Results 3181-3200 of 5940.
Bookmark and Share    
Full Text
Peer Reviewed
See detailAn international case-vignette study to assess general practitioners’ willingness to deprescribe (LESS)
Tabea Jungo, Katharina; Mantelli, Sophie; Rozsnyai, Zsofia et al

in Collins, Claire (Ed.) Abstract Book of the 87th EGPRN Meeting (2018, November 14)

Background: Globally, many oldest-old (>80 years of age) suffer from several chronic conditions and take multiple medications. Ideally, their general practitioners (GPs) regularly and systematically ... [more ▼]

Background: Globally, many oldest-old (>80 years of age) suffer from several chronic conditions and take multiple medications. Ideally, their general practitioners (GPs) regularly and systematically search for inappropriate medications and, if necessary, deprescribe those. However, deprescribing is challenging due to numerous barriers not only within patients, but also within GPs. Research questions: How does the willingness to deprescribe in oldest-old with polypharmacy differ in GPs from different countries? What factors do GPs in different contexts perceive as important for deprescribing? Method: We assess GPs' willingness to deprescribe and the factors GPs perceive to influence their deprescribing decisions in a cross-sectional survey using case-vignettes of oldest-old patients with polypharmacy. We approach GPs in 28 European countries as well as in Israel, Brazil and New Zealand through national coordinators, who administer the survey in their GP network. The case vignettes differ in how dependent patients are and whether or not they have a history of cardiovascular disease (CVD). For each case vignette, GPs are asked if and which medication they would deprescribe. GPs further rate to what extent pre-defined factors influence their deprescribe decisions. We will compare the willingness to deprescribe and the factors influencing deprescribing across countries. Multilevel models will be used to analyze the proportions of the deprescribed medications per case along the continuum of dependency and history of CVD and to analyze the factors perceived as influencing deprescribing decisions. Results: As of early-July 2018, the survey has been distributed in 14 countries and >650 responses have been returned. We will present first results at the conference. Conclusions: First, assessing GPs’ willingness to deprescribe and comparing the factors influencing GPs’ deprescribing decisions across countries will allow an understanding of the expected variation in the willingness to deprescribe across different contexts. Second, it will enable the tailoring of specific interventions that might facilitate deprescribing in oldest-old patients. Points for discussion: How can we explain differences across countries? How can the results be translated into practice in order to help GPs to optimize deprescribing practices? What factors could help GPs to implement deprescribing in oldest-old patients with polypharmacy? [less ▲]

Detailed reference viewed: 38 (0 UL)
Full Text
Peer Reviewed
See detailDefining feasibility of Primary care strategies to disclose, counsel and provide access to advocacy on family violence.
Pas; Gomez Bravo, Raquel UL; Clavería, Ana et al

in Collins, Claire (Ed.) Abstract Book of the 87th EGPRN Meeting (2018, November 14)

Background: Family violence (FV) is a widespread public health problem and serious consequences. One third of European women suffer from partner violence in their adult lifetime while on fourth of ... [more ▼]

Background: Family violence (FV) is a widespread public health problem and serious consequences. One third of European women suffer from partner violence in their adult lifetime while on fourth of situations of partner violence children are present. Elderly abuse is present between 10 to 20 % of the population above 60 General practice is often a point of contact for victims but they tend to hesitate or feel ashamed to ask for assistance. GPs generally lack training in disclosing and supporting FV, feel uncomfortable about asking and may be hindered by lack of facilities where to refer. In 2018, WONCA encourages all national colleges and academies to develop policy and implementation strategies on family violence identification and response for intimate partner violence, child abuse and elder abuse. This recommendation states it is needed to develop research and define performance and outcome measures for general practitioners/family doctors and primary care teams in each of our member nations; implementation strategies for comprehensive family violence care should be enabled and evaluated. Research questions: To define needs and concerns of practice teams and analyze possibilities for practice management across European Countries. Method: A Delphi approach modified according to RAND is proposed to develop a consensus using online collection of data. A steering group will be composed of delegates recruited form EGPRN and EUROPREV members to constitute a nominal group validating questions and authorising feedback to respondents for each Delphi round. Country representatives in the project will select a representative sample in each country to allow for generalisability of conclusions per country and European wise. Collaboration with national colleges is encouraged. A meeting at EGPRN in October 2018 will further detail the methodology. A constant comparative methodology using computer software (eg. NVIVO or similar) will be followed analysing data on each question highlighting similarities and differences between answers thus constructing an underlying model about concerns and possible solutions proposed. Points for discussion: How to constitute a sample per country to allow for generalisability. What are main focuses for consensus development? [less ▲]

