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Techniques to achieve anonymization of health data: When are they sufficient to be considered as legally complaint?
No full textpeer reviewedo protect the data privacy of individuals, various legisla-
tive instruments prescribed the anonymization or pseudo-anonymization
of data before such data may be shared for purposes including health re-
search. However, the mere mention of this requirement is not sufficient.
Considering the rapid development in both anonymization techniques,
including re-identification attacks and the ease with which they can be
implemented as a result of data aggregation, it is important to find con-
sensus about the meaning of anonymization and, most importantly what
techniques are considered to be sufficient to achieve true anonymization
for purposes of data sharing and secondary use of data as advocated for
in the European Health Data Space proposal. In this paper, we investi-
gate the current state of the terminology used and how it is approached
in different legal instruments and then consider this against the aims
and goals of the European Health Data Space proposal. Lastly, we shall
consider the available and potential techniques that may be valuable in
anonymizing data for purposes as contemplated in the European Health Data Space proposal
Enhanced Learning-Based Hybrid Optimization Framework for RSMA-Aided Underlay LEO Communication with Non-Collaborative Terrestrial Primary Network
No full textpeer reviewedLow Earth orbiting (LEO) satellite-assisted wireless communication is increasingly vital for future communication networks due to the significant spectrum scarcity in radio frequency channels, presenting a critical bottleneck. Thus, optimizing the utilization of available radio frequency spectrum has become imperative. Advanced techniques like underlay communication and Rate Split Multiple Access (RSMA) have proven effective in enhancing spectrum utilization. When LEO satellites are applied to tasks such as agricultural assistance, search and rescue operations, and military defense, LEO-to-ground communication can leverage underlay fashion using RSMA to transmit messages to multiple users simultaneously on the same channel. However, conventional underlay communication setups necessitate transmitter cooperation to manage system interference. Enabling non-cooperative systems to communicate in an underlay fashion unlocks the untapped potential of these advanced transmission techniques. This study addresses the challenge of maximizing the RSMA rate of the LEO-to-ground communication system (secondary system) operating in an underlay mode without cooperation with the ground-to-ground communication system (primary system), where the primary network operates in a time-division multiple-access fashion. We propose a dueling-based double deep Q-learning solution to optimize the allowed transmission power at the LEO satellite, ensuring no outage in the primary system. Additionally, we introduce an optimal solution framework to distribute the allowed transmission power among all signals of the secondary devices, maximizing the RSMA rate while meeting the rate requirements of all underlay secondary devices. Simulation results demonstrate that this hybrid solution framework provides excellent performance while ensuring no outage at the primary network
Listening to lectures
No full textpeer reviewedLectures remain a key, high-stakes pedagogical genre in higher education. However, effective lecture comprehension, notetaking and ultimately retention is a complex process both for L1 users of English and those who use English as an additional language. First, lectures are typically multimodal events in which auditory and visual input needs to be processed simultaneously and often in real-time. Second, the efficacy with which students process and record this input depends on a myriad of student and lecturer-related factors, including language proficiency, lecturing style, and lecture discourse features that accommodate and engage the listeners. Third, academic mobility and the associated rise of English as medium of instruction has resulted in diverse contexts in which lecturers and students are unfamiliar with each other’s language, cultural and educational backgrounds. Fourth, online lectures bring with them specific listening affordances and challenges. Lecture listening training and training can help students benefit from lectures, while research into lecture listening and lecture discourse helps us better understand students’ needs as well as how lecturers can accommodate these. This chapter surveys research that has contributed to our understanding of lecture comprehension as well as the effective design of lecture listening materials and training
Between Values and Limitations: Migrants’ Ambivalent Perceptions of the "Lusophone Market” in Luxembourg
No full textpeer reviewedThis paper discusses the ambivalent perceptions of lusophone migrants in
relation to the usage of Portuguese as ‘one of the most widely spoken
languages in Luxembourg.’ It examines how official language policies and
ideologies of Luxembourg have been projected onto everyday perceptions of
these migrants, about this communicative resource in this particular
‘linguistic market,’ considering that, in this context, Portuguese-speaking
migrants are the largest migrant group. Bourdieu posits that ‘on a given
linguistic market, some products are valued more highly than others; and
part of the practical competence of speakers is to know how, and to be
able, to produce expressions which are highly valued on the markets
concerned.’ Taking the Bourdieusian market-theoretical approach, in which
language is both perceived as a symbolic resource and as a commodity in the
market, this paper examines lusophone migrants’ narratives on the role and
value of Portuguese as part of their language repertoire in the linguistic
market of Luxembourg. It seeks to unravel the social effects of official
multilingualism on a group of migrants and how these effects shape their
agency, censoring and sanctioning their repertoire while they resist the
market by creating and navigating what I term here a “lusophone market.
