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.

Extrapyramidal motor signs in degenerative ataxias.

Abstract: Background Extrapyramidal motor signs (EPS) are well-known symptoms of degenerative ataxia. However, little is known about frequency and appearance of EPS in subtypes of ataxia. Methods We characterized 311 patients with ataxia clinically and genetically. Course of the disease and EPS were investigated according to a standardized protocol. Diagnostic and prognostic impact of EPS in subtypes of ataxia was analyzed by Kaplan-Meier plots. Results Extrapyramidal motor signs occurred in all forms of ataxia, but frequency and type of EPS varied between genetically and clinically defined subtypes. Postural tremor in hereditary ataxias was typical for spinocerebellar ataxia type 2 (SCA2). Dystonia was generally rare in ataxias, but, if present, suggested SCA3. We observed a parkinsonian variant of SCA3 in which parkinsonism was present in the beginning of the disease and responded well to levodopa therapy, leading to diagnostic confusion. Parkinsonism in SCA3 was independent of CAG repeat length but ran in families, suggesting modifying genes. In idiopathic sporadic cerebellar ataxia (ISCA), EPS are more frequent in late-onset than in early-onset forms. In 50% of ISCA patients with parkinsonism, the diagnosis of multiple system atrophy remained questionable because of normal autonomic function. Conclusions Extrapyramidal motor signs can help to predict the genetic subtype of ataxia. Extrapyramidal motor signs were more frequent in genetic subtypes in which basal ganglia affection has been demonstrated by postmortem studies. However, no type of EPS was specific for an underlying mutation. In ISCA, EPS are an adverse prognostic factor. Parkinsonism is especially associated with a more rapid course of the disease.

Securing Edge Devices in the Post-Quantum Internet of Things Using Lattice-Based Cryptography

Abstract: In order to increase the security of edge computing, all data transmitted to and from edge devices, as well as all data stored on edge devices, must be encrypted Especially when the transmitted or stored data contains sensitive personal information, long-term protection over periods of ten or more years may be required, which can only be achieved with post-quantum cryptography This article first gives a brief overview of post-quantum public-key cryptosystems based on hard mathematical problems related to hash functions, error-correcting codes, multivariate quadratic systems, and lattices Then the suitability of lattice-based cryptosystems for resource-constrained devices is discussed and efficient implementations for 8 and 32-bit microcontrollers are outlined

Freeing Teaching from Learning: Opening Up Existential Possibilities in Educational Relationships

Abstract: In this paper I explore the relationship between teaching and learning. Whereas particularly in the English language the relationship between teaching and learning has become so intimate that it often looks as if ‘teaching and learning’ has become one word, I not only argue for the importance of keeping teaching and learning apart from each other, but also provide a number of arguments for suggesting that learning may not be the one and only option for teaching to aim for. I explore this idea through a discussion of the relationship between teaching and learning, both at a conceptual and at an existential level. I discuss the limitations of the language of learning as an educational language, point at the political work that is being done through the language of learning, and raise epistemological and existential questions about the identity of the learner, particularly with regard to the question what it means to be in and with the world in terms of learning as comprehension and sense making. Through this I seek to suggest that learning is only one possible aim for teaching and that the learner identity and the learning way of engaging with the world puts the learner in a very specific position vis-a-vis the world, one where the learner remains in the centre and the world appears as object for the learner’s acts of learning. That it is possible to teach without requesting from students that they learn, comprehend and make sense, is demonstrated through a brief account of a course in which students were explicitly asked to refrain from learning and were instead asked to adopt a concept. I show how this request opened up very different existential possibilities for the students and argue that if we value such existential possibilities, there may be good reasons for freeing teaching from learning.

Powder diffraction and crystal structure prediction identify four new coumarin polymorphs

Abstract: Coumarin, a simple, commodity chemical isolated from beans in 1820, has, to date, only yielded one solid state structure. Here, we report a rich polymorphism of coumarin grown from the melt. Four new metastable forms were identified and their crystal structures were solved using a combination of computational crystal structure prediction algorithms and X-ray powder diffraction. With five crystal structures, coumarin has become one of the few rigid molecules showing extensive polymorphism at ambient conditions. We demonstrate the crucial role of advanced electronic structure calculations including many-body dispersion effects for accurate ranking of the stability of coumarin polymorphs and the need to account for anharmonic vibrational contributions to their free energy. As such, coumarin is a model system for studying weak intermolecular interactions, crystallization mechanisms, and kinetic effects.