fileadmin/content/zentren/ices/bilder/veranstaltungen/lesekreis/israel-utopie-1-1-omri-boehm.pdf
t auf besetztem palästinen- sischem Territorium genauso wie die Frage, ob Israel nicht ein Staat »all seiner Bürgerinnen und Bürger« sein sollte, aber auch der Vergleich zwischen der südafrikanischen Apartheid [...] vom Ethno- staat der Juden zu einem einzigen Staat umzubauen, der, als eine binationale Republik, all seinen Bürgern gehört. In einer Realität, in der der Oslo-Prozess Vergangenheit ist, und einer welt [...] die Auslegungs- tradition des 5. Buchs Mose, auf die sich Piron in seiner Ant- wort stützte, dass all jene, die bei der Rückkehr der Juden in Eretz Israel leben, vertrieben, versklavt oder ausgelöscht
fileadmin/content/portal/forschung/dokumente/promotion/satzung-binationale-promotionsverfahren-21-01-2020.pdf
Article 3 NAME will be required to meet demands for all usual conditions of enrolment as a doctoral student at X (leading) University. In order to obtain all the benefits of candidature, NAME will generally [...] and the degree of Dr. X of Europa-Universität Flensburg, subject to the satisfactory completion of all award require- ments by the candidate. 9 Article 11 (ii) A decision to award the degree by either
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/iim/dokumente/forschung/discussion-papers/33-gg-consumersurplus.pdf
labels areas representing income gain and loss to different groups in society … He adds and substracts all these areas as appropiate, and voilà! We are left with two triangels that represent the… ‚deadweight [...] C2. 6 Figure 2 Because such figures are used to illustrate not only a product tax but also nearly all types of taxation, students of economics are taught early on that taxations are tied to an allocative [...] the x-axis (Marshall 1890, p. 429). Viewed from today, it seems that the author tried to avoid at all costs, to draw attention to what is happening at the bottom right of the diagram. 10 significance if
fileadmin/content/institute/iim/dokumente/forschung/discussion-papers/32-gg-studien-einordnung-bmbf-foerderlinie.pdf
für diesen Band hier vorgesehen, ist mittlerweile anderswo publiziert (Grözinger & McGrory, 2020). All diese Projekte konnten wir berücksichtigen. Der Beitrag des Projekts PIRanHa wurde von den Autor*innen
fileadmin/content/portal/international/dokumente/erasmus-/application-for-accreditation-of-coursework-taken-aboard-2018-eus.docx
as soon as the transcript of records from the university abroad becomes available. · Please enter all sub-module numbers for each module for which you are requesting transfer credit. · Please send the [...] completed form as a Microsoft Word file to the email address shown above. · Accepted transfer credits for all modules will be visible in Studiport. Attach supporting documents: · Transcript of records from the
fileadmin/content/zentren/ices/dokumente/summer-school-grenzforschung-dt-eng-fr.pdf
Working languages will be English. The active command of one of the languages and passive command of all three is expected. If required, 2 ECTS can be obtained. Please send your application (including CV [...] organizers are currently planning the reimbursement of travel costs as well as board and lodging for all participants. mailto:nikola.tietze@cmb.hu-berlin.de
fileadmin/content/extensions/powermail/2018-05-14-flensburger-tageblatt-preis-der-europa-uni-an-carsten-jensen.pdf
(Mühlen- straße 7) einen Vortrag über die Entstehung des Lebens auf der Erde hal- ten. Der Referent will all- gemeinverständlich ver- schiedene wissenschaftli- che Hypothesen vorstel- len und erläutern, wie plausibel
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.
fileadmin/content/institute/anglistik/dokumente/downloads/jakel-costellazioni-vii-lg-1-veroeffentlichungen.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 [...] 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)