The Divine President. Populism, Political Theology, and Gabriel over the White House
No full textpeer reviewe
Exploring the evolution of .lu domain names THROUGH A TRANSNATIONAL comparison
No full textpeer reviewedR-AGR-3937 - C20/SC/14758148/HIVI - SCHAFER Valéri
Transformational education in youth work: theoretical concepts and empirical findings
Full text linkpeer reviewedEducation is a transformative process that extends beyond the acquisition of knowledge, fundamentally reshaping an individual’s relationship with themselves, others, and the world. In this context, open youth work serves as a vital socio-educational field of practice. Through life-world-oriented and subject-centered educational approaches, open youth work supports young people in developing their identity, navigating adolescent crises, and assuming social responsibility. This article explores the transformative potential of open youth work as a socio-pedagogical educational actor. It draws on the theory of transformative education and is based on a qualitative empirical study that includes participatory observations and focus group discussions with young people in seven youth centers. The study aimed to identify the topics, triggers, and conditions that enable young people in these settings to experience formative and transformative educational processes. The findings of the study emphasize the significance of open youth work’s low-threshold, situational, and flexible educational approaches. These approaches empower young people to overcome developmental challenges, build resilience, and make autonomous decisions—key processes that are often overlooked in formal educational institutions. Particularly notable is the participatory nature of open youth work, which provides young people with safe and supportive spaces to articulate their concerns, reflect on their experiences, and explore their perspectives. In this way, open youth work not only fosters the personal development, well-being, and autonomy of young people but also plays a crucial role in cultivating a resilient and solidaristic society.4. Quality educatio
Geometric Quantization
No full textpeer reviewedGeometric quantization is a geometric way to quantize symplectic manifolds. Its definition and properties are presented. Symplectic
manifolds are called quantizable if there exists a hermitian line bundle with a compatible connection such that the curvature is
essentially equal to the symplectic form of the manifold. In a first step the prequantum operators acting on the sections of the
hermitian line bundle are introduced. In a second step a polarization is introduced and the quantum operators are defined by
restricting the prequantum operators to the space of polarized sections. Different polarizations are discussed. In the compact Kähler
manifold case with Kähler polarization the geometric quantum operator are related to the Berezin—Toeplitz quantum operators. Some
other concepts discussed are asymptotic expansions by considering higher tensor powers of the quantum line bundle, half-form correc-
tions, and deformation quantization
Schulübergang in Luxemburg: Intersektionalität von Geschlecht und Migrationshintergrund
No full textpeer reviewedSoziodemografische Merkmale von Schüler*innen stehen mit der Bevorzugung und Benachteiligung bestimmter Gruppen von Schüler*innen in Verbindung. Bisher haben sich die meisten Forschungsarbeiten in gegliederten Bildungssystemen—wie in Luxemburg—auf einzelne Merkmale der Schüler*innen, vor allem auf das Geschlecht und den Migrationshintergrund, konzentriert. Allerdings ist wenig über die Auswirkungen der Überschneidung verschiedener Merkmale bekannt. Theorien der Intersektionalität gehen davon aus, dass jede Person mehrere soziale Kategorien repräsentiert und dass die Kombination dieser Kategorien zu unterschiedlichen Erfahrungen und Ergebnissen für den Einzelnen führen kann (Silverstein, 2006), was auch durch empirische Studien bestätigt wurde (Ghavami & Peplau, 2012). Die aktuelle Studie erweitert die bestehende Literatur, indem sie individuelle Merkmale sowie deren Interaktion bei der Vorhersage des Schulübergangs von der Grundschule in die Sekundarstufe berücksichtigt.
In der vorliegenden Studie wurde der Einfluss verschiedener Schüler*innenmerkmale auf die Schullaufbahn untersucht. In Luxemburg spiegelt die Schullaufbahn fast zu 100% die Schullaufbahnempfehlung wider, da diese für Eltern bindend sind. Wir interessierten uns insbesondere für die prädiktiven unabhängigen und interaktiven Zusammenhänge zwischen Schüler*innenmerkmalen in Klasse 3 und dem Schulzweig in Klasse 9.
