.geogebra.org) is a free, multi-platform, open-source dynamic mathematics software with rapidly growing worldwide popularity. The basic idea of the software is to join dynamic geometry, algebra, and calculus, which other packages treat separately, into a single easy-to-use package for learning and teaching mathematics from elementary through university level. So far GeoGebra’s user interface allowed algebraic (i.e. coordinates of points, equations) and graphical (i.e. points, function graphs) representations of mathematical objects. While coordinates and equations were displayed in the algebra view on the left hand side, their graphical representations could be seen in the graphics view on the right hand side. The release version 3.2 (available in April 2009) adds another – third – view: the spreadsheet view. Now various kinds of mathematical objects – not only numbers – can also be put inside spreadsheet cells. All representations of the same object are linked dynamically and adapt automatically to changes made to any of the representations, no matter how they were initially created. This enables users to connect statistical reasoning with other areas of mathematics. In this presentation we will introduce the new view, present some examples and discuss the opportunities it offers for the teaching and learning of mathematics. [less ▲]

International GeoGebra Institute: nurturing a community to assist the integration of the open-source mathematics software GeoGebra into mathematics teaching

Scientific Conference (2009, July 06)

GeoGebra is a free open-source dynamic mathematics software that is a versatile tool for visualizing mathematical concepts from elementary through university level. Without any promotion and organised ... [more ▼]

GeoGebra is a free open-source dynamic mathematics software that is a versatile tool for visualizing mathematical concepts from elementary through university level. Without any promotion and organised training GeoGebra has been discovered and used by tens of thousands of enthusiastic teachers and researchers around the world. In the past four years, an extensive self-supporting user community was formed by users of GeoGebra and they share interactive teaching materials on the GeoGebraWiki and support fellow users through the GeoGebraForum. Volunteers from this community have also translated GeoGebra to 42 languages offering great opportunity to use the software in local languages and in multicultural environments. To be able to support such extensive user community, we established the International GeoGebra Institute (IGI). The principle aims of IGI are to develop a platform to offer training and support for teachers and to coordinate research in relation to GeoGebra. During the past year, eight local GeoGebra institutes were established. In this talk, we will share our ideas about IGI and outline the current developments of this project. We hope to nurture a network of people who can contribute to any aspects of GeoGebra based on their interests. [less ▲]

What they highlight is: the discourse functions of basic wh-clefts in lectures

Scientific Conference (2009, July)

As part of a study of lecture functions in general and highlighting devices in specific, this paper presents the findings of an investigation into the discourse functions of basic wh-cleft clauses in a ... [more ▼]

As part of a study of lecture functions in general and highlighting devices in specific, this paper presents the findings of an investigation into the discourse functions of basic wh-cleft clauses in a corpus of lectures. These clauses, such as What our brains do is complicated information processing, are identifying constructions which background the information in the relative clause (What our brains do) and present the information foregrounded in the complement (complicated information processing) as newsworthy. Corpus-based studies of this construction to date have mainly described its function in writing (Collins 1991, Herriman 2003 & 2004) and spontaneous speech (Collins 1991 & 2006). From his examination of wh-clefts in speech and writing, Collins (1991: 214) concludes that ‘the linear progression from explicitly represented non-news to news offers speakers an extended opportunity to formulate the message’, while Biber et al (1999: 963) note that in conversation, speakers may use this construction with its typically low information content as ‘a springboard in starting an utterance’. With regard to academic speech, Rowley-Jolivet & Carter-Thomas (2003) found that basic wh-clefts are particularly effective in conference presentations to highlight the New and that their apparent ‘underlying presupposed question’ (p. 57) adds a dialogic dimension to monologic speech. All these features suggest that wh-clefts may be a useful in lectures, which are typically monologic and mainly concerned with imparting information. So far, however, studies on the function of these clefts in lectures have generally focussed on the function of part of the wh-clause as a lexical bundle (Biber 2006, Nesi & Basturkmen 2006) and mostly discussed its role as a discourse organising device. For the current investigation, a corpus of 12 lectures drawn from the British Academic Spoken English (BASE) Corpus were analysed. This yielded 132 basic wh-clefts, which were classified for their main discourse functions based on the presence of certain lexico-grammatical features, the functional relationship between the clefts and their co-text and an understanding of the purposes of and disciplinary variation within the lecture genre. Four main functional categories thus emerged: informing, evaluating, discourse organizing, evaluating and managing the class. These functions of wh-clefts and their relative frequency are discussed and related to lecture purposes; incidental findings on their co-occurrence with pauses and discourse markers are also touched upon. The study of this highlighting device in a lecture corpus thus aims to contribute to our understanding of what happens in authentic lectures and how this is reflected in the language. References Biber, D. (2006). University language: a corpus-based study of spoken and written registers. Studies in Corpus Linguistics 23. Amsterdam: John Benjamins Publishing Company. Biber, D., S. Johansson, G. Leech, S. Conrad, & E. Finegan (1999). The Longman grammar of spoken and written English. London: Longman. Collins, P. C. (1991). Cleft and pseudo-cleft constructions in English. London: Routledge. Collins, P. C. (2006). It-clefts and wh-clefts: prosody and pragmatics. Journal of Pragmatics, 38, 1706-1720. Herriman, J. (2003). Negotiating identity: the interpersonal functions of wh-clefts in English. Functions of Language, 10 (1), 1-30. Herriman, J. (2004). Identifying relations: the semantic functions of wh-clefts in English. Text, 24 (4), 447-469. Nesi, H. & Basturkmen, H. (2006). Lexical bundles and discourse signalling in academic lectures. International Journal of Corpus Linguistics, 11 (3), 283-304. Rowley-Jolivet, E. & Carter-Thomas, S. (2005). Genre awareness and rhetorical appropriacy: manipulation of information structure by NS and NNS scientists in the international conference setting. English for Specific purposes, 24, 41-64. [less ▲]

