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 Bottom-up historyJanz, Nina  in Block, Christian (Ed.) Lëtzeburger Journal (2023) The Warlux project aims to reconstruct life stories during the Second World War, both at the front and among the relatives of forced recruits in Luxembourg. The research project will come to an end this ... [more ▼] The Warlux project aims to reconstruct life stories during the Second World War, both at the front and among the relatives of forced recruits in Luxembourg. The research project will come to an end this summer. Yet science is actually only scratching the surface. [less ▲] Detailed reference viewed: 17 (2 UL) The impact of cognitive characteristics and image-based semantic embeddings on item difficultyInostroza Fernandez, Pamela Isabel ; Michels, Michael Andreas ; Hornung, Caroline et alScientific Conference (2023, April 14) Today’s educational field has a tremendous hunger for valid and psychometrically sound items to reliably track and model students’ learning processes. Educational large-scale assessments, formative ... [more ▼] Today’s educational field has a tremendous hunger for valid and psychometrically sound items to reliably track and model students’ learning processes. Educational large-scale assessments, formative classroom assessment, and lately, digital learning platforms require a constant stream of high-quality, and unbiased items. However, traditional development of test items ties up a significant amount of time from subject matter experts, pedagogues and psychometricians and might not be suited anymore to nowadays demands. Salvation is sought in automatic item generation (AIG) which provides the possibility of generating multiple items within a short period of time based on the development of cognitively sound item templates by using algorithms (Gierl, Lay & Tanygin, 2021). Using images or other pictorial elements in math assessment – e.g. TIMSS (Trends in International Mathematics and Science (TIMSS, Mullis et al 2009) and Programme for International Student Assessment (PISA, OECD 2013) – is a prominent way to present mathematical tasks. Research on using images in text items show ambiguous results depending on their function and perception (Hoogland et al., 2018; Lindner et al. 2018; Lindner 2020). Thus, despite the high importance, effects of image-based semantic embeddings and their potential interplay with cognitive characteristics of items are hardly studied. The use of image-based semantic embeddings instead of mainly text-based items will increase though, especially in contexts with highly heterogeneous student language backgrounds. The present study psychometrically analyses cognitive item models that were developed by a team of national subject matter experts and psychometricians and then used for algorithmically producing items for the mathematical domain of numbers & operations for Grades 1, 3, and 5 of the Luxembourgish school system. Each item model was administered in 6 experimentally varied versions to investigate the impact of a) the context the mathematical problem was presented in, and b) problem characteristics which cognitive psychology identified to influence the problem solving process. Based on samples from Grade 1 (n = 5963), Grade 3 (n = 5527), and Grade 5 (n = 5291) collected within the annual Épreuves standardisées, this design allows for evaluating whether psychometric characteristics of produced items per model are a) stable, b) can be predicted by problem characteristics, and c) are unbiased towards subgroups of students (known to be disadvantaged in the Luxembourgish school system). The developed cognitive models worked flawlessly as base for generating item instances. Out of 348 generated items, all passed ÉpStan quality criteria which correspond to standard IRT quality criteria (rit > .25; outfit >1.2). All 24 cognitive models could be fully identified either by cognitive aspects alone, or a mixture of cognitive aspects and semantic embeddings. One model could be fully described by different embeddings used. Approximately half of the cognitive models could fully explain all generated and administered items from these models, i.e. no outliers were identified. This remained constant over all grades. With the exemption of one cognitive model, we could identify those cognitive factors that determined item difficulty. These factors included well known aspects, such as, inverse ordering, tie or order effects in additions, number range, odd or even numbers, borrowing/ carry over effects or number of elements to be added. Especially in Grade 1, the chosen semantic embedding the problem was presented in impacted item difficulty in most models (80%). This clearly decreased in Grades 3, and 5 pointing to older students’ higher ability to focus on the content of mathematical problems. Each identified factor was analyzed in terms of subgroup differences and about half of the models were affected by such effects. Gender had the most impact, followed by