This document outlines the programme of inquiry for Briargrove Elementary School. It includes 6 transdisciplinary themes that structure inquiry in the school: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. For each year/grade from Kindergarten through 5th grade, it provides the central idea, lines of inquiry, and key concepts for that year's study within the themes. The central ideas focus on issues like identity, progress, beliefs and values, human migration, and systems. The lines of inquiry and key concepts further break down the areas of study within each central idea.
Can you guess which transdisciplinary theme these central ideas fit under?Jeremy Gaysek
This document discusses several ideas related to how people interact with their environment and each other through celebrations, traditions, structures, communication systems, and choices that shape their lives. Past discoveries and the natural environment influence present understanding and design. People value and understand nature in different ways.
This document outlines the programme of inquiry for Briargrove Elementary School. It includes 6 transdisciplinary themes that structure inquiry in the school: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. For each year/grade from Kindergarten through 5th grade, it provides the central idea, lines of inquiry, and key concepts for that year's study within the themes. The central ideas focus on issues like identity, progress, beliefs and values, human migration, and systems. The lines of inquiry and key concepts further break down the areas of study within each central idea.
Can you guess which transdisciplinary theme these central ideas fit under?Jeremy Gaysek
This document discusses several ideas related to how people interact with their environment and each other through celebrations, traditions, structures, communication systems, and choices that shape their lives. Past discoveries and the natural environment influence present understanding and design. People value and understand nature in different ways.
Kindergarten teachers are required to have a four-year college degree in education. They create lesson plans, implement engaging activities, and teach basic subjects like math, reading, and writing to help students learn foundational skills. This document provides examples of kindergarten lesson plans and activities focused on writing sentences, counting with fingers, reading the alphabet, and basic addition and subtraction. It also notes some of the challenges kindergarten teachers face like facilitating learning, effective communication, creating educational products, and managing time.
Briargrove Elementary 2014-2015 Programme of Inquiry V.6eellswor
The document outlines the programme of inquiry for Briargrove Elementary School for the 2014-2015 school year. It includes the central ideas, lines of inquiry, and key concepts for each grade level (K-5) across the six transdisciplinary themes of the IB Primary Years Programme: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. The central ideas and lines of inquiry focus on exploring human systems and relationships, the natural world, developing understanding of history and geography, and fostering international mindedness among the students.
The document describes the Primary Years Programme at Michelangelo International Elementary School. It provides an overview of the school's mission, vision, and values which emphasize academic excellence, developing lifelong learners, and fostering international-mindedness. The school implements both the Quebec Educational Program and the International Baccalaureate Primary Years Programme (PYP), focusing on developing inquiry, communication, thinking, and social skills in students.
This document outlines the steps of an inquiry cycle which includes tuning in to gather initial thoughts, finding out more information by investigating, sorting out the key details learned, going further by exploring additional avenues, making connections or conclusions based on the findings, and taking action by applying the new understanding.
[BIS] Intro to PYP For Parents Sept 2012irfansatria
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
This document provides an overview of guided inquiry stages, potential instructional interventions, and evidence/assessment strategies for a history assignment. It summarizes each stage of inquiry for students researching topics in modern history. At each stage, it outlines lessons, activities, and interventions to support students' research processes. Formative and summative assessments are noted, including reflection sheets, notetaking grids, and the final essay. The document reflects on what worked well and challenges at different points, and strategies for improvement.
Kindergarten Standard Inquiry For Social Studiestlynneamber
This document provides a kindergarten lesson plan about weather. The plan has students identify appropriate clothing for different weather conditions by matching picture cards of clothing to posters of sunny, rainy, and cold days. While the students work, related sound effects will play quietly. The lesson begins with a discussion of different types of weather and clothing. Students then work on the matching activity and review the posters as a group. The lesson finishes with a story reading and drawing activity related to weather.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
The document discusses concepts in the IB curriculum. It explains that concepts are mental constructs that umbrella different topics, are timeless and abstract, and represent a higher level of abstraction than topics. Concepts can be organized into macro concepts, which provide breadth across the curriculum, and micro concepts, which provide depth within disciplines. The IB aims to structure the curriculum around significant concepts to promote real understanding rather than isolated facts.
This document provides an overview of a unit plan focused on workplaces. It discusses how the unit will examine the different jobs people have in workplaces and how those jobs are connected to a common purpose. The unit will involve sorting jobs, interviewing community members, role playing workplaces, and having students create a mock company with different job roles. It also lists related skills, attitudes, assessments and incorporates subjects like religion, physical education, music and parental involvement.
