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See detailOn degree-d zero-sum sets of full rank
Beierle, Christof UL; Biryukov, Alex UL; Udovenko, Aleksei UL

in Cryptography and Communications (2019)

A set đ‘†âŠ†đ”œđ‘›2 is called degree-d zero-sum if the sum ∑𝑠∈𝑆𝑓(𝑠) vanishes for all n-bit Boolean functions of algebraic degree at most d. Those sets correspond to the supports of the n-bit Boolean ... [more â–Œ]

A set đ‘†âŠ†đ”œđ‘›2 is called degree-d zero-sum if the sum ∑𝑠∈𝑆𝑓(𝑠) vanishes for all n-bit Boolean functions of algebraic degree at most d. Those sets correspond to the supports of the n-bit Boolean functions of degree at most n − d − 1. We prove some results on the existence of degree-d zero-sum sets of full rank, i.e., those that contain n linearly independent elements, and show relations to degree-1 annihilator spaces of Boolean functions and semi-orthogonal matrices. We are particularly interested in the smallest of such sets and prove bounds on the minimum number of elements in a degree-d zero-sum set of rank n. The motivation for studying those objects comes from the fact that degree-d zero-sum sets of full rank can be used to build linear mappings that preserve special kinds of nonlinear invariants, similar to those obtained from orthogonal matrices and exploited by Todo, Leander and Sasaki for breaking the block ciphers Midori, Scream and iScream. [less â–Č]

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See detailParliamentary Administrations in EU Politics: The Sources and Impact of Diversity
Högenauer, Anna-Lena UL

E-print/Working paper (2019)

National parliaments tend to delegate a range of tasks related to EU affairs scrutiny to their administrations. However, there is considerable variation in the extent to which national parliaments invest ... [more â–Œ]

National parliaments tend to delegate a range of tasks related to EU affairs scrutiny to their administrations. However, there is considerable variation in the extent to which national parliaments invest in EU affairs staff. This raises two questions: what is the source of this diversity, and what is its impact on the EU affairs scrutiny of national parliaments? This paper argues that greater investments in EU affairs staff are associated with public Euroscepticism, large parliaments and parliaments with strong scrutiny powers. A large EU staff is, in turn, associated with parliaments that are relatively active in EU affairs scrutiny. This is particularly true for the 15 EU member states that joined before 2004. [less â–Č]

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See detailDas Nicht-Sagbare thematisieren
Hesse, Markus UL

Article for general public (2019)

Der Beitrag thematisiert das VerhÀltnis von Wissenschaft und Politik im Allgemeinen sowie in Luxemburg, insbesondere mit Blick auf Geographie und Raumplanung.

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See detailMusik und PĂ€dagogik als Kunst. Methoden und Konzepte. Ein PlĂ€doyer für eine Gesamtausgabe der Schriften von ZoltĂĄn KodĂĄly und fĂŒr eine BeschĂ€ftigung mit europĂ€ischen MusikpĂ€dagogen
Sagrillo, Damien UL

Presentation (2019, November 15)

Mit der in den Jahren 2009 bis 2013 von Wilfried Gruhn initiierten und herausgegeben Gesamtausgabe der Schriften Kestenbergs als Vorbild hĂ€tte die Idee einer Gesamtausgabe der Schriften ZoltĂĄn KodĂĄlys ... [more â–Œ]

