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Parry, M. (2015). Occupy the University Online: Revising Public History after the Rebirth of Student Protest. Web publication or website, Open! Platform for Art, Culture & the Public Domain. http://www.onlineopen.org/occupy-the-university-online -
Andringa, S., & Rebuschat, P. (2015). New directions in the study of implicit and explicit learning: An introduction. Studies in Second Language Acquisition, 37(2), 185-196. https://doi.org/10.1017/S027226311500008X -
Palha, S., Schuitema, J., van Boxtel, C., & Peetsma, T. (2015). The effect of high versus low guidance structured tasks on mathematical creativity. In K. Krainer, & N. Vondrová (Eds.), CERME9: proceedings of the Ninth Congress of the European Society for Research in Mathematics Education : 4-8 February 2015 (pp. 1039-1045). Charles University. http://www.mathematik.uni-dortmund.de/~prediger/ERME/CERME9_Proceedings_2015.pdf -
Bala, S., & Zangl, V. (2015). Dramaturgies of Humour in the Performance of Protest. European Journal of Humour Research, 3(2/3), 7-17. https://doi.org/10.7592/EJHR2015.3.2.3.bala -
Deuze, M. (2015). Managing Media Workers. In G. F. Lowe, & C. Brown (Eds.), Managing Media Firms and Industries: what's so special about media management? (pp. 329-341). (Media Business and Innovation). Springer. https://doi.org/10.1007/978-3-319-08515-9_19 -
Hanssen, E., Versloot, A., Hoekstra, E., Banga, A., Neijt, A., & Schreuder, R. (2015). Morphological variation in the speech of Frisian-Dutch bilinguals: (Dis)similarity of linking suffixes and plural endings. Linguistic Approaches to Bilingualism, 5(3), 356-378. https://doi.org/10.1075/lab.5.3.03han
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