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Measurement","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[{"relationType":"IsContinuedBy","relatedIdentifier":"10.5159/iqb_bispra_ii_v1","relatedIdentifierType":"DOI"},{"relationType":"IsContinuedBy","relatedIdentifier":"10.5159/iqb_bispra-aufgaben_v1","relatedIdentifierType":"DOI"},{"relationType":"IsPartOf","relatedIdentifier":"10.5159/iqb_bispra-aufgaben_v1","relatedIdentifierType":"DOI"},{"relationType":"IsReferencedBy","relatedIdentifier":"10.5159/iqb_bispra-aufgaben_v1","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1017/s0305000915000872","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1016/j.learninstruc.2017.01.005","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.18452/17534","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1016/j.lindif.2016.01.004","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1007/978-3-658-11346-9_19","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1002/rrq.83","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"978-3-8309-2911-6","resourceTypeGeneral":"Text","relatedIdentifierType":"ISBN"},{"relationType":"IsDocumentedBy","relatedIdentifier":"http://www.budrich-journals.de/index.php/diskurs/article/view/9177/7915","resourceTypeGeneral":"Text","relatedIdentifierType":"URL"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1024/1010-0652/a000130","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.1007/s11618-015-0640-8","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"10.2314/gbv:797960236","resourceTypeGeneral":"Text","relatedIdentifierType":"DOI"},{"relationType":"IsDocumentedBy","relatedIdentifier":"www.iqb.hu-berlin.de/fdz/studies/BiSpra_1","resourceTypeGeneral":"Text","relatedIdentifierType":"URL"}],"relatedItems":[],"sizes":[],"formats":[],"version":"1","rightsList":[{"lang":"en","rights":"Creative Commons Zero v1.0 Universal","rightsUri":"https://creativecommons.org/publicdomain/zero/1.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc0-1.0","rightsIdentifierScheme":"SPDX"},{"lang":"de","rights":"Alle veröffentlichten Metadaten sind frei verfügbar unter den Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de)."},{"lang":"en","rights":"All metadata are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de)."}],"descriptions":[{"lang":"de","description":"Das Vorhaben Bildungssprachliche Kompetenzen (BiSpra) unterteilt sich in einen linguistischen und einen psychologisch-erziehungswissenschaftlichen Teil. Im psychologisch-erziehungswissenschaftlichen Teilprojekt wurde experimentell geprüft, welche bildungssprachlichen Merkmale Kindern mit Zuwanderungshintergrund und/oder aus bildungsfernen Familien besondere Schwierigkeiten bereiten. Darauf aufbauend (…) wurde ein Verfahren zur Einschätzung der bildungsbezogenen sprachlichen Fähigkeiten von Schüler*innen entwickelt. Es wurden Aufgaben gefertigt, die auf das Verständnis derjenigen sprachlichen Merkmale abzielen, die in der Literatur als Charakteristika der Bildungssprache diskutiert werden. Um die Bedeutung unterschiedlicher lexikalischer und grammatischer Anforderungen für das Textverständnis von Schüler*innen zu überprüfen, wurden Hörverstehensaufgaben entwickelt und erprobt, die sich in der Schwierigkeit des Wortschatzes und der Komplexität der Grammatik systematisch unterscheiden. Zudem wurden Aufgaben konzipiert und erprobt, die zur Erfassung des Verständnisses von Konnektoren dienen. Alle neu entwickelten Aufgaben wurden im Rahmen der Haupterhebung von rund 1200 Schüler*innen der zweiten und dritten Klassenstufe bearbeitet. Ferner wurden (...) Vorarbeiten zur Erfassung von allgemein bildungssprachlichem Wortschatz geleistet. (…) Die Befunde des psychologisch-erziehungswissenschaftlichen Teilprojekts zeigten erwartungsgemäß, dass Kinder nicht deutscher Herkunftssprache im Hörverstehen - bezogen auf das Deutsche - geringere Leistungen erzielen als Kinder deutscher Herkunftssprache. Dies gilt für Texte mit anspruchsvollem Wortschatz und Grammatik, aber auch - in vergleichbarem Ausmaß - für einfacher formulierte Texte, die zugleich für alle Kinder vergleichsweise leichter zu verstehen sind. Es sind aber nicht nur Kinder mit nicht deutschem Sprachhintergrund, sondern insbesondere auch Kinder aus sozial schwächeren Familien, die - unabhängig vom Sprachhintergrund - Einschränkungen beim Hörverstehen