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  • Other research product . Other ORP type . 2023
    Open Access English
    Authors: 
    Perissinotto, Flavio; Perucca, Antonella;
    Country: Luxembourg

    Let T be a finite product of one-dimensional tori defined over a number field K. We consider the torsion-Kummer extension K(T[nt], (1/n)G), where n,t are positive integers and G is a finitely generated group of K-points on T. We show how to compute the degree of K(T[nt], (1/n)G) over K and how to determine whether T is split over such an extension. If K=Q, then we may compute at once the degree of the above extensions for all n and t.

  • Open Access English
    Authors: 
    Armaselu, Florentina;
    Country: Luxembourg

    Natural language processing (NLP) for detecting lexical semantic change and linguistic linked open data (LLOD) are two areas of research that have shown promising results in the latest years. However, their potential of being considered together for analysing and representing semantic change from a humanistic perspective needs further study and development. The talk will present an overview of theoretical aspects, NLP techniques and LLOD formalisms intended to this purpose, and will focus on a project developed as a humanities use case within the COST Action “Nexus Linguarum - European network for Web-centred linguistic data science.” The discussion will include preliminary thoughts on the conception of a system that combines dictionary information with corpus evidence, and provides multilingual diachronic ontologies for humanities research.

  • Open Access English
    Authors: 
    Krämer, Charlotte; Rathmacher, Yannick; Ottenbacher, Martha; Tremmel, Katharina Antonia Michiko;
    Country: Luxembourg

    Previous surveys on the reading habits of Luxembourgish secondary school students (conducted within the framework of the national school monitoring programme Épreuves Standardisées (ÉpStan) in 2016 and 2019) revealed better reading comprehension results in French and German for those students who frequently read printed narrative texts in their leisure time. However, these studies only focused on different reading modes and text types. They did not investigate which digital and/or printed books students actually read for pleasure, nor which text features determine the positive impact narrative texts have on their reading performances: Is it, for example, the language quality, the richness and complexity of content, or simply the amount of written language they need to process? Therefore, we conducted an explorative follow-up survey within the framework of ÉpStan 2020 and asked secondary school students (Grade 7: n=3055; Grade 9: n=5781) to indicate up to three book titles – printed and e-books respectively – they had read in their leisure time. Despite the omnipresence of digital media, preliminary findings show that both age groups prefer paper-based reading activities when reading longer texts (or books) for pleasure. Nevertheless, the most popular text types and book titles are the same for printed books and e-books: Among them, we find the novel series “Harry Potter”, the rather comic-like book series “Gregs Tagebuch”, and the mangas from the “Naruto”/“Boruto” series. The linkage between students’ leisure time reading activities and their ÉpStan reading performances will be drawn, and some first linguistic text analyses of extracts from the most popular book titles will be conducted in order to reveal some of the text features that foster reading comprehension skills.

  • Open Access English
    Authors: 
    Kerger, Sylvie; Pianaro, Enrica; Schadeck, Claire;
    Country: Luxembourg

    Teaching materials, and particularly textbooks, play an essential role in the socialisation of children through the communication of values. As „textbooks are not a reflection of reality, but an arrangement of the representation of a society that they legitimise” (Brugeilles & Cromer, 2008, p.42), we argue that they contribute to challenging, perpetuating, or increasing gender inequalities. The results of our first study on Luxemburgish primary school textbooks, already published, indicate an androcentric view (Kerger & Brasseur, 2021). In every textbook, we counted more male than female characters in the texts and the illustrations. Men are more often represented in professional activities, while women are more likely to perform domestic activities. The celebrities represented are more often men than women. This poster presents the results of history textbooks in secondary school. It shows an ethnocentric perspective on the representation of non-white characters and those with disabilities. People with disabilities are almost exclusively portrayed when disability as a subject is being discussed. Use of racist language. These representations do not transmit the realities of societal complexities and they contribute to the marginalization and discrimination of non-white people and people with disabilities.