Detailed reference viewed: 34 (0 UL)
See detailComment transformer de bons Allemands en bons Belges? L'annexion et l'intégration d'Eupen-Malmedy à la Belgique (1918-1925)
Brüll, Christoph UL

Presentation (2018, November 13)

A la suite du Traité de Versailles, la Belgique s’agrandit de quelques 60.000 habitants et de 1.000 km², en annexant les deux Kreise allemands d’Eupen et de Malmedy. Tandis que le premier est largement ... [more ▼]

A la suite du Traité de Versailles, la Belgique s’agrandit de quelques 60.000 habitants et de 1.000 km², en annexant les deux Kreise allemands d’Eupen et de Malmedy. Tandis que le premier est largement germanophone, le deuxième compte env. 10.000 franco- ou wallonophones autour de Malmedy. La conférence retrace d’abord les origines de cette annexion, des projets d’expansion territoriale, conçus pendant la guerre, aux négociations du Traité de Versailles. Un accent sera mis sur l’élaboration de l’article 34 de ce traité, qui prévoit une forme de « consultation populaire » unique en son genre et dont l’application a lourdement hypothéqué l’intégration des « Nouveaux Belges » dans leur nouvelle patrie. La deuxième partie de la conférence est consacrée au régime de transition que la Belgique y instaure en 1920. Ce gouvernement provisoire placé sous le Haut Commissaire Herman Baltia est alors en charge de l’intégration des habitants dans l’Etat belge. Comment peut-on « gagner les cœurs et les esprits » d’une population qui, encore en 1918, ne se serait jamais vue devenir belge ? La troisième partie traite de la loi d’intégration du 6 mars 1925 qui met fin au régime de transition et intègre les trois cantons d’Eupen-Malmedy-Saint-Vith dans l’arrondissement de Verviers et la province de Liège. Dans ce contexte, des propositions voient le jour qui seront encore d’actualité lors des débats sur l’autonomie culturelle dans les années 1960. La recherche scientifique a montré depuis longtemps que la politique d’intégration belge menée dans la région pendant l’entre-deux-guerres a été un échec – révélé au plus tard en mai 1940. La conférence jette une nouvelle lumière sur les débuts de celle-ci et sur sa perception par la population et les acteurs politiques. [less ▲]

Detailed reference viewed: 58 (2 UL)
See detailDigitaler historischer Atlas der Stadt Luxemburg
Uhrmacher, Martin; Kass, Steve UL

Presentation (2018, November 13)

Detailed reference viewed: 45 (3 UL)
Full Text
See detailThe Case Against Hard Interest Rate Caps for Microfinance Institutions
Dewi, Tsany Ratna UL

Presentation (2018, November 13)

Detailed reference viewed: 63 (1 UL)
Full Text
Peer Reviewed
See detailMoving beyond the Lecture: Towards Collaborative Inquiry-Based Learning with Big Questions
Reuter, Robert UL; Busana, Gilbert UL

Scientific Conference (2018, November 13)

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and ... [more ▼]

We had been teaching a first-year course on “education in the digital age” as a lecture for a few years. However, we have observed, over the last years, that (1) many students failed to pass the exam and (2) that a lot of them, when in their 4th year, had forgotten most of these theoretical foundations. These considerations have driven us to rethink & redesign our teaching methods and how we assess students learning outcomes. Our pedagogical approach combines various learning & teaching methods that require students to actively and collaboratively construct meaningful knowledge and share it in a community of learners using an online digital portfolio. Overall, we are quite satisfied with our teaching approach but will have to improve our formative assessment practices and will have to set up a digital portfolio solution that is more reliable and leads to greater user satisfaction. [less ▲]

