- Table View
- List View
Seen, Heard, and Valued: Universal Design for Learning and Beyond
by Lee Ann JungTo reach all, we must reach each Every classroom is filled with amazing individuals who vary wildly in who they are as people. This includes BIPOC students, LGBTQIA+ students, and students who are new to the language of instruction, have learning differences, are experiencing poverty, need behavioral supports, have had poor previous instruction, or have endured trauma. This diversity is an asset that educators can leverage when we ensure our instruction is tailored to the strengths and needs of each student. That’s where Universal Design for Learning (UDL) comes in. UDL ensures all students succeed by enabling educators to remove barriers to learning. Supported by neurological and education research, the tenets of UDL challenge educators to engage students and sustain their interest, represent instruction in accessible ways, and support students to demonstrate their learning in multiple ways. This guide shows how UDL can serve as a pathway to equitable learning outcomes through Practical advice for creating safe, affirming learning environments that encourage belonging Demonstration of how to represent content, concepts, and skills in different ways to provide students with multiple modes of expression Tables for planning and reflection Graphics illustrating multiple means of expression By applying UDL principles, educators can anticipate potential barriers to learning and adjust from the start, driving the accessibility of learning for all students by meeting the needs of each student.
Seen, Heard, and Valued: Universal Design for Learning and Beyond
by Lee Ann JungTo reach all, we must reach each Every classroom is filled with amazing individuals who vary wildly in who they are as people. This includes BIPOC students, LGBTQIA+ students, and students who are new to the language of instruction, have learning differences, are experiencing poverty, need behavioral supports, have had poor previous instruction, or have endured trauma. This diversity is an asset that educators can leverage when we ensure our instruction is tailored to the strengths and needs of each student. That’s where Universal Design for Learning (UDL) comes in. UDL ensures all students succeed by enabling educators to remove barriers to learning. Supported by neurological and education research, the tenets of UDL challenge educators to engage students and sustain their interest, represent instruction in accessible ways, and support students to demonstrate their learning in multiple ways. This guide shows how UDL can serve as a pathway to equitable learning outcomes through Practical advice for creating safe, affirming learning environments that encourage belonging Demonstration of how to represent content, concepts, and skills in different ways to provide students with multiple modes of expression Tables for planning and reflection Graphics illustrating multiple means of expression By applying UDL principles, educators can anticipate potential barriers to learning and adjust from the start, driving the accessibility of learning for all students by meeting the needs of each student.
Seen Locally (Routledge Revivals)
by Henry PluckroseOriginally published in 1989, Henry Pluckrose, well-known as an educational consultant, writer, and lecturer, examines the way in which a study of the local environment can enrich young children’s learning and be used as a starting point for all manner of cross-curriculum work. He explores the ways in which men and women of the past have shaped the physical environment in which contemporary children live and how these changes are reflected in and commented upon by public buildings, their own homes, systems of transport, the streets of village, town, and city, and so on. Written specially for all who have responsibility for young children – teachers, youth leaders, parents – the book offers a wealth of suggestions for helping children look at their everyday environment. It indicates ways in which close observation of place can provide the starting point in a learning programme, showing how information which adult and child obtain together can be recorded through pictures, models, maps, plans, and photographs, and in the written and spoken word. Seen Locally is an invaluable source book of ideas which can be developed and extended within the curriculum guidelines of each individual school.
The Seer's House and Other Sermons
by James RutherfordA fantastic collection of devotionals from Scottish preacher James Rutherford.“One feels that the preacher of these sermons truly lives in the Seer's House. Somehow Scotland is the preaching-center of the English-speaking world, and this series is by no means inferior to the high standard of the Scottish pulpit. Such simplicity, insight, strength, tenderness, directness, and clarity might well be coveted by any preacher.”-Journal of Religion, Vol. 44, no. 6.
Segarona Buka ya morutwana 11: UBC contracted
by Ee Pooe Be Nkashe Bg Phuti Nb Kgosikoma Rm Moiloa DR Mahoko• E a gaisa gonne e kwadilwe ke ditswerere tsa bokwadi go akaretsa Caps • E a gaisa gonne e na le ditshwantsho le ditiro tseo di ikaeletseng go tokafatsa dipholo le go rotloetsa barutwana • E a gaisa gonne e tshegetsa barutabana ka go ba sonagela nako fa ba ruta le go nolofatsa go ruta ka e akaretsa matlakala a a gatisegang bonolo. • E a gaisa gonne e nonofile le go ntsha dipholo tse di atlegileng tsa ditlhatlhobo.
