fileadmin/content/projekte/pecc/bilder/pecc/-2.2-pecc-vol.-1.pdf
jump ehm simon says be quiet. Class: ((pupils mumble)) Teacher: psh ehm all ehm all the others please be quiet. ehm simon says say hello to the class. Class: hello class Teacher: simon says bend your knees [...] okay what's what's the time? all together Class: what's the time? Teacher: < what's the time?> Class: < what's the time?> Teacher: ((gets a big red clock)) Class: ((pupils mumble)) uhrzeit yeah Teacher: [...] > ((shows the big clock to the class)) Class: ((some pupils raise their hands)) Teacher: it's? emma? Emma: seven o'clock Teacher: oh very good. it's seven o'clock. Class: it's seven o'clock. Teacher: <
fileadmin/content/projekte/pecc/bilder/pecc/-2.3-pecc-vol.-1.pdf
in)) Teacher: go to bed Class: ((sleeping gesture)) Teacher: get up Class: ((pupils stretch their arms)) Teacher: have breakfast Class: ((eating gesture)) Teacher: go home Class: ((pupils walk towards the [...] to school Class: ((pupils walk towards the ‘school’ sign)) Teacher: have breakfast Class: ((eating gesture)) Teacher: get up Class: ((pupils stretch their arms)) Teacher: sit down please Class: ((pupils [...] are john okay? Jakob: yes Class: [yes] Teacher: [okay] okay are you ready? okay Class: yeah Teacher: alright ((turns on the CD player)) ((positions herself in front of the class, holding a big clock to set
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
together mouse Class: mouse Teacher: black cat Class: black cat Teacher: pumpkin Class: pumpkin Teacher: bat Class: bat Teacher: wizard Class: wizard Teacher: witch Class: witch Teacher: ghost Class: ghost Teacher: [...] ‘mouse’))] skeletons Class: skeletons Teacher: ghosts Class: ghosts Teacher: witches Class: witches Teacher: wizards Class: wizards Teacher: bats Class: bats Teacher: pumpkins Class: pumpkins Teacher: black [...] the word card ‘witch’))] Class: [two witches] Teacher: skeletons Class: skeletons Teacher: ghosts Class: ghosts Teacher: witches Class: witches Teacher: one wizard two? Class: wizards Teacher: good ((pins
fileadmin/content/projekte/pecc/bilder/pecc/-2.6-pecc-vol.-1.pdf
it)) Class: florida street Teacher: montana street ((points at it)) Class: montana street Teacher: texas street ((points at it)) Class: texas street Teacher: a:merica street ((points at it)) Class a:merica [...] together go straight on Class: go straight on Teacher: turn right Class: turn right Teacher: into nevada street Class: into nevada street Teacher: turn left [into] california street Class: [turn left] turn left [...] type: primary school Class: 4th grade (4a) Date of recording: 10.12.2013 Length of recording: 40:56 minutes Number of pupils in class: 22 Number of pupils present during the lesson: 20 Topic of the lesson:
fileadmin/content/projekte/pecc/bilder/pecc/-2.7-pecc-vol.-1.pdf
repeats them out loud)) where Class: where Teacher: what Class: what Teacher: who Class: who Teacher: how (-) are you? Class: how (-) are you? Teacher: who's your best friend? Class: who's your best friend? [...] linda? Linda: turn left? Teacher: turn left Class: turn left Teacher: turn left Class: turn left Teacher: < turn left> Class: < turn left> Teacher: < turn left> Class: < turn left> Teacher: ((pins the picture [...] repeating the directions)) turn left Class: turn left Teacher: go straight on Class: go straight on Teacher: turn right Class: turn right Teacher: go across the bridge Class: go across the bridge Teacher: okay
fileadmin/content/projekte/pecc/bilder/pecc/-2.8-pecc-vol.-1.pdf
