‘GIVE UP ... we all can do it’: Contrasting interactional norms in public information messages in Ireland and Germany (Leuphana Universität Lüneburg)

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Researchers

  1. Oliver Mathes

Publications

  1. "Sustainable University"
  2. The COVID-19 pandemic as an disruptive event in school health promotion. Survey results from Germany
  3. Uncovering Divergence
  4. Democratic capitalism vs. binary economics
  5. Spatial variation in human disturbances and their effects on forest structure and biodiversity across an Afromontane forest
  6. Future-Proofing Fuel Cells
  7. Provocative Alloys
  8. Log in and breathe out: efficacy and cost-effectiveness of an online sleep training for teachers affected by work-related strain
  9. Workshop: 20 years health promotion research in and on settings
  10. Comment on "nomenclature, Chemical Abstracts Service Numbers, Isomer Enumeration, Ring Strain, and Stereochemistry
  11. Monitoring mental stressors at work with the work health audit instrument factors
  12. Was tun, Herr Luhmann?
  13. Volunteering in retirement motivation and design of use of Senior Expert Services
  14. Magnús eiríksson
  15. A Longitudinal Study of Great Ape Cognition
  16. Two types of ‘enough’
  17. Toward a Kaleidoscopic Understanding of Anonymity
  18. Fremdfinanzierung junger Unternehmen
  19. Digital guided self-help for eating disorders
  20. Collisionless Spectral Kinetic Simulation of Ideal Multipole Resonance Probe
  21. Fallstudie
  22. Strategies to Induce Non-cooperating Countries to Join a Climate-policy Coalition
  23. Modeling the C(o)urse of Privacy-critical Location-based Services
  24. Weblogs und Wikis, [1]
  25. What Do We Know About Modernization Today?
  26. Addressing social representations in socio-technical transitions with the case of shale gas
  27. Are Levels of Democracy Influenced by Mass Attitudes
  28. The role of self-evaluation in predicting attitudes toward supporters of COVID-19-related conspiracy theories
  29. Trust in government regarding COVID-19 and its associations with preventive health behaviour and prosocial behaviour during the pandemic
  30. Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion