fileadmin/content/abteilungen/developing-countries/dokumente/downloads/international-class/community-development-projects-for-the-supply-of-heat-and-electricity-from-renewables-in-the-isles-of-barra-and-vatersay-2009-.pdf
round 9:00Pm. The main duty of this shift is to receive fish from the fishing boats. Therefore the stop time for the back-up shift depends on when the fishing boats dock. The factory has two cold stores
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fileadmin/content/seminare/soziologie/dokumente/culture-practice-and-europeanization/cpe-vol.5-no.1-2020/cpe-5-1-pp102-117-eder-carlson-2020.pdf
“robust” European identity that blocks further story-telling (Eder, 2011, 49). Yet stories do not stop at some point, they encounter other stories, thus fueling the process that underlies iden- tity c
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fileadmin/content/seminare/soziologie/dokumente/culture-practice-and-europeanization/cpe-vol.5-no.1-2020/cpe-5-1-pp34-51-lucchesi-2020.pdf
considered by commentators as a natural sign of the political weakness of the Italian elite while stopping migrants and suspending any adherence to international law is intended as a method used to regain [...] clear opposition to the process of European integration: “Europe Union .. wouldn’t it be better to stop this joke and finally go back to the full sovereignty starting with the monetary one?….” (la Repubblica [...] continuity between newspapers and users narratives: “Before throwing money away ..it was better to stop landings.. we knew that they were not asylum seekers…but vulgar clandestine..” (Il Fatto Quotidiano
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As shown by Vidmar Horvat (2017), media paranoia coincided with the fear that if it were unable to stop the illegal crossings, Slovenia would be left out of the EU power centres at Brussels. This struck
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fileadmin/content/seminare/soziologie/dokumente/culture-practice-and-europeanization/cpe-vol.5-no.1-2020/cpe-5-1-pp85-101-gaertner-2020.pdf
trust fund reflects to what extent the perception of migration is dominated by a “sense of urgency to stop irregular migration to Europe” – as Oxfam points out in a briefing note titled “An Emergency for whom [...] our perceptions of reality: “The drive to model the world along narrative lines does not come to a stop at the boundaries between various systems of social function. This is the case at all levels – from [...] tell you is that ‘Go and then make for us a way’. Because we know that there is nothing that will stop you from succeeding. That is how we perceived it” (Wilson, Pretoria, 2018). The sharp contrast between
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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/geschichten/geschichten-eng/dalton-story-gb.pdf
get a better response. However, when the lesson was over, Dalton was frustrated, and he could not stop himself from thinking “Why?” What was supposed to be a demonstration of the potential of the new chemistry
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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/dalton.zip
get a better response. However, when the lesson was over, Dalton was frustrated, and he could not stop himself from thinking “Why?” What was supposed to be a demonstration of the potential of the new chemistry [...] moved in an erratic manner. The re- markable detail about this motion was that it never appeared to stop, moreover, the moving particles were certainly not alive. It remained an open question for about half
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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-eng/democritus.zip
moved in an erratic manner. The re- markable detail about this motion was that it never appeared to stop, moreover, the moving particles were certainly not alive. It remained an open question for about half [...] After a few minutes, a smile went over his face: He knew how he would act, and he knew that this would stop Democritus from laughing. The next morning was significantly cooler, and Plato was in a good mood
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After a few minutes, a smile went over his face: He knew how he would act, and he knew that this would stop Democritus from laughing. The next morning was significantly cooler, and Plato was in a good mood
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fileadmin/content/institute/anglistik/dokumente/projekte/dohcce-online.pdf
S. Stop it both of you. 5464 L Stop it both of you. 5465 S. Stop it, both of you. 5466 S. Stop it, both …. [unverständlich] 5467 L. Stop it, both of you. 5468 S. Stop it, both of you. 5469 S. Stop it, [...] both of you. 5437 S. He stop it, both …. 5438 L. No, stop it, both of you. 5439 S. Stop it, both of you. 5440 S. Stop it, both of you. 5441 S. Stop it, both of you. 5442 S. Stop it, both of you. 165 DOHCCE [...] TB. Stop it, both of you.[5] 5431 L. Once more. 5432 TB. Oh you and your football. Stop it, both of you. 5433 S. Stop it, both of you. 5434 L. Very good. 5435 S. Stop it, both of you. 5436 L. Stop it,
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