Detailed reference viewed: 58 (8 UL)
Full Text
Peer Reviewed
See detailUniversal (Meta-)Logical Reasoning: Recent Successes
Benzmüller, Christoph UL

in Science of Computer Programming (2018)

Classical higher-order logic, when utilized as a meta-logic in which various other (classical and non-classical) logics can be shallowly embedded, is suitable as a foundation for the development of a ... [more ▼]

Classical higher-order logic, when utilized as a meta-logic in which various other (classical and non-classical) logics can be shallowly embedded, is suitable as a foundation for the development of a universal logical reasoning engine. Such an engine may be employed, as already envisioned by Leibniz, to support the rigorous formalisation and deep logical analysis of rational arguments on the computer. A respective universal logical reasoning framework is described in this article and a range of successful first applications in philosophy, artificial intelligence and mathematics are surveyed. [less ▲]

Detailed reference viewed: 85 (1 UL)
Full Text
Peer Reviewed
See detailAn Interdisciplinary Methodology to Validate Formal Representations of Legal Text Applied to the GDPR
Bartolini, Cesare UL; Lenzini, Gabriele UL; Santos, Cristiana

Scientific Conference (2018, November 12)

The modelling of a legal text into a machine-processable form, such as a list of logic formulæ, enables a semi-automatic reasoning about legal compliance but might entail some anticipation of legal ... [more ▼]

The modelling of a legal text into a machine-processable form, such as a list of logic formulæ, enables a semi-automatic reasoning about legal compliance but might entail some anticipation of legal interpretation in the modelling. The formulæ need therefore to be validated by legal experts, but it is unlikely that they are familiar with the formalism used. This calls for an interdisciplinary validation methodology to ensure that the model is legally coherent with the text it aims to represent but that could also close the communication gap between formal modellers and legal evaluators. This paper discusses such a methodology, providing an human-readable representation that preserves the formulæ's meaning but that presents them in a way that is usable by non-experts. We exemplify the methodology on a use case where Articles of the GDPR are translated in the Reified I/O logic encoded in LegalRuleML. [less ▲]

Detailed reference viewed: 108 (7 UL)
See detailForum Z - Lost Memories of World War I
Scuto, Denis UL; Camarda, Sandra UL; Lucchesi, Anita UL

Conference given outside the academic context (2018)

Detailed reference viewed: 33 (10 UL)
See detailLost&Found: Russische Kriegsgefangene in Luxemburg in 1914-1918
Ganschow, Inna UL

Speeches/Talks (2018)

Russian prisoners of war and their survival mechanisms in Luxemburg are treated among other topics dedicated to the end of Great war in the radio report of RTL.

Detailed reference viewed: 104 (24 UL)
See detailJoseph Fox, Joseph Klomann, Gustave Verdun: Mémoires d'hommes oubliées
Scuto, Denis UL

Conference given outside the academic context (2018)

Detailed reference viewed: 29 (10 UL)
See detailPenser les politiques d'archivage du Web
Schafer, Valerie UL

Presentation (2018, November 09)

Cette intervention se propose d'étudier les politiques institutionnelles d'archivage du Web à plusieurs échelles, depuis les aspects organisationnels propres à une institution jusqu'aux enjeux de ... [more ▼]

Cette intervention se propose d'étudier les politiques institutionnelles d'archivage du Web à plusieurs échelles, depuis les aspects organisationnels propres à une institution jusqu'aux enjeux de gouvernance globaux et internationaux. Il s'agira aussi d'étudier en quoi "des formes spécifiques de pouvoir et d'autorité" (Winner, 198 121) peuvent être décelées au sein des processus comme des artefacts produits. Une réflexion sur les périmètres de sélection des contenus (et leurs éventuels biais), la curation à la fois humaine et technique, l'équilibre entre nouvelles formes d'action et cadres imposés (par exemple dans le cadre du dépôt légal) permettra de dévoiler les multiples strates politiques à l'oeuvre dans l'archivage du Web. [less ▲]