  • Open Access English
    Authors: 
    Kaufmann, Lena Maria; Fischbach, Antoine; Ottenbacher, Martha; Hornung, Caroline;
    Country: Luxembourg

    For decades, researchers have been raising awareness of the issue of educational inequalities in the multilingual Luxemburgish school system. Especially children from families with a migration background or a lower socio-economic status show large deficits in their language and mathematics competences in comparison to their peers. The same applies to children who do not speak Luxemburgish or German as their first language (Hornung et al., 2021; Sonnleitner et al., 2021). One way to reduce such educational inequalities might be an early and extensive participation in early childhood education and care (ECEC). Indeed, participation in ECEC was found to be positively connected to language and cognitive development in other countries, especially for children from disadvantaged families (Bennett, 2012). However, these children attend ECEC less often (Vandenbroeck & Lazzari, 2014). There are indications that lower parental costs might go hand in hand with a greater attendance of ECEC in general (for a Luxembourgish study, see Bousselin, 2019) and in particular by disadvantaged families (Busse & Gathmann, 2020). The aim of this study is to spotlight the attendance of ECEC in Luxembourg during the implementation of the ECEC reform after 2017 which increased free ECEC hours for all families from 3 to 20 hours a week. We draw on a large dataset of about 35.000 children from the Épreuves Standardisées (ÉpStan, the Luxemburg school monitoring programme) from 2015 to 2021 and investigate which children attend any kind of regulated ECEC service (public, private or family daycare) in which intensity, taking socio-economic and cultural family factors into account. The findings might help to understand in which contexts ECEC attendance should be further encouraged. Implications for future policy decisions are discussed with the goal of further promoting equal educational opportunities for all children.

  • Open Access English
    Authors: 
    Emslander, Valentin; Levy, Jessica; Fischbach, Antoine;
    Country: Luxembourg

    In such a diverse context as Luxembourg, educational inequalities can arise from diverse languages spoken at home, a migration background, or a family’s socioeconomic status. This diversity leads to different preconditions for learning math and languages (e.g. the language of instruction) and thus shapes the school careers of students (Hadjar & Backes, 2021). The aim of the project Systematic Identification of High Value-Added in Educational Contexts (SIVA) was to answer the questions (1) what highly effective schools are doing “right” or differently and (2) what other schools can learn from them in alleviating inequalities. In collaboration with the Observatoire National de la Qualité Scolaire, we investigated the differences of schools with stable high value-added (VA) scores to those with stable medium or low VA scores from multiple perspectives. VA is a statistical regression method usually used to fairly estimate schools’ effectiveness considering diverse student backgrounds. First, we identified 16 schools which had a stable high, medium, or low VA scores over two years. Second, we collected data on their pedagogical strategies, student background, and school climate through questionnaires and classroom observations. Third, we matched our data to results from the Luxembourg School Monitoring Programme ÉpStan (LUCET, 2021). We selected the variables based on learning models focusing on aspects such as school organization or classroom management (e.g., Hattie, 2008; Helmke et al., 2008; Klieme et al., 2001). We further investigated specificities about the Luxembourgish school system, which are not represented in international school learning models (such as the division into two-year learning cycles, the multilingual school setting, or the diverse student population). We will discuss the SIVA-project, its goals, and its data collection leading to data from observations in 49 classroom and questionnaires with over 500 second graders, their parents, their teachers, as well as school presidents and regional directors. Literature Hadjar, A., & Backes, S. (2021). Bildungsungleichheiten am Übergang in die Sekundarschule in Luxemburg. https://doi.org/10.48746/BB2021LU-DE-21A Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement (0 ed.). Routledge. https://doi.org/10.4324/9780203887332 Helmke, A., Rindermann, H., & Schrader, F.-W. (2008). Wirkfaktoren akademischer Leistungen in Schule und Hochschule [Determinants of academic achievement in school and university]. In M. Schneider & M. Hasselhorn (Eds.), Handbuch der pädagogischen Psychologie (Vol. 10, pp. 145–155). Hogrefe. Klieme, E., Schümer, G., & Knoll, S. (2001). Mathematikunterricht in der Sekundarstufe I: “Aufgabenkultur” und Unterrichtsgestaltung. TIMSS - Impulse für Schule und Unterricht, 43–57. LUCET. (2021). Épreuves Standardisées (ÉpStan). https://epstan.lu

  • Open Access English
    Authors: 
    Politis, Alexandros;
    Country: Luxembourg
  • Open Access German
    Authors: 
    Residori, Caroline; Heinen, Andreas; Samuel, Robin;
    Country: Luxembourg
  • Open Access French
    Authors: 
    Schafer, Valerie;
    Country: Luxembourg

    Le jeudi 13 octobre 2022 de 17.00 à 18.30, une table ronde co-organisée par la BnL et le C²DH réunissait Natascha Bintz, Luca de Michele, Anne Faber et Ben Olinger sur le thème «Les Influenceurs. Une plongée dans les pratiques et cultures numériques». Nous avons abordé avec eux leur parcours, leur ligne éditoriale, leur lien avec leur audience, mais aussi les enjeux culturels, économiques, professionnels, genrés ou encore technologiques de leur activité.

