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See detailThe impact of COVID-19 on alternative and local food systems and the potential for the sustainability transition: Insights from 13 countries
Reckinger, Rachel UL; Nemes, Gusztav; Chiffoleau, Yuna et al

in Sustainable Production and Consumption (2021), 28(2021), 591599

The COVID-19 pandemic has been a major stress test for the agri-food system. While most research has analysed the impact of the pandemic on mainstream food systems, this article examines how alternative ... [more ▼]

The COVID-19 pandemic has been a major stress test for the agri-food system. While most research has analysed the impact of the pandemic on mainstream food systems, this article examines how alternative and local food systems (ALFS) in 13 countries responded in the first months of the crisis. Using pri- mary and secondary data and combining the Multi-Level Perspective with social innovation approaches, we highlight the innovations and adaptations that emerged in ALFS, and how these changes have cre- ated or supported the sustainability transition in production and consumption systems. In particular, we show how the combination of social and technological innovation, greater citizen involvement, and the increased interest of policy-makers and retailers have enabled ALFS to extend their scope and engage new actors in more sustainable practices. Finally, we make recommendations concerning how to support ALFS’ upscaling to embrace the opportunities arising from the crisis and strengthen the sustainability transition [less ▲]

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See detail‘Le deuil des douze pairs dans "La Mort Alexandre"
Léglu, Catherine UL

in Peron, Gianfelice (Ed.) Alessandro Magno nel Veneto medievale e dintorni: Tradizione mediolatina e tradizione romanza (2021)

The complicated tradition of Alexander romances in Old French poetry includes several versions of the death and burial of Alexander. The scenes of collective mourning are particularly interesting for ... [more ▼]

The complicated tradition of Alexander romances in Old French poetry includes several versions of the death and burial of Alexander. The scenes of collective mourning are particularly interesting for their depiction of violence in gesture and action. [less ▲]

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See detailDevelopment of knowledge and subjectivity by analysis of teacher-movies
Weber, Jean-Marie UL

Scientific Conference (2021, May 22)

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See detailThe sense of belonging in the context of migration
Albert, Isabelle UL

Presentation (2021, April 28)

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See detailCorrelates Of Resilience In The Context Of Social Isolation In Seniors (CRISIS)
Albert, Isabelle UL; Hoffmann, Martine; Murdock, Elke UL et al

Presentation (2021, April 21)

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See detailPresenter: Peripheries at the Centre: Borderland Schooling in Interwar Europe
Venken, Machteld UL

Scientific Conference (2021, April 17)

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See detailUnderstanding multilingual pupils' translanguaging practices: a qualitative study in two primary schools in Luxembourg
Degano, Sarah UL

Doctoral thesis (2021)

Over the last decades, research in bilingual and trilingual schools has shown that translanguaging – the systematic alternation between two or more named languages – can promote children’s learning and ... [more ▼]

