The document provides an overview of recent events and developments in Wellesley College's German department. It discusses the retirement of two long-time professors, Thomas Hansen and Jens Kruse, and highlights some of their accomplishments. It also introduces the new visiting lecturer, Mark Römisch, and details new internship opportunities for students in Germany. Recent department events included a lecture on the European migration crisis and a performance by the Israeli theater group Israeli Stage. Graduating German majors and minors are recognized. Brief faculty profiles provide updates on the teaching and research activities of professors Anjeana Hans, Thomas Nolden, Jens Kruse, and Thomas Hansen. The German Club's events, including Oktober
The document summarizes the short story "The Last Lesson" by Alphonse Daudet. It describes how a French teacher, M. Hamel, gives his last lesson to his students in French, as the German occupation of Alsace-Lorraine after the Franco-Prussian War requires lessons to now be taught in German. During the emotional final lesson, M. Hamel helps his students appreciate the French language and culture before he leaves. The story illustrates the human impact of war and language suppression.
1) Franz is shocked to learn that his teacher M. Hamel is giving his last French lesson as the school is now under Prussian control and only German will be taught.
2) M. Hamel dresses formally and gives a moving speech about the importance of preserving their French language and culture.
3) As the clock strikes twelve and it is time for the lesson to end, M. Hamel writes "Vive la France" on the blackboard, realizing too late the value of his French education.
The narrator Franz is late for school and worried about being scolded by his teacher M. Hamel. However, he finds the atmosphere in the classroom very solemn. To his surprise, M. Hamel announces it is their last French lesson as the Prussians have banned the teaching of French. Franz realizes this means he will no longer be able to learn French. He regrets not having studied harder previously and does not want M. Hamel or the French language to leave. The village elders are also present to thank M. Hamel for his service and show respect for their lost country.
NCERT questions along with extra questions- RTC,SA type and LA type questions with value points mentioned in this PPT of class 12 English Core lesson 1- THE LAST LESSON.
The document summarizes the short story "The Last Lesson" by Alphonse Daudet. It takes place in 1870 when Prussia attacked and captured parts of France, including Alsace and Lorraine. The new Prussian rulers discontinued French language education in these areas and required French teachers to leave. The story focuses on one French teacher, M. Hamel, who is giving his last French lesson ever to his students before his forced departure. During this final class, one student realizes for the first time the importance of learning French, though it is now too late as it is M. Hamel's last lesson he will ever teach.
The document provides a summary of the short story "The Last Lesson" by Alphonse Daudet. It describes how in 1870 Prussian forces captured the French regions of Alsace and Lorraine. The new Prussian rulers then discontinued the teaching of French in schools in those regions and asked French teachers to leave. The story focuses on the last day of school for a French teacher named M. Hamel, as he is transferred out after many years of teaching. It depicts the sadness felt by both teacher and students at losing their French language and teacher.
This document provides biographical information about French author Alphonse Daudet and summarizes his short story "The Last Lesson". It notes that Daudet was born in 1841 in France and was a renowned novelist and short story writer. The summary then outlines the plot of the story, stating that it is set during the Franco-Prussian War and depicts a French teacher, Mr. Hamel, giving his last lesson to his students before the new rule that only German can be taught in French schools. During the final lesson, Mr. Hamel teaches the students with great patience and determination, knowing it will be their last chance to learn the French language in their village school.
This document is a CV for James Michael Pasternak. It summarizes his education and employment history. He received a PhD in Germanic Studies from the University of Minnesota in 2012 with a dissertation on representations of the medieval period in 19th century German historical fiction. He has over 15 years of experience teaching German language at multiple universities. His areas of expertise include medieval and early modern German literature and history. He is currently teaching German and ancient literature courses as an adjunct instructor at various Pennsylvania colleges.
