The distribution of paid work among couples

 to 9  total  5:37  5:14  6:21  6:06  7:03  women  6:58  6:09  7:57  7:10  8:35  men  4:06  4:07  4:24  4:56  5:10  employed total  3:58  5:02  5:35  5:56  6:19  employed women  6:00  5:55  7:08  7:01  [...] ‐17,7  ‐2,5  ‐2,3  DE  73,3  54,3  63,5  68,1  ‐19,0  ‐9,9  ‐5,2  GR  61,6  50,6  53,6  58,7  ‐11,0  ‐8,0  ‐2,9  HU  64,1  14,8  53,0  57,0  ‐49,3  ‐11,1  ‐7,0  IE  69,5    55,0  57,5    ‐14,5  ‐12,0  IT  [...] 10,1  LU  90,1  94,8  4,7  HU  80,5  85,4  4,9  MT  87,6  93,2  5,6  NL  87,7  94,2  6,5  AT  88,5  93,1  4,6  PL  72,6  84,6  12  PT  82,5  91,9  9,4  RO  78,7  83,5  4,8  SI  83,1  93,2  10,1  15 Results …

2 VQE 1 2 3 MYT 1 3 3 DYD 2 5 5 GRA 2 2 4 GSQ 1 1 6 FGR 1 4 3 DRK 1 2 2 RVA 2 8 4 DSA 1 3 3 RDG 2 5 10 QDF 1 5 2 NES 2 8 11 SEA 2 2 2 SAS 2 6 4 AES 1 1 2 EES 1 5 5 Table 5.4: Number of measurements and [...] . . . . . . . . . . . . . 139 5.5.2 Description of the regression models . . . . . . . . . . . 143 II 5.5.3 Evaluation of the novel modelling approaches . . . . . 145 5.5.4 Specification of the optimal [...] 09 1. 15 -9 2. 6 5. 34 4. 47 5. 62 13 3 76 58 0 0 0 0 A rg in in e -9 .6 4 1. 03 -7 2. 3 11 .8 5 4. 31 5. 33 22 1 13 2 90 4 3 1 0 A sp ar ag in e -1 0. 43 0. 68 -1 32 .4 7. 72 4. 87 5. 56 16 0 12 1 39 …

(2, 5), . . . , (5, 5), (1, 6), . . . , (6, 6)} und w = 5. 2) Es reduzieren g1, g3 und g4 bzgl. {g5} zu Null, d.h. wir haben G = (0, g2, 0, 0, g5, g6) und B = {(2, 2), (2, 5), (5, 5), (2, 6), (5, 6), [...] (1) 1 y (2) 1 g4−→ y (2) 1 g3−→ −y(1) 1 − 1 = g5 ein neues Element von G mit pw(g5) = 4. Wir fügen die Paare (1, 1), . . . , (1, 5) zu B und ((1, 0), (5, 0)) zu B4 hinzu. 6) Für das S-Polynom S((2, 1) [...] sich durch die Reduktion S((2, 1), (2, 0)) g1−→ 5 2 y (2) 1 y (1) 2 + y (3) 1 y2 + y (2) 2 g3−→ −5 2 y (1) 1 y (1) 2 − 5 2 y (1) 2 + y (3) 1 y2 + y (2) 2 g1−→ 5 2 y (2) 1 y2 + y (3) 1 y2 + y (2) 2 g3−→ 3 2 …

134278.5 2179.16 4 0 0 3 1 9 2 0 0 0 .1 1 0 5 .6 2 5 .4 1 5 .3 7 1 0 1.9 112126.9 1198.64 0 .5 1 0 5 8 .4 4 1 1 .6 1 0 2 .1 4 1 0 347.4 117252.2 1545.56 1 9 3 2 3 .2 2 2 9 6 .0 5 5 0 .0 6 0 — — — 5 0 0 4 [...] 000 0.5 10 213.6 0.683 0.683 0.000 1 10 583.2 0.692 0.691 0.001 30 0.1 10 120.0 5.281 5.280 0.001 0.5 10 802.0 5.381 5.376 0.005 1 10 4143.0 5.498 5.425 0.073 40 0.1 10 251.8 31.576 31.572 0.004 0.5 10 3476 [...] 28982.2 153.07 1 1 0 1 6 4 .2 1 1 6 5 .8 4 5 .3 0 9 6 067.8 116059.3 891.38 3 0 0 1 7 9 4 0 0 0 .1 1 0 6 .4 2 2 .1 5 .7 5 1 0 2.4 62384.8 399.66 0 .5 1 0 1 4 .6 1 0 1 .7 1 5 .7 6 1 0 170.6 65024.3 539.21 1 …

te d M ig ra te d R e -m ig ra te d M ig ra te d 1 5 3 2 -1 9 1 7 1 9 1 8 -1 9 5 7 1 9 5 8 -1 9 6 2 1 9 6 3 -1 9 8 6 1 9 8 7 -1 9 9 0 1 9 9 1 -1 9 9 5 1 9 9 6 -2 0 0 0 2 0 0 1 -2 0 1 0 2 0 1 1 N e e d N [...] ------------------------------- 39 2.5.4 THE ERA OF THE BA'ATH PARTY 1963-1990 -------------------------------------------------------------------------- 40 2.5.5 THE FIRST GENOCIDE ------------------ [...] ---------------------------------- 136 5.4.5 CATEGORIZING PULL AND PULL FACTORS IN BAHRKA ----------------------------------------------------------------- 137 5.4.6 COMBINATION OF PUSH AND PULL FACTORS …

Recognizing and Acknowledging Worldview Diversity in the Inclusive Classroom

challenges (Section 1.3). In doing so, we draw on the principles of Universal Design for Learning [5] and Reflexive Inclusion [6] as well as on the didactics of Learning in the Presence of the Other [2 [...] orientation in the planning and implementation Educ. Sci. 2018, 8, 196 3 of 13 of inclusive teaching [5]. Based on the design concept of the same name [9], it highlights key points of a learning environment [...] Future”. The project was conducted over a period of 15 weeks and lessons took Educ. Sci. 2018, 8, 196 5 of 13 place in several blocks on two to three afternoons each week. These were interdisciplinary lessons …

The importance of perceived quality of instruction, achievement motivation and difficulties in self‐

2. 3. 4. 5. 1. Academic self-concept 2. Subject interest .28 3. Difficulties in regulating one's learning activities −.55 −.28 4. Difficulties in regulating one's motivation −.14 −.23 .24 5. Perceived [...] before having obtained a formal degree” (Heublein, 2014; Kehm et al., 2019; Larsen et al., 2013, p. 5; Wild & Schulze Heuling, 2020). But less is known if both, difficulties with regulating one's motivation [...] that 58.4% of the students studied business administration, 33.3% were engineering students and 8.5% enrolled in social work. All students were cooperative students in the first academic year. Cooperative …

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School of Architecture. Manchester Generation Together was funded by the previous Labour Gov- ernment: £5.5 million was allocated for the programme, which local authori- ties could apply to (up to £400,000 each) [...] contrast, less than 10 per cent of adults volunteer in Bulgaria, Greece and Lithuania (GHK, 2010: 5ff.)5. In order to assess these different levels of vol- unteering it should be taken into account that [...] not appreciated enough in their country. In Germany, Finland, Bulgaria, Ireland and the UK, between 5 and 6 in 10 respondents expressed their strong agreement, while in Luxembourg, Estonia, France, Italy …