Application of statistical shape analysis to the differentiation of cancers appearing in childhood

Scientific Conference (2009, June 20)

Successful and Unsuccessful Intergenerational Transfer of Educational Attainment on Wellbeing in the Swiss Youth Cohort TREE

Scientific Conference (2009, June 06)

On the Comparison of Radial Base Functions and Single Layer Density Representations in Local Gravity Field Modelling from Simulated Satellite Observations

Scientific Conference (2009, June)

The recovery of local (time-variable) gravity features from satellite-to-satellite tracking missions is one of the current challenges in Geodesy. Often, a global spherical harmonic analysis is used and ... [more ▼]

The recovery of local (time-variable) gravity features from satellite-to-satellite tracking missions is one of the current challenges in Geodesy. Often, a global spherical harmonic analysis is used and the area of interest is selected later on. However, this approach has deficiencies since leakage and incomplete recovery of signal are common side effects. In order to make better use of the signal content, a gravity recovery using localizing base functions can be employed. In this paper, two different techniques are compared in a case study using simulated potential observations at satellite level – namely position-optimized radial base functions and a single layer representation using a piecewise continuous density. The first one is the more common approach. Several variants exist which mainly differ in the choice of the position of the base function and the regularization method. Here, the position of each base is subject to an adjustment process. On the other hand, the chosen radial base functions are developed as a series of Legendre functions which still have a global support although they decay rapidly. The more rigorous approach is to use base functions with a strictly finite support. One possible choice is a single layer representation whereas the density is discretized by basic shapes like triangles, rectangles, or higher order elements. Each type of shape has its own number of nodes. The higher the number of nodes of a particular element, the more complicated becomes the solution strategy but at the same time the regularity of the solution increases. Here, triangles are used for the comparison. As a result, the radial base functions in the employed variant allow a modeling with a minimum number of parameters but do not achieve the same level of approximation as the discretized single layer representation. The latter do so at the cost of a higher number of parameters and regularization. This case study offers an interesting comparison of a near localizing with a strictly localizing base function. However, results can currently not be generalized as other variants of the radial base functions might perform better. Also, the extension to a GRACE-type observable is desirable. [less ▲]

Die Filmmusik in Casablanca

Scientific Conference (2009, May 05)

Almost-graded extensions of Lax operator algebras

Scientific Conference (2009, May)

Corpus-informed EAP course design: a study of lecture functions

Scientific Conference (2009, May)

Increasing student and lecturer mobility along with the spread of English as an academic lingua franca (Mauranen, 2006) means a growing number of non-native speaker lecturers are delivering at least some ... [more ▼]