The document summarizes the short story "The Last Lesson" by Alphonse Daudet. It describes how a French teacher, M. Hamel, gives his last lesson to his students in French, as the German occupation of Alsace-Lorraine after the Franco-Prussian War requires lessons to now be taught in German. During the emotional final lesson, M. Hamel helps his students appreciate the French language and culture before he leaves. The story illustrates the human impact of war and language suppression.
1) Franz is shocked to learn that his teacher M. Hamel is giving his last French lesson as the school is now under Prussian control and only German will be taught.
2) M. Hamel dresses formally and gives a moving speech about the importance of preserving their French language and culture.
3) As the clock strikes twelve and it is time for the lesson to end, M. Hamel writes "Vive la France" on the blackboard, realizing too late the value of his French education.
The narrator Franz is late for school and worried about being scolded by his teacher M. Hamel. However, he finds the atmosphere in the classroom very solemn. To his surprise, M. Hamel announces it is their last French lesson as the Prussians have banned the teaching of French. Franz realizes this means he will no longer be able to learn French. He regrets not having studied harder previously and does not want M. Hamel or the French language to leave. The village elders are also present to thank M. Hamel for his service and show respect for their lost country.
NCERT questions along with extra questions- RTC,SA type and LA type questions with value points mentioned in this PPT of class 12 English Core lesson 1- THE LAST LESSON.
The document summarizes the short story "The Last Lesson" by Alphonse Daudet. It takes place in 1870 when Prussia attacked and captured parts of France, including Alsace and Lorraine. The new Prussian rulers discontinued French language education in these areas and required French teachers to leave. The story focuses on one French teacher, M. Hamel, who is giving his last French lesson ever to his students before his forced departure. During this final class, one student realizes for the first time the importance of learning French, though it is now too late as it is M. Hamel's last lesson he will ever teach.
The document provides a summary of the short story "The Last Lesson" by Alphonse Daudet. It describes how in 1870 Prussian forces captured the French regions of Alsace and Lorraine. The new Prussian rulers then discontinued the teaching of French in schools in those regions and asked French teachers to leave. The story focuses on the last day of school for a French teacher named M. Hamel, as he is transferred out after many years of teaching. It depicts the sadness felt by both teacher and students at losing their French language and teacher.
This document provides biographical information about French author Alphonse Daudet and summarizes his short story "The Last Lesson". It notes that Daudet was born in 1841 in France and was a renowned novelist and short story writer. The summary then outlines the plot of the story, stating that it is set during the Franco-Prussian War and depicts a French teacher, Mr. Hamel, giving his last lesson to his students before the new rule that only German can be taught in French schools. During the final lesson, Mr. Hamel teaches the students with great patience and determination, knowing it will be their last chance to learn the French language in their village school.
This document is a CV for James Michael Pasternak. It summarizes his education and employment history. He received a PhD in Germanic Studies from the University of Minnesota in 2012 with a dissertation on representations of the medieval period in 19th century German historical fiction. He has over 15 years of experience teaching German language at multiple universities. His areas of expertise include medieval and early modern German literature and history. He is currently teaching German and ancient literature courses as an adjunct instructor at various Pennsylvania colleges.
Gazmend Freitag was born in 1968 in Kosovo and demonstrated an early talent for drawing and literature. He studied law briefly before political unrest in Kosovo forced him to emigrate to Germany. There he pursued a career as an artist against his family's wishes. Freitag now lives in Linz, Austria and draws inspiration from his childhood in Kosovo as well as portraits, landscapes, and figure drawings. He prefers traditional media like pencil, chalk, and oil paintings. His work has been featured in exhibitions in Austria and internationally.
This document discusses the history and development of literature in Scandinavian countries. It begins with an overview of how literature originated historically in these regions and how cultural bonds and European influence have contributed to their advancement in education and literature. It then examines three 20th century authors - Frans Gunnar Bengtsson, Sigrid Undset, and Johannes V. Jensen - who illustrated Viking themes in their works. Finally, it provides statistics on literacy rates, university rankings, and Nobel Prizes that demonstrate the high achievement and development of literature in Sweden, Denmark, and Norway.