Mit der in den Jahren 2009 bis 2013 von Wilfried Gruhn initiierten und herausgegeben Gesamtausgabe der Schriften Kestenbergs als Vorbild hĂ€tte die Idee einer Gesamtausgabe der Schriften ZoltĂĄn KodĂĄlys nicht nur ein herausragendes Vorbild, nein es drĂ€ngte sich auch förmlich auf. Der Vorteil einer solchen Publikation wĂ€re, dass sie zum besseren VerstĂ€ndnis von KodĂĄlys MusikpĂ€dagogik beitragen könnte. Außerhalb Ungarns hat diese nicht nur nicht den Stellenwert wie in ihrem Ursprungsland inne, sondern die darin immanent vermittelten Ideen erschließen sich nicht-ungarischen Musiklehrern aufgrund der Sprachbarrieren zum Teil nur lĂŒckenhaft. Es ist gewusst, dass KodĂĄly seine PĂ€dagogik konsequent aus der ungarischen Volksmusik ableitet, indem er SingĂŒbungen darauf basiert und sie stufenweise nach Schwierigkeit anpasst. Hilfreich wĂ€re hier u.a. eine Übersetzung seiner im Jahre 1906 entstandenen Dissertation ĂŒber die strophische Struktur der ungarischen Volkslieder, die in Zusammenhang mit seiner Zusammenarbeit mit BartĂłk und der Initiierung des Corpus Musicae Popularis Hungaricae, dieser wohl bemerkenswertesten Volksliedersammlung weltweit. Sie wird von KodĂĄly ĂŒber Generationen hinweg erfolgreich als Spielwiese fĂŒr Musikunterricht in allgemeinbildenden Schulen, aber auch fĂŒr angehende Musiker und MusikpĂ€dagogen im spezialisierten Musikunterricht angewendet. Es ist gewusst, dass KodĂĄly sich erst nach seinen TĂ€tigkeiten als Musikethnologe, Komponist, Dirigent, Musikkritiker und Vizerektor der Liszt-Akademie ab dem Jahre 1929 seiner musikpĂ€dagogischen TĂ€tigkeit gewidmet hat (https://kodalyhub.com). Eine Herausgabe seiner Schriften betrĂ€fe demnach nicht nur musikpĂ€dagogische, sondern auch musikwissenschaftliche BeitrĂ€ge wie auch solche, die in Zusammenhang mit seinen vielfĂ€ltigen TĂ€tigkeiten stehen. [less â–Č]

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See detailUnifying machine learning and quantum chemistry with a deep neural network for molecular wavefunctions
SchĂŒtt, Kristof; Gastegger, Michael; Tkatchenko, Alexandre UL et al

in Nature Communications (2019), 10(1), 5024

Machine learning advances chemistry and materials science by enabling large-scale exploration of chemical space based on quantum chemical calculations. While these models supply fast and accurate ... [more â–Œ]

Machine learning advances chemistry and materials science by enabling large-scale exploration of chemical space based on quantum chemical calculations. While these models supply fast and accurate predictions of atomistic chemical properties, they do not explicitly capture the electronic degrees of freedom of a molecule, which limits their applicability for reactive chemistry and chemical analysis. Here we present a deep learning framework for the prediction of the quantum mechanical wavefunction in a local basis of atomic orbitals from which all other ground-state properties can be derived. This approach retains full access to the electronic structure via the wavefunction at force-field-like efficiency and captures quantum mechanics in an analytically differentiable representation. On several examples, we demonstrate that this opens promising avenues to perform inverse design of molecular structures for targeting electronic property optimisation and a clear path towards increased synergy of machine learning and quantum chemistry. [less â–Č]

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See detailSix regards sur la master-classe de piano : phénoménologie et sémiotique de la rencontre musicale
Kim, Seong Jae UL

Doctoral thesis (2019)

In this thesis, I suggest new ways of grasping the affective dimension of musical experience that which traditional semiotics and musicology take little into account. Inspired by a dynamistic modelling ... [more â–Œ]

