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population will be largely predominated by children and young people for many years. This enjoins us to take seriously their views and efforts to shape circumstances and exercise some control over their lives

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of France. The similarity of their stories is striking, especially when their age difference is taken into account. While Eribon is sixty-four, Louis turned twenty-five in 2017, writing his book at the [...] of violence, but it can be read as a sociological micro- foundation for a theory of justice that takes the causes of discrimination as much into account as its consequences. Politically, the ignoring of

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subversion are pursued by those who expect to gain little from the dominant groups. These strategies take the form of a more or less radical rupture with the dominant group by challenging its legitimacy to [...] and encounter changes (Bourdieu, 1990b: 66). Bourdieu’s notions of field, capital, and doxa will be taken up, again, in the interpretation of this study’s results. Overview of hypotheses EMI is predominantly [...] challenges, and a high level of self-organization). International full program students are willing to take a higher risk, in real- izing their life script, than domestic students do. , But these students more

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• Klarissa Lueg
• Working Papers Series

tablished through action taken by the authorities but are also involved in transforming such categories. If we employ the perspective of socio- 13 SEU Working Paper No. 8/2014 histoire and take as our starting [...] problem solutions have been transformed within institu- tions that structure society and which today we take for granted in cer- tain categories, such as ‘unemployment’, or for certain spheres of ac- tion, such [...] is laid down by Article 119, may be relied on before national courts.’7 Thanks to the legal action taken by Ms Defrenne and the ECJ’s ruling, the category of the European worker was made more precise, in

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collective identities. Reconsidering former periods of social policy making, the article therefore takes a closer look at these processes so as to uncover the close intertwining between general structural [...] persons and woman as well as the modalities of work in general became subject to state legislation. The ‘take-off of the modern welfare state’ (Flora andAlber 1981: 48) was the evolution of social insurance [...] shifts the preconditions of social integration within a sovereign national framework can no longer be taken for granted (Clarke 2005: 407; Bach 2006: 175). However, EU social policy is not regarded as viable

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actions and independent efforts to trigger a social dimension, neofunctionalist explanations fail to take into account the com- plex institutional and actors’ constellations that shape the policy process [...] of European integration mostly framed as spillover and genuine supranational activities, which also take into account the active role of EU level ac- tors. 2.2 Old social questions: Bringing EU social politics [...] the realm of social policy will be examined in section 3.3 but before, the following section will take a closer look at the EU’s structural policies as one example of distinct European activities in the

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they should be taken into account when analyzing business models. However, so far, only a few business model definitions – such as the one by Chesborough and Rosenbloom (2002) – take these characteristics [...] It has often been hypothesised that platform markets have the characteristics of winner-take-all or winner- take-most markets (e.g., Katz and Shapiro, 1994; Besen and Farell, 1994; Caillaud and Julien [...] electric vehicles we have taken the example of a platform market in an early phase with some potential for the future. Environmental awareness as one relevant factor to be taken into account in many economies

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warm here ((takes off her gloves)) it's warm i take off my gloves ((puts them on Celine's table)) i take off my woollen hat my hat ((puts it on Celine's table)) ((takes off her coat)) i take off my coat [...] together take a look around. welcome to our classroom there's lots to see and do i am happy being here and making friends with you. Teacher: good well done ((turns off the CD player)) okay please take out your [...] ((rubs her arms)) isn't it? br:: it's cold so i take my jacket ((gets her coat)) it's rather a coat jacket jacke coat mantel ((puts on her coat)) i take my jacket because it's cold i put on my shoes ((shows

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today. Teacher: we stop here okay? we stop here i want to see your homework please take out your homework homework was ((takes Celine's folder)) this ((shows a worksheet to the class)) ((the pupils get out [...] pair of trousers)) ((takes another picture card off the board which shows the first scene of the story)) the first story card? ((gives it to Cornelius)) the second story card ((takes it off the board and [...] card ((takes it off the board and gives it to Zoe)) okay and maybe the friends do we want to have the [friends] too? Lotte: [ja] ((some pupils raise their hands)) Teacher: so when i read ((takes the remaining

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playing football reading watching tv ((some pupils mispronounce it)) Teacher: and now i take the pictures ((takes the picture cards off the board)) listening to music meeting friends playing computer games [...] 079 080 081 082 083 084 085 086 087 088 089 090 091 092 093 094 095 096 097 098 099 100 101 102 ((takes some picture cards)) it's my free time pscht (5.0) lennar- äh lukas what are you doing now? (4.0) [...] mh no i don't Teacher: ((turns off the CD player)) okay that's it but now you need a pencil please take a pencil when semir says yes i do please tick it and when semir says no i don't please cross it out

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