The document summarizes information about Liceum Ogólnokształcące nr XVII im. Agnieszki Osieckiej, a high school in Wrocław, Poland. The school was founded in 1891 and is named after Polish poet and songwriter Agnieszka Osiecka. It offers classes in a variety of subjects at an advanced level, as well as extracurricular activities. Notable events at the school include an annual song competition honoring Osiecka and a student cultural showcase. In 2006, the school was visited by the former President of Poland Lech Kaczyński. The school has partner schools in many European and other countries.
Juliusz slowacki secondary school in czestochowa, poland16francesco
This document summarizes the history and traditions of Juliusz Słowacki Secondary School in Czestochowa, Poland. The school was founded in the late 19th century and was named after the Polish poet Juliusz Słowacki in 1920. It has a long tradition of over a century of providing high-quality education while also maintaining cultural traditions. The school takes pride in its students' academic and extracurricular successes, as well as its famous graduates and international collaborations.
Sergey Prytula was born in Zbarazh, Ternopil region of Ukraine. [1] He took second place in a science competition in 1997 and won a gold medal in school. [2] He then entered the Ternopil Academy of National Economy. [3]
Presentation carl orff-primary school andechs germany 2013escolamartamata9
The Carl-Orff-Primary School in Andechs, Germany introduced themselves and their school. Some key details include:
- The school was established in 1994 and follows the Schulwerk educational approach developed by German composer Carl Orff.
- It has around 130 students split across multiple classes, including one class for students with special needs.
- In addition to core subjects, students have weekly music lessons applying Orff's elemental music education methods.
- The school engages in various projects and activities both inside and outside of the classroom to supplement the academic curriculum.
Admission-Essay-Sample by CollegeEssay.org offers a glimpse into the quality and style of admissions essays crafted by the platform's expert writers.
This sample provides valuable insight for students seeking inspiration and guidance in crafting their own compelling admission essays.
With CollegeEssay.org's expertise in college admissions, this sample serves as a helpful resource for students aiming to make a strong impression on admissions committees
The Temple University German Society newsletter provides updates on events from the past semester and announcements for the upcoming semester. It highlights the new co-presidency between Mikayla Appell and Cody Lake and their goals to better serve the needs of German students. The newsletter also recaps recent events, including participation in the Steuben Day Parade and Oktoberfest, and previews upcoming meetings and deadlines.
September 2014 - Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
Corinna Radke M.A.
Corinna Radke M.A.Corinna Radke M.A.Corinna Radke M.A.Corinna Radke M.A.
Secretary. Studied English and American
Studies at the Humboldt University Berlin.
Since 1999 she has been working as a
secretary at the Centre for British Studies.
Her responsibilities include general office
management, organisation of events, public
relations work and student counselling.
The document provides information about a meeting with a man from Alsace-Moselle who discussed the tumultuous history of the region, including changing between French and German rule multiple times. He talked about his family's experiences, with his grandfather serving in the German army when the region was under German control, and his father serving in the French army. He wanted to restore solidarity between France and Germany after the hatred sowed by Hitler. The man viewed the dual culture of the region as a wealth and asset.
Aamna Shah has been speaking multiple languages like Urdu, Hindi, and English from a young age. She developed a strong interest in German language and literature, especially fascinated by its complex grammar structures. She spent time visiting Berlin to improve her German and learn about German culture. Aamna also participated in summer programs related to German language that increased her passion for studying it at university level. Outside of academics, she enjoys writing poetry and participated in leadership programs. She believes her skills like time management, teamwork, and independent learning make her well-prepared for continuing German studies.