In this thesis, I suggest new ways of grasping the affective dimension of musical experience that which traditional semiotics and musicology take little into account. Inspired by a dynamistic modelling approach –which developed from the 1960s and since then has been influential in the domain of semiolinguistic disciplines–, I sketch out the fluctuating phases of semiogenesis within the field of piano masterclasses. The term ‘semiogenesis’ here, is taken in a broad sense, encompassing any deployment of sign-forms, either vague or articulated, diffused or well-defined. Such forms are conceived as being strained between expressiveness and normativity. They are also valorized in that they call the subject to participate in his or her own ‘lines of life’ which, in turn, may come to exist by those forms. A piano masterclass is given by a genuine master to highly accomplished students, both who truly testify to their own lives, to their own ways of ethical feeling, in the search for a unique musical praxis. In recent years, the field of masterclass has begun to attract the attention of the scientific community, especially in areas related to musical teaching and experience, such as psychology, aesthetics and epistemology or even sociology. Yet it is still suboptimal that most of the problems adopted in these frameworks incorporate nothing or so little in terms of the metamorphosis of sensitivity and the play of musical feeling in the characterization of their research objects. Nevertheless, the field of piano masterclass seems to be a particularly interesting and promising object of research in that the horizon of affect is preeminent in all the semiotic activities tied to it. Thus, I have attended several masterclasses in order to closely follow the praxis of the musicians (e.g., active and passive participation in masterclasses, audiovisual recordings, interviews, conversations and debates on music, etc.), in the spirit of making all its genetic depth to the semiotic activity, by approaching it under the perspective of an encountering and an orientation of musical sensibilities. One of the main tasks of my approach in the designing of the descriptions of this particular musical praxis consists in understanding the acoustic, gestural and linguistic phenomena, as giving birth to semiogenetic conditions of the constitution of a musical meaning. In this way, it is a fundamentally descriptive method, inspired by philosophical (Shaftesbury, Kierkegaard, Wittgenstein, Merleau-Ponty) and semiotic (Peirce, Saussure) minds, which joins the semiotic preoccupation from the very initial levels of a microgenesis, and by promoting it immediately into a hermeneutical and existential phenomenology. The perceptive and semiogenetic issues of musical sensitivity allow us to remodel the notion of a musical motive, understood both as a motive-of-praxis and as an existential-motive. I tried to grasp the idea of a certain listening of the musical praxis by finding there a constant passage between an ethical perception, and the search –through the playing of the music and its motives–, for a musical personality engaged in the musical praxis. Such conceptions on motive and personality proved to be fruitful to the extent that they make it possible to suggest a certain ethic of musical feeling, without reducing it to a skill, a psychology or a ritual. I have thus managed to redefine the notion of a musical ‘sign’ by playing up on the 'motival' horizon of this semiotic activity, understood – in the formal and sensitive nature of musical practices– as participation (i.e., desire and commitment to participate) to a certain regime of human existence. In this way, I believe to be paving the way for a new conception of musical praxis, which interweaves aesthetics and ethics. The thesis thus addresses these problems by casting six successive contemplations on it: Piano Masterclass; Feeling, Knowing and Doing; Field and Form; Motive and Form; Lines of Life; Enchantment. [less â–Č]

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See detailEthical Aspects in Teaching Physical Education
Scheuer, Claude UL; Thill, Jean-Luc

in Peters, Michael A. (Ed.) Encyclopedia of Teacher Education (2019)

Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor ... [more â–Œ]

Physical Education in schools can contribute positively to children and young people’s development in many ways. Besides the important contribution that Physical Education has on physical and motor development, it can also be an important vehicle for cognitive, personal, social, and emotional development too. Such development is enhanced through informed thinking, caring, and enlightened Physical Education teaching by teachers who are operating within an ethical framework of good practice. Children and young people, as well as their families, should have every confidence that when in school Physical Education teachers treat learners with respect and understanding. Thus, it is of primordial importance that Physical Education teachers promote good practice and procedures by complying to values-related principles while being ever vigilant and aware of their responsibilities toward the children and young people in their care. In this entry, we explore ethical practice in Physical Education from the perspective of ethical teaching and the role the subject can play in contribution to the development of ethical awareness in children and young people. [less â–Č]

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See detailPOSTER: Traffic Splitting to Counter Website Fingerprinting
de La Cadena Ramos, Augusto Wladimir UL; Mitseva, Asya UL; Pennekamp, Jan et al

Poster (2019, November 11)

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See detailThe 2004 Afghan Constitution and Islam Merits and Challenges
Al Hajjaji, Shams Al Din UL

Scientific Conference (2019, November 11)

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See detailTowards an understanding of the language–integration nexus: a qualitative study of forced migrants’ experiences in multilingual Luxembourg
Kalocsanyiova, Erika UL

Doctoral thesis (2019)

This cumulative thesis offers insights into the under-researched area of linguistic integration in multilingual societies. It is a collection of four papers that seek to address key questions such as: How ... [more â–Œ]

