University of Luxembourg

About: University of Luxembourg is a education organization based out in Luxembourg, Luxembourg. It is known for research contribution in the topics: Population & European union. The organization has 4744 authors who have published 22175 publications receiving 381824 citations.

Satellite cognitive communications: Interference modeling and techniques selection

Abstract: Due to increasing demand of high speed data rate for satellite multimedia and broadcasting services and spectrum scarcity problem in satellite bands, exploring new techniques for enhancing spectral efficiency in satellite communication has become an important research challenge. In this aspect, satellite cognitive communication can be considered as a promising solution to solve spectrum scarcity problem. In this paper, different cognitive techniques such as underlay, overlay, interweave and database related techniques are discussed by reviewing the current state of art. Exact beam patterns of a multi-beam satellite are plotted over the Europe map and interference modeling between terrestrial Base Station (BS) and satellite terminal is carried out on the basis of interference power level. Furthermore, suitable cognitive techniques are proposed in high and low interference regions in the context of satellite cognitive communication.

Eine kurze Skala zur Messung der fünf Dimensionen der Persönlichkeit : Big-Five-Inventory-10 (BFI-10)

Abstract: Erhebungsinstrumente zur Erfassung von psychologischen Merkmalen wie beispielsweise Personlichkeit, Risikobereitschaft, Werte, Lebenszufriedenheit, Attraktivitat, Optimismus oder Intelligenz, werden immer haufiger in der Forschung eingesetzt. Neben der psychologischen Forschung, in der psychologische Merkmale traditionell im Zentrum des Interesses stehen, werden psychologische Merkmale ver-mehrt auch in anderen Forschungsbereichen erhoben, zum Beispiel in den Sozialwissenschaften, den Wirtschaftwissenschaften, den Ingenieurswissenschaften und den Gesundheitswissenschaften. Die Forscherinnen und Forscher der verschiedenen Disziplinen erwarten von der Erfassung dieser Merkmale in Umfragen, Studien und Experimenten sowie deren Implementierung in ihre Modelle eine bessere Deskription und Pradiktion wissenschaftlich und gesellschaftlich relevanter Prozesse und Phanomene.

Complex Problem Solving in Educational Contexts—Something Beyond g: Concept, Assessment, Measurement Invariance, and Construct Validity

Abstract: Innovative assessments of cross-curricular competencies such as complex problem solving (CPS) have currently received considerable attention in large-scale educational studies. This study investigated the nature of CPS by applying a state-of-the-art approach to assess CPS in high school. We analyzed whether two processes derived from cognitive psychology, knowledge acquisition and knowledge application, could be measured equally well across grades and how these processes differed between grades. Further, relations between CPS, general mental ability (g), academic achievement, and parental education were explored. Hungarian high school students in Grades 5 to 11 (N 855) completed MicroDYN, which is a computer-based CPS test, and the Culture Fair Test 20-R as a measure of g. Results based on structural equation models showed that empirical modeling of CPS was in line with theories from cognitive psychology such that the two dimensions identified above were found in all grades, and that there was some development of CPS in school, although the Grade 9 students deviated from the general pattern of development. Finally, path analysis showed that CPS was a relevant predictor of academic achievement over and above g. Overall, results of the current study provide support for an understanding of CPS as a cross-curricular skill that is accessible through computer-based assessment and that yields substantial relations to school performance. Thus, the increasing attention CPS has currently received on an international level seems warranted given its high relevance for educational psychologists.