Die Daten wurden im Rahmen des luxemburgischen Schulmonitoringprogramms „Épreuves Standardisées“ (ÉpStan; Fischbach et al., 2014) erhoben. Die Kohorte umfasst alle Schüler*innen, die im November 2013 in der 3. Klasse des öffentlichen luxemburgischen Bildungssystems eingeschrieben waren, kombiniert mit Daten derselben Schüler*innen in der 9. Klasse im November 2017-2019 für Schüler*innen, die einen regulären Bildungsweg verfolgt haben. Diese werden ergänzt durch Daten von November 2020 und 2021 für Schüler*innen, die ein- oder zweimal Klassen wiederholt haben (N≈3600). In der vorliegenden Studie wurden soziodemografische Merkmale wie Geschlecht, sozioökonomischer Status, zu Hause gesprochene Sprache und Migrationshintergrund sowie Leistungsdaten in Mathematik und Deutsch in der dritten Klasse zur Vorhersage des Schulzweigs in der neunten Klasse verwendet.
Um den Einfluss von Schülermerkmalen auf den Schulzweig zu untersuchen, haben wir eine mehrstufige multinomiale Regressionsanalyse mit random intercepts durchgeführt. Die Ergebnisse dieser Analysen zeigen, dass die Einstufung in die Schulzweige durch individuelle Merkmale beeinflusst wird. Der Schulzweig in der 9. Klasse wird durch das Geschlecht, den SES, den Migrationshintergrund und die bisherigen Leistungen der Schüler*innen beeinflusst. Jungen haben eine deutlich geringere Wahrscheinlichkeit, in den höchsten und eine höhere Wahrscheinlichkeit, in den niedrigsten Schulzweig orientiert zu werden, als Mädchen. Schüler*innen mit Migrationshintergrund oder aus Familien mit niedrigem Sozialstatus haben eine deutlich geringere Chance, dem höchsten Bildungszweig zugewiesen zu werden. Im Gegensatz dazu scheint die zu Hause gesprochene Sprache keinen Einfluss auf den Schulübergang zu haben.
Die Ergebnisse der intersektionalen Analyse zeigen, dass die meisten Interaktionen auf individueller Ebene nicht signifikant sind. Nur die Interaktion zwischen Geschlecht und Migrationshintergrund ist signifikant, aber die individuellen Effekte verlieren in diesem Modell ihre Bedeutung. Diese Ergebnisse spiegeln wider, dass die Haupteffekte für Geschlecht und Migration durch ihre Interaktion vermittelt werden und dass—im Vergleich zu den anderen Untergruppen—männliche und weibliche Schüler ohne Migrationshintergrund eine ähnliche Wahrscheinlichkeit haben, dem niedrigsten Schulzweig zugewiesen zu werden, während sowohl Mädchen der ersten als auch der zweiten Generation eine geringere Wahrscheinlichkeit haben, dem niedrigsten Schulzweig zugewiesen zu werden als alle anderen Untergruppen.
Im Einklang mit früheren Untersuchungen (Encinas-Martín und Cherian, 2023; Klapproth et al., 2013) sind die soziodemografischen Merkmale der Schüler*innen signifikante Prädiktoren des Schulübergangs. Das Vorhandensein signifikanter Effekte einzelner Hintergrundprädiktoren bei gleichzeitiger Kontrolle der Schülerleistungen deutet darauf hin, dass Schulübergangsentscheidungen potenziell zuungunsten benachteiligter Schüler*innen, nämlich der Schüler*innen mit Migrationshintergrund, männliche Schüler und Schüler*innen mit niedrigem SES verzerrt sein könnten (siehe Baumert et al., 2006; Timmermans, de Boer, et al., 2018). Die Ergebnisse der intersektionalen Analysen ergaben kein klares Interaktionsmuster. Für die meisten Schüler*innenmerkmale gibt es unabhängige Haupteffekte auf den Schulübergang, mit Ausnahme der Interaktion zwischen Geschlecht und Migrationshintergrund
Text Generation Models for Luxembourgish with Limited Data: A Balanced Multilingual Strategy
Full text linkpeer reviewedThis paper addresses the challenges in developing language models for less-represented languages, with a focus on Luxembourgish. Despite its active development, Luxembourgish faces a digital data scarcity, exacerbated by Luxembourg`s multilingual context. We propose a novel text generation model based on the T5 architecture, combining limited Luxembourgish data with equal amounts, in terms of size and type, of German and French data. We hypothesise that a model trained on Luxembourgish, German, and French will improve the model`s cross-lingual transfer learning capabilities and outperform monolingual and large multilingual models. To verify this, the study at hand explores whether multilingual or monolingual training is more beneficial for Luxembourgish language generation. For the evaluation, we introduce LuxGen, a text generation benchmark that is the first of its kind for Luxembourgish