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
1. The document provides an overview of the Primary Years Programme (PYP), which is one of the International Baccalaureate (IB) programmes for students aged 3 to 12.
2. The PYP focuses on developing inquiring, knowledgeable and caring young people through its transdisciplinary themes and essential elements of knowledge, concepts, skills, attitudes and action.
3. The document outlines the key components of the PYP including its definition and curriculum, transdisciplinary themes and concepts, learner profile, and authorization process for schools.
Challenges and opportunities for adolescentbongsir
The document discusses challenges and opportunities for adolescents from developmental and social perspectives. It outlines Erikson's stages of psychosocial development and Marcia's four identity statuses. It argues that adolescence was socially constructed through industrialization which moved youth from work to school and defined them as a consumer group. Challenges for adolescents include navigating relationships, careers and self-identity while opportunities lie in developing leadership skills and social participation. The document calls for preparing youth for future changes through inquiry-based and communitarian education that engages adolescents as co-participants.
The document outlines the Programme of Inquiry for different grade levels in the Primary Years Programme (PYP). It describes the central ideas, key concepts, related concepts, and lines of inquiry that structure transdisciplinary units of inquiry. The units cover six transdisciplinary themes: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. For each grade level, the document lists the specific topics studied within each transdisciplinary theme.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
This document provides an overview of an upcoming unit called "How We Express Ourselves" that will explore how cultures use art to express identity. The central idea is that in all cultures, the arts are used to express cultural identity. Students will inquire into different art forms from around the world and how they convey cultural identity. They will look at identity conveyed through the arts, cultural identity's connection to the arts, and how culture influences art creation. The unit will be taught through various subject areas including language arts, mathematics, music, art, and technology.
This lesson plan summarizes a story called "It's Mine!" and includes activities to teach students about sharing. The plan has four parts: 1) A pre-reading discussion to introduce vocabulary and concepts in the story. 2) Reading the story aloud and asking questions. 3) A post-reading activity where students role play the characters and complete a photo album. 4) A transition discussion to review what happened in the story. The overall goals are to help students value sharing, caring for the environment, and appreciate cooperation.
Kindergarten teachers are required to have a four-year college degree in education. They create lesson plans, implement engaging activities, and teach basic subjects like math, reading, and writing to help students learn foundational skills. This document provides examples of kindergarten lesson plans and activities focused on writing sentences, counting with fingers, reading the alphabet, and basic addition and subtraction. It also notes some of the challenges kindergarten teachers face like facilitating learning, effective communication, creating educational products, and managing time.
Briargrove Elementary 2014-2015 Programme of Inquiry V.6eellswor
The document outlines the programme of inquiry for Briargrove Elementary School for the 2014-2015 school year. It includes the central ideas, lines of inquiry, and key concepts for each grade level (K-5) across the six transdisciplinary themes of the IB Primary Years Programme: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. The central ideas and lines of inquiry focus on exploring human systems and relationships, the natural world, developing understanding of history and geography, and fostering international mindedness among the students.
The document describes the Primary Years Programme at Michelangelo International Elementary School. It provides an overview of the school's mission, vision, and values which emphasize academic excellence, developing lifelong learners, and fostering international-mindedness. The school implements both the Quebec Educational Program and the International Baccalaureate Primary Years Programme (PYP), focusing on developing inquiry, communication, thinking, and social skills in students.
This document outlines the steps of an inquiry cycle which includes tuning in to gather initial thoughts, finding out more information by investigating, sorting out the key details learned, going further by exploring additional avenues, making connections or conclusions based on the findings, and taking action by applying the new understanding.
[BIS] Intro to PYP For Parents Sept 2012irfansatria
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
This document provides an overview of guided inquiry stages, potential instructional interventions, and evidence/assessment strategies for a history assignment. It summarizes each stage of inquiry for students researching topics in modern history. At each stage, it outlines lessons, activities, and interventions to support students' research processes. Formative and summative assessments are noted, including reflection sheets, notetaking grids, and the final essay. The document reflects on what worked well and challenges at different points, and strategies for improvement.
Kindergarten Standard Inquiry For Social Studiestlynneamber
This document provides a kindergarten lesson plan about weather. The plan has students identify appropriate clothing for different weather conditions by matching picture cards of clothing to posters of sunny, rainy, and cold days. While the students work, related sound effects will play quietly. The lesson begins with a discussion of different types of weather and clothing. Students then work on the matching activity and review the posters as a group. The lesson finishes with a story reading and drawing activity related to weather.