self-concept and socioeconomic status. Interestingly those differences were mostly found for cognitive factors (23) and less for factors related to the embedding (6). In sum, results are truly promising and show that item development based on cognitive models not only provides the opportunity to apply automatic item generation but to also create item pools with at least approximately known item difficulty. Thus, the majority of developed cognitive models in this study could be used to generate a huge number of items (> 10.000.000) for the domain of numbers & operations without the need for expensive field-trials. A necessary precondition for this is the consideration of the semantic embedding the problems are presented in, especially in lower Grades. It also has to be stated that modeling in Grade 1 was more challenging due to unforeseen interactions and transfer effects between items. We will end our presentation by discussing lessons learned from models where prediction was less successful and highlighting differences between the Grades. [less ▲] Detailed reference viewed: 49 (9 UL) Conditional on the Environment? The Contextual Embeddedness of Age, Health, and Socioeconomic Status as Predictors of Remote Work among Older Europeans through the COVID-19 PandemicSettels, Jason Scientific Conference (2023, April 14) COVID-19 era lockdown measures resulted in many workers performing their employment tasks remotely. While identifying individual-level predictors of COVID-19 era remote work, scholarship has neglected ... [more ▼] COVID-19 era lockdown measures resulted in many workers performing their employment tasks remotely. While identifying individual-level predictors of COVID-19 era remote work, scholarship has neglected heterogeneity based on contextual characteristics. Using the first COVID-19 module (2020) of the Survey of Health, Ageing and Retirement in Europe (N = 8,121) and multinomial logistic regression analyses, this study examined how country-level digitalization, stringency of government COVID-19 containment measures, and COVID-19 era excess mortality moderated how individual-level age, health, education, and income affected working partly or fully remotely among older Europeans (50-89 years) continuing to work through the pandemic. The central findings are that higher societal digitalization reduced the positive association between education and fully remote work, and greater country-level excess mortality accentuated how more education and poorer health increased the probability of fully remote work. These findings are interpreted through the fundamental cause theory of health and the health belief model. They further lead to recommendations that during future epidemics, policies and programs should address the remote working capabilities of older persons with fewer years of education, with fewer skills with modern digital technologies, and in worse health, especially within nations that are less digitally developed and harder hit by the epidemic in question. [less ▲] Detailed reference viewed: 16 (0 UL) The Land of the Fee: The Effect of Baden-Württemberg's Tuition Fee on International Student OutcomesVortisch, Andreas in Education Economics (2023) Despite the increasing number of students learning abroad, little is known about the way international students migrate and how policies influence their decision. This article evaluates one German state’s ... [more ▼] Despite the increasing number of students learning abroad, little is known about the way international students migrate and how policies influence their decision. This article evaluates one German state’s recent policy to charge international students for tuition, while tertiary education remains free elsewhere. For my difference-in-differences analysis, I collect and combine publicly available records for German higher education institutions since 1998. I find that the international enrollment rate decreases by 2 percentage points at treated institutions, driven by African and Asian students. In contrast to state government motivations, I find no evidence for a short-term decrease in exam failure rates. [less ▲] Detailed reference viewed: 57 (7 UL)Prompting the pastClavert, Frédéric Presentation (2023, April 13) Detailed reference viewed: 64 (0 UL) Avoiding the Next Silent Spring: Our Chemical Past, Present, and Future; Aurich, Dagny ; Schymanski, Emma et alin Environmental Science and Technology (2023) Rachel Carson's Silent Spring,1 published just over 60 years ago, outlined how the indiscriminate use of dichlorodiphenyltrichloroethane (DDT), a potent, environmentally persistent insecticide, was ... [more ▼] Rachel Carson's Silent Spring,1 published just over 60 years ago, outlined how the indiscriminate use of dichlorodiphenyltrichloroethane (DDT), a potent, environmentally persistent insecticide, was damaging the world's ecosystems, animals and food supply. There were many other chemicals more persistent than DDT accumulating in the environment when Carson was