fileadmin/content/projekte/food-and-move/dokumente/downloads/newsletter-2.pdf
und die erreichten Ziele des ver- gangen Jahres. Nyt logo Siden Februar 2013 har INTERREG- prøjektet ”mad & bevægelse uden græn- ser” ved siden af dens kompakte titel også et nyt logo. Sammen med en kommunika- [...] for fyrtårns- og kooperationsskoler afholdt. Antallet af deltagende skoler er mere end fordoblet siden sidste workshop i oktober 2012. Og vi har gjort meget i forhold til at vores projekt få opmærksomhed [...] tysk/danske årsrapport 2012 fra INTERREG-projekt ”mad & bevægelse uden grænser” beskriver gennem 26 sider udførlig de gennemførte foranstaltninger og de opnåede mål fra det foregående år. Work in progress:
fileadmin/content/institute/physik/bilder-und-dokumente-aktuell/6-forschung/material-culture/ottaviani-celeste-a-temple-in-a-science-museum.-object-biography-of-gerzabeck-s-zuendmaschine.pdf
the cake. As a consequence, positive charges will aggregate on the bottom side of the disk, while negative ones on the top side. If a conductor is connected with the top of the metal disk, the negative
fileadmin/content/institute/physik/bilder-und-dokumente-aktuell/6-forschung/material-culture/ulbert-lena-the-magical-lantern-of-edgerton.-the-electronic-flash-tube-ge-ft-403.pdf
through time and space. Especially in the curating work of the history of physics, the human side and the practical side are good approaches to engage the visitors, who are generally the ordinary interested persons [...] 1997, 2003, 362): on the one side as the subject matter of scientific investigation in the MIT lab or as historical artifact in an material culture essay. And on the other side as iconography of science,
fileadmin/content/institute/chemie/bilder/aus-der-abteilung/2017-wifo/poster-aghg-v8-without.pdf
conclusions about homogeneity The Cr-STD is not homogeneous and gives different results, dependent which side is irradiated (Tab. 2, Fig. 5, Fig. 6). The Mo-STD is more homogeneous and gives better results, than
fileadmin/content/institute/chemie/bilder/aus-der-abteilung/2017-acs-tagung/poster-aghg-final.pdf
fileadmin/content/zentren/zfl/dokumente/forschung-und-entwicklung/forschendes-lernen-gesamt-17-03-14-end-internet.pdf
Vorgehen an die heterogenen Lernvorausset- zungen der Studierenden anzupassen. „I ha e fou d that o side i g stude ts' diffe e t lea i g st les has helped me develop more inclusive teaching techniques, as
fileadmin/content/projekte/pecc/bilder/pecc/-2.1-pecc-vol.-1.pdf
Teacher: [((looks at the pupils sitting on the right side of the classroom))] [this side] < it's four o'clock.> Class: ((only the pupils sitting on the right side of the classroom)) < it's four o'clock.> Teacher: [...] pupils sing the chant “It’s eight o’clock” in different modes. The left side of the class takes the role of one person, the right side of the class takes the role of the other person in the chant. Source: [...] ((looks at the pupils sitting on the left side of the classroom, signals them to repeat the time after the others)) Class: ((only the pupils sitting on the left side of the classroom)) < it's four o'clock
fileadmin/content/projekte/pecc/bilder/pecc/-2.3-pecc-vol.-1.pdf
see here it's correct. ((points at the window side)) but here ((points at the wall side)) it was half past eight. so one point here. ((points at the window side)) [2.3] GS 1 4a 011013 75 460 461 462 463 464 [...] has to set the time according to what the teacher announces. Points are given to the right side or left side tables if all pupils at these tables have set the time correctly. - Vocabulary introduction [...] in which pupils collect all kinds of texts produced in class. Interesting observations - Affective side of games: There is a discussion about winning and bragging among some pupils at the end of the first
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
we'll have a mum okay? [((points at the left side of the class))] [you are (-) the mum.] okay? group one you are the mum. and you're john. ((points at the right side of the class)) okay? ((turns on the CD player
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
spiders.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of spiders. Teacher: [i´m not scared of frogs.] [((moves her hand from side to side to gesture the negation))] Class: [...] snakes.] [((moves her hand from side to side to gesture the negation))] Class: i´m not scared of snakes. Teacher: [and i´m not scared of dogs.] [((moves her hand from side to side to gesture the negation))] [...] scared of spiders] [((moves her hand from side to side to gesture the negation))] i´m not scared of (-) frogs [and then] [((points again at the pupils on the left side of the class to signal them that it´s