aufweisen. (Projekt/IQB)","descriptionType":"Abstract"},{"lang":"en","description":"The project “Bildungssprachliche Kompetenzen (BiSpra)“ ( Academic Language Competencies (BiSpra): Affordances, Language Processing, and Diagnostics) is divided into a linguistic and a psychological/ educational sciences part. In the psychological/ educational sciences sub-project it was experimentally tested which characteristics of “academic language” cause difficulties for children with a migration background and/or children from educationally disadvantaged families. Building on that, (…) test items were developed to examine students’ abilities in “academic language”. These test items aim to test the comprehension of language characteristics that are discussed as characteristics of “academic language” in the literature. To examine the importance of different lexical and grammatical requirements for text comprehension, listening comprehension items were developed and tested that systematically differ in difficulty of vocabulary and complexity of grammar. Furthermore, items capturing the comprehension of connectors were developed and tested. All developed items were applied in the main study with 1,200 second and third graders. Besides, (…) we began exploratory work for measuring general “academic language” vocabulary. (…) According to our expectations, the results of the psychological/ educational sciences sub-project showed that children with a non-German home language showed lower achievements in listening comprehension of German texts than children with German home language. This holds true for texts with demanding vocabulary and grammar but also, to a similar extent, for simpler texts, which are easier to comprehend for all children. Not only children with a non-German home language, but also children from socially disadvantaged families showed limitations in listening comprehension independently from their linguistic background. (IQB)\n\nThe available data set is a partial data set of the joint project BiSpra, which was created in the Bamberg sub-project. The data was collected in NRW. The data from the Berlin sub-project cannot be made available for re-use for data protection reasons. The data from the linguistic, Hamburg sub-project are located at the Hamburg Centre for Language Corpora (HZSK) at the University of Hamburg.","descriptionType":"Abstract"},{"lang":"en","description":"SelfAdministeredQuestionnaire.Paper","descriptionType":"Methods"},{"lang":"en","description":"MeasurementsAndTests.Educational","descriptionType":"Methods"},{"lang":"en","description":"CrossSection","descriptionType":"Methods"},{"lang":"de","description":"Quasi-Experimentelles Design","descriptionType":"Methods"},{"lang":"en","description":"Quasi-Experimental Design","descriptionType":"Methods"},{"lang":"de","description":"Schüler der Jahrgangsstufen 2 und 3 in zwei Bundesländern (N=1.194) (Berlin n=635, Köln n=559);\nKlassen (N=35);\nSchulen (N=11)","descriptionType":"Methods"},{"lang":"en","description":"Students in grade 2 and 3 N=1,194) (Berlin n=635, Köln n=559);\nClasses (N=35);\nSchools (N=11)","descriptionType":"Methods"},{"lang":"de","description":"Nicht-Wahrscheinlichkeitsauswahl: Bewusste Auswahl","descriptionType":"Methods"},{"lang":"en","description":"Non-Probability Sample: Purposive Sample","descriptionType":"Methods"},{"lang":"de","description":"Publikationsort: Berlin","descriptionType":"Other"},{"lang":"en","description":"Publication Place: Berlin","descriptionType":"Other"},{"lang":"de","description":"Erhebungseinheiten: Eltern; Lehrkräfte; Schüler###","descriptionType":"Other"},{"lang":"en","description":"Survey Unit: Parents; Teachers; Students###","descriptionType":"Other"},{"lang":"en","description":"Availability Type: Delivery","descriptionType":"Other"},{"lang":"de","description":"Beantragung nötig: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs","descriptionType":"Other"},{"lang":"en","description":"application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs","descriptionType":"Other"}],"geoLocations":[{"geoLocationPlace":"Berlin; Nordrhein-Westfalen"}],"fundingReferences":[],"xml":"<?xml version="1.0" encoding="UTF-8"?>
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  <identifier identifierType="DOI">10.5159/IQB_BISPRA_1_V1</identifier>
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      <creatorName nameType="Personal">Weinert, Sabine</creatorName>