writing, including per- and polyfluoroalkyl substances (PFAS). Whilst man-made, PFAS were not intended to cause harm, contrary to pesticides such as DDT. Today, ambient PFAS levels are contaminating rain, soil and drinking water resources worldwide to such an extent that they have caused substantial, irreversible health and environmental damage.2 Like DDT, PFAS were long in use by the time Rachel Carson was writing Silent Spring (see Figure 1). However, their environmental presence went unnoticed by Carson and other contemporary environmental researchers. PFAS were entering the environment under the radar, except to those who were manufacturing and emitting them.3 [less ▲] Detailed reference viewed: 79 (3 UL)Benefits of Using Cognitive Models Within a Mathematics Large-Scale AssessmentSonnleitner, Philipp ; Inostroza Fernandez, Pamela Isabel ; Michels, Michael Andreas et alScientific Conference (2023, April 13) For several decades, researchers have suggested cognitive models as superior basis for item development (Hornke & Habon, 1986; Leighton & Gierl, 2011). Such models would make item writing decisions ... [more ▼] For several decades, researchers have suggested cognitive models as superior basis for item development (Hornke & Habon, 1986; Leighton & Gierl, 2011). Such models would make item writing decisions explicit and therefore more valid. By further formalizing such models, even automated item generation with its manifold advantages for economic test construction, and increased test security is possible. If item characteristics are stable, test equating would be rendered unnecessary allowing for individual but equal tests, or even adaptive or multistage testing without extensive pre-calibration. Finally, validated cognitive models would allow for applying Diagnostic Classification Models that provide fine-grained feedback on students’ competencies (Leighton & Gierl, 2007; Rupp, Templin, & Henson, 2010). Remarkably, despite constantly growing need for validated items, educational large-scale assessments (LSAs) have largely forgone cognitive models as template for item writing. Traditional, often inefficient item writing techniques prevail and participating students are offered a global competency score at best. This may have many reasons, above all the focus of LSAs on the system and not individual level. Many domains lack the amount of cognitive research necessary for model development (e.g. Leighton & Gierl, 2011) and test frameworks are mostly based on didactical viewpoints. Moreover, developing an empirically validated cognitive model remains a challenge. Considering the often time-sensitive test development cycles of LSAs, the balance clearly goes against the use of cognitive models. Educational LSAs are meant to stay, however, and the question remains, whether increased effort and research on this topic might pay off in the long run by leveraging all benefits cognitive models have to offer. In total, 35 cognitive item models were developed by a team of national subject matter experts and then used for algorithmically producing items for the mathematical domain of numbers & shapes. Each item model was administered in 6 experimentally varied versions to investigate the impact of problem characteristics which cognitive psychology identified to influence the problem-solving process. Based on samples from Grade 1 (n = 5963), Grade 3 (n = 5527), Grade 5 (n = 5291), and Grade 7 (n = 3018), this design allowed for evaluating whether psychometric characteristics of produced items per model are stable, and can be predicted by problem characteristics. After item calibration (1-PL model), each cognitive model was analyzed in-depth by descriptive comparisons of resulting IRT parameters, and using the LLTM (Fischer, 1973). In a second step, the same items were analyzed using the G-DINA model (Torre & Minchen, 2019) to derive classes of students for the tested subskills. The cognitive models served as basis for the Q-matrix necessary for applying the diagnostic measurement model. Results make a convincing case for investing the (substantially) increased effort to base item development on fine-grained cognitive models. Model-based manipulations of item characteristics were largely stable and behaved according to previous findings in the literature. Thus, differences in item difficulty could be shaped and were stable over different administrations. This remained true for all investigated grades. The final diagnostic classification models distinguished between different developmental stages in the domain of numbers & operations, on group, as well as on individual level. Although not all competencies might be backed up by literature from cognitive psychology yet, our findings encourage a more exploratory model building approach given the usual long-term perspective of LSAs. [less ▲] Detailed reference viewed: 46 (1 UL)Curvature-mediated Programming of Liquid Crystal Microflows; ; Sengupta, Anupam E-print/Working paper (2023) Using experiments and