Segarona Buka ya morutwana 11: UBC uncontracted
by Ee Pooe Be Nkashe Bg Phuti Nb Kgosikoma Rm Moiloa DR Mahoko• E a gaisa gonne e kwadilwe ke ditswerere tsa bokwadi go akaretsa Caps • E a gaisa gonne e na le ditshwantsho le ditiro tseo di ikaeletseng go tokafatsa dipholo le go rotloetsa barutwana • E a gaisa gonne e tshegetsa barutabana ka go ba sonagela nako fa ba ruta le go nolofatsa go ruta ka e akaretsa matlakala a a gatisegang bonolo. • E a gaisa gonne e nonofile le go ntsha dipholo tse di atlegileng tsa ditlhatlhobo.
Segmentale verschijnselen: Een bijdrage aan diagnostiek en therapie
by Ben CranenburghSegmentale verschijnselen behandelt de theoretische achtergronden en de praktische toepassingen van segmentale relaties in diagnostiek en therapie. Vooral de diagnostische betekenis wordt verder uitgewerkt.De wisselwerking tussen organen en lichaamsdelen heeft zijn oorsprong in een proces van segmentatie dat vroeg in de embryonale ontwikkeling optreedt. Deze wisselwerking binnen het segment heeft voor de huisarts vooral een diagnostisch belang. Door gericht te letten op deze verschijnselen kan de huisarts met eenvoudige middelen in een vroeg stadium op het spoor komen van orgaanafwijking. Voor fysiotherapeuten is natuurlijk de therapeutische toepassing van belang; de beïnvloeding van orgaanfuncties via prikkeling van meer oppervlakkige lichaamsstructuren.
Segmentation of the Aorta. Towards the Automatic Segmentation, Modeling, and Meshing of the Aortic Vessel Tree from Multicenter Acquisition: First Challenge, SEG.A. 2023, Held in Conjunction with MICCAI 2023, Vancouver, BC, Canada, October 8, 2023, Proceedings (Lecture Notes in Computer Science #14539)
by Antonio Pepe Gian Marco Melito Jan EggerThis book constitutes the First Segmentation of the Aorta Challenge, SEG.A. 2023, which was held in conjunction with the 26th International Conference on Medical Image Computing and Computer-Assisted Intervention, MICCAI 2023, on October 8, 2023. The 8 full and 3 short papers presented have been carefully reviewed and selected for inclusion in the book. They focus specifically on robustness, visual quality and meshing of automatically generated segmentations of aortic vessel trees from CT imaging. The challenge was organized as a ”container submission” challenge, where participants had to upload their algorithms to Grand Challenge in the form of Docker containers. Three tasks were created for SEG.A. 2023.
Segregated Schools: Educational Apartheid in Post-Civil Rights America (Positions: Education, Politics, and Culture)
by Paul StreetFifty years after the US Supreme Court ruled that "separate but equal" was "inherently unequal," Paul Street argues that little progress has been made to meaningful reform America's schools. In fact, Street considers the racial make-up of today's schools as a state of de facto apartheid. With an eye to historical development of segregated education, Street examines the current state of school funding and investigates disparities in teacher quality, teacher stability, curriculum, classroom supplies, faculties, student-teacher ratios, teacher' expectations for students and students' expectations for themselves. Books in the series offer short, polemic takes on hot topics in education, providing a basic entry point into contemporary issues for courses and general; readers.
Segregation by Experience: Agency, Racism, and Learning in the Early Grades
by Jennifer Keys Adair Kiyomi Sánchez-Suzuki ColegroveEarly childhood can be a time of rich discovery, a period when educators have an opportunity to harness their students’ fascination to create unique learning opportunities. Some teachers engage with their students’ ideas in ways that make learning collaborative--but not all students have access to these kinds of learning environments. In Segregation by Experience, the authors filmed and studied a a first-grade classroom led by a Black immigrant teacher who encouraged her diverse group of students to exercise their agency. When the researchers showed the film to other schools, everyone struggled. Educators admired the teacher but didn’t think her practices would work with their own Black and brown students. Parents of color—many of them immigrants—liked many of the practices, but worried that they would compromise their children. And the young children who viewed the film thought that the kids in the film were terrible, loud, and badly behaved; they told the authors that learning was supposed to be quiet, still, and obedient. In Segregation by Experience Jennifer Keys Adair and Kiyomi Sánchez-Suzuki Colegrove show us just how much our expectations of children of color affect what and how they learn at school, and they ask us to consider which children get to have sophisticated, dynamic learning experiences at school and which children are denied such experiences because of our continued racist assumptions about them.