supermarket Class: supermarket Teacher: bus stop Class: bus stop Teacher: police station Class: police station Teacher: post (([post])) office Class: no post (([pəʊst])) office Teacher: bank Class: bank Teacher: [...] Teacher: supermarket Class: supermarket Teacher: < supermarket> Class: < supermarket> Teacher: < supermarket> Class: < supermarket> Teacher: ((points at the cards on the board)) restaurant Class: restaurant Teacher: [...] bank Class: bank Teacher: it's a bank Class: it's a bank ((the teacher pins the card to the board)) Teacher: ((points at the cards on the board)) restaurant Class: restaurant Teacher: hospital Class: hospital
fileadmin/content/projekte/pecc/bilder/pecc/-2.9-pecc-vol.-1.pdf
Teacher: stra::wberry Class: stra:wberry Teacher: stra:wberry Class: stra:wberry Teacher: < strawberry> Class: < strawberry> Teacher: < strawberry> Class: < strawberry> Teacher: hazelnut Class: hazelnut Teacher: [...] board))] Class: two pounds Teacher: here you are ((holds out her hand)) Class: here you are Teacher: thank you Class: thank you Teacher: goodbye Class: goodbye Teacher: goodbye have a nice day Class: goodbye [...] Teacher: vanilla Class: vanilla Teacher: ((pins the flashcard to the board)) Teacher: hazelnut Class: hazelnut Teacher: strawberry Class: strawberry Teacher: vanilla Class: vanilla Teacher: ((looks around for
fileadmin/content/fakultaeten/fakultaet-3/dokumente/unterlagen-konventssitzungen/2024-04-10/-265-psto-b.a.-im-bwl-2024.docx
n (20 Min.) 5 W1 14: Topics in International Business and Economics 1 1 V/Ü/S: 2 SWS Prüfungsvorleistungen: Keine Modulprüfung: Klausur (60 Min.) oder mdl. Prüfung (20 Min.) oder Hausarbeit (10-20 S.) [...] oder Hausarbeit (10-20 Seiten) 5 BIM W1 33 Topics in International Business and Economics 2 V/S 3 60 min. Klausur oder mündliche Prüfung (20 Min.) oder Hausarbeit (10-20 Seiten) 5 BIM W1 34 Topics in Business [...] n (20 Min.) 5 W1 14: Topics in International Business and Economics 1 1 V/Ü/S: 2 SWS Prüfungsvorleistungen: Keine Modulprüfung: Klausur (60 Min.) oder mdl. Prüfung (20 Min.) oder Hausarbeit (10-20 S.)
fileadmin/content/institute/iim/dokumente/forschung/danish-german-working-paper-series/1-danish-german-research-paper-no-1.pdf
firms engage in an active way to support and form the apprenticeship (e.g., visiting the classes, realising classes)? ….………………………………………………………………. …………………………………………………………………………………………………………………………………………… 26 [...] interdependencies of different strengths and quality that define the boundaries. (Brown et al., 2007: 20). We argue that using this conceptualisation facilitates the accurate mapping of clusters. Further [...] centre of cluster analysis; 3. analyse the internal dynamics of clusters on different levels and classes resulting in Ricardian, relational and contextual rents; and 4. identify the role of lateral actors
fileadmin/content/abteilungen/developing-countries/dokumente/downloads/international-class/1.-eem-international-class-2015-achiltibuie-final.pdf
EWEA report (O&M cost estimation for selected sizes of turbines) EWEA7 0.60 0.60 1.00 12-20 year(ct/Kwh) 1.20 1.20 1.20 5-12 year (ct/Kwh) 1.80 1.80 2.00 Administration((£/year) CCDC/CES 11.00 11.00 11.00 [...] Home 20 Red Holiday Houses 24 Green Other Buildings Unoccupied 6 Orange Shed/Garage 7 Fire Station 1 Church 1 Shop, Gas station 1 Post Office 1 Hotel 1 Bagpipe School 1 School 1 Community Hall 1 [20] Figure [...] Buildings Occupants Total Buildings Section 1 11 18 7 20 8 15 26 Section 2 3 7 4 9 3 16 10 Section 3 19 36 0 0 0 0 19 Section 4 15 34 9 23 11 31 25 TOTAL 48 95 20 52 22 62 Almost 50 % of the buildings in Achiltibuie