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      <creatorName nameType="Personal">Stanat, Petra</creatorName>
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    <creator>
      <creatorName nameType="Personal">Heppt, Birgit</creatorName>
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      <creatorName nameType="Personal">Berendes, Karin</creatorName>
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    <creator>
      <creatorName nameType="Personal">Dragon, Nina</creatorName>
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  <titles>
    <title xml:lang="de">Bildungssprachliche Kompetenzen - Anforderungen, Sprachverarbeitung und Diagnostik (BiSpra I)</title>
    <title xml:lang="en">Academic Language Competencies - Affordances, Language Processing, and Diagnostics (BiSpra I)</title>
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  <publisher>IQB - Institute for Educational Quality Improvement</publisher>
  <publicationYear>2016</publicationYear>
  <resourceType resourceTypeGeneral="Dataset">Umfragedaten; Daten aus Kompetenz- und Leistungsmessungen // Survey Data; Skills Measurement / Performance Measurement</resourceType>
  <subjects>
    <subject xml:lang="de" subjectScheme="FIS">Kurzzeitgedächtnis</subject>
    <subject xml:lang="de" subjectScheme="FIS">Befragung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Bildungssprache</subject>
    <subject xml:lang="de" subjectScheme="FIS">Deutschland</subject>
    <subject xml:lang="de" subjectScheme="FIS">Experiment</subject>
    <subject xml:lang="de" subjectScheme="FIS">Grammatik</subject>
    <subject xml:lang="de" subjectScheme="FIS">Grundschule</subject>
    <subject xml:lang="de" subjectScheme="FIS">Hörverständnis</subject>
    <subject xml:lang="de" subjectScheme="FIS">Kompetenzmessung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Leistungsüberprüfung</subject>
    <subject xml:lang="de" subjectScheme="FIS">Pädagogische Diagnostik</subject>
    <subject xml:lang="de" subjectScheme="FIS">Primarbereich</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schüler</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schulerfolg</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schuljahr 02</subject>
    <subject xml:lang="de" subjectScheme="FIS">Schuljahr 03</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sozialer Hintergrund</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sprachdiagnostik</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sprachfertigkeit</subject>
    <subject xml:lang="de" subjectScheme="FIS">Sprachkompetenz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Testaufgabe</subject>
    <subject xml:lang="de" subjectScheme="FIS">Testverfahren</subject>
    <subject xml:lang="de" subjectScheme="FIS">Wortschatz</subject>
    <subject xml:lang="de" subjectScheme="FIS">Zuwanderungshintergrund</subject>
    <subject xml:lang="de" subjectScheme="FIS">Soziale Benachteiligung</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Short Term Memory</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Surveys</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Academic Language</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Germany</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Experiments</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Grammar</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Elementary Schools</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Listening Comprehension</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement Rating</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Achievement Tests</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Educational Diagnosis</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Elementary Education</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Students</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Academic Achievement</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Grade 2</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Grade 3</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Socioeconomic Background</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Language Tests</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Language Skills</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Language Proficiency</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Test Items</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Testing</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Vocabulary</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Immigrants</subject>