Segregation in Language Education: The Case of South Tyrol, Italy
by Ann WandThis book sets out to try to understand why segregated schooling still exists, especially in northern Italy in South Tyrol where they practice ‘separate but equal’ education. Supported by the UN, the Austrian and Italian governments, the province is considered a ‘peace model’ due to its consociational approach to dealing with the region’s Nazi and Fascist past, which has led to a ‘negative peace’. The autonomy statutes, which derived from this ‘peace’, resulted in an education system that is linguistically segregated for the purposes of protecting South Tyrol’s ethnolinguistic minorities. Broken into two parts, the book begins with the background history of the province, before describing the region’s geographical layout, demographics, local identity, and its three-part schooling system. By examining responses to South Tyrol’s education system, and its impact on local group dynamics, this book explores the implications that segregated schooling may have on second language acquisition. This case study will be of interest to students and scholars of Italian studies, anthropology, linguistic ethnography, sociolinguistics, and second language education.
Seidel's Physical Examination Handbook: An Interprofessional Approach
by John A. Jane W. Ball Joyce E. Dains Barry S. Solomon Rosalyn W. Stewart Md FlynnThis handy guide will give a quick reference to the interviewing and physical examination techniques and procedures covered in the Seidel textbook! Seidel's Physical Examination Handbook: An Interprofessional Approach, 10th Edition uses step-by-step guidelines to make exam procedures easier to review and recall. Overviews of the entire health history and physical exam address the full lifespan, from infants, children, and adolescents to older adults. Written by the same interprofessional team of advanced practice nurses and physicians as Seidel's Guide to Physical Examination, chapters in the handbook correspond to the chapters in the textbook. It’s ideal for use in clinicals and in daily practice!
Seize the Story: A Handbook for Teens Who Like to Write
by Victoria HanleyDo you wish you had a published writer's secrets at your fingertips, ready to help you achieve your goals of publication, success, and the chance to be the next great teen writer? In Seize the Story: A Handbook for Teens Who Like to Write, Victoria Hanley, award-winning author of young adult fiction, spills the secrets for bringing action, adventure, humor, and drama to stories. All of the elements of fiction, from creating believable dialogue to exciting plots, are laid out clearly and illustrated with examples taken straight from story excerpts by excellent writers. The book is packed with writing exercises designed to encourage teens to tell the stories that are theirs alone.In addition, other published authors of young adult literature share their insights about the writing life. Teens can gain firsthand advice from accomplished writers T. A. Barron, Joan Bauer, Hilari Bell, Chris Crutcher, David Lubar, Lauren Myracle, Todd Mitchell, Nancy Garden, and many more.Grades 7-12
Seized by Truth: Reading the Bible as Scripture
by Joel B. GreenWe read the Bible and interpret Scripture in order to live in grace-filled relation to God's divine purpose.When we approach the Bible as Scripture author, Joel Green, takes seriously the faith statement that the Bible is our Book; these scriptures are our Scripture. We are not reading someone else's mail--as though reading the Bible had to do foremost with recovering an ancient meaning intended for someone else and then translating its principles for use in our own lives. When we recall that we are the people of God to whom the Bible is addressed as Scripture, we realize that the fundamental transformation is not the transformation of an ancient message into a contemporary meaning, bur rather the transformation of our lives by means of God's Word. This means that reading the Bible as Scripture has less to do with what tools we bring to the task, however important these may be, and more to do with our own dispositions as we come to our engagement with Scripture. We come not so much to retrieve facts or to gain information, but to be formed and ultimately, transformed. Scripture does not present us with texts to be mastered but with a Word, God's Word, intent on mastering us, on shaping our lives.