  • Open Access English
    Authors: 
    Reckinger, Rachel; Kapgen, Diane; Korjonen, Maria Helena; Pax, Anna;
    Country: Luxembourg

    This infographic forms part of a larger series of infographics produced by the Sustainable Food Practices team at the University of Luxembourg. The first infographic is titled ‘Food System Synopsis – The Foodscape in Luxembourg’ and is available on our website. The second and interactive infographic, titled ‘Food System Discovery – Actors and activities in Luxembourg’, derives from our first infographic and provides a deeper level of analysis, a description and definitions of all the actor groups and their activities in the food system. The interactive online version is available here. The purpose of the series of infographics produced by the Sustainable Food Practices team at the University of Luxembourg is to analyse the food system in Luxembourg in four steps – from mapping the existing foodscape in Luxembourg to elaborating pathways for the transition processes towards a more sustainable food system. This 2nd Infographic ‘Food System Discovery – Actors and activities in Luxembourg’ (reference: IG2-v.A) allows a user to explore the previously published, first static Infographic (‘Food System Synopsis – The foodscape in Luxembourg’) in further depth using playful and interactive navigation tools. Our methodological approach to this infographic will be made available here soon. Our research resulted in the two overarching kinds of actors: those that deal directly ‘with’ food – operating at the level of the food supply circuit, and actors engaging in a varied array of activities revolving ‘around’ food – operating at the broader food system level. These two combined comprise the whole food system. The research then led to an ensuing distillation of these actors into: actor categories, actor groups, and actor types, with each level further specifying the activities taken by actors. The definitions of the actor categories, actor groups and actor types allows the infographic to be transposed to other contexts, while only the example actors from Luxembourg are context-specific to the country. For these reasons, the depicted food system is not only Luxembourg’s food system, but a more general view of food systems. In the future we will build on the two first infographics to demonstrate interrelationships, pressure points, gaps and opportunities – and the outcome of this analysis will provide the basis for the research team to unfold pathways for potential optimisation of different leverage points within the system. 

Advanced search in
Research products
arrow_drop_down
Searching FieldsTerms
Any field
arrow_drop_down
includes
arrow_drop_down
Include:
846 Research products, page 1 of 85
  • Other research product . Other ORP type . 2023
    Open Access English
    Authors: 
    Perissinotto, Flavio; Perucca, Antonella;
    Country: Luxembourg

    Let T be a finite product of one-dimensional tori defined over a number field K. We consider the torsion-Kummer extension K(T[nt], (1/n)G), where n,t are positive integers and G is a finitely generated group of K-points on T. We show how to compute the degree of K(T[nt], (1/n)G) over K and how to determine whether T is split over such an extension. If K=Q, then we may compute at once the degree of the above extensions for all n and t.

  • Open Access English
    Authors: 
    Armaselu, Florentina;
    Country: Luxembourg

    Natural language processing (NLP) for detecting lexical semantic change and linguistic linked open data (LLOD) are two areas of research that have shown promising results in the latest years. However, their potential of being considered together for analysing and representing semantic change from a humanistic perspective needs further study and development. The talk will present an overview of theoretical aspects, NLP techniques and LLOD formalisms intended to this purpose, and will focus on a project developed as a humanities use case within the COST Action “Nexus Linguarum - European network for Web-centred linguistic data science.” The discussion will include preliminary thoughts on the conception of a system that combines dictionary information with corpus evidence, and provides multilingual diachronic ontologies for humanities research.

  • Open Access English
    Authors: 
    Krämer, Charlotte; Rathmacher, Yannick; Ottenbacher, Martha; Tremmel, Katharina Antonia Michiko;
    Country: Luxembourg

    Previous surveys on the reading habits of Luxembourgish secondary school students (conducted within the framework of the national school monitoring programme Épreuves Standardisées (ÉpStan) in 2016 and 2019) revealed better reading comprehension results in French and German for those students who frequently read printed narrative texts in their leisure time. However, these studies only focused on different reading modes and text types. They did not investigate which digital and/or printed books students actually read for pleasure, nor which text features determine the positive impact narrative texts have on their reading performances: Is it, for example, the language quality, the richness and complexity of content, or simply the amount of written language they need to process? Therefore, we conducted an explorative follow-up survey within the framework of ÉpStan 2020 and asked secondary school students (Grade 7: n=3055; Grade 9: n=5781) to indicate up to three book titles – printed and e-books respectively – they had read in their leisure time. Despite the omnipresence of digital media, preliminary findings show that both age groups prefer paper-based reading activities when reading longer texts (or books) for pleasure. Nevertheless, the most popular text types and book titles are the same for printed books and e-books: Among them, we find the novel series “Harry Potter”, the rather comic-like book series “Gregs Tagebuch”, and the mangas from the “Naruto”/“Boruto” series. The linkage between students’ leisure time reading activities and their ÉpStan reading performances will be drawn, and some first linguistic text analyses of extracts from the most popular book titles will be conducted in order to reveal some of the text features that foster reading comprehension skills.

