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Titlebook: Zum Wandel der Geschlechterrepr?sentationen in der Sozialpolitik; Ein policy-analytisc Ute Behning Book 1999 Springer Fachmedien Wiesbaden

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樓主: 戲弄
21#
發(fā)表于 2025-3-25 07:03:40 | 只看該作者
22#
發(fā)表于 2025-3-25 09:59:36 | 只看該作者
,Diskussion und p?dagogische Konsequenzen, Gütekriterien diskutiert (vgl. Kapitel 11.1). Anschlie?end erfolgt die Diskussion der Erkenntnisse zur sprachlichen Entwicklung und Integration (vgl. Kapitel 11.2). Danach werden zentrale Forschungsdesiderate aufgeführt, die sich aus den vorliegenden Befunden ableiten lassen (vgl. Kapitel 11.3).
23#
發(fā)表于 2025-3-25 13:19:33 | 只看該作者
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發(fā)表于 2025-3-25 19:08:02 | 只看該作者
25#
發(fā)表于 2025-3-25 20:46:28 | 只看該作者
26#
發(fā)表于 2025-3-26 00:44:58 | 只看該作者
Wild Food Plants: History, Use, and Impacts of Globalization,l households and forest-dwelling communities are dependent on WFPs as a subsistence strategy, especially during adverse conditions of food insecurity. WFPs have played an important role in livelihood opportunities and providing the required nutritional security to people enduring crop losses. In rec
27#
發(fā)表于 2025-3-26 05:47:48 | 只看該作者
28#
發(fā)表于 2025-3-26 11:22:48 | 只看該作者
Design of Wind-Sensitive Structures, procedures with comments on the codes applied along with certain practical aspects on the application of the wind loading on these structures are herein presented, whereas certain numerical simulations illustrate the respective recommendations.
29#
發(fā)表于 2025-3-26 16:31:18 | 只看該作者
Penalty, Multiplier, and Newton Methods for a Class of Nonlinear Optimal Control Problems, however, we stress that the more general problem in which so = .., .,ti, . and the end points (ti, . are allowed to vary along a manifold Oi(ti, .,. = 0 for . = 1, 2 can be Transformed into this problem by a standard Transformation that introduces two new state variables [., pp 27-28].
30#
發(fā)表于 2025-3-26 17:51:58 | 只看該作者
Dominik Hahne,Alexander Lion,Michael Johlitzr readers, for example, when they have a better sense of how reading works—and insights gained through knowing about text structure and about themselves as deconstructors and constructors of texts hold potential for powerful contributions to their ongoing improvement. When educators have this knowle
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