numerical simulations, we demonstrate that the curvature of microscale conduits allow programming of liquid crystal (LC) flows. Focusing on a nematic LC flowing through U- and L ... [more ▼] Using experiments and numerical simulations, we demonstrate that the curvature of microscale conduits allow programming of liquid crystal (LC) flows. Focusing on a nematic LC flowing through U- and L-shaped channels of rectangular cross-section, our results reveal that curved flow paths can trigger gradients of flow-induced director field in the transverse direction. The emergent director field feeds back into the flow field, ultimately leading to LC flows controlled by the channel curvature. This curvature-mediated flow control, identified by polarizing optical microscopy and supported by the nematofluidic solutions, offers novel concepts in LC-based microfluidic valves and throttles, wherein the throughput distribution is determined by the Ericksen number and the variations in the local curvature. Finally, this work highlights the role of deformation history on flow-induced director alignments, when the viscous and elastic effects comparable in strength. [less ▲] Detailed reference viewed: 26 (0 UL)How to solve invariant systems of differential equations on SL(2,R)?Palmirotta, Guendalina Presentation (2023, April 07) In the Euclidean case, it is well-known, by Malgrange and Ehrenpreis, that linear differential operators with constant coefficients are solvable. However, what happens, if we genuinely extend this ... [more ▼] In the Euclidean case, it is well-known, by Malgrange and Ehrenpreis, that linear differential operators with constant coefficients are solvable. However, what happens, if we genuinely extend this situation and consider systems of linear invariant differential operators, is still solvable? In the case of $\mathbb{R}^n$ (for some positive integer $n$), the question has been proved mainly by Hörmander. We will show that this remains still true for Riemannian symmetric spaces of non-compact type $X=G/K$, in particular for hyperbolic planes. More precisely, we will present a possible strategy to solve this problem by using the Fourier transform and its Paley-Wiener(-Schwartz) theorem for (distributional) sections of vector bundles over $\mathbb{H}^2=SL(2, \mathbb{R})/SO(2)$. This work was part of my doctoral dissertation supervised by Martin Olbrich. [less ▲] Detailed reference viewed: 32 (3 UL)Harlem Shake à la BnF … À la recherche d’un phénomène viral dans les archives du WebPailler, Fred ; ; et alScientific Conference (2023, April 05) Le 30 janvier 2013, George Kusunoki Miller, un étudiant australo-japonais résidant aux États-Unis, publie une vidéo où il danse dans sa chambre sur une musique de DJ Baauer accompagné de trois amis vêtus ... [more ▼] Le 30 janvier 2013, George Kusunoki Miller, un étudiant australo-japonais résidant aux États-Unis, publie une vidéo où il danse dans sa chambre sur une musique de DJ Baauer accompagné de trois amis vêtus de combinaisons zentai. Trois jours plus tard, un collectif de skateboarders australiens répond à cette publication en imitant la vidéo et y ajoutant une construction en deux temps : un personnage casqué danse seul dans un environnement où les autres sont absorbés par des tâches quotidiennes, et lorsque la musique s’intensifie, tout le monde se trouve subitement déguisé et emporté en une transe intense. La vidéo devient virale au cours du mois de février 2013, elle est remixée et rejouée par des milliers de personnes, et ce largement au-delà de l’Australie, et notamment en France. Ce phénomène viral est devenu une référence pour en décrire d’autres. Il présente à lui seul une mise en abyme de la contagion virale (Marino, 2014). Il combine des caractéristiques telles que la dimension mondiale, transculturelle et translinguistique, des circulations trans-plateformes, ainsi qu’un caractère démesuré et éphémère à la fois. Dans le cadre du projet Hivi, dédié à l’histoire de la viralité en ligne et du projet BUZZ-F, plus particulièrement consacré aux phénomènes viraux en France, mené avec le soutien du BnF Datalab sur l’année académique 2021-2022, il a servi d’exemple saillant de viralité et d’étude de cas pour analyser sa préservation et sa recherchabilité dans les archives du Web. Ce cas d’étude présente en effet au regard de l’archivage du Web plusieurs enjeux intéressants : - d’abord sa date de démarrage, en 2013, à une période où l’archivage des réseaux sociaux-numériques et des plateformes vidéos est moins développé qu’aujourd’hui (outre que le Harlem Shake se déploie notamment sur YouTube, mais la plateforme n’est pas encore en position dominante et se voit concurrencer par d’autres plateformes de vidéos ou par la création de sites dédiés à ce phénomène Internet) - sa représentation dans les archives du Web, de la BnF comme de l’Ina, dont il convient de déterminer les formes numériques archivées (contenus html et vidéos, traces sous forme de liens) - l’absence de recherchabilité en plein texte