fileadmin/content/seminare/soziologie/dokumente/culture-practice-and-europeanization/cpe-vol.5-no.1-2020/cpe-5-1-pp16-33-fage-butler-gorbahn-2020.pdf
presenting quotations from the programme of events (in Sections 5.2 and 5.3), we include page numbers in brackets. 5.1 General aspects 5.1.1 Structure of the programme, characterisation of the first part [...] We present these findings in Section 5.1. We present our qualitative discursive approach which forms the basis for the narrative analysis in Sections 5.2 and 5.3. Both authors of this article were involved [...] ways, as highlighted below. These have all been de- rived inductively; some resonate with previous findings. 5.2.1 Europe as a layer Europe is constructed as a distinct outer layer in the following passage:
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understood by a "political community" at all? This is a lack of definition which be- comes a strategic problem when it comes to the serious realisation of a basic income. The demand for a worldwide basic [...] cases, a basic income does not act as a wage floor, but as a wage subsidy. This is possible when taking up work for non-monetary reasons. On the other hand, the concern that a basic income is a means of [...] claiming that the introduction of a basic income would provide a convincing answer to all these questions. However, I believe that the demand for a basic income acts as a kind of socio-political litmus test
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story of a Europe without war or a Europe without injustice (and today a Europe producing a sustainable world). Tragic plots mark a point in the past which needs to be “overcome”, thus construct- ing a tragic [...] etc. However, “[a] robust narrative of the citizens in Europe con- necting the stories of different individuals, groups, nations or cultures into a good new story with a good end, a story that can block [...] While it seems obvious to me that a) the diffusion and re- telling of narratives depends on social networks (or a shared communicative space, cf. Eder, 2007b, 2011, 44) and b) social relations are shaped by
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an antenarrative – a frag- mented story in the sense that it is a story in the making, a bet on how it could look like from a potential, retrospective look into the future (Boje, 2001a, 2008; Henderson & [...] narratives of a) a “categorical identity discourse”, constructing identity as homogenous and different from “the other”, and b) a “relational identity”, where identity is constructed as a dynamic network [...] any conversation […]” (Czarniawska, 1997, 14). A master narrative, in con- sequence, is a typical story with a normative appeal and it is one that has a certain level of autonomy from, and power over,
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
1 13.7 12.0 5 3120 80% 34.12 0.00 5 Blast Freezer cooling 1 124.0 5hrs/day 5.0 5 1300 80% 128.96 6 Glazing Compressor Cooling 1 5.1 5hrs/day 5.0 5 1300 80% 5.30 1 0 0.00 Subtotal B 406.55 C Office equipment [...] Water) 2 1.5 6 6 5 1560 40% 0.94 7 coocker(1) 1 2.5 9 9 5 2340 70% 4.10 coocker(2) 1 2.5 4 4 5 1040 30% 0.78 8 Light Packing Machine 1 0.55 3 days in a week 2 3 312 30% 0.05 9 Hand Drier 2 2.6 5 5 1300 10% [...] 250 9.0 9.0 5 2340 100% 0.59 0 0.00 3 Printers 3 0.95 9.0 9.0 5 2340 30% 0.67 Copier 1 0.35 9.0 9.0 5 2340 30% 0.25 Subtotal C 3.45 D Other Equipment 1 Freezer 1 0.5 24.0 24.0 7 8736 70% 3.06 2 Fridge
fileadmin/content/abteilungen/psychologie/conference-2017/cfp-flensburg2017-20161213-tressat-07-neu.pdf
29 June – 1 July 2017 in Flensburg, Germany uni‐flensburg.de/psychologie/conference‐2017 Call for Papers “Speculating about the future can be a useful way of assessing the present.“ (Arnett 2000) Two main [...] e, on both an individual and a social level. But how do chil‐ dren and young people look into their future themselves? Which points of reference are im‐ portant for such a look‐out? How do they differ [...] wn about child de‐ velopment comes from studies of children in the minority developed world.” (Bornstein et al. 2012) These issues shall be addressed at the conference which serves as a forum for promoting
fileadmin/content/projekte/tmeuf/unterrichtsmaterialien/um.huss.breakinthewaddensea/englisch/breakinthewaddensea-merlehusscorr.pdf
worksheet 11 (schematic) L a v e r S p ir e S h e ll s C o m m o n S h o re C ra b s B a lt ic T e ll in s S a n d h o p p e rs K in g R a g s P e p p e ry F u rr o w S h e ll s B lo w L u g s Eurasian Gold [...] station you will find one poster (A3). The topics are: A - Special characteristics of the bird’s migration B – Special energy saving strategies Worksheet 3 Race and rest 1.2 C – Flyway into the breeding region [...] Worksheet 21 With best regards 3.3 3.3 WITH BEST REGARDS WHAT HAS TO BE DONE? The resting ground-check has helped you to pass your judgment. A Give reasons for your judgement and write a short recommendation for
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Bispo da Silva. (a) (b) Fig. 5 The set of lens and prism. Source: Deutsches Museum Munich © Takis Lazos. Ana Paula Bispo da Silva 5 There were four glass pieces in the lens and prism set: a trapezoidal prism [...] notice no difference. (a) (b) (c) Fig. 8 Amici’s camera Lucida (Amici 1819: 35). Fig. 9 Amici’s Camera Lucida. (a) The apparatus fixed. Source: Modena’s Observatory © Alberto Meschiari. (b) Details from the [...] Camera had a quadrangular prism and circular glasses: a convex lens (ik in Fig. 7) and a blue glass for brightness control (lm in Fig. 7). This optical set pro- vided double reflections and a parallax
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hedge of dead wood, small wood The teacher has to draw the country on a poster or a board or he/she can print it on a piece of paper (DIN A3). The children have to cut out the animals and stick them in the [...] vegetated and impenetrable 3. The fields which are unprotected. 5. What’s a biotope? 1. The border between one habitat and another. 2. The unity of different habitats. 3. A habitat for different species [...] throws the ball to a classmate, who is not standing next to them, but still holds on to one end of the thread. The next child says a term and so on until every child has had a turn and a network has been
fileadmin/content/portal/international/dokumente/incomings/iim-course-description/bim-w1-23.pdf
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