Suchergebnisse

Summary The taxonomy, conservation status and cultivation requirements of Helichrysum orientale (L.) Gaertn., are discussed. A description, colour plate and black and white line drawings of the dissections of this species are given. The problems with accepting so‐called 'Vaillant' combinations and generic names are discussed.

Los estudiantes inmigrantes extranjeros de familias con menor nivel socioeconómico y cultural sufren una doble problemática que no se ha estudiado en la literatura sobre segregación escolar en España. Esta investigación se plantea como objetivo estimar la magnitud de la segregación escolar para esta población en Educación Secundaria Obligatoria en el conjunto de España y en sus Comunidades Autónomas y determinar, además, la aportación de las escuelas públicas y las escuelas privadas a la segregación escolar de estos estudiantes. Para ello, realiza una explotación especial de los datos de PISA-2015 estimando el índice de segregación de Gorard y el índice de la Raíz Cuadrada o de Hutchens. Los resultados apuntan que la población estudiada sufre un problema grave de segregación escolar, con una alta variabilidad entre regiones, y que la educación privada presenta un escaso compromiso en la escolarización de esta población y un mayor índice de segregación que las escuelas públicas.

Die Rom I-Verordnung regelt das auf vertragliche Schuldverhältnisse anzuwendende Recht bei grenzüberschreitenden Sachverhalten und geht aufgrund ihrer Rechtsnatur nationalem Kollisionsrecht vor. Schiedsvereinbarungen werden aus dem Anwendungsbereich der Verordnung zwar ausgenommen, die Geltung in Schiedsverfahren wird in der Verordnung jedoch nicht eindeutig angeordnet oder ausgeschlossen. Folglich ist das Thema stark umstritten.Die vorliegende Arbeit beschäftigt sich mit der Frage der Bindung von Schiedsgerichten an die Verordnung. Dazu werden zunächst Unterschiede zwischen der nationalen Sonderkollisionsnorm des § 603 ZPO und dem System der Rom I-Verordnung dargestellt. Danach wird unter Zuhilfenahme der gängigen juristischen Auslegungsmethoden die Möglichkeit der Bindung der Rom I-Verordnung in der Schiedsgerichtsbarkeit analysiert. Schließlich folgt eine Auseinandersetzung mit den Folgen der Ergebnisse für die Schiedsgerichtsbarkeit.Auf diese Weise soll die Bindung oder Nichtbindung von Schiedsgerichten an die Verordnung und die praktische Bedeutung dieser Frage geklärt werden. ; The Rome I Regulation defines the law applicable to international contractual obligations and takes precedence over national conflict of law rules. Arbitration agreements are excluded from the scope of the regulation; however, the regulation does not make a clear statement as to whether it is applicable in arbitration proceedings. This has led to divisive debates concerning that matter.The thesis tries to answer the question of applicability of the regulation in arbitration proceedings. First, section 603 of the Civil Procedure Code, the national conflict of law rules for arbitration, will be compared to the rules of the Rome I Regulation. Subsequently, the question will be approached through established methods of legal reasoning to analyze the applicability of the Rome I Regulation in arbitration proceedings. Finally, the results and consequences of the results will be discussed.This way, the applicability or non-applicability of the regulation and the practical importance of the matter shall be answered. ; vorgelegt von Martin Sima ; Abweichender Titel laut Übersetzung des Verfassers/der Verfasserin ; Karl-Franzens-Universität Graz, Diplomarbeit, 2018 ; (VLID)2492224

The year 1976 marked more than the U. S. Bicentennial for those
interested in global studies in America. It represented an auspicious moment
in the evolution of the government's "predisposition" toward support of
language, area, and international studies in the United States. In that year
Phase III of the NDEA Title VI Centers Program took on a revised USOE
outlook upon the concept of outreach and an intensified federal commitment
to the promotion of outreach activities as an integral part of the programs
of the four-score Foreign Area and International Studies Centers around the
nation. The Bicentennial Year was also important for the Congressional
passage of the Education Amendments of 1976, which provided for the Citizen
Education for Cultural Understanding (Section 603) Program. This program,
which would hold promise for the development and/or expansion of global
studies particularly in the elementary and secondary school classrooms of
the nation, commenced in 1979 the award of federal assistance to projects
that sought to "increase the availability to students in the United States
of information about the cultures, actions, and policies of other nations so
that these students might make more informed judgments with respect to the
international policies and actions of the United States."