Alexander von Humboldt's magnum opus "Cosmos" sought to unify the sciences in a comprehensive work describing the physical world. He worked on "Cosmos" for over 30 years, from age 57 to 89, publishing volumes that became popular in Britain and America. Humboldt viewed nature holistically and emphasized detailed observation and measurement in his "Humboldtian science" approach. His brother Wilhelm influenced university education through his work reforming Prussia's school system based on linking education to an individual's social environment and experience. Both Humboldts modeled open-minded, globally engaged scientific inquiry and communication of new perspectives on the natural world. Their approaches inform modern concepts like the "Multiversity," emphasizing diversity and connections
The document is a magazine from the School of History at the University of St Andrews that profiles two historians, Diarmaid MacCulloch and Natalie Zemon Davis, who were recently awarded honorary degrees from the university. It provides brief biographies of each historian, summarizing their extensive scholarly works and accomplishments. It also discusses television programming related to history and an new Institute of Intellectual History recently founded at St Andrews.
Motherhood Essay | Essay on Motherhood for Students and Children in .... Short descriptive essay about my mother in 200-250 words – MOTHER. Why I Love My Mother Essay In English For Students Of Class 10 .... My Mother Essay for Students & Children | 200 Words Essay on Mother.
This presentation provides teachers with resources to teach about the Holocaust to 5th through 8th grade students. It recommends using historical fiction books like Number the Stars, The Boy in the Striped Pajamas, and The Boy Who Dared. Non-fiction works like We Remember the Holocaust and A Child's War can help students learn about the Holocaust through the experiences of children. The presentation also lists movies, documentaries, and websites that teachers can use to enhance lessons on the Holocaust.
This presentation provides teachers with resources to teach about the Holocaust to 5th through 8th grade students. It recommends using historical fiction books like Number the Stars, The Boy in the Striped Pajamas, and The Boy Who Dared. Non-fiction works like We Remember the Holocaust and A Child's War can help students learn about the Holocaust through the experiences of children. The presentation also lists movies, documentaries, and websites that teachers can use to enhance lessons on the Holocaust.
Medical Law and Ethics (Blackstone
Press, 2000). At the Centre, Marc teaches
courses on the British Legal System and
Constitutional Law. He is also responsible (with
Rita Gerlach) for the M.B.S. Placement
Scheme. His research interests include
comparative medical law and ethics, and
constitutional reform in the UK.
Dr. Gesa Stedman
Literature and Cultural Studies. Lecturer and
research assistant at the Centre since October
2001. Studied English and American literature
and linguistics at the University of Göttingen,
where she received her PhD in 2000 with a
thesis on the representation of the city in
American literature
The two-day conference at Clark University and Worcester State University brought together scholars from various disciplines to discuss different forms of denial and how scholarship has become a battleground. Presentations examined denial of genocide, scientific facts, and political truths. They found that denial persists due to politics, ideology, identity or profit. While evidence is often ineffective at changing deeply held beliefs, public opinion responds best when elites agree. The conference aimed to understand denial and find ways to counter it.
Gottlob Frege was a German mathematician, logician, and philosopher born in 1848 in Wismar, Germany. He studied mathematics and physics at the University of Jena and furthered his studies in mathematics at the University of Gottingen, where he received his doctorate in 1873. Frege made seminal contributions to logic and the foundations of mathematics through his invention of quantified variables and first-order predicate calculus. He also created a formal language called Begriffsschrift to represent logical concepts and arguments.
James Pasternak has extensive international experience working with organizations focused on global learning and education. He has taught refugee children in Berlin, participated in a seminar for American German professors in Leipzig, and administered medical examinations in Philadelphia. Pasternak also has experience conducting research, translation work, and administrative duties for organizations in Germany, Russia, and the United States focused on international cooperation, education exchange, and public policy issues.
The extended dissertation proposal summarizes Susanne Hassall's planned research on developing a new syllabus for teaching German in secondary schools in England. The research will investigate using literature to make German learning more enjoyable and motivate more students to study German at university level. Hassall will examine factors influencing the decline in language study, benefits of literature for intercultural learning, models for teaching literature, and initiatives to promote German in schools. She will conduct a research project comparing teaching the story "Als ich ein kleiner Junge war" to assess how literature can deepen cultural awareness and motivate independent reading and writing.