Guided Inquiry: An Instructional Framework for Designing Effective Inquiry U...Syba Academy
Lecture by LYN HAY, Head of Professional Learning, Syba Academy and Adjunct Lecturer, Charles Sturt University
Presented to Librarian's Knowledge Sharing Workshop participants and teaching staff of Jerudong International School, Friday 21 February, 2014
Brunei Darussalam
The document discusses concepts in the IB curriculum. It explains that concepts are mental constructs that umbrella different topics, are timeless and abstract, and represent a higher level of abstraction than topics. Concepts can be organized into macro concepts, which provide breadth across the curriculum, and micro concepts, which provide depth within disciplines. The IB aims to structure the curriculum around significant concepts to promote real understanding rather than isolated facts.
This document provides an overview of a unit plan focused on workplaces. It discusses how the unit will examine the different jobs people have in workplaces and how those jobs are connected to a common purpose. The unit will involve sorting jobs, interviewing community members, role playing workplaces, and having students create a mock company with different job roles. It also lists related skills, attitudes, assessments and incorporates subjects like religion, physical education, music and parental involvement.
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
1. The document provides an overview of the Primary Years Programme (PYP), which is one of the International Baccalaureate (IB) programmes for students aged 3 to 12.
2. The PYP focuses on developing inquiring, knowledgeable and caring young people through its transdisciplinary themes and essential elements of knowledge, concepts, skills, attitudes and action.
3. The document outlines the key components of the PYP including its definition and curriculum, transdisciplinary themes and concepts, learner profile, and authorization process for schools.
Challenges and opportunities for adolescentbongsir
The document discusses challenges and opportunities for adolescents from developmental and social perspectives. It outlines Erikson's stages of psychosocial development and Marcia's four identity statuses. It argues that adolescence was socially constructed through industrialization which moved youth from work to school and defined them as a consumer group. Challenges for adolescents include navigating relationships, careers and self-identity while opportunities lie in developing leadership skills and social participation. The document calls for preparing youth for future changes through inquiry-based and communitarian education that engages adolescents as co-participants.
The document outlines the Programme of Inquiry for different grade levels in the Primary Years Programme (PYP). It describes the central ideas, key concepts, related concepts, and lines of inquiry that structure transdisciplinary units of inquiry. The units cover six transdisciplinary themes: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet. For each grade level, the document lists the specific topics studied within each transdisciplinary theme.
This document outlines the curriculum and approach used by Gyeonggi Suwon International School. It discusses how students learn through inquiry, collaboration, and making connections. Learning is organized around transdisciplinary themes which are explored through central ideas, lines of inquiry, and key concepts. Students acquire attitudes, skills, knowledge, and concepts. The document provides examples of transdisciplinary units and how different subject areas are incorporated. It emphasizes developing international-mindedness and the learner profile. Parents are encouraged to engage with their child's learning by discussing what they are learning, noting demonstration of learner attributes, following the classroom blog, and visiting the classroom.
Prepare d planning outstanding inquiry units- Next Steps Oct 2014Adrian Bertolini
What is it that makes an IBL unit powerful? What are the elements that allow students to grow and develop their own abilities as independent learners? This workshop is a hands-on planning workshop where teachers will be coached to develop the spine of an outstanding inquiry based learning unit. This workshop builds upon the 2013 workshop and continues exploring the elements that develop great inquiry units.
This document provides an overview of an upcoming unit called "How We Express Ourselves" that will explore how cultures use art to express identity. The central idea is that in all cultures, the arts are used to express cultural identity. Students will inquire into different art forms from around the world and how they convey cultural identity. They will look at identity conveyed through the arts, cultural identity's connection to the arts, and how culture influences art creation. The unit will be taught through various subject areas including language arts, mathematics, music, art, and technology.
This lesson plan summarizes a story called "It's Mine!" and includes activities to teach students about sharing. The plan has four parts: 1) A pre-reading discussion to introduce vocabulary and concepts in the story. 2) Reading the story aloud and asking questions. 3) A post-reading activity where students role play the characters and complete a photo album. 4) A transition discussion to review what happened in the story. The overall goals are to help students value sharing, caring for the environment, and appreciate cooperation.