• 34 new case were admitted to the military hospital at Fort Snelling yesterday• 57 patients were dismissed from the Fort Snelling Hospital yesterday• 475 soldiers, mostly members of the S.A.T.C. are being cared for at Fort Snelling• 99 influenza cases and 101 pneumonia cases are being cared for in the hospital at the Air Service Mechanics' School, Midway• No new influenza cases were reported during the 24 hours preceding 7 yesterday• [Statewide]• 3,000 new cases in 40 towns in Minnesota were reported to the State Board of Health yesterday ; Newspaper article ; 1, 5

"From Ancient Greece through the many dynasties of China to current practices of non-monogamy, people have openly engaged in multiple intimate relationships. Not until the late 20th century, however, was a word coined that encapsulated the practice, as well as its philosophies, edicts and ethics: polyamory (poly = many + amore = love). For Franklin Veaux, who has been polyamorous for his entire adult life, the emerging framework and subsequent vocabulary for his lifestyle was a light in the dark. Candidly sharing his experiences and thoughts online catapulted his website morethantwo.com, among the first dedicated to the poly lifestyle, to one of the top-ranking on the subject. In recent years, as more people have discovered polyamory as a legitimate and desirable option for how they conduct their relationships, Franklin and one of his partners, Eve Rickert, saw that there was a growing need for a comprehensive guide to the lifestyle. More Than Two is that guide. This wide-ranging resource explores the often-complex world of living polyamorously: the nuances (no, this isn't swinging), the relationship options (do you suit a V, an N, an open network?), the myths (don't count on wild orgies and endless sex but don't rule them out either!) and the expectations (communication, transparency and trust are paramount). More Than Two is entirely without judgment and peppered with a good dose of humor. In it the authors share not only their hard-won philosophies about polyamory, but also their hurts and embarrassments. Living poly is not always an easy road, and they hope that by reading this book, you'll avoid some of the mistakes they've made along the way. Challenging the notion of what society considers a healthy and successful relationship, they offer up personal stories from their own lives as well as of those in the wider poly world, emphasizing that this lifestyle choice isn't for the noncommittal. Polyamory is all about the relationships and the individuals participating. Charting a Relationship Bill of Rights, the authors underscore the importance of engaging in ethical polyamory and guide readers through the thorny issues of jealousy and insecurity with the aim of encouraging readers to work consistently and conscientiously on both their relationships and themselves. And no, they're not trying to convert you: they know that polyamory isn't for everyone. Veaux and Rickert simply provide those who might be embarking on this lifestyle or those who have always ...

The Education Amendments of 1976 authorized the Citizen Education for
Cultural Understanding Program under Section 603 of Title VI of the National
Defense Education Act, as amended. Not until the fall of 1978, however, did
there appear to be any significant support for the funding of the program;
but by the time an appropriation was visible in early spring 1979, the
interest level across the country appeared exceptionally high. Then in
response to publicity of the program and the wide dissemination of over
10,000 application booklets in April and May 1979, the Office of Education
(Division of International Education of the Bureau of Higher and Continuing
Education) received 473 applications for grant awards in June 1979, from
every state but Alaska, Montana, Nevada, New Hampshire, and Wyoming. In
September 1979 public announcement was made of 39 grant awards in this the
first year of the program commencing October 1, 1979 and funded for one
year. For the second cycle, 466 applications were submitted in February
1980. There are likely to be 36 grant awards for 1980, totaling $2 million,
bringing the total number of projects for the first two years to 75 and the
total federal outlay to $4 million.