  • Open Access English
    Authors: 
    Kerger, Sylvie; Pianaro, Enrica; Schadeck, Claire;
    Country: Luxembourg

    Teaching materials, and particularly textbooks, play an essential role in the socialisation of children through the communication of values. As „textbooks are not a reflection of reality, but an arrangement of the representation of a society that they legitimise” (Brugeilles & Cromer, 2008, p.42), we argue that they contribute to challenging, perpetuating, or increasing gender inequalities. The results of our first study on Luxemburgish primary school textbooks, already published, indicate an androcentric view (Kerger & Brasseur, 2021). In every textbook, we counted more male than female characters in the texts and the illustrations. Men are more often represented in professional activities, while women are more likely to perform domestic activities. The celebrities represented are more often men than women. This poster presents the results of history textbooks in secondary school. It shows an ethnocentric perspective on the representation of non-white characters and those with disabilities. People with disabilities are almost exclusively portrayed when disability as a subject is being discussed. Use of racist language. These representations do not transmit the realities of societal complexities and they contribute to the marginalization and discrimination of non-white people and people with disabilities.

  • Open Access English
    Authors: 
    Kaufmann, Lena Maria; Fischbach, Antoine; Ottenbacher, Martha; Hornung, Caroline;
    Country: Luxembourg

    For decades, researchers have been raising awareness of the issue of educational inequalities in the multilingual Luxemburgish school system. Especially children from families with a migration background or a lower socio-economic status show large deficits in their language and mathematics competences in comparison to their peers. The same applies to children who do not speak Luxemburgish or German as their first language (Hornung et al., 2021; Sonnleitner et al., 2021). One way to reduce such educational inequalities might be an early and extensive participation in early childhood education and care (ECEC). Indeed, participation in ECEC was found to be positively connected to language and cognitive development in other countries, especially for children from disadvantaged families (Bennett, 2012). However, these children attend ECEC less often (Vandenbroeck & Lazzari, 2014). There are indications that lower parental costs might go hand in hand with a greater attendance of ECEC in general (for a Luxembourgish study, see Bousselin, 2019) and in particular by disadvantaged families (Busse & Gathmann, 2020). The aim of this study is to spotlight the attendance of ECEC in Luxembourg during the implementation of the ECEC reform after 2017 which increased free ECEC hours for all families from 3 to 20 hours a week. We draw on a large dataset of about 35.000 children from the Épreuves Standardisées (ÉpStan, the Luxemburg school monitoring programme) from 2015 to 2021 and investigate which children attend any kind of regulated ECEC service (public, private or family daycare) in which intensity, taking socio-economic and cultural family factors into account. The findings might help to understand in which contexts ECEC attendance should be further encouraged. Implications for future policy decisions are discussed with the goal of further promoting equal educational opportunities for all children.

  • Open Access English
    Authors: 
    Emslander, Valentin; Levy, Jessica; Fischbach, Antoine;
    Country: Luxembourg