Increasing student and lecturer mobility along with the spread of English as an academic lingua franca (Mauranen, 2006) means a growing number of non-native speaker lecturers are delivering at least some lectures in English. Well-designed English for Academic Purposes (EAP) courses can be valuable in offering the language input these lecturers are most likely to need for communication within this specific academic context. The creation of corpora containing lectures such as the BASE (British Academic Spoken English) Corpus, MICASE (The Michigan Corpus of Academic Spoken English) and the T2K-SWAL (TOEFL 2000 Spoken and Written Academic Language) Corpus plays an important role in allowing us to adopt a corpus-informed approach to course design and thus tailor courses to lecturers’ specific needs. To date, most corpus-based research on lectures has been based on the American corpora (MICASE and T2K-SWAL) and has had a quantitative bias, investigating the frequency and functions of lexical bundles (e.g. Biber & Barbieri, 2007), discourse markers (e.g. Crawford Camiciottoli, 2004) and evaluative language (e.g. Swales & Burke, 2003). Discourse organisation (e.g. Nesi & Basturkmen, 2006; Thompson, 2003) and the oral-literate characteristics of lectures (e.g. Csomay, 2006) have also been relatively well explored. However, notwithstanding these significant contributions to EAP and the more comprehensive descriptions by Biber (2006) and Crawford Camiciottoli (2007) much remains to be done to obtain a more detailed linguistic picture of lectures. This paper uses data from 12 BASE lectures from various disciplines to provide an overview of attested language functions (e.g. informing, interacting, organising discourse, class management) used in achieving some of the main purposes of lectures (i.e. knowledge transfer, facilitating learning and the socialisation of students into disciplinary communities). Informed by insights from both linguistic and pedagogic research, this functional framework derives from a careful study of whole texts from which larger stretches of speech are assigned to particular functional categories on the basis of lexico-grammatical features, an understanding of the text and generic knowledge (Dudley-Evans, 1994). Biber, D. (2006). University language: a corpus-based study of spoken and written registers. Studies in Corpus Linguistics 23. Amsterdam: John Benjamins Publishing Company. Biber, D. & Barbieri, F. (2007). Lexical bundles in university spoken and written registers. English for Specific Purposes, 26, 263-286. Crawford Camiciottoli, B. (2004). Walking on unfamiliar ground: interactive discourse markers in guest lectures. In Partington, A., Morley, J., Haarman, L. (Eds.). (pp. 91-106). Corpora and context. Bern: Peter Lang. Crawford Camiciottoli, B. (2007). The language of business studies lectures. Amsterdam: John Benjamins. Csomay, E. (2006). Academic talk in American university classrooms: crossing the boundaries of oral-literate discourse? Journal of English for Academic Purposes, 5, 117-135. Dudley-Evans, T. (1994). Genre analysis: an approach to text analysis for ESP. In Coulthard, M. (Ed.). Advances in written text analysis. (pp. 219-228). London: Routledge. Mauranen, A. (2006). Spoken discourse, academics and global English: a corpus perspective. In Hughes, R. (Ed.). Spoken English, TESOL and applied linguistics. (pp. 143-158). Basingstoke: Palgrave MacMillan. Nesi, H. & Basturkmen, H. (2006). Lexical bundles and discourse signalling in academic lectures. International Journal of Corpus Linguistics, 11 (3), 283-304. Swales, J. M. & Burke A. (2003). “It’s really fascinating work”: differences in evaluative adjectives across academic registers. In Leistyna P. & Meyer, C. F. (Eds.). Language and comparisons: Studies in Practical Linguistics, 46. (pp. 1-18). Amsterdam: Rodopi. Thompson, S. E. (2003). Text-structuring metadiscourse, intonation and the signalling of organisation in academic lectures. Journal of English for Academic Purposes, 2, 5-20. [less ▲]

Assessing complex problem solving: German and international efforts

Scientific Conference (2009, April 26)

Application of Statistical Shape Analysis to the Classification of Renal Tumours Appearing in Childhood

Scientific Conference (2009, April 23)

A novel numerical integration technique over arbitrary polygons

Scientific Conference (2009, April)

In this paper, a new numerical integration technique [1] on arbitrary polygons is presented. The polygonal do- main is mapped conformally to the unit disk using Schwarz-Christoffel mapping [2] and a ... [more ▼]

In this paper, a new numerical integration technique [1] on arbitrary polygons is presented. The polygonal do- main is mapped conformally to the unit disk using Schwarz-Christoffel mapping [2] and a midpoint quadrature rule defined on the unit circle is used. This method eliminates the need for a two level isoparametric mapping usuall required [3]. Moreover the positivity of the Jacobian is guaranteed. We present numerical results for a few benchmark problems in the context of polygonal finite elements that show the effectiveness of the method. [less ▲]

Cyber bullying: Current research findings

Scientific Conference (2009, April)

Laurent Menager. Problèmes d’édition de ses œuvres

Scientific Conference (2009, April)

New Technical Expertises of Multi-Sensor Analysers for Odour Evaluation and Applications in Liquid Measuring Instruments

Scientific Conference (2009, March 30)

A qualitative approach to vocational training and education : what can we learn about « consequential transitions » from ethnography ?

Scientific Conference (2009, March)

Urteilsfehler in der schulischen Leistungsbeurteilung: Der Einfluss von Verarbeitungszielen und Expertise

Scientific Conference (2009, March)

Social identification, learning and processes of marginalization : a case study in the field of vocational education and training

Scientific Conference (2009, March)

Effekte einer partiellen Selbststeuerung auf individualtaktische Lernprozesse von Novizen und Experten

Scientific Conference (2009, January)

Selbst- vs. fremdgesteuertes extrinsisches Feedback bei der Optimierung der Gleichgewichtsleistung

Scientific Conference (2009, January)

La Monarquía Católica de Felipe II según Samuel von Pufendorf

Scientific Conference (2009)

Soigner et/ou punir. Le jugement des experts psychiatres. France et Grand-Duché de Luxembourg

Scientific Conference (2009)