Gazmend Freitag was born in 1968 in Kosovo and demonstrated an early talent for drawing and literature. He studied law briefly before political unrest in Kosovo forced him to emigrate to Germany. There he pursued a career as an artist against his family's wishes. Freitag now lives in Linz, Austria and draws inspiration from his childhood in Kosovo as well as portraits, landscapes, and figure drawings. He prefers traditional media like pencil, chalk, and oil paintings. His work has been featured in exhibitions in Austria and internationally.
This document discusses the history and development of literature in Scandinavian countries. It begins with an overview of how literature originated historically in these regions and how cultural bonds and European influence have contributed to their advancement in education and literature. It then examines three 20th century authors - Frans Gunnar Bengtsson, Sigrid Undset, and Johannes V. Jensen - who illustrated Viking themes in their works. Finally, it provides statistics on literacy rates, university rankings, and Nobel Prizes that demonstrate the high achievement and development of literature in Sweden, Denmark, and Norway.
The document summarizes information about Liceum Ogólnokształcące nr XVII im. Agnieszki Osieckiej, a high school in Wrocław, Poland. The school was founded in 1891 and is named after Polish poet and songwriter Agnieszka Osiecka. It offers classes in a variety of subjects at an advanced level, as well as extracurricular activities. Notable events at the school include an annual song competition honoring Osiecka and a student cultural showcase. In 2006, the school was visited by the former President of Poland Lech Kaczyński. The school has partner schools in many European and other countries.
Juliusz slowacki secondary school in czestochowa, poland16francesco
This document summarizes the history and traditions of Juliusz Słowacki Secondary School in Czestochowa, Poland. The school was founded in the late 19th century and was named after the Polish poet Juliusz Słowacki in 1920. It has a long tradition of over a century of providing high-quality education while also maintaining cultural traditions. The school takes pride in its students' academic and extracurricular successes, as well as its famous graduates and international collaborations.
Sergey Prytula was born in Zbarazh, Ternopil region of Ukraine. [1] He took second place in a science competition in 1997 and won a gold medal in school. [2] He then entered the Ternopil Academy of National Economy. [3]
Presentation carl orff-primary school andechs germany 2013escolamartamata9
The Carl-Orff-Primary School in Andechs, Germany introduced themselves and their school. Some key details include:
- The school was established in 1994 and follows the Schulwerk educational approach developed by German composer Carl Orff.
- It has around 130 students split across multiple classes, including one class for students with special needs.
- In addition to core subjects, students have weekly music lessons applying Orff's elemental music education methods.
- The school engages in various projects and activities both inside and outside of the classroom to supplement the academic curriculum.
Admission-Essay-Sample by CollegeEssay.org offers a glimpse into the quality and style of admissions essays crafted by the platform's expert writers.
This sample provides valuable insight for students seeking inspiration and guidance in crafting their own compelling admission essays.
With CollegeEssay.org's expertise in college admissions, this sample serves as a helpful resource for students aiming to make a strong impression on admissions committees
The Temple University German Society newsletter provides updates on events from the past semester and announcements for the upcoming semester. It highlights the new co-presidency between Mikayla Appell and Cody Lake and their goals to better serve the needs of German students. The newsletter also recaps recent events, including participation in the Steuben Day Parade and Oktoberfest, and previews upcoming meetings and deadlines.
September 2014 - Index
Concept of the final publication, part I
Report about 3rd meeting in Salamanca
EHISTO in UMEA/Stanford conference
Results of work packages 6, 7 and 8
Announcement of the Wroclaw conference
Further Echoes of EHISTO in China
EHISTO network
EHSITO related events
Corinna Radke M.A.
Corinna Radke M.A.Corinna Radke M.A.Corinna Radke M.A.Corinna Radke M.A.
Secretary. Studied English and American
Studies at the Humboldt University Berlin.
Since 1999 she has been working as a
secretary at the Centre for British Studies.
Her responsibilities include general office
management, organisation of events, public
relations work and student counselling.
