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See detailWorries and career employment attitudes: the role of social inequalities of master’s degree students.
Karavdic, Senad UL; Baumann, Michèle UL

in Promotion of Mental Health (2015)

University students' mental health is affected by worries about the employment of their future. Our purpose is to analyze the relationships between traits of worry and career attitudes, happiness and ... [more ▼]

University students' mental health is affected by worries about the employment of their future. Our purpose is to analyze the relationships between traits of worry and career attitudes, happiness and autonomy in their quality of life among postgraduates. Method: Independent of their socioeconomic status, all students obtained financial aid from the government of Luxembourg. A link to an online questionnaire was sent to their home address. The instrument assessed: Penn-State-Worry scale, Career dimensions (adaptability, optimism, knowledge and planning), Happiness and Quality of Life Autonomy scores, and sociodemographic characteristics. Bivariate-tests, correlations and multiple linear regression models were used for analysis. Results: A majority of the 481 volunteers (26.4 years; SD=5.5) were women and unemployed. Sociodemographical factors such as European or non-EU nationality (vs. Luxembourgish), possession of an internship employment contract (vs. fixed-term and permanent contract) and being a part of social and humanity sciences domain were related with high worries. Lower adaptability (β= -2.271; p< 0.001) and optimism career attitudes (β= -2.162; p= 0.002), low happiness (β= -1.518; p= 0.039) and autonomy in their quality of life (β= -0.669; p= 0.004), respectively, were affected by higher worry score. Conclusion: Worry indicator could be observed routinely to monitor students’ career adaptability and optimism. University career employment workshops may help to increase the individual capabilities to improve and/or to maintain their well-being. Nationality, employment contract status and chosen academic field had generated mental health inequalities that must be considered in consultations, counseling and implementation of prevention and promotion programs. [less ▲]

Detailed reference viewed: 149 (37 UL)
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See detailWorst-case Scheduling of Software Tasks: A Constraint Optimization Model to Support Performance Testing
Di Alesio, Stefano UL; Nejati, Shiva UL; Briand, Lionel UL et al

in International Conference on Principles and Practice of Constraint Programming (2014, September)

Detailed reference viewed: 114 (10 UL)
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See detailWort und Totschlag - Zur sozio-symbolischen Bedeutung sprachlicher Divergenz
Purschke, Christoph UL

in Perzeptive Linguistik : Phonetik, Semantik, Varietäten (2014)

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See detail„Das Wort ‚Realismus‘ hat für den Konservativen einen guten Klang“. Ideologische Funktionalisierung neurealistischer Konzeptionen bei der Neuen Rechten
Wiegmann, Eva UL

in Fauth, Soeren R.; Parr, Rolf (Eds.) Neue Realismen in der Gegenwartsliteratur (2016)

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See detailWortbildung - historisch, mehrsprachig, kontrastiv
Gilles, Peter UL; Sieburg, Heinz UL

in Zeitschrift für Wortbildung = Journal of Word Formation (2018), 1/2018

Detailed reference viewed: 48 (5 UL)
See detail"Die Wörter dürfen nicht das sein, was sie meinen." Yoko Tawadas Beiträge zu einer interkulturellen Kritik der Sprache
Heimböckel, Dieter UL

in Gutjahr, Ortrud (Ed.) Hamburger Gastprofessur für interkulturelle Poetik: Yoko Tawada, Fremde Wasser. Vorlesungen und wissenschaftliche Beiträge. (2012)

Detailed reference viewed: 55 (0 UL)
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See detail"Wörter, Wendungen und Sätze so aus dem Gedächtnis schreiben, dass sie eindeutig erkennbar sind": Überlegungen zum Umgang mit Schrift im frühen Fremdsprachenunterricht.
Weth, Constanze UL

in Diehr, Bärbel; Rymarczyk, Jutta (Eds.) Researching literacy in a foreign language among primary school learners. (2010)

Detailed reference viewed: 77 (1 UL)
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See detailWozu Mittelalterforschung?
Pauly, Michel UL

Article for general public (2018)

Deutsche Fassung der Rede bei Gelegenheit von 30 Jahren Centre luxembourgeois de documentation et d'études médiévales (CLUDEM)

Detailed reference viewed: 8 (1 UL)
See detailWozu Mittelalterforschung? Zum 30. Jubiläum des CLUDEM
Pauly, Michel UL