Seizing the Moments: Making the Most of Life's Opportunities
by James W. MooreBeloved author James W. Moore returns in the revival of his 1988 classic. Readers will appreciate Moore's distinctive style as he relates stories, anecdotes, and examples of people who learned to "seize moments" -- who turned opportunities and treasured moments into realized dreams. Each chapter features a related passage of Scripture. This edition also includes a study guide with questions ideal for personal reflection or for group discussion. Readers will discover encouragement and guidance for better living as they find themselves becoming more courageous, more willing to "seize the moments", and more aware of God's grace.
SEL at a Distance: Supporting Students Online (Social and Emotional Learning Solutions #0)
by Stephanie L. MooreHow to foster social and emotional learning, even when teaching remotely. The onset of the COVID-19 pandemic posed multiple dilemmas for educators; the most immediate one, when schools closed their physical doors, was how to switch nimbly from classroom instruction to emergency remote teaching. But educators also face a related, ongoing challenge: how to meet the social and emotional needs of their learners when separated by distance, whether in the middle of a traumatic event or on an unremarkable day of schooling. In this essential volume of the SEL Solutions Series, online learning expert Stephanie Louise Moore shows how teachers can seamlessly integrate effective SEL practices into their online instruction, beginning with the all-important creation of a social learning community. Strategies and resources are provided throughout to help with every step, including: understanding the individual needs of diverse distanced learners; developing students’ navigational and focusing skills in the digital learning environment; increasing the level of interaction in online lessons; building in flexibility and choice; and assessing learning in a remote context.
The SEL Coach: Planning and Implementation Resources for Social Emotional Learning Leaders
by Jennifer E. RogersYour guide to transforming SEL ideas into actions and practice into process While social-emotional learning (SEL) is regularly identified as a top priority for student well-being and achievement, effective implementation will not happen on its own. That’s what makes the SEL coach critical to success. Effective systems change happens with an SEL coach who has the skills to lead, communicate, analyze, train, collaborate, and innovate. Whether you are brand new to the position or have been an SEL coach for some time, this book will provide you with all the resources and ideas you need to take implementation to the next level. Jennifer Rogers shares the secrets to enriching your coaching skillset, including Data Collection—strategic monitoring of the implementation progress Training—engaging staff in learning and advocating for their needs Communication—listening actively, modeling, and summarizing Team-Leading—creating an environment that is supportive and goal-focused The lessons and examples in this book produce coaching competencies and qualities necessary to transform practices into processes, ideas into action plans, and goals into outcomes. Learn how to be a successful SEL implementor with this strategy-packed guidebook!
The SEL Coach: Planning and Implementation Resources for Social Emotional Learning Leaders
by Jennifer E. RogersYour guide to transforming SEL ideas into actions and practice into process While social-emotional learning (SEL) is regularly identified as a top priority for student well-being and achievement, effective implementation will not happen on its own. That’s what makes the SEL coach critical to success. Effective systems change happens with an SEL coach who has the skills to lead, communicate, analyze, train, collaborate, and innovate. Whether you are brand new to the position or have been an SEL coach for some time, this book will provide you with all the resources and ideas you need to take implementation to the next level. Jennifer Rogers shares the secrets to enriching your coaching skillset, including Data Collection—strategic monitoring of the implementation progress Training—engaging staff in learning and advocating for their needs Communication—listening actively, modeling, and summarizing Team-Leading—creating an environment that is supportive and goal-focused The lessons and examples in this book produce coaching competencies and qualities necessary to transform practices into processes, ideas into action plans, and goals into outcomes. Learn how to be a successful SEL implementor with this strategy-packed guidebook!
SEL Every Day (SEL Solutions Series): Integrating Social And Emotional Learning With Instruction In Secondary Classrooms (sel Solutions Series)
by Meena SrinivasanSEL is not separate from academics or instruction; it is integral to quality teaching and learning. Not every school has the time, resources, capacity, or conditions to implement a schoolwide SEL program. But prioritizing SEL need not take time from instruction. This book draws on the latest research and resources to offer individual teachers and teacher teams an accessible guide to incorporating SEL into everyday teaching in middle- and high- school classrooms.
