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15.15-16.45 Transnational class formation reaching beyond Europe Young Irish professionals on the move: Diaspora capital and transnational class formation (Elaine Moriarty, Dublin) Translocality, class
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earth strategy; they 220 chaPter 9 move from place to place, extracting from each location as much as they need, and once they have exhausted the resources of one, they move on to loot another. Stationary [...] Not everybody, however, has the same exit options. It takes resources to move physi- cally, and it takes law and good lawyers to move legally. Moreover, the current legally constructed global order allows [...] of capital, but also of human dignity. To fully appreciate the versatility of capital, we have to move be- yond simple classifications and understand how capital obtains the qualities that distinguish
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the market-orientation view (MOV); That the students are able to analyse the chain of relationships (networks/value net) by using the presented theoretical frameworks (RBV / MOV) (networks/value net). Relations [...] challenges they will face as international managers. Among other things, a path is opened for students to move into those parts of business consulting which focus on ethical and social auditing for consulting
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17): The teacher’s role as evaluator, for example, makes the follow-up move very important in classrooms; where the follow-up move is withheld, the pupils are likely to suspect that something is wrong […]
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be well delineated. To control lightness, it was necessary either to move the table towards the lighter parts of the object or to move the colored glasses 2 and 3 vertically towards the prism to reduce the
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flat disc and worm, which in turn moves the gear approximately 2-3 teeth. The movement of the gear and the cylinder is barely visible. The cart with the ball weight moves a maximum of 1-2 mm up the rails [...] description of the artifact, discussing only what it is made of, how its pieces were assembled and how it moves. In the second section, I take the object itself as evidence to build on previous research by Deutsches [...] angled arm and ground plate. Before actually trying to manipulate the object, we imagined how it might move: turning the disc on top clockwise, or rather, pulling the miniature weight at the end of the top
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the teacher moves towards an even more natural conversa- tion by sharing personal information (161, 166) before eliciting with more open questions. As regards feedback in the follow-up move, this takes [...] Thus, she invites individual pupils to take over the elicit move, while still providing the feedback herself. In the end, even the follow-up move is performed by some pupils, who confirm their classmates’ [...] second. The first speech act, though, is a directive (Searle 1975) by the teacher, a complex framing move (Sinclair/Coulthard 1992: 3, 21; cf. Sinclair/Coulthard 1975), signalling to the pupils that the lesson
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einer Direk- tive (directive, Searle 1975) der Lehrkra, mit welcher sie eine komplexe Rahmung (framing move, Sinclair/Coulthard 1992, S. 3; 21; vgl. 1975) der Stunde vorgibt, indem sie den Lernenden signalisiert [...] rungs-Austausch durch einen weiteren Beitrag der Lehrkra (8), den sogenannten Folgeschritt (follow-up move), in welchem die Lehrerin Rückmeldung ( feedback) zur Schülerleistung gibt. Als Sprechakt ist dies
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Direktive (directive, Searle 1975) der Lehrkraft, mit welcher sie eine komplexe Rahmung ( framing move, Sinclair und Coulthard 1992, S. 3, 21; vgl. 1975) der Stunde vorgibt, indem sie den Lernenden si [...] rungs-Austausch durch einen weiteren Beitrag der Lehrkraft (8), den sogenann- ten Folgeschritt ( follow-up move), in welchem die Lehrerin Rückmeldung ( feed- back) zur Schülerleistung gibt. Als Sprechakt ist dies
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second. The first speech act, though, is a directive (Searle 1975) by the teacher, a complex framing move (Sinclair & Coulthard 1992: 3; 21; cf. 1975), signalling to the pupils that the lesson is about to [...] typical display question (Allwright & Bailey 1991: 110; cf. Byram 2004: 501-502). It is the first move of a three-part teacher elicit exchange (Sinclair & Coulthard 1992: 14; cf. 1975: 34), displayed here [...] (8) T: Very good! (9) [...] The teacher (6) initiates this exchange by way of her question. This move is followed by a pupil's response (7), which takes the shape of the appropriate prepositional phrase