Aktive Filter:
Alle Filter entfernen
fileadmin/content/abteilungen/ernaehrung/bilder/konsumalpha/material-for-download/18-contracts-easily-understood.pdf
to topics that are relevant to their everyday lives.ii The teaching and learning materials we developed are related to everyday life and the world we live in, which means that the knowledge and the co [...] around the topic of contracts. Consumers are inevitably confronted with contracts in their everyday lives, for example when they want to sign a rental agreement or wonder whether they can still exchange a [...] in turn. If necessary, repeat the statement and give the groups time to think about their answers. Count down slowly from the number "three". At "zero", all groups hold up the card with what they think is
fileadmin/content/abteilungen/ernaehrung/bilder/konsumalpha/material-for-download/19-collection-of-materials-regarding-contracts-easily-understood.pdf
of the target group and are linked to topics that are relevant to their everyday lives.iii Contracts touch the daily lives of all consumers, whether in the form of an employment contract, a sales contract [...] would like to start now an apprenticeship. She still lives in with her parents. She is that thinking about moving out. Instead, she would like she to live alone. She finds very a small apartment. She concludes [...] would like to start now an apprenticeship. She still lives in with her parents. She is that thinking about moving out. Instead, she would like she to live alone. She finds very a small apartment. She concludes
fileadmin/content/abteilungen/industrial/dokumente/downloads/studiengang/2021-modulhandbuch-update.pdf
Competencies covered: - problem solving competence - ability to act target-oriented - ability for live-long learning - basic knowledge - interdisciplinary knowledge - economic competence - ecological [...] together with a glossary, prior to the seminar, for example. Chambers, R. (1997): “Whose Reality counts?” Putting the last first.” Intermediate Technology Publication, London Haines, Stephen G. (2000): [...] based on individual or group work preparation (60 min); and a written report (15 pages). Both parts count 50% each of the final mark. Medienformen: In this module a wide spectrum of media are used, such as
fileadmin/content/abteilungen/gesundheit/abschlussarbeiten/kohorte-9/abstract-svenja-mueller.pdf
Therefore the workplace health promotion must be integrated into human resources management in order to counter demographic change, an ageing workforce and a shortage of skilled workers. In addition, a healthy
fileadmin/content/abteilungen/gesundheit/abschlussarbeiten/kohorte-5/abstract-2014-muehle-ulrike.pdf
tshandeln), which deals with different components of personal and preventive activities in daily lives, their relations with lifestyle, and social and cultural embedding, offers a very useful extension
fileadmin/content/abteilungen/gesundheit/abschlussarbeiten/kohorte-4/abstract-2013-erb-nicole.pdf
models for the development of nutrition and movement related behaviors. An important approach to counter the development of obesity in childhood is to develop appropriate health promotion strategies (BMG [...] health promotion. Based on other questions the importance of these topics in the families everyday lives were investigated additionally. It was also researched how knowledge about nutrition and nutrition [...] to evaluate the present transcripts. Results. Diet played an important role in the families’ daily lives. However, factors like the living environment, work environment, and family background had influence
fileadmin/content/projekte/pecc/bilder/pecc/limberg-2019-the-primary-english-classroom-corpus-.pdf
up)) or hm ((points her thumb down)) ((counts the number of hands)) one ((stops counting)) i can't count that [hm or hm?] [((puts her thumb up and down))] ((counts the number of hands)) one two three four [...] hands)) Teacher: ((counts the number of hands silently)) fifteen too ((writes the number on the board)) and do you like watching tv? Class: ((pupils raise their hands)) Teacher: ((counts the number of hands [...] when instructing learners in a playful manner. 1.2 Corpus Features Volume 1 of the PECC has a word count of 46,481 words distributed over 15 transcripts, which makes an average of 3,099 words per transcript
fileadmin/content/seminare/soziologie/dokumente/working-paper-series/seu-working-paper-3-2012.pdf
of power resources, its political institutions and state structures or the structural features ac- count for diverging guiding principles shaping social policy formation. However, the flaws of single pe [...] assuming that they shape welfare policies since they shape the way actors perceive the world they live in – combine these factors with institutional analysis in order to be better able to explain actors’ [...] function- ing of the Single Market: “The EU's social dimension is usually discussed as a corrective or counter to market- building, but instead appears to have proceeded largely as part of the market-building
fileadmin/content/abteilungen/industrial/dokumente/downloads/studiengang/uni-flensburg-meng-eum-selbstbericht.pdf
of Europa-Universität Flensburg. (5) Competences and skills acquired outside of the university can count towards university study if they are of proven equivalence to those to be acquired through university [...] attempts to pass the exam made prior to the entry into force of these Examination Regulations will count against the number of attempts set forth in the new examination regulation to the extent allowed by [...] Competencies covered: - problem solving competence - ability to act target-oriented - ability for live-long learning - basic knowledge - interdisciplinary knowledge - economic competence - ecological
fileadmin/content/abteilungen/gesundheit/abschlussarbeiten/kohorte-2/abstract-2011-schwaiger-m.pdf
with multivariate analyses of variance for repeated measures (perceived stress, generic quality of live) and univariate analyses of variance for repeated measures (health status, mindfulness). In the course [...] pollen. Additionally blood samples were taken from two participant and blood parameters (Eosinophil count, eosinophil cationic protein, total IgE, specific IgE) were assessed. As these parameters were only