sur cette période dans la collecte large des archives de la BnF. L’écho du phénomène est par contre immédiatement palpable dans la presse nationale comme régionale, accessible via la collecte BnF de la presse en ligne. Son interrogation révèle la présence dans les archives de multicaptures ou doublons, qui peuvent éventuellement être des marqueurs de la viralité - la nécessité d’articuler lecture qualitative et quantitative pour saisir le phénomène dans sa complexité (participants, audience (Ashon, 2013), circulation (Jenkins, 2009), usages (Soha et Zachary, 2016), etc.) - son insertion dans une tradition des vidéos de performances collectives, qui invitait à se pencher par exemple sur des phénomènes viraux plus anciens comme le lipdub. Cette présentation est revenue sur le travail commun mené pour identifier le Harlem Shake au sein des archives de la BnF, identifier, créer et documenter des jeux de données utiles et représentatifs, les contextualiser, en proposer des visualisations. Elle éclaire les apports mais aussi les biais et limites identifiés, les stratégies de recherche mises en place (via les URL, le calcul de la viralité à partir des doublons représentant des valeurs extrêmes et ses difficultés d’interprétation, etc.). Elle envisage les perspectives ouvertes pour la recherche mais aussi pour l’archivage du Web (notamment en terme d’indexation de la page web entière plutôt que du seul texte, de repérage des vidéos disparues du web vivant, de dédoublonnage, etc.). Cette communication, présentée par Alexandre Faye et Fred Pailler, articule plusieurs aspects de l’appel à communication : présentations de projets scientifiques mobilisant les corpus web et les humanités numériques ; présentations de retours d’expérience de projets de recherche utilisant le web comme source : obstacles rencontrés, “success stories” ; présentation d’expérimentations et de dispositifs favorisant l’accès aux archives numériques et aux corpus web. Elle est à l’intersection des axes 2 (Politiques, pratiques et techniques archivistiques et archives web : du document aux corpus) et 3 (Relations entre dispositif technique et données scientifiques : l’archive web en réseau). [less ▲] Detailed reference viewed: 38 (1 UL)Le goût de l’archive numérique et les archives du webClavert, Frédéric ; Presentation (2023, April 04) Detailed reference viewed: 74 (0 UL)Une mémoire collective à haute fréquence ? Propositions méthodologiques et critiques pour l’étude des échos de mémoire collective sur les réseaux sociaux numériques.Clavert, Frédéric Presentation (2023, April 03) Detailed reference viewed: 58 (1 UL)Educators, parents and children engaging in literacy activities in multiple languages: an exploratory studyKirsch, Claudine ; in International Journal of Multilingualism (2023) There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can ... [more ▼] There is a consensus that home languages are the foundation on which to develop additional languages and that collaboration between homes and institutions of early childhood education and care (ECEC) can contribute to the development of children’s language and literacy skills. Nevertheless, educators seem rarely to draw on multiple languages in literacy activities. Furthermore, situations where educators and parents jointly read to children are scarce. Luxembourg, which has implemented a programme of multilingual education in ECEC, is an ideal context to investigate literacy practices and language use of educators and parents. Drawing on observations in two multilingual centres in Luxembourg as well as interviews, the present study examines the interactions between the educators and the three-year-old children and those between the educators, parents, and children when the parents occasionally read books in the centres. The findings show that the educators in both centres used several languages and that the types of interactions differed. When the parents offered literacy activities, their use of languages and the roles they played also differed, varying from being fully involved to taking a marginal role. The findings can help educators and policymakers develop inclusive and participatory literacy practices which actively involve children and parents. [less ▲] Detailed reference viewed: 89 (3 UL)Quand Meloni réécrit l'histoire...Scuto, Denis in Tageblatt (2023) Detailed reference viewed: 43 (3 UL)SEMKIS-DSL: A Domain-Specific Language to Support Requirements Engineering of Datasets and Neural Network RecognitionJahic, Benjamin ; Guelfi, Nicolas ; Ries, Benoit in Information (2023), 14(4), Neural network (NN) components are being increasingly incorporated into software systems. Neural network properties are determined by their architecture, as well as the training and testing datasets used ... [more ▼] Neural network (NN) components are being increasingly incorporated into software systems. Neural network properties are determined by their architecture, as well as the training and testing datasets used. The engineering