This cumulative thesis offers insights into the under-researched area of linguistic integration in multilingual societies. It is a collection of four papers that seek to address key questions such as: How can people’s existing language resources be validated and used to aid language learning? What are the politics of language and integration in settings of complex linguistic diversity? What role do language ideologies play in their creation and/or perception? What types of individual trajectories emerge? The research reported here is grounded in the Luxembourgish context, which represents an important European focal point for exploring the dynamics of linguistic integration. Taking a qualitative approach informed by linguistic ethnography (Copland & Creese 2015; PĂ©rez-Milans 2016; Rampton 2007a; Rampton et al. 2015; Tusting & Maybin 2007), this work focuses on the language learning and integration experiences of five men who, fleeing war and violence, sought international protection in the Grand Duchy of Luxembourg. Building on theories of multilingual communication (Canagarajah & Wurr 2011), translanguaging (Creese & Blackledge 2010; GarcĂ­a & Li Wei 2014) and receptive multilingualism (ten Thije et. al. 2012), the first paper of this thesis considers the affordances of multilingual learning situations in classroom-based language training for forced migrants. The second paper moves on to scrutinise the instrumental and integrative dimensions of language (Ager 2001), as articulated and perceived by the research participants. It exposes the vagueness and contradictory logics of linguistic integration as currently practiced, and throws light on how people with precarious immigration status interpret, experience and act upon ideologies surrounding language and integration (cf. Cederberg 2014; Gal 2006; Kroskrity 2004; Stevenson 2006). The third paper, likewise, directs attention to the controversies and potential unwarranted adverse effects of current linguistic integration policies. Through juxtaposing the trajectories of two forced migrants – who shared similar, multi-layered linguistic repertoires (Blommaert & Backus 2013; Busch 2012, 2017) – this part of the thesis elucidates the embodied efforts, emotions, and constraints inherent in constructing a new (linguistic) belonging in contemporary societies. Taken together, these papers illustrate and expand the discussion about the language–integration nexus. Additionally, by bringing into focus multilingual realities and mobile aspirations, they seek to provide a fresh impetus for research, and contribute to the creation of language policies that recognise a larger range of communicative possibilities and forms of language knowledge (cf. Ricento 2014; Flubacher & Yeung 2016). The thesis also makes a methodological contribution, by demonstrating the value of cross-language qualitative research methods in migration and integration research. It includes a detailed discussion of the complexities of researching in a multilingual context (Holmes et al. 2013; Phipps 2013b), as well as a novel inquiry into the interactional dynamics of an interpreter-mediated research encounter (fourth paper). [less â–Č]

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See detailThe impact of macro-substrate on micropollutant degradation in activated sludge systems
Christen, Anne UL

Doctoral thesis (2019)

Wastewater treatment plants are designed as a first barrier to reduce xenobiotic emission into rivers. However, they are not sufficient enough to fully prevent environmental harm of emerging substances in ... [more â–Œ]