Detailed reference viewed: 75 (8 UL)
Peer Reviewed
See detailLongitudinal development of students‘ competencies in Mathematics and German reading comprehension
Sonnleitner, Philipp UL; Krämer, Charlotte UL; Gamo, Sylvie UL et al

Scientific Conference (2018, November 09)

Im Rahmen des luxemburgischen Schulmonitorings werden Schlüsselkompetenzen der Schülerinnen und Schüler der luxemburgischen Regelschulen in regelmäßigen Abständen durch die so genannten Épreuves ... [more ▼]

Im Rahmen des luxemburgischen Schulmonitorings werden Schlüsselkompetenzen der Schülerinnen und Schüler der luxemburgischen Regelschulen in regelmäßigen Abständen durch die so genannten Épreuves Standardisées (ÉpStan) gemessen. Diese längsschnittliche Begleitung der Schülerinnen und Schüler birgt die einmalige Chance, neue Erklärungsansätze für ein (alt)bekanntes Problem des luxemburgischen Schulsystems zu finden: die großen Unterschiede der Bildungschancen von Schülerinnen und Schüler je nach Geschlecht, sprachlichem und sozioökonomischem Hintergrund. Der vorliegende Beitrag gibt nun einen ersten Einblick in die längsschnittliche Kompetenzentwicklung in den Bereichen Deutsch-Leseverstehen und Mathematik. Hierfür werden die Testergebnisse der untersuchten Schülerkohorte aus den ÉpStan-Kompetenztests 2010 in der 3.Schulstufe den Leistungen in der 9. Schulstufe im Jahre 2016 gegenübergestellt. Die Darstellung der Entwicklungsverläufe mittels Sankey-Flussdiagrammen, erlaubt ein schnelles und intuitives Verständnis, von welchem Kompetenzniveau die Schülerinnen und Schüler in der 3. Klasse starten und welches sie schließlich in der 9. Klasse erreichen. Der Effekt von nachgewiesenermaßen einflussreichen, demografischen (Hintergrund-) Merkmalen wie Geschlecht, sprachlichem Hintergrund und sozioökonomischem Status wird dabei gesondert analysiert. Beim Blick auf die generellen Entwicklungsverläufe in den Bereichen Deutsch-Leseverstehen und Mathematik fällt vor allem eine sehr hohe Stabilität der Kompetenzeinstufungen auf: Schülerinnen und Schüler der 3. Klasse, deren Leistungen auf dem (erwartungskonformen) Niveau Socle oder Niveau Avancé liegen, verfügen in der Regel auch 6 Jahre später über hohe Deutsch- bzw. Mathematikkompetenzen. Umgekehrt verbleibt die Mehrheit der Schülerinnen und Schüler mit anfänglich schwachen Leistungen auch später auf einem niedrigen Kompetenzniveau. Bezieht man nun die Teilergebnisse zum Sprachhintergrund mit ein, lässt sich ganz klar folgern, dass die Unterrichtssprache hierfür einen entscheidenden Faktor darstellt: Schülerinnen und Schüler, die Luxemburgisch oder Deutsch als Muttersprache angeben, können sowohl in Deutsch-Leseverstehen als auch in Mathematik eher ein hohes Niveau halten bzw. sich im Laufe ihrer Schulkarriere auf ein solches verbessern. Portugiesischsprachige bzw. frankophone Schülerinnen und Schüler, die im Allgemeinen ohnehin auf einem niedrigeren Kompetenzniveau starten, können sich nur teilweise deutlich verbessern, profitieren aber vom Wechsel der Unterrichtssprache im Secondaire. Die Analysen zeigen darüber hinaus, dass typische Geschlechtsunterschiede, die auf einen Vorteil für Mädchen beim Lesen und einen leichten Vorteil für Jungen in Mathematik hindeuten, schon anfangs der 3. Klasse bestehen, und über die folgenden 6 Jahre weitgehend stabil bleiben. Zusammenfassend bestätigen die Ergebnisse die bereits mehrfach aufgezeigten landestypischen Probleme, erlauben aber eine feinere Aufschlüsselung und zeitliche Verortung der Wechselwirkungen zwischen Unterrichtssprache, sprachlichem und sozioökonomischem Schülerhintergrund, und bilden so die Grundlage für effektivere Interventionen. [less ▲]

