/valcon/de/veroeffentlichungen/publikationen-von-projektmitgliederinnen
Press: 350-373. Trenz HJ., Brändle VK.; Eisele O.; Cinalli M. (2020): Taking voice’ and ‘taking sides’: The role of social media commenting in solidarity contestation . in: Lahusen C. (ed.): Citizens’
/valcon/de/veroeffentlichungen
/germanistik/wer-wir-sind/alle-lehrenden/mitarbeiterinnen-und-mitarbeiter/eggs-frederike-dr
gen. In: Deutsche Sprache 2, 149-182. → https://dsdigital.de/ce/deutsche-sprache-ausgabe-02-2016/_sid/VONC-643746-cPeD/ausgabe.html Eggs, Frederike (2016): Das personale Indefinitum man . In: D’Avis,
/ices/wer-wir-sind/personen/wissenschaftliche-mitarbeiter/monika-verbalyte
Bonansinga, Donatella; Capelos, Tereza (2024): Introduction to the Triple Special Issue "The Emotional Side of Populist Support: Key Affective Mechanisms at Test" . in: American Behavioral Scientist, Online
/eum/forschung/abgeschlossene-projekte/egon
E-Mobilität und Wärme sowie die Integration weiterer elektrischer Flexibilitäten wie beispielsweise Demand Side Management und Freileitungsmonitoring. Die Erstellung und Anwendung eines Planungsinstruments, welches
/humangeographie/forschung/bildung-und-flucht/26-28062019-vortraege-bei-der-16th-annual-imiscoe-conference-in-malmoe
society actors. For our empirical case studies we have chosen two neighboring municipalities on both sides of the German-Danish border. They are comparable in structure, population size, number of new migrants
/humangeographie/forschung/bildung-und-flucht/05042019-vortrag-beim-annual-meeting-of-the-american-association-of-geographers-in-washington-dc
border region. Methodologically we apply a comparative perspective on two municipalities on both sides of the border in the context of their respective national regulations and multilevel governance structures
fileadmin/content/projekte/pecc/bilder/pecc/limberg-2019-the-primary-english-classroom-corpus-.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))] [...] 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:
fileadmin/content/projekte/pecc/bilder/pecc/-2.8-pecc-vol.-1.pdf
on, turn left into, turn right into___” o “___’s house is on the left/right (side).” / “The ___ is on the left/right (side).” Goals § The pupils consolidate their knowledge of directions in English. § [...] turn right into nevaida (([niːvɑɪdə])) street then turn right into virginia street on de (-) right side on the right is the hotel Valentine:okay good ((does not have a pen)) < kann ich mal einen stift?> [...] ])) office go straight on turn left into floraida street Valentine:florida Emma: and on the right side (is) the post office Valentine:((holds out her hand so Emma can pass her the pen)) Emma: ist schon
fileadmin/content/projekte/pecc/bilder/pecc/-2.15-pecc-vol.-1.pdf
cream Pupils: ice cream Teacher: ((opens the left side of the board)) we are in the park again and in the park we want to buy ice cream ((opens the right side of the board)) Lotte: it's hot Teacher: it's so