E-print/Working paper (2018)

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See detailWozu Potenziale fördern?
Baudson, Tanja UL

Presentation (2017)

Detailed reference viewed: 29 (1 UL)
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See detailWpHG, 6. Auflage, Buchbesprechung
Zetzsche, Dirk Andreas UL

in Zeitschrift für Bank- und Kapitalmarktrecht (2012)

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See detailWprowadzenie do prawa Europejskiej Inicjatywy Obywatelskiej
Capik, Agata B.; Gniewek, Alicja UL

Book published by EuroInfoCentr, Cracow Chamber of Commerce (2012)

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See detailWriting a.i.d.“ – Ein neuer Ansatz für die Schreibforschung und ihre Didaktisierung
Huemer, Birgit UL; Rheindorf, Markus; Gruber, Helmut

in Doleschal, Ursula; Mertlitsch, Carmen; Rheindorf, Markus (Eds.) et al Writing across the Curriculum at Work. Theorie, Praxis und Analyse (2013)

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See detailWriting support in a multilingual context: what do staff and students need?
Lejot, Eve UL; Huemer, Birgit UL; Deroey, Katrien UL

Scientific Conference (2015, June)

This paper reports on an extensive analysis of language learning needs performed amongst staff and students at a multilingual university. Although needs analysis is a well established method to inform ... [more ▼]

This paper reports on an extensive analysis of language learning needs performed amongst staff and students at a multilingual university. Although needs analysis is a well established method to inform specific language teaching (Basturkmen 2010), few studies have analysed writing support needs in general (Kruse 2013, Kruse & Meyer & Everke Buchanan in press) or writing support needs in multilingual contexts (Huemer & Rheindorf & Wetschanow 2014). In this paper, we will focus on the needs for writing support in English, French, German and Luxembourgish across faculties at the University of Luxembourg, where most degree programmes are multilingual. In addition to the results for these two groups, we will discuss the (mis)match between staff and student perceptions of students’ needs. Results are from 24 semi-structured interviews and online questionnaires (staff n=559, students n=364) covering all faculties. Not surprisingly, academic staff and postdoctoral researchers report the greatest need for support in writing research genres, i.e. papers and proposals, chiefly in English. They also felt students mostly required instruction in writing assignments and dissertations in English. Students, however, would like support in writing assignments and dissertations in all four languages. Finally, when looking at the overall results for staff and students, it is striking that the need for general language training, especially conversational skills, in all four languages outstrips the reported need for academic language instruction. We will discuss how these results informed our course design across different programs and faculties. [less ▲]

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See detailWriting the history of psychiatry in the 20th century
Hess, Volker; Majerus, Benoît UL

in History of Psychiatry (2011), 22(2), 139--145

As editors of the special issue, we try to summarize here the historiographic trends of the field. We argue that the field of research is accommodating the diversity of the institutional, social and ... [more ▼]

As editors of the special issue, we try to summarize here the historiographic trends of the field. We argue that the field of research is accommodating the diversity of the institutional, social and political developments. But there is no narrative in sight which can explain the psychiatry of the 20th century, comparable to the authoritative coherence achieved for the 19th century. In contrast, the efforts to extend these narratives to the 20th century are largely missing the most impressive transformation of psychiatric treatment — and self-definition. [less ▲]

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See detailWriting we: Collaborative text in educational research
Siry, Christina UL; Ali-Khan, Carolyne

in Malott, Curry; Portfilio, Bradley, J. (Eds.) Critical pedagogy in the 21st century (2011)

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the ... [more ▼]

In this chapter we examine the critical possibilities of collaborative writing, as multiple layers of <br />voices intertwine to produce and understand collaborative authorship. We seek to challenge the <br />politics and epistemological assumptions of the do-your-own-work mentality pervasive throughout education. Through a theoretical, methodological and ethnographically thick exploration of collaboratively produced text, we offer a different paradigm for understanding and producing knowledge. Cowriting is examined as an unfolding, polyvocal, and necessarily <br />multifaceted journey toward a new critical pedagogy of working “with.” [less ▲]

Detailed reference viewed: 37 (2 UL)
See detailWritten language : Learning to read and to spell
Fayol, Michel UL

in Fäcke, C. (Ed.) Manual of language acquisition (2014)

Detailed reference viewed: 33 (5 UL)