Detailed reference viewed: 72 (13 UL)
Peer Reviewed
See detailChildren's languaging and peer interactions in non-formal early childhood education in Luxembourg
Mortini, Simone UL

Scientific Conference (2018, November 09)

In Luxembourg children engage daily in multilingual practices outside early childhood institutions but often face monolingual practices within (Neumann, 2015). Despite research having debunked the need ... [more ▼]

In Luxembourg children engage daily in multilingual practices outside early childhood institutions but often face monolingual practices within (Neumann, 2015). Despite research having debunked the need for strict language separation for effective language learning, children are deprived from drawing on their complete linguistic repertoire (Neumann, 2015). In 2017 Luxembourg has opted for multilingual education in the early years. Formal and non-formal education settings are now required to offer the teaching of Luxembourgish, a familiarization with French and a valorisation of the children’s home languages. Whereas researchers have analysed inclusive language pedagogies (García, Johnson & Seltzer, 2017), studies seldomly examine the children’s active participation and peer interactions in early years settings implementing such multilingual pedagogies (Schwartz & Gorbatt, 2018). The present doctoral study is part of the research project MuLiPEC (Kirsch, 2016-2019) which aims at developing multilingual pedagogies through professional development in early childhood. Drawing on a sociocultural perspective, this paper focusses on two three-year-old children in two non-formal settings and investigates their languaging and interactions with peers and practitioners over a year. The data stem from 31 days of participant observation and videography of the children’s interactions with peers and practitioners and from eight interviews with the practitioners. The ongoing data analysis is based on thematic and interaction analysis. The preliminary findings, firstly, indicate that the children translanguaged, making use of their home language French, features of at least two other languages (e.g. German, English) and non-verbal communication (e.g. actions, gestures, pointing). Secondly, the children developed competences in Luxembourgish and learned new words in other languages from their peers and the practitioners. Finally, akin to Corsaro (2018), the children reproduced the practitioners’ language strategies (e.g. labelling, corrective feedback, translanguaging) during peer interactions and adapted their languaging to their interlocutors. The findings should contribute to research on dynamic multilingual practices and their impact on peer interactions in early childhood education. Corsaro, W.A. (2018). The Sociology of Childhood (5th edition). Los Angeles: SAGE García, O., Johnson, S., & Seltzer, K. (2017). The Translanguaging classroom. Leveraging student bilingualism for learning. Philadelphia: Caslon. Neumann, S. (2015). Lost in Translanguaging? Practices of Language Promotion in Luxemburgish Early Childhood Education. Global Education Review 2(1), 23–39. Schwartz, M., & Gorbatt, N. (2018). The Role of Language Experts in Novices’ Language Acquisition and Socialization. In M. Schwartz (ed.) Preschool Bilingual Education. Agency Between Children, Teachers, and Parents (pp. 343 – 356). Springer. [less ▲]

Detailed reference viewed: 66 (4 UL)
Peer Reviewed
See detailDeveloping and validating a short-form questionnaire for the assessment of seven conscientiousness facets in educational large-scale assessments
Franzen, Patrick UL; van der Westhuizen, Lindie UL; Greiff, Samuel UL et al

Scientific Conference (2018, November 09)

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest ... [more ▼]