First Kitzbühel vermittelt exklusive Immobilien wie Häuser und Wohnungen in Kitzbühel in Tirol, Österreich. Ob Penthouse Wohnungen in Premium Lage, Villen, Grundstücke oder Bauernhäuser, Landhäuser und Chalets: die Immobilienmakler von First Kitzbühel Tirol bieten Luxusimmobilien zum Kaufen und Mieten sowie Verkaufen. Immobilien Preise Informationen der Kitzbüheler Alpen für das passende Haus, Wohnung, Villa, Bauernhaus oder Landhaus sowie Chalet finden und bei First Kitzbühel exklusive Immobilien in Kitzbühel in Tirol kaufen oder mieten.
2. G r u nd s t üc k s - un d W o h n u ng s b es c h r e ib u ng
Die Doppelhäuser, gartenseitig nach Süden ausgerichtet,
Objektbeschreibung
werden in gewohnt hochwertiger Massivbauweise errich-
tet. Sie zeichnen sich durch die gehobene Ausstattung mit
derzeit noch beeinflussbarer Innenaufteilung aus. So
kann auf Sonderwunsch eine Sauna im Erd- oder 1.
Dachgeschoss installiert werden. Die Gesamtoberfläche je
Doppelhaushälfte beträgt 108 m² und verteilt sich über
den großzügigen Wohn-Ess-Kochbereich, das Duschbad,
die Diele und den Hauswirtschaftsraum im Erdgeschoss
sowie die drei Schlafzimmer, das Duschbad im 1. Dach-
geschoss und den ausgebauten Speicher mit Abschlusstür.
Die Doppelhaushälften werden in bester Qualität ein-
Ausstattung zugsfertig, inkl. aller Anschlusskosten, erstellt. Zur Aus-
stattung ohne Aufpreis gehören Holzfester mit aufgesetz-
ten Sprossen in Weiß, die sehr gute Sanitärausstattung ,
die Solaranlage zur Unterstützung der Warmwasserauf-
bereitung, ein Carport, ein Stellplatz, ein Gartengeräte-
haus, Rollrasen....
In Ortslage des Ostseeheilbades entstehen auf einem ca.
Lage 1.100 m² großen Grundstück vier Doppelhaushälften in
regionstypischer Bauart. Das Ortszentrum mit allen Ge-
schäften des täglichen Bedarfs erreicht man nach 600 m ,
den herrlichen Ostseestrand nach ca. einem Kilometer
und den Boddenhafen nach ca. 500 m.
Netto-Kaufpreise bei Vermietung/ bei Eigennutzung
Sonstiges DHH 1.1.: 245 m² Grst. - 285.000 € / 318.000 €
DHH 1.2.: 280 m² Grst. - 300.000 € / 334.000 €
DHH 2.1.: 320 m² Grst. - 288.000 € / 329,280 €
DHH 2.2.: 240 m² Grst - 292.000 € / 322.560 €
Bezahlung erst bei Übergabe!!!
Der Verkauf erfolgt in Zusammenarbeit mit Möller Im-
mobilien in Prerow.
by Grehn Immobilien 00913 ZI Seite 2 von 6
3. R e fe r e nz ob j e k te
by Grehn Immobilien 00913 ZI Seite 3 von 6
4. G r u nd ri s s e - P rä s e nt a t i o ne n
by Grehn Immobilien 00913 ZI Seite 4 von 6
5. s c h e ma t . La g ep l a n
by Grehn Immobilien 00913 ZI Seite 5 von 6
6. D i e H a l b i nse l Z i n gst o d er Der Z i n gst ist der ö st li ch e Te i l d er
H a l bi n se l F i sch la n d -Da rß -Z i ng st, d i e z w is ch e n de n S tä dte n
Rost oc k u n d Stra ls u n d an der s ü d l ic he n Osts ee k üste l ie gt. Der
Z i n gst sc hl i eßt s i ch i n e i ne r Lä n g e vo n k napp 2 0 k m u n d e i n er
Br e it e vo n 2 bi s 4 k m v o n West e n na ch Os te n ös tl ic h a n d ie
H a l bi n se l D arß a n u n d w ir d nö r dl i ch v o n der O stsee u n d s ü d-
li ch vo m Ba r the r B o d de n un d G rab o w b e gre n zt, d ie zu r Dar ß -
Z i n gst e r B o d de n k ette g eh öre n. D ur ch V ersa n d u n g i st d i e eh e -
ma ls öst l ic h v or ge la ge r te I ns el G r oß er We r der ei n e H al b i nse l
a m Z i n gst g e wo r de n.
