Gleichstellungskonzept_Mathematik_2014_2016-neu

21,9% 25,2% 21,3% 51,1% 22,3% 31,6% 19,2% 62,2% 64,0% 55,3% 49,0% 47,6% 66,7% 56,1% 61,1% 61,0% 59,3% 46,7% 51,4% 53,9% 64,0% 66,0% 62,5% 100,0% 90,0% 66,5% 69,3% 82,6% 78,1% 74,8% 78,7% 48,9% 77,7% 68 [...] 2016 Maßnahmen / konkrete Schritte geplante Mittel St ud ie re nd e Le hr am t B ac he lo r m: 33,6% m: 43,6% Erläuterung: Die Fakultät für Mathematik ist in der Lehramtsausbildung für alle Schulformen und [...] 68,4% 80,8% 37,8% 36,0% 44,7% 51,0% 52,4% 33,3% 43,9% 38,9% 39,0% 40,7% 53,3% 48,6% 46,1% 36,0% 34,0% 37,5% 10,0% 100,0% 0% 20% 40% 60% 80% 100% Le hr am t 1. F S B ac he lo r B ac he lo r in sg es am t …

00 1.00 126.29 1.00 162.48 1.00 80.42 22.21 1.00 1.00 1.00 1.00 1.93 1.00 LLC small 6.31 4.14 6.99 6.19 7.47 9.35 6.31 5.57 11.48 4.18 4.54 4.85 8.28 4.97 7.88 moderate 16.50 11.04 14.55 2.77 16.50 3.84 [...] shortest distance between nodes i and j Degree (De) cDi = nt∑ j=1 at,ij Betweenness (Be) cBi = ∑ i6=j 6=l σjl(i) σjl σjl(i): total amount of shortest paths betw. nodes j and l (which pass through node i) [...] Monitoring of new observations (Phase II) 6) Stop at a detected change 7) Interpretation of the change with the help of univariate behavior While 2), 4), 5), and 6) are relatively straightforward steps of …