    <subject xml:lang="en" subjectScheme="ERIC, FIS">Social Discrimination</subject>
  </subjects>
  <contributors>
    <contributor contributorType="Distributor">
      <contributorName nameType="Organizational">Forschungsdatenzentrum (FDZ) am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) / Research Data Centre (FDZ) at the Institute for Educational Quality Improvement (IQB)</contributorName>
      <nameIdentifier nameIdentifierScheme="ROR" schemeURI="https://ror.org">https://ror.org/038t2yw28</nameIdentifier>
      <nameIdentifier nameIdentifierScheme="VIAF" schemeURI="https://viaf.org">https://viaf.org/viaf/153445425</nameIdentifier>
    </contributor>
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  <dates>
    <date dateType="Collected" dateInformation="Erhebungszeitraum">2011-09-29/2012-02-24</date>
    <date dateType="Issued" dateInformation="Veröffentlichungsdatum">2016-06-17</date>
    <date dateType="Updated" dateInformation="Update des xml sheets">2024-08-13</date>
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    <relatedIdentifier relatedIdentifierType="DOI" relationType="IsDocumentedBy" resourceTypeGeneral="Text">10.1002/rrq.83</relatedIdentifier>
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    <rights xml:lang="en" rightsURI="https://creativecommons.org/publicdomain/zero/1.0/">CC0 1.0 Universal</rights>
    <rights xml:lang="de">Alle veröffentlichten Metadaten sind frei verfügbar unter den Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de).</rights>
    <rights xml:lang="en">All metadata are available free of restriction under the Creative Commons CC0 1.0 Universal Public Domain Dedication (https://creativecommons.org/publicdomain/zero/1.0/deed.de).</rights>
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    <description xml:lang="de" descriptionType="Abstract">Das Vorhaben Bildungssprachliche Kompetenzen (BiSpra) unterteilt sich in einen linguistischen und einen psychologisch-erziehungswissenschaftlichen Teil. Im psychologisch-erziehungswissenschaftlichen Teilprojekt wurde experimentell geprüft, welche bildungssprachlichen Merkmale Kindern mit Zuwanderungshintergrund und/oder aus bildungsfernen Familien besondere Schwierigkeiten bereiten. Darauf aufbauend (…) wurde ein Verfahren zur Einschätzung der bildungsbezogenen sprachlichen Fähigkeiten von Schüler*innen entwickelt. Es wurden Aufgaben gefertigt, die auf das Verständnis derjenigen sprachlichen Merkmale abzielen, die in der Literatur als Charakteristika der Bildungssprache diskutiert werden. Um die Bedeutung unterschiedlicher lexikalischer und grammatischer Anforderungen für das Textverständnis von Schüler*innen zu überprüfen, wurden Hörverstehensaufgaben entwickelt und erprobt, die sich in der Schwierigkeit des Wortschatzes und der Komplexität der Grammatik systematisch unterscheiden. Zudem wurden Aufgaben konzipiert und erprobt, die zur Erfassung des Verständnisses von Konnektoren dienen. Alle neu entwickelten Aufgaben wurden im Rahmen der Haupterhebung von rund 1200 Schüler*innen der zweiten und dritten Klassenstufe bearbeitet. Ferner wurden (...) Vorarbeiten zur Erfassung von allgemein bildungssprachlichem Wortschatz geleistet. (…) Die Befunde des psychologisch-erziehungswissenschaftlichen Teilprojekts zeigten erwartungsgemäß, dass Kinder nicht deutscher Herkunftssprache im Hörverstehen - bezogen auf das Deutsche - geringere Leistungen erzielen als Kinder deutscher Herkunftssprache. Dies gilt für Texte mit anspruchsvollem Wortschatz und Grammatik, aber auch - in vergleichbarem Ausmaß - für einfacher formulierte Texte, die zugleich für alle Kinder vergleichsweise leichter zu verstehen sind. Es sind aber nicht nur Kinder mit nicht deutschem Sprachhintergrund, sondern insbesondere auch Kinder aus sozial schwächeren Familien, die - unabhängig vom Sprachhintergrund - Einschränkungen beim Hörverstehen aufweisen. (Projekt/IQB)</description>