Wastewater treatment plants are designed as a first barrier to reduce xenobiotic emission into rivers. However, they are not sufficient enough to fully prevent environmental harm of emerging substances in the water body. Therefore, advanced treatment processes are currently being investigated but their implementation is cost-intensive. The optimisation of the activated sludge treatment to enhance biological micropollutant removal could reduce operating costs and material. Although the impact of operational parameters, such as sludge retention time and hydraulic retention time on the xenobiotic removal have been investigated, the influence of the macro-substrate composition and load on micropollutant elimination causes a high degree of uncertainty. This study focuses on the latter by analysing 15 municipal wastewater treatment plants, where variations in load and composition of the macro-substrate were expected. Assuming that macro-substrate shapes the biomass and triggers their activity, the impact of macro-substrate composition and load on xenobiotic degradation by microorganisms was analysed. It was hypothesised that on the one hand, a high dissolved organic carbon concentration might lead to enhanced xenobiotic degradation for certain substances due to a high microbial activity. The latter is assumed to be caused by a high labile dissolved organic carbon portion and the tendency for a shorter sludge retention time. On the other hand, a low dissolved organic carbon concentration, probably containing a predominant recalcitrant substrate portion, tends to a longer sludge retention time. Consequently, slow-growing and specialised microorganisms may develop, able to degrade certain xenobiotics. As a second question, the contribution of the autotrophic biomass to xenobiotic degradation was tested by inhibiting the autotrophic microorganisms during the degradation test. To additionally test the hypothesis, the impact of a readily biodegradable substrate (acetate) on the xenobiotic degradation was tested and the sensitivity of the fluorescence signal of tryptophan was used to analyse the impact of tryptophan on xenobiotic degradation. Degradation tests focusing on the removal of macro-substrate and micropollutants within 18 hours incubation in the OxiTopÂź system were performed. The OxiTopÂź system is known as fast and easy method for organic matter analysis in the wastewater. To assess the macro-substrate composition prior to and after the degradation test, three characterisation methods were applied. Firstly, to determine the labile and the rather recalcitrant portion in the dissolved organic carbon, absorbance was measured at 280 nm and further analysed. This was verified by the characterisation of both portions based on the oxygen consumption measurements. Secondly, to analyse the organic matter concerning its fluorescent properties, excitation-emission scans were run and analysed using the parallel factor analysis approach. Lastly, the chromophoric and fluorescent organic matter was separated via size-exclusion chromatography to investigate the macro-substrate composition. Micropollutant elimination efficiency was followed by measuring initial and final concentrations of the targeted substances using liquid chromatography tandem-mass spectrometry and calculating pseudo-first-order degradation rates. To distinguish between the contribution of the heterotrophic biomass and the total biomass on xenobiotic degradation, allylthiourea was added to inhibit the autotrophic biomass. No significant composition changes of the chromophoric macro-substrate were observed. A higher initial dissolved organic carbon concentration led to higher chromophoric and fluorescent properties. The same was found for the degraded dissolved organic carbon amount and the loss of signal within the chromophoric and fluorescent portions. Variations in the macro-substrate load or rather concentration were tracked. Derived from the oxygen consumption measurements, a prominent labile and non-chromophoric portion was present at higher dissolved organic carbon levels, impacting the microbial activity. However, a characterisation of the non-chromophoric macro-substrate composition was not done within the study. Regarding the micropollutant removal, varying elimination rates were observed. For 4 out of 17 substances, distinct degradation dynamics were found, suggesting a possible impact of the present macro-substrate load. However, no overall impact of the macro- substrate on xenobiotic removal was observed. Atenolol, bezafibrate and propranolol showed a negative correlation with the initial dissolved organic carbon concentration, meaning higher degradation rates at a lower substrate load. This might indicate the presence of specialised microorganisms and a higher microbial diversity. Furthermore, inhibition studies using allylthiourea suggest a contribution of the autotrophic biomass to xenobiotic degradation. Sulfamethoxazole showed a positive trend with the initial dissolved organic carbon concentration, possibly indicating co-metabolic degradation of sulfamethoxazole by the autotrophic and heterotrophic biomass. Thus, it seemed that the removal efficiencies of sulfamethoxazole benefited from higher substrate loads. With respect to the short term experiments with acetate, higher degradation efficiencies were observed for several substances in the presence of acetate. Ketoprofen and bezafibrate showed in all tested wastewaters enhanced removal efficiencies. The tryptophan test indicated the presence of tryptophan in wastewater, but no clear contribution to the xenobiotic degradation was seen. The presented findings substantially contribute to the understanding of the influencing parameters on xenobiotic degradation in activated sludge systems. By using the OxiTopÂź application for xenobiotic degradation tests, an easy and fast method was established. Absorbance and fluorescence measurements proved to be a sufficient method for characterisation and biodegradability estimation of organic matter, which could be further applied as online measurements on wastewater treatment plants. Thus, the current study will serve as a base for future work investigating the influencing parameters on the xenobiotic degradation pathways and focusing on the optimisation of the biological and advanced treatment process to overcome current limitations. [less â–Č]

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See detailMechanical strength of a new plate compared to six previously tested opening wedge high tibial osteotomy implants
Diffo Kaze, Arnaud; Maas, Stefan UL; Belsey, James et al

in Journal of Experimental Orthopaedics (2019)

Background This study aimed to assess the mechanical static and fatigue strength provided by the FlexitSystem plate in medial opening wedge high tibial osteotomies (MOWHTO), and to compare it to six ... [more â–Œ]

Background This study aimed to assess the mechanical static and fatigue strength provided by the FlexitSystem plate in medial opening wedge high tibial osteotomies (MOWHTO), and to compare it to six previously tested implants: the TomoFix small stature, the TomoFix standard, the ContourLock, the iBalance, the second generation PEEKPower and the size 2 Activmotion. Thus, this will provide surgeons with data that will help in the choice of the most appropriate implant for MOWHTO. Methods Six fourth-generation tibial bone composites underwent a MOWHTO and each was fixed using six FlexitSystem plates, according to standard techniques. The same testing procedure that has already been previously defined, used and published, was used to investigate the static and dynamic strength of the prepared bone-implant constructs. The test consisted of static loading and cyclical loading for fatigue testing. Results During static testing, the group constituted by the FlexitSystem showed a fracture load higher than the physiological loading of slow walking (3.7 kN > 2.4 kN). Although this fracture load was relatively small compared to the average values for the other Implants from our previous studies, except for the TomoFix small stature and the Contour Lock. During fatigue testing, FlexitSystem group showed the smallest stiffness and higher lifespan than the TomoFix and the PEEKPower groups. Conclusions The FlexitSystem plate showed sufficient strength for static loading, and average fatigue strength compared to the previously tested implants. Full body dynamic loading of the tibia after MOWHTO with the investigated implants should be avoided for at least three weeks. Implants with a wider T-shaped proximal end, positioned onto the anteromedial side of the tibia head, or inserted in the osteotomy opening in a closed-wedge construction, provided higher mechanical strength than implants with small a T-shaped proximal end, centred onto the medial side of the tibia head. [less â–Č]

