fileadmin/content/spezial-einrichtungen/chancengleichheit/dokumente/13544.pdf
Wer profitiert in welcher Weise von öffentlicher Infrastruktur (z. B. öffent- lichem Nahverkehr)? All das ist so vielfältig wie die Gesellschaften selbst. Nicht immer und nicht überall gelten die gleichen
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jakel-costellazioni-vii-lg-1-veroeffentlichungen.pdf
presents] (43) T: I see you all write it down, that’s really really good! (44) [The blackboard is copied by the pupils.] (45) T: You all got it? Are you ready? (46) […] In all likelihood, the teacher’s erroneous [...] incongruencies pose a didactic problem for teachers whose origin needs to be recognized. First of all, the cognitive field-semantic analysis contributes to a differ- entiated recognition by the teacher [...] origin needs to be recognized. The cognitive semantic contribution suggested here is twofold: First of all, the cognitive field-semantic analysis contributes to a differentiated recognition by the teacher.
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the board]: Where is the man? (30) P: [incomprehensible mumbling] (31) T: Behind the car. All together! (32) All P: Behind the car. In the last passage to be analysed here (33-39), the exercise is modified [...] ritualized exchange of greetings with the class (3-4): (1) 7:45 (2) [All 24 P are standing.] (3) T: Okay. Good morning everybody! (4)All P [somewhat droning]: Good morning, Mrs T.! Next, the teacher starts [...] Abstract This paper focuses on one of the most frequent paerns of classroom discourse to be found across all subjects: The typical three-part teacher elicit exchange (Sinclair/Coulthard 1992: 14; cf. 1975: 34)
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doch geradezu nach einer Infragestellung oder Gegenposition, an der man sich reiben könnte. Bleibt all dies aus, müssen sich die Schüler mit ihren Beiträgen inhaltlich nicht ernstgenommen fühlen, und sie [...] care, – team spirit, – reduce aggressions, – meet friends/get (38) to know friends] (39) L: Did you all understand that? [Klasse sehr unaufmerksam] (40) S: It’s good for the health. (41) [L sehr leise vorn [...] do sports mean to society?] (47) L: Now, take your time to think about this question. (48) Do you all understand the question? (49) What is society? (50) S: Gesellscha. (51) L: Yes. [Pause] (52) Do you
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-2014-unterrichtsanalyse.pdf
Corpus ein klar artikuliertes Recast „Behind the car“ modelliert. Sie fügt die elliptische Direktive „All together!“ an, auf welche die gesamte Klasse wie gewünscht durch Wiederholung im Chor reagiert (32) [...] Bildkarten an der Tafel]: Where is the man? (30) S: [unverständliches Genuschel] (31) L: Behind the car. All together! (32) Alle S: Behind the car. In der letzten hier zu analysierenden Passage (33-39) wird die [...] interpretieren, mit welchem sie den Lerner zur Selbstkorrektur einlädt. Dieses sogenannte Prompting (vgl. All- wright und Bailey 1991, S. 105-108) hat den Sinn, den Lernern Raum zu verschaf- fen, in welchem sie
fileadmin/content/institute/anglistik/dokumente/pdfs/jaekel/jaekel-olaf-flecc-24-06-2011.pdf
the board]: Where is the man? (30) P: [incomprehensible mumbling] (31) T: Behind the car. All together! (32) All P: Behind the car. In the last passage to be analysed here (33-39), the exercise is modified [...] Awareness (ALA) at the University of Kassel, for their valuable comments and discussion. Of course, all remaining flaws are to be blamed on me only. Olaf Jäkel 66 The Flensburg English Classroom Corpus (FLECC) [...] Gesamtschule. This special corpus of more than 56,000 words (amounting to 240 printed pages) covers all age groups of EFL learners, from the 3rd year of Primary School, to the last year of Sekundarstufe
fileadmin/content/institute/physik/bilder-und-dokumente-aktuell/6-forschung/material-culture/kienemund-therese-transforming-forces.-a-potenzmaschine-s-demonstration-of-late-eighteenth-century-mechanics.pdf
Those three screws, all alike, can be seen and felt from underneath the ground plate, as their tapered sharp tips almost reach through the clearance holes which have been pre-drilled all the way through the [...] although they do still match the over-all aged appearance, and by the eclectic assortment of screws and bolts at the upper mechanical structure, which are difficult to date. All wooden pieces were made from the [...] brass plates (Fig. 2b) encase the mechanical structure on two sides but it re- mains open to view from all other sides. The width of these side plates is set apart by a rod at their top (hidden due to the angle
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clear, that they are the HP Calculator 9830A, the HP Card Reader 9869A and some unused punch cards. All have presumably been produced in the early 1970s. The final step reconstructs the path, the devices [...] exam grades, save student data or to correllate different exercises in exams. Weinhart has written all programmes and was later working for the German Museum to install its computer exhibition. He remembered [...] computer gurus because it didn’t look like an IBM. We, therefore, decided to call it a calculator and all such nonsense dis- appeared.‘“(HP Virtual Museum 2017) Auch der Ausstellungskatalog des Deutschen Museum
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that this record is referring to the same person as all the other documents. Unfortunately, there is no further information on his life, however, all these documents help reconstruct a general picture of [...] the machine in the manual that states that all the machines manufactured by Gerzabeck were characterized by a gas release device made of a single part. Hence, all screws, insulation pads and additional sealing [...] technical evaluation are performed in order to include a scientific point of view and shed light on all the tacit knowledge that is not generally found in written records but that can only be obtained through
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it was produced, how it works, why the Meldahl family had it and why it was donated to the Museum. All of the answers were considered on the perspective of the process of improvement of Camera Lucida between [...] by different instrument-makers during the 19th century. It is not the task of this essay to examine all the models of Camera Lucida. A complete review on the subject can be found in Hammond & Austin (1987) [...] same drawing, the colored glasses can alternately be moved towards the object or the paper if not all the parts of the object are equally illuminated. (Chevalier,1834: 8 - our translation) Vincent's Camera