    <description xml:lang="en" descriptionType="Abstract">The project “Bildungssprachliche Kompetenzen (BiSpra)“ ( Academic Language Competencies (BiSpra): Affordances, Language Processing, and Diagnostics) is divided into a linguistic and a psychological/ educational sciences part. In the psychological/ educational sciences sub-project it was experimentally tested which characteristics of “academic language” cause difficulties for children with a migration background and/or children from educationally disadvantaged families. Building on that, (…) test items were developed to examine students’ abilities in “academic language”. These test items aim to test the comprehension of language characteristics that are discussed as characteristics of “academic language” in the literature. To examine the importance of different lexical and grammatical requirements for text comprehension, listening comprehension items were developed and tested that systematically differ in difficulty of vocabulary and complexity of grammar. Furthermore, items capturing the comprehension of connectors were developed and tested. All developed items were applied in the main study with 1,200 second and third graders. Besides, (…) we began exploratory work for measuring general “academic language” vocabulary. (…) According to our expectations, the results of the psychological/ educational sciences sub-project showed that children with a non-German home language showed lower achievements in listening comprehension of German texts than children with German home language. This holds true for texts with demanding vocabulary and grammar but also, to a similar extent, for simpler texts, which are easier to comprehend for all children. Not only children with a non-German home language, but also children from socially disadvantaged families showed limitations in listening comprehension independently from their linguistic background. (IQB)

The available data set is a partial data set of the joint project BiSpra, which was created in the Bamberg sub-project. The data was collected in NRW. The data from the Berlin sub-project cannot be made available for re-use for data protection reasons. The data from the linguistic, Hamburg sub-project are located at the Hamburg Centre for Language Corpora &lt;a href="https://corpora.uni-hamburg.de/drupal/" target="_blank"&gt;(HZSK)&lt;/a&gt; at the University of Hamburg.</description>
    <description xml:lang="en" descriptionType="Methods">SelfAdministeredQuestionnaire.Paper</description>
    <description xml:lang="en" descriptionType="Methods">MeasurementsAndTests.Educational</description>
    <description xml:lang="en" descriptionType="Methods">CrossSection</description>
    <description xml:lang="de" descriptionType="Methods">Quasi-Experimentelles Design</description>
    <description xml:lang="en" descriptionType="Methods">Quasi-Experimental Design</description>
    <description xml:lang="de" descriptionType="Methods">Schüler der Jahrgangsstufen 2 und 3 in zwei Bundesländern (N=1.194) (Berlin n=635, Köln n=559);
Klassen (N=35);
Schulen (N=11)</description>
    <description xml:lang="en" descriptionType="Methods">Students in grade 2 and 3 N=1,194) (Berlin n=635, Köln n=559);
Classes (N=35);
Schools (N=11)</description>
    <description xml:lang="de" descriptionType="Methods">Nicht-Wahrscheinlichkeitsauswahl: Bewusste Auswahl</description>
    <description xml:lang="en" descriptionType="Methods">Non-Probability Sample: Purposive Sample</description>
    <description xml:lang="de" descriptionType="Other">Publikationsort: Berlin</description>
    <description xml:lang="en" descriptionType="Other">Publication Place: Berlin</description>
    <description xml:lang="de" descriptionType="Other">Erhebungseinheiten: Eltern; Lehrkräfte; Schüler###</description>
    <description xml:lang="en" descriptionType="Other">Survey Unit: Parents; Teachers; Students###</description>
    <description xml:lang="en" descriptionType="Other">Availability Type: Delivery</description>
    <description xml:lang="de" descriptionType="Other">Beantragung nötig: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs</description>
    <description xml:lang="en" descriptionType="Other">application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs</description>
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      <geoLocationPlace xml:lang="de">Berlin; Nordrhein-Westfalen</geoLocationPlace>
      <geoLocationPlace xml:lang="en">Berlin; North Rhine-Westphalia</geoLocationPlace>
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