SEL From a Distance: Tools and Processes for Anytime, Anywhere
by Jessica Djabrayan Hannigan John E. HanniganMake social and emotional learning a way of being—all day, every day, and in any setting The pandemic and subsequent switch to distance learning combined with recent instances of racial injustice has put a spotlight on the cracks in the practice of social and emotional learning (SEL). More than ever before, schools are shifting their focus and prioritizing SEL competencies—around the nation and the world. The call for compassion has never been greater. To easily and effortlessly build SEL into virtual, blended, or in-person environments, behavior experts Jessica Djabrayan Hannigan and John Hannigan have drawn together a collection of tools and processes for SEL that can be applied in any learning environment. In SEL from a Distance, you’ll learn: The five SEL competencies and dozens of easy to use processes for building skills in each How to identify challenging behaviors and prioritize, define mastery, and teach the SEL skills necessary to address them Tips for identifying, teaching, modeling, and reinforcing SEL skills in a virtual setting Strategies for applying SEL to the needs of your unique learning environment Let this practical, easy-to-use toolkit guide you through embedding these critical SEL competencies into your virtual classrooms and make SEL a way of being for you and your students—anytime, anywhere. Endorsements from the People Who Matter Most: "My teacher told our entire class, ‘if you need someone to talk to, I am here for you.’ This was powerful to hear. I have never had a teacher say that to an entire class before." —Ani, 12th grade, Missouri "My teacher helps us use SEL strategies to relax our brains when we are feeling stressed." —Harmon, 4th grade, California
SEL From a Distance: Tools and Processes for Anytime, Anywhere
by Jessica Djabrayan Hannigan John E. HanniganMake social and emotional learning a way of being—all day, every day, and in any setting The pandemic and subsequent switch to distance learning combined with recent instances of racial injustice has put a spotlight on the cracks in the practice of social and emotional learning (SEL). More than ever before, schools are shifting their focus and prioritizing SEL competencies—around the nation and the world. The call for compassion has never been greater. To easily and effortlessly build SEL into virtual, blended, or in-person environments, behavior experts Jessica Djabrayan Hannigan and John Hannigan have drawn together a collection of tools and processes for SEL that can be applied in any learning environment. In SEL from a Distance, you’ll learn: The five SEL competencies and dozens of easy to use processes for building skills in each How to identify challenging behaviors and prioritize, define mastery, and teach the SEL skills necessary to address them Tips for identifying, teaching, modeling, and reinforcing SEL skills in a virtual setting Strategies for applying SEL to the needs of your unique learning environment Let this practical, easy-to-use toolkit guide you through embedding these critical SEL competencies into your virtual classrooms and make SEL a way of being for you and your students—anytime, anywhere. Endorsements from the People Who Matter Most: "My teacher told our entire class, ‘if you need someone to talk to, I am here for you.’ This was powerful to hear. I have never had a teacher say that to an entire class before." —Ani, 12th grade, Missouri "My teacher helps us use SEL strategies to relax our brains when we are feeling stressed." —Harmon, 4th grade, California
SEL from the Start: Building Skills In K-5 (Social and Emotional Learning Solutions #0)
by Sara E. Rimm-KaufmanLessons to begin using from the first day of school. Teachers are trained to manage misbehavior in the classroom, but receive little guidance about how to cultivate positive, prosocial behavior. With this book in hand, elementary teachers will be ready to launch the school year with confidence, using the concrete strategies in each chapter for improving students’ SEL skills in the five categories defined by CASEL (the Collaborative for Academic, Social, and Emotional Learning): communication skills, emotion management, emotional awareness, social awareness, and decision-making skills. This handy guide breaks down instruction of these skills into small, sequenced steps, making it easy to foster students’ skills from the start of school and build on them as the year progresses.