of datasets and neural networks is a challenging task that requires methods and tools to satisfy customers’ expectations. The lack of tools that support requirements specification languages makes it difficult for engineers to describe dataset and neural network recognition skill requirements. Existing approaches often rely on traditional ad hoc approaches, without precise requirement specifications for data selection criteria, to build these datasets. Moreover, these approaches do not focus on the requirements of the neural network’s expected recognition skills. We aim to overcome this issue by defining a domain-specific language that precisely specifies dataset requirements and expected recognition skills after training for an NN-based system. In this paper, we present a textual domain-specific language (DSL) called SEMKIS-DSL (Software Engineering Methodology for the Knowledge management of Intelligent Systems) that is designed to support software engineers in specifying the requirements and recognition skills of neural networks. This DSL is proposed in the context of our general SEMKIS development process for neural network engineering. We illustrate the DSL’s concepts using a running example that focuses on the recognition of handwritten digits. We show some requirements and recognition skills specifications and demonstrate how our DSL improves neural network recognition skills. [less ▲] Detailed reference viewed: 22 (0 UL)Sangen a geselleg Lidder zu LëtzebuergSagrillo, Damien François ; in Urwald, Georges (Ed.) De Georgely: Lëtzebuerger Lidderbuch (2023) Detailed reference viewed: 14 (1 UL)EduCHI 2023 - 5th Annual Symposium on HCI Education; ; Lallemand, Carine et alin CHI'23 Extended Abstracts (2023, April) Detailed reference viewed: 67 (0 UL)Appendix: Alphabetical List of the Mixed Arbitral Tribunals and their MembersErpelding, Michel in Erpelding, Michel; Ruiz Fabri, Hélène (Eds.) The Mixed Arbitral Tribunals, 1919–1939: An Experiment in the International Adjudication of Private Rights (2023) Based on unpublished archival sources, notably a list compiled by the secretary-general of the last Mixed Arbitral Tribunals (MATs), Antony (or Antoine) Zarb, this appendix provides the reader with a list ... [more ▼] Based on unpublished archival sources, notably a list compiled by the secretary-general of the last Mixed Arbitral Tribunals (MATs), Antony (or Antoine) Zarb, this appendix provides the reader with a list of all 39 MATs and their members, including judges, state agents, and legal secretaries. While nec essarily incomplete, the information provided therein should nevertheless constitute a useful resource for future research on the MATs and their ties to other international courts and tribunals. [less ▲] Detailed reference viewed: 37 (3 UL)Introduction: International Adjudication and the Legacy of the Mixed Arbitral TribunalsErpelding, Michel ; in Erpelding, Michel; Ruiz Fabri, Hélène (Eds.) The Mixed Arbitral Tribunals, 1919–1939: An Experiment in the International Adjudication of Private Rights (2023) This introduction provides the reader with a general characterization of the 39 Mixed Arbitral Tribunals (MATs) created by the 1919-1923 peace treaties to address disputes between private persons and ... [more ▼] This introduction provides the reader with a general characterization of the 39 Mixed Arbitral Tribunals (MATs) created by the 1919-1923 peace treaties to address disputes between private persons and between private persons and states as a result of the First World War. Noting that the rich literature published on the MATs was followed by near-silence after 1945, it mentions the numerous questions that they still raise today, before explaining how the various contributions to the book edited by the authors address them. [less ▲] Detailed reference viewed: 39 (2 UL)The Mixed Arbitral Tribunals, 1919–1939: An Experiment in the International Adjudication of Private RightsErpelding, Michel ; Book published by Nomos - 1st (2023) The creation of 39 Mixed Arbitral Tribunals (‘MATs’) was a major contribution of the post-World War I peace treaties to the development of international adjudication. With over 90 000 claims handled, the ... [more ▼] The creation of 39 Mixed Arbitral Tribunals (‘MATs’) was a major contribution of the post-World War I peace treaties to the development of international adjudication. With over 90 000 claims handled, the MATs were the busiest international courts of the interwar period. Moreover, in a departure from most other international courts and tribunals at that time, they allowed individuals to file claims against sovereign states before them. After 1945, they inspired the creators of the European Court of Justice before disappearing into quasi-oblivion. Relying on legal and historical research, including new archival findings, this volume is specifically dedicated to these pioneering institutions. [less ▲] Detailed reference viewed: 59 (2 UL) |
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