Over the last decades, research in bilingual and trilingual schools has shown that translanguaging – the systematic alternation between two or more named languages – can promote children’s learning and increase their opportunities to participate in class. Translanguaging can therefore provide more equitable access to the curriculum and address educational inequalities. To date, however, few translanguaging studies have researched older primary school children in multilingual schools. Similarly, few have explored the use of children’s non-linguistic resources in meaning-making processes. More recently, there has been an explicit call for a multimodal perspective on translanguaging, according to which translanguaging is conceptualised as the deployment of the semiotic repertoire. While multimodality studies have pointed out the potential of multimodal resources in education, there remains a paucity of empirical research that – with regard to more equitable educational practices – explores the pupils’ use of both multilingual and multimodal resources in class. With the aim of understanding what translanguaging means in two different multilingual primary schools, the present thesis addresses this issue. It presents a qualitative research on the ways in which multilingual fourth-graders in Luxembourg deploy and combine the resources of their semiotic repertoires to communicate and make meaning in interaction with their peers and teachers. The study was informed by the following questions – how is translanguaging practised in the classroom? How do pupils translanguage, drawing on their semiotic repertoire? How is translanguaging used to construct curricular meaning in interaction? I argue that the pupils’ translanguaging practices are interactively constructed because the ways in which they combine their multilingual and multimodal resources for communication and meaning-making in class reflect those of their teachers. Data was collected in two public primary schools in Luxembourg – one in the North, one in the East – from January to November 2018. This data took the form of observations, fieldnotes, video-recordings of lessons, semi-structured interviews with the pupils and the teachers, as well as stimulated recall interviews with the pupils. Over a duration of 130 hours, I observed and recorded four focal pupils of different language and education backgrounds as they deployed their semiotic repertoires in interaction with their teachers and peers in both Year 4 and at the beginning of Year 5. In order to explore how translanguaging was practiced in the classrooms, I conducted a thematic analysis of the 42 documents of field notes (analytic memos), totalling about 152,000 words. In addition, to investigate how the pupils combined the resources of their repertoires and drew on translanguaging to make meaning, I applied a multimodal interaction analysis and a sociocultural discourse analysis to 11 hours’ worth of video footage from 177 videos, ranging in length from 7 seconds to 24 minutes. The 13 hours’ worth of interview material were summarised by hand and served triangulation purposes. The study has shown that the pupils’ translanguaging practices were interactively constructed. Firstly, the translanguaging practices of the teachers and the pupils varied between school contexts. In both schools, the pupils learned French, German and/ or Luxembourgish, and regularly used several languages. However, while their translanguaging practices mainly involved shifts between German and Luxembourgish in the school in the East, they involved shifts between the three school languages as well as Portuguese in the school in the North. Secondly, all four focal pupils combined linguistic, extralinguistic and paralinguistic resources, but their semiotic combinations were influenced by the translanguaging practices of their teachers and, therefore, varied between schools and across year groups. In the school in the East, the focal pupils tended to deploy their semiotic repertoires more extensively in Year 5 than in Year 4; it was the other way around for the focal pupils in the school in the North. Thirdly, depending on their teachers’ translanguaging practices, the pupils orchestrated their multilingual and multimodal resources in complex ways to co-construct curricular meaning. They flexibly shifted between languages (e.g. school languages, home languages), modes (i.e. verbal mode of communication, non-verbal mode of communication) and modalities (e.g. speaking, singing), thereby combining different linguistic resources (e.g. English, French, German, Luxembourgish, Portuguese), extralinguistic resources (e.g. gaze, gesture, touch) and paralinguistic resources (e.g. intonation, sound effects, volume). The present study draws attention to the resourcefulness with which multilingual primary school pupils of different backgrounds can co-construct curricular meaning. It also emphasizes the role that teachers can play in constraining or supporting the pupils’ use of resources in class. This study has implications for teachers in that they can learn how important it is to allow pupils to use their own resources in class. It calls for professional development that will help teachers develop a translanguaging stance, that is the belief that pupils are able to leverage their semiotic repertoires to participate in class, make meaning and thereby access the curriculum. This is of particular importance for children of lower socio-economic status and with a migration background who continue to underperform. [less ▲]

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See detailENTRAINMENT OF DROPLETS FROM WATER POOLS
Ouallal, Mohammed UL

Doctoral thesis (2021)

The aim of this work is to study the phenomena of droplet entrainment from water pool. This phenomenon could be either a consequence of boiling or depressurization. In a bubble column, droplets are ... [more ▼]

The aim of this work is to study the phenomena of droplet entrainment from water pool. This phenomenon could be either a consequence of boiling or depressurization. In a bubble column, droplets are released from the surface of the pool by bubble burst (in bubbly flow regime) or by detachment from liquids sheets (in churn turbulent flow regime) depending on the hydrodynamics inside the pool. Eventually, these droplets will be entrained by the streaming gas (superficial gas velocity) or fall back due to gravity. Many experimental studies have been conducted, and several numerical simulations were performed for a better understanding of the phenomena of entrainment. Numerical simulation are a good tool to simulate an experiment due to limitations of data. To that end, CFD showed to be a good candidate to perform such a simulation, yet these it demand high computational performance and are time consuming. However, Lumped Parameter codes (LP) are widely used due to their simplicity and fast running. The number of correlations that quantify the entrainment previously developed based on empirical, semi-empirical and theoretical approaches are limited to a specific regime in the water pool, thermal hydraulic conditions or even to a specific geometry For this purpose, after an extensive study, an empirical correlation is proposed to cover the flow regimes from bubbly to churn turbulent, and could be applied to a wide range of geometries. The current correlation shows an increase until a maximum entrainment of about 2.10-4, corresponding to gas velocity of 0.05 m/s for bubbly flow regime, a slight decrease to 2.10-5, for the transition regime for superficial gas velocities up to 0.1 m/s, and a sharp increase as the superficial gas velocity goes up to 5 m/s The experimental database used to develop the present empirical correlation covers a broader range of boundary conditions, namely pressure [1 bar – 15 bar], water pool thermal condition [subcooled – boiling], vessel diameter[0.19m- 3.2 m], pool diameter [0.1 m – 1.4 m], superficial gas velocity up to 5.0 m/s and for soluble and insoluble aerosols. Therefore, the proposed empirical correlation aims to constitute an important tool to transfer the experimental results to reactor application. [less ▲]