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See detailSimilarities and differences of value-added scores from models with different covariates: A cluster analysis
Levy, Jessica UL; Brunner, Martin; Keller, Ulrich UL et al

Scientific Conference (2019, November 06)

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See detailDimensional and Social Comparison Effects on Domain-Specific Academic Self-Concepts and Interests with First- and Third-Grade Students
van der Westhuizen, Lindie UL; Arens, Katrin; Keller, Ulrich UL et al

Scientific Conference (2019, November 06)

Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs ... [more â–Œ]

Academic self-concepts (ASCs) are self-perceptions of one’s own academic abilities. The internal/external frame of reference (I/E) model (Marsh, 1986) explains the formation of domain-specific ASCs through a combination of social (i.e. comparing one’s achievement in one domain with the achievement of others in the same domain) and dimensional (i.e. comparing one’s achievement in one domain with one’s achievement in another domain) comparisons. This results into positive achievement-self-concept relations within the math and verbal domains, but into negative achievement-self-concept relations across these domains. The generalized internal/external frame of reference (GI/E) model (Möller, MĂŒller-Kalthoff, Helm, Nagy, & Marsh, 2015) extends the I/E model to the formation of other domain-specific academic self-beliefs such as interest. Research on the validity of the (G)I/E model for elementary school children is limited, especially for first-graders. This study examined the associations between verbal and math achievement and corresponding domain-specific self-concepts and interests for first-graders and third-graders. Two fully representative Luxembourgish first-grader cohorts and two fully representative third-graders cohorts (N=21,192) were used. The analyses were based on structural equation modeling. The findings fully supported the (G)I/E model for third-graders: Achievement was positively related to self-concept and interest within matching domains. Negative relations were found between achievement and self-concept and between achievement and interest across domains. For first-graders, achievement was positively related to self-concept and interest within matching domains. However, the majority of cross-domain relations were non-significant, except for the negative path between math achievement and verbal interest. Hence, while the formation of domain-specific ASCs and interests seem to rely on social and dimensional comparisons for third-graders, only social comparisons seem to be in operation for first-graders. Gender and cohort invariance was established for both grade levels. The findings are discussed within the framework of ASC differentiation and dimensional comparison theory applied to elementary school students. [less â–Č]

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See detailNeed for Cognition across school tracks: The importance of learning environments
Colling, Joanne UL; WollschlÀger, Rachel UL; Keller, Ulrich UL et al

Scientific Conference (2019, November 06)

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See detailNewcomers’ translanguaging practices in learning situations
Degano, Sarah UL

Presentation (2019, November 06)

To expand learning opportunities for all students in bilingual schools, including newly-arrived ones, a growing number of scholars advocate for implementing translanguaging pedagogies that leverage the ... [more â–Œ]

To expand learning opportunities for all students in bilingual schools, including newly-arrived ones, a growing number of scholars advocate for implementing translanguaging pedagogies that leverage the students’ full range of semiotic resources (GarcĂ­a et al. 2012). Yet, research which focusses on the newcomers’ translanguaging practices and involves multiple languages remains scarce. Counting less than 2% of Luxembourg’s primary school population (MENEJ 2018), newly-arrived students face an important educational challenge as the instruction of French, German and Luxembourgish accounts for 40.5% of all curricular time. While the present doctoral project investigates the language practices of fourth-graders of different language and migration backgrounds, this paper explores the extent to which two newcomers from different schools, Portuguese-speaking Harry and Slovenian-speaking Leon, mobilize their semiotic resources to learn curricular content in French and Science lessons while interacting with their peers and teachers. Data stem from forty-two days of observation throughout Years 4 and 5, approximately twenty hours of video-recordings and four semi-structured interviews with the students about some of the recorded events. Findings first show that, with peers, Harry and Leon used all institutional languages to discuss curricular content and Harry additionally used Portuguese and English. Second, with teachers, Leon flexibly used all institutional languages, but Harry did not. Third, both newcomers regularly translanguaged in Year 4 but almost completely dropped this practice in Year 5. The students’ differing translanguaging practices likely connect to the language practices of their interlocutors and the learning situations within the classroom contexts. [less â–Č]

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