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https://www.science-story-telling.eu/fileadmin/content/projekte/storytelling/zip/zip-de/zip-rutherford.zip
Magazine, 21, 669–688. Wilson, D. (1983). Rutherford: Simple genius. Cambridge, MA: MIT Press Rutherfords Atom was edited by Cathrine Froese Klassen and was translated by Vanessa Schmid and it is based, in [...] von ihnen die Theorie mit Misstrauen, einige auch mit positiver Abneigung, betrachtet.“ Zu Beginn des 20. Jahrhunderts lehnten einige angesehene Che- miker und Physiker die Atomtheorie immer noch ab – auf [...] kön- nen, oder ob es irgendeinen Beweis für deren Existenz gibt. Tatsächlich schien es zu Beginn des 20. Jahr- hunderts so, dass man in Erwägung zog, die Atomtheorie zu stürzen, und Boltzmann als Relikt
fileadmin/content/institute/anglistik/dokumente/downloads/projects-hs-2024/projektarbeit-jaekel-hese-2024-25.pdf
Jäkel, 20.5.2024 HeSe 2024/25, P Olaf Jäkel Projektarbeit Englisch: Sprachwissenschaft Linguistic Project Work – What is that all about? The general purpose of doing Project Work in Linguistics is to practise [...] and b) will inform each other in a spiralling feedback-loop. Going for Project Work in Linguistics is especially for those of you who want to work out a deeper understanding of language, its functions [...] the basis to be worked into an interesting BA-Thesis. And here’s my slogan: “Can be done – can be fun – may not be for everyone!” https://www.uni-flensburg.de/fileadmin/content/seminare/anglistik/doku
fileadmin/content/institute/biologie/arbeitsgruppe-stiegel/dokumente/konferenzband-dernbach-klages.pdf
ung_20zur_20bildung_20f_c3_bcr_20eine_20nachhaltige_20entwicklung_2c_202002.pdf https://www.globaleslernen.de/sites/default/files/files/link-elements/bundesregierung_20zur_20bildung_20f_c3_bcr_20eine_ [...] 20nachhaltige_20entwicklung_2c_202002.pdf https://www.globaleslernen.de/sites/default/files/files/link-elements/bundesregierung_20zur_20bildung_20f_c3_bcr_20eine_20nachhaltige_20entwicklung_2c_202002.pdf [...] globaleslernen.de/sites/default/files/files/link-elements/bundesregie- rung_20zur_20bildung_20f_c3_bcr_20eine_20nachhaltige_20entwick- lung_2c_202002.pdf (Zugriff am: 28.09.2023). Felber, C. (2010). Die
fileadmin/content/portal/die-universitaet/dokumente/po-studiengaenge/bachelor-of-arts/transkulturelle-europastudien/2023/modulkatalog-frese/mh-ba-tes-2023.pdf
mediation, which is central to media studies, media terms and their concepts, médiation culturelle, which is important in the French-speaking world, infrastructure (transport), which is the unifying basis [...] Spanish, English and German. The language acquisition is organized to meet the needs of the in- dividual competences of the student. In this module the focus is on text reception, i.e. reading comprehension, [...] expansion of receptive language skills in sev- eral foreign languages is also central to the seminar. In the seminar, emphasis is placed on the critical evaluation of historical sources. Social and personal
fileadmin/content/portal/die-universitaet/dokumente/po-studiengaenge/bachelor-of-arts/transkulturelle-europastudien/2023/moulkatalog-hese/mk-ba-tes-2023-start-euf.pdf
fileadmin/content/portal/international/erfahrungsberichte/spanien/2022-23-esic-bms-3.pdf
which is especially nice in summer because it is only 10 minutes to the beach. I found it via Idealista, I would recommend to always contact the people directly, if the mail or phone number is given. [...] everyday life (leisure, shopping, transportation, inclusion etc.)? I always had lessons in the mornings and in the evenings, three times a week until 21:30. This was annoying, but in Spain it is okay, because [...] because the everyday life plays a lot in the evenings anyways. Grocery shopping is really easy, everywhere are stores, some of them are really opened everyday.her is a system called Valenbisi, where you
fileadmin/content/institute/anglistik/dokumente/projekte/dohcce-online.pdf
Who is he, 13404 Mr. N.? Who is he? Petra, who is he Mr. N.? 13405 S. He is in the class. 13406 L. He is in the class, and who is he? Where is he? He is in 13407 the class. Who is he? 13408 S. He is a man [...] What is he doing today, Edward, what is he 4514 doing today? 4515 S. He is … he is go … 4516 L. He is? 4517 S. Go. 4518 L. He is? 4519 L. Going. 4520 S. He is going … by /bus/. 4521 L. By bus. He is going [...] Yes, … and who is talking? Who is talking now? 10779 S. Mrs. M. … Mrs. M. is talking. 10780 L. And Hansi, look at him, he is talking now. Who is 10781 talking? Who is … who is … who is talking? 10782 S
fileadmin/content/abteilungen/developing-countries/dokumente/downloads/international-class/an-evaluation-of-the-clean-sleat-project-2011-.pdf
(n=24) ......................................20 Figure 3-9: Satisfaction with the dissemination program (n=20) ................................................20 Figure 3-10: Motivation to meet more of the [...] recycling rate of the recycling points was 9%. Therefore the total recycling rate is 21% for recyclable materials. This is a 10% increase in the recycling compared to 2007 (SESAM International Class 2008) [...] 0.115 Source: (Defra 2008, 18,20,21,24,26) based on load of private cars of 2 passengers and average UK load for local bus, ferries and trains. From the Table 3-16 it is evident that the use of public
fileadmin/content/abteilungen/developing-countries/dokumente/admission/daad-programmbroschu-re-entwicklungsbezogene-studienga-nge-23-24-web.pdf
cultural life. Stuttgart is a good choice for international students, as they account for more than 20 percent of the total number of 23,000 students at the University of Stuttgart, which is amongst the [...] cultural life. Stuttgart is a good choice for international students, as they account for more than 20 percent of the total number of 25,000 students at the University of Stuttgart, which is amongst the [...] months prior to the beginning of the courses is part of the DAAD scholarship. The participation in the preparatory German language course is mandatory! 21 MASTER’S PROGRAMME IN INTERNATIONAL AND DEVELOPMENT
fileadmin/content/institute/anglistik/dokumente/projekte/flecc-online-version.pdf
see, there is a banana. 93 Alle S: There is a banana. 94 L: There is an apple. 95 Alle S: There is an apple. 96 L [zeigt auf Birne]: There is a [p±…]. 97 Alle S: There is a [p±…]. 98 L: There is a strawberry [...] isn't. 352 S: Is it ice cream? 353 L: No, it isn't. 354 S: Is it a hamburger? 355 L: No, it isn't. 356 S: Is it p[ˆ]zza? 357 L: Is it pizza? 358 S: Is it pizza? 359 L: No, it isn't. 360 S: Is it a fish? 361 [...] eyes. 388 S: Is it a coke? 389 S2: No. 390 S: Is it a lemonade? 391 S2: No. 392 S: Is it a sausage? 393 S2: No. 394 S: Is it a apple juice? 395 S2: No. 396 S: Is it a coke? 397 S2: No. 398 S: Is it chips?