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See detailIntentions, concepts and conceptions of research supervision: a consideration of three disciplines
Kreber, Carolin; Wealer, Cyril UL

in Teaching in Higher Education (2021)

This interview-based study with thirty doctoral supervisors in the UK focused on the diverse goals and intentions behind their supervisory activities, from which we derived a six-dimensional model of ... [more ▼]

This interview-based study with thirty doctoral supervisors in the UK focused on the diverse goals and intentions behind their supervisory activities, from which we derived a six-dimensional model of concepts of supervision. We explored how strongly each of these concepts featured in supervisors’ intentions and whether this varied by discipline. Most of the intentions underlying the activities supervisors employed pertained to the concepts ‘Enculturation’ and ‘Functional’; far fewer pertained to the concepts ‘Emancipation’, ‘Critical Thinking’, ‘Care’ and ‘Preparation for Work and Life’. When supervisors were asked to identify the intentions behind their supervision practice more generally, not in direct reference to their activities, the functional perspective was less prominent. Some differences were observed between as well as within disciplines. The study confirms and extends previous research on concepts of graduate supervision and illustrates how supervisors’ personal views, their ‘conceptions’, of supervision can be described in relation to the six concepts. [less ▲]

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See detailÖffnung auf ein Mehr an Leben Teil 2: Der Weg aus der Krise
Weber, Jean-Marie UL

Article for general public (2021)

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See detailSloterdijks Hermeneutik der Entlarvung: Wie das Subversive der Religionen zur Pervertierung generiert
Weber, Jean-Marie UL

Conference given outside the academic context (2021)

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See detailÖffnung auf ein Mehr an Leben Teil 1: Die Ursache für die Krise der Kirche
Weber, Jean-Marie UL

Article for general public (2021)

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See detailWhat Do We Know About Audit Oversight
Muessig, Anke UL

in Dutzi, Andreas; Gros, Marius; Nowak, Karsten (Eds.) et al Corporate Governance, Rechenschaft und Abschlussprüfung: Festschrift für Hans-Joachim Böcking zum 65. Geburtstag (2021)

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See detailUser Scheduling for Precoded Satellite Systems With Individual Quality of Service Constraints
Trinh, van Chien UL; Lagunas, Eva UL; Tung, Ta Hai et al

in Symposium on Personal, Indoor and Mobile Radio Communications (PIMRC), Virtual Conference, Sept. 2021 (2021)

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See detailEducational Robotics and Robot Creativity: An Interdisciplinary Dialogue
Houssemand, Claude UL; Kirsch, Christiane; Smilek, Jan Nicola et al

in Frontiers in Robotics and AI (2021)

There is a growing literature concerning robotics and creativity. Although some authors claim that robotics in classrooms may be a promising new tool to address the creativity crisis in school, we often ... [more ▼]

There is a growing literature concerning robotics and creativity. Although some authors claim that robotics in classrooms may be a promising new tool to address the creativity crisis in school, we often face a lack of theoretical development of the concept of creativity and the mechanisms involved. In this article, we will first provide an overview of existing research using educational robotics to foster creativity. We show that in this line of work the exact mechanisms promoted by robotics activities are rarely discussed. We use a confluence model of creativity to account for the positive effect of designing and coding robots on students' creative output. We focus on the cognitive components of the process of constructing and programming robots within the context of existing models of creative cognition. We address as well the question of the role of meta-reasoning and emergent strategies in the creative process. Then, in the second part of the article, we discuss how the notion of creativity applies to robots themselves in terms of the creative processes that can be embodied in these artificial agents. Ultimately, we argue that considering how robots and humans deal with novelty and solve open-ended tasks could help us to understand better some aspects of the essence of creativity. [less ▲]

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See detailHistory in the Era of Massive Data
Clavert, Frédéric UL

in Geschichte und Gesellschaft (2021), 47(1), 175--194

Abstract This article draws on the experience of the Luxembourg Centre for Contemporary and Digital History (C2DH) research project, ``\#ww1 the centenary of the Great War on Twitter,'' to contemplate ... [more ▼]

Abstract This article draws on the experience of the Luxembourg Centre for Contemporary and Digital History (C2DH) research project, ``\#ww1 the centenary of the Great War on Twitter,'' to contemplate what it means to use born-digital and big data primary sources, both as a methodology and as a contribution to the field of memory studies and contemporary history more broadly. It discusses the notion of distant reading in order to show the interest of multiscale reading in the framework of big data. It also elaborates upon the use of reflexive thinking in terms of what we really study when using this kind of primary source materials (tweets and, more generally, feeds of borndigital sources), namely: temporalities and information circulation. [less ▲]

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