    In such a diverse context as Luxembourg, educational inequalities can arise from diverse languages spoken at home, a migration background, or a family’s socioeconomic status. This diversity leads to different preconditions for learning math and languages (e.g. the language of instruction) and thus shapes the school careers of students (Hadjar & Backes, 2021). The aim of the project Systematic Identification of High Value-Added in Educational Contexts (SIVA) was to answer the questions (1) what highly effective schools are doing “right” or differently and (2) what other schools can learn from them in alleviating inequalities. In collaboration with the Observatoire National de la Qualité Scolaire, we investigated the differences of schools with stable high value-added (VA) scores to those with stable medium or low VA scores from multiple perspectives. VA is a statistical regression method usually used to fairly estimate schools’ effectiveness considering diverse student backgrounds. First, we identified 16 schools which had a stable high, medium, or low VA scores over two years. Second, we collected data on their pedagogical strategies, student background, and school climate through questionnaires and classroom observations. Third, we matched our data to results from the Luxembourg School Monitoring Programme ÉpStan (LUCET, 2021). We selected the variables based on learning models focusing on aspects such as school organization or classroom management (e.g., Hattie, 2008; Helmke et al., 2008; Klieme et al., 2001). We further investigated specificities about the Luxembourgish school system, which are not represented in international school learning models (such as the division into two-year learning cycles, the multilingual school setting, or the diverse student population). We will discuss the SIVA-project, its goals, and its data collection leading to data from observations in 49 classroom and questionnaires with over 500 second graders, their parents, their teachers, as well as school presidents and regional directors. Literature Hadjar, A., & Backes, S. (2021). Bildungsungleichheiten am Übergang in die Sekundarschule in Luxemburg. https://doi.org/10.48746/BB2021LU-DE-21A Hattie, J. (2008). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement (0 ed.). Routledge. https://doi.org/10.4324/9780203887332 Helmke, A., Rindermann, H., & Schrader, F.-W. (2008). Wirkfaktoren akademischer Leistungen in Schule und Hochschule [Determinants of academic achievement in school and university]. In M. Schneider & M. Hasselhorn (Eds.), Handbuch der pädagogischen Psychologie (Vol. 10, pp. 145–155). Hogrefe. Klieme, E., Schümer, G., & Knoll, S. (2001). Mathematikunterricht in der Sekundarstufe I: “Aufgabenkultur” und Unterrichtsgestaltung. TIMSS - Impulse für Schule und Unterricht, 43–57. LUCET. (2021). Épreuves Standardisées (ÉpStan). https://epstan.lu

  • Open Access English
    Authors: 
    Politis, Alexandros;
    Country: Luxembourg
  • Open Access German
    Authors: 
    Residori, Caroline; Heinen, Andreas; Samuel, Robin;
    Country: Luxembourg
  • Open Access French
    Authors: 
    Schafer, Valerie;
    Country: Luxembourg

    Le jeudi 13 octobre 2022 de 17.00 à 18.30, une table ronde co-organisée par la BnL et le C²DH réunissait Natascha Bintz, Luca de Michele, Anne Faber et Ben Olinger sur le thème «Les Influenceurs. Une plongée dans les pratiques et cultures numériques». Nous avons abordé avec eux leur parcours, leur ligne éditoriale, leur lien avec leur audience, mais aussi les enjeux culturels, économiques, professionnels, genrés ou encore technologiques de leur activité.

  • Open Access English
    Authors: 
    Reckinger, Rachel; Kapgen, Diane; Korjonen, Maria Helena; Pax, Anna;
    Country: Luxembourg

    This infographic forms part of a larger series of infographics produced by the Sustainable Food Practices team at the University of Luxembourg. The first infographic is titled ‘Food System Synopsis – The Foodscape in Luxembourg’ and is available on our website. The second and interactive infographic, titled ‘Food System Discovery – Actors and activities in Luxembourg’, derives from our first infographic and provides a deeper level of analysis, a description and definitions of all the actor groups and their activities in the food system. The interactive online version is available here. The purpose of the series of infographics produced by the Sustainable Food Practices team at the University of Luxembourg is to analyse the food system in Luxembourg in four steps – from mapping the existing foodscape in Luxembourg to elaborating pathways for the transition processes towards a more sustainable food system. This 2nd Infographic ‘Food System Discovery – Actors and activities in Luxembourg’ (reference: IG2-v.A) allows a user to explore the previously published, first static Infographic (‘Food System Synopsis – The foodscape in Luxembourg’) in further depth using playful and interactive navigation tools. Our methodological approach to this infographic will be made available here soon. Our research resulted in the two overarching kinds of actors: those that deal directly ‘with’ food – operating at the level of the food supply circuit, and actors engaging in a varied array of activities revolving ‘around’ food – operating at the broader food system level. These two combined comprise the whole food system. The research then led to an ensuing distillation of these actors into: actor categories, actor groups, and actor types, with each level further specifying the activities taken by actors. The definitions of the actor categories, actor groups and actor types allows the infographic to be transposed to other contexts, while only the example actors from Luxembourg are context-specific to the country. For these reasons, the depicted food system is not only Luxembourg’s food system, but a more general view of food systems. In the future we will build on the two first infographics to demonstrate interrelationships, pressure points, gaps and opportunities – and the outcome of this analysis will provide the basis for the research team to unfold pathways for potential optimisation of different leverage points within the system. 

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