Selbstdisziplin in 365 Zitaten: Zitate für jeden Tag – ändere deine Gewohnheiten, stärke deinen Geist, erreiche deine Ziele
by Xabier K. Fernao„Wir sind, was wir immer wieder tun. Vorzüglichkeit ist daher keine Handlung, sondern eine Gewohnheit.“ – Aristoteles Was ist der wichtigste Faktor, der zwischen Armen und Reichen, Erfolgreichen und Erfolglosen, Glücklichen und Unglücklichen unterscheidet? Selbstdisziplin. Denk mal darüber nach. Wenn du disziplinlos im Beruf bist, häuft sich bald die Arbeit auf, und am Ende bist du gestresst und ausgebrannt. Wenn du disziplinlos mit deinem Geld umgehst, häufst du unnötige Kosten und Schulden auf und bist am Ende finanziell gestresst und ausgebrannt. Du siehst, worauf ich hinauswill. Aber wieso ein Buch mit „Selbstdisziplin in 365 Zitaten“? Stimmst du mir zu, dass Erfolg zu 80% von der Einstellung und nur zu 20% von Strategien und Mechanismen abhängt? Du siehst, worauf ich hinauswill. Die Leute jagen immer den 20% nach, den unrealistischen Dingen, und denken, dass die EINE große Idee sie zu disziplinierten Menschen machen wird. Aber so ist es nicht. Es sind die täglichen Impulse, Eingebungen und nicht zuletzt das Umfeld, die einen jeden Tag aufs Neue zur Disziplin motivieren. Ich weiß nicht, was du dir vorgenommen hast. Vielleicht ist es deine Traumfigur, der Waschbrettbauch, den du immer schon haben wolltest. Vielleicht ist es dein beruflicher Durchbruch, eine Null mehr hinter dem Jahreseinkommen. Es ist auch egal. Was ich aber über dich weiß: du bist jemand, der mehr will. Und das ist ziemlich großartig. Du willst mehr Geld, mehr Gesundheit, mehr Glück, mehr Sex, mehr Lebensfreude, mehr Wissen und mehr Freiheit… und daran ist absolut nichts verkehrt. Im Leben geht es darum, zu wachsen und sich weiterzuentwickeln. Wir können entweder jeden Tag ein bisschen wachsen oder jeden Tag ein bisschen sterben. Ich finde es unglaublich bewundernswert, dass du den Weg bergauf gewählt hast, den Weg des Wachstums und der Selbstdiszip
Selbstkonzept und Fachwissen im Politikunterricht: Eine empirische Untersuchung (Empirische Forschung in den gesellschaftswissenschaftlichen Fachdidaktiken)
by Natalie GrobshäuserDieses Buch leistet einen empirischen Beitrag zur Aufklärung der Bedeutung von Motivation im Politikunterricht und fokussiert auf das Selbstkonzept als motivationale Voraussetzung für politisches Lernen. An einer Stichprobe über 1324 Realschüler*innen der neunten Jahrgangsstufe untersucht Natalie Grobshäuser den Zusammenhang zwischen dem Selbstkonzept und dem Fachwissen im Politikunterricht. Dabei wird das Selbstkonzept als mehrdimensionales Konstrukt in vier Facetten aufgefächert und als Einflussfaktor auf das politische Fachwissen modelliert. Zur Messung des Fachwissens wird ein Kompetenztest eingesetzt und durch Raschskalierung ausgewertet. Die Ergebnisse zeigen bedeutsame Effekte der Selbstkonzept-Facetten: sowohl außerschulische als auch fachspezifische Einschätzungen der Schüler*innen über ihre Fähigkeiten in der Begegnung mit dem Politischen bedeuten ein Mehr an politischem Fachwissen.
Selbstkonzept und Klassenlehrkraftverhalten: Befunde vergleichender Analysen zu Schülerinnen und Schülern mit Förderbedarf in der emotionalen und sozialen Entwicklung
by Philippos ZdoupasIn dem vorliegenden Buch wird untersucht, ob sich Schülerinnen und Schüler mit sonderpädagogischem Förderbedarf in der emotionalen und sozialen Entwicklung in Abhängigkeit zur Beschulungsform (Regel- und Förderschule) und in Abhängigkeit zur Verhaltensstörung (externalisierend und internalisierend) bezüglich ihres Selbstkonzepts und ihrer Wahrnehmung des Klassenlehrkraftverhaltens unterscheiden. Ferner wird untersucht, ob das Selbstkonzept über das wahrgenommene Klassenlehrkraftverhalten erklärt werden kann. Im Rahmen einer querschnittlichen Untersuchung (N=119) wird aufgezeigt, dass die befragten Schülerinnen und Schüler an Förderschulen über ein höheres akademisches Selbstkonzept verfügen und das Klassenlehrkraftverhalten positiver wahrnehmen als Schülerinnen und Schüler an Regelschulen. Schülerinnen und Schüler mit internalisierenden Störungen berichten über ein niedrigeres Selbstkonzept als Schülerinnen und Schüler mit externalisierenden Störungen. Schülerinnen mit internalisierenden Störungen an Regelschulen werden als eine besonders vulnerable Gruppe herausgearbeitet.