D i e Ver b i n d u n g z u m Da rß i m We ste n ist e i ne n ur et w a 100 m
bre it e L a n db r üc ke d ire kt a n d er Osts ee. A n d ie ser St el le w ur de
i m Ja h re 1 874 na ch de m g ro ße n Osts ees tu r mh oc hw asse r 187 2
de r Pr er ow - Str o m k ü nst li ch ge sc hl osse n, de r v o rher B o d de n
u n d O st s ee v er b u n de n h atte. Er st s e it d ies er Z e i t ist Z i ng st k e i -
ne I ns el me hr. I m s u mp f i ge n U mla n d d es Pr er o w -St ro m be f i n -
de n s i ch a u f Z i n gst er S e ite Rest e e i nes s la w isc h en B ur g wa ll s,
d ie H ert es b ur g.
D er S ie d l u n gs ker n d es Ortes Z i n gst l ie gt z w isc he n de m
Free se n br uc h i m We ste n, der Osts ee i m No r de n , der A lte n
St ra m i n ke, e i ne m e he m al i ge n Me ere sar m mi t e i ne m ih n u m g e -
be n d em S um pf g eb i et, i m Oste n u n d de m Z in g st er Str o m i m S ü -
de n. D i e O rt sl ag e l ie gt ka u m o ber ha lb d es Me e ressp i e g el s, s o
da ss d er O rt al s Sc h ut z vo r St ur mh oc h wass er n vo n De i ch e n
ei n g esc hl oss en ist. Öst l i ch des
Z i n gst e r St r o m l ie gt de r Ort ste i l M üg g e nb u r g
Ö st l ic h der Ort sc haft Z i n gst l i e gt e i n gr ö ßer es, sehr w i l dre i -
che s Wa l d ge b iet, d er Os ter wal d. Da ra n sc hl i eße n s ic h d i e
Su n d is ch e n W i ese n a n. Östl ic hst er P u n kt d er H alb i ns el ist de r
Pra m ort .
Su cht ma n Nat u r, E ntsp an n u n g, G es u n dh e it un d e i ne n Or t w e it
we g vo m a lltä g l ic he n St ress, da n n is t ma n h i er ge na u r i cht i g.
Se it 12 5 Ja h re n z i eht es St ra n dlä u fe r, So n n e na n bet er un d N a -
t ur l ie bh a b er nac h Z i n gs t. M it der G rü n d u n g e i n es Ba d e ko m i -
t ees i m Ja h re 18 81 be ga n n di e E nt w i ck l u n g v o m S ee fah rer d or f
z u m O st se eh e il ba d. Da ma ls w are n d ie Ba d ea n stalt en a u f P fä h -
le n e i ne N ov it ät. H e u te erh olt ma n s ic h a uc h a m 18 k m la n ge n
St ra n d, ka n n s o n ne n, b a de n, sp i el e n, s u rf e n, s e g el n. Der Ur la u -
ber ha t de n Bo d d e n e nt de c kt als S e ge lpar a di es u n d f ür Wa n d e -
ru n ge n p er Ra d u n d F u ß. Z w is ch e n d i eser i d yl l is che n B o d de n -
la n dsc ha ft u n d de m we i ten Sa n dstra n d war te n G aler i e n, M us e -
u m, E xp er i me nta r iu m, S hops u n d G asts tätte n v i el fäl ti gs ter A rt
a u f d e n G a st. S o g i bt es i m mer w ie d er et wa s z u ent d ec ke n u n d
ge n i eß en u n d das b e i je de m We tter.
Sämtliche Angaben, wie z. B. Maße-, Flächen- und Raumangaben, sowie solche, die nicht dem öffentlichen Glauben
unterliegen, stammen vom Eigentümer und sind von der Firma Grehn Immobilien nicht geprüft. Eine Gewähr für die
Vollständigkeit und Richtigkeit der Angaben wird nicht übernommen. Das Angebot ist freibleibend. Es gelten unsere
aktuellen AGB. Irrtum, Zwischenverkauf und Preisänderungen bleiben ausdrücklich vorbehalten. Erwerbe, auch
solche, die von Dritten getätigt werden, sind ausdrücklich provisionspflichtig. Eine Vervielfältigung der Angebotsun-
terlagen ist nicht gestattet.
by Grehn Immobilien 00913 ZI Seite 6 von 6