The influence of personality on academic outcomes has been demonstrated consistently in previous research. In particular, conscientiousness and its lower order facets generally show the strongest predictive validity for academic success. MacCann et al. (2009) constructed a 68-item questionnaire for the comprehensive assessment of different conscientiousness facets in secondary education. However, such questionnaires are arguably too long for the use in large-scale educational assessments. Investigating the influence of conscientiousness facets within large-scale educational assessments is, nevertheless, crucial for advancing our knowledge of the differential influence of facets on various academic outcomes. Short and psychometrically sound questionnaires are thus required. Currently, no short and yet comprehensive questionnaire assessing the lower order facets of conscientiousness, that is suitable for large-scale educational assessments exists. Therefore, within the present investigation we develop a short-form instrument based upon the seven-factor version (59 items) of the questionnaire presented by MacCann et al. (2009), by using an exhaustive search algorithm and traditional item selection methods. Our sample consists of a large and representative dataset comprising all 9th grade students in Luxembourg from the Luxembourgish national school monitoring system (N = 6325; see epstan.lu), who answered French and German adaptations of the original 59-item questionnaire. We specified the exhaustive search algorithm to select the best possible combination of four items for each lower order facet, by considering goodness of fit criteria, factor saturation statistics, and measurement invariance between the German and French version. In addition, we used Mokken scale analysis and assessed the congruence of item wordings and theoretical definitions of each lower order facet to ensure content validity. We finally selected four to five items per scale based on our analyses. We found good fit statistics for all lower order facet scales (CFI >.95, RMSEA < 0.05), and acceptable to good factor saturation statistics for all but one of these scales (McDonalds ω > 0.7). On top of that, all scales show either scalar invariance, or partial scalar invariance between the German and French language version. The result of our investigation is a short and psychometrically sound instrument for the assessment of the lower order facets of conscientiousness. It is specifically tailored towards the unique context of the multilingual Luxembourgish educational system, and can be used in the upcoming Épstan cohorts. [less ▲]

Detailed reference viewed: 85 (11 UL)
See detail'Analogue Renaissance': Strategies of Technostalgia with Kodak’s new Super 8 film camera
van der Heijden, Tim UL

Scientific Conference (2018, November 09)

“There are some moments that digital just can’t deliver, because it doesn’t have the incomparable depth and beauty of film. These moments inspired Kodak to design a new generation of film cameras.” Along ... [more ▼]

“There are some moments that digital just can’t deliver, because it doesn’t have the incomparable depth and beauty of film. These moments inspired Kodak to design a new generation of film cameras.” Along with this mission statement, Kodak announced the making of a new Super 8 film camera at the Consumer Electronics Show (CES) in January 2016. The announcement preceded the re-release of various other “retro” and “vintage” products in the following years, including Kodak’s iconic Ektachrome film stock. This paper critically investigates Kodak’s so-called “Analogue Renaissance”, the return of these analogue amateur film technologies that used to be widely popular among amateur film and home moviemakers in the 1970s. The re-releases not only fostered the imagination of numerous hobbyists around the world who were familiar with analogue filmmaking already, but also a new generation of users interested in film’s analogue aesthetic and material qualities. The paper analyses Kodak’s cross-generational attempt to remediate, revive and re-imagine the Super 8 film camera as a past media technology in particular. Drawing on the concept of “technostalgia”, the reminiscence of past media technologies in contemporary memory practices, it aims to further build on previous attempts to theorize the dynamic relations between the past and the present, the analogue and the digital, and the archival and the performative. While Kodak has been strategically framing the new Super 8 film camera under the label of the “Analogue Renaissance”, it will be shown that it not limits itself to remediating the design and analogue functionality of the device’s idiosyncratic equivalent. On the contrary, remarkably enough, the new Super 8 camera comes with several additional digital features, such as the recording of digital sound and a LCD display. The paper argues that this merging of the film camera’s original analogue features with digital ones makes Kodak’s new film camera a fundamental “hybrid” media technology, whose manufacturer’s attempt to update it to the present day by adding digital features entails more than just a way of enhancing user possibilities and experiences. While Kodak advertises its new device with a statement that aims to exaggerate the impossibilities of the digital, it will be argued that Kodak’s new Super 8 film camera requires a theoretical thinking that moves beyond the analogue-digital divide as well as previous conceptualizations of (tech)nostalgia. [less ▲]

Detailed reference viewed: 80 (4 UL)