The document provides information about a meeting with a man from Alsace-Moselle who discussed the tumultuous history of the region, including changing between French and German rule multiple times. He talked about his family's experiences, with his grandfather serving in the German army when the region was under German control, and his father serving in the French army. He wanted to restore solidarity between France and Germany after the hatred sowed by Hitler. The man viewed the dual culture of the region as a wealth and asset.
Aamna Shah has been speaking multiple languages like Urdu, Hindi, and English from a young age. She developed a strong interest in German language and literature, especially fascinated by its complex grammar structures. She spent time visiting Berlin to improve her German and learn about German culture. Aamna also participated in summer programs related to German language that increased her passion for studying it at university level. Outside of academics, she enjoys writing poetry and participated in leadership programs. She believes her skills like time management, teamwork, and independent learning make her well-prepared for continuing German studies.
Alexander von Humboldt's magnum opus "Cosmos" sought to unify the sciences in a comprehensive work describing the physical world. He worked on "Cosmos" for over 30 years, from age 57 to 89, publishing volumes that became popular in Britain and America. Humboldt viewed nature holistically and emphasized detailed observation and measurement in his "Humboldtian science" approach. His brother Wilhelm influenced university education through his work reforming Prussia's school system based on linking education to an individual's social environment and experience. Both Humboldts modeled open-minded, globally engaged scientific inquiry and communication of new perspectives on the natural world. Their approaches inform modern concepts like the "Multiversity," emphasizing diversity and connections
The document is a magazine from the School of History at the University of St Andrews that profiles two historians, Diarmaid MacCulloch and Natalie Zemon Davis, who were recently awarded honorary degrees from the university. It provides brief biographies of each historian, summarizing their extensive scholarly works and accomplishments. It also discusses television programming related to history and an new Institute of Intellectual History recently founded at St Andrews.
Motherhood Essay | Essay on Motherhood for Students and Children in .... Short descriptive essay about my mother in 200-250 words – MOTHER. Why I Love My Mother Essay In English For Students Of Class 10 .... My Mother Essay for Students & Children | 200 Words Essay on Mother.
This presentation provides teachers with resources to teach about the Holocaust to 5th through 8th grade students. It recommends using historical fiction books like Number the Stars, The Boy in the Striped Pajamas, and The Boy Who Dared. Non-fiction works like We Remember the Holocaust and A Child's War can help students learn about the Holocaust through the experiences of children. The presentation also lists movies, documentaries, and websites that teachers can use to enhance lessons on the Holocaust.
This presentation provides teachers with resources to teach about the Holocaust to 5th through 8th grade students. It recommends using historical fiction books like Number the Stars, The Boy in the Striped Pajamas, and The Boy Who Dared. Non-fiction works like We Remember the Holocaust and A Child's War can help students learn about the Holocaust through the experiences of children. The presentation also lists movies, documentaries, and websites that teachers can use to enhance lessons on the Holocaust.
Medical Law and Ethics (Blackstone
Press, 2000). At the Centre, Marc teaches
courses on the British Legal System and
Constitutional Law. He is also responsible (with
Rita Gerlach) for the M.B.S. Placement
Scheme. His research interests include
comparative medical law and ethics, and
constitutional reform in the UK.
Dr. Gesa Stedman
Literature and Cultural Studies. Lecturer and
research assistant at the Centre since October
2001. Studied English and American literature
and linguistics at the University of Göttingen,
where she received her PhD in 2000 with a
thesis on the representation of the city in
American literature
The two-day conference at Clark University and Worcester State University brought together scholars from various disciplines to discuss different forms of denial and how scholarship has become a battleground. Presentations examined denial of genocide, scientific facts, and political truths. They found that denial persists due to politics, ideology, identity or profit. While evidence is often ineffective at changing deeply held beliefs, public opinion responds best when elites agree. The conference aimed to understand denial and find ways to counter it.
Gottlob Frege was a German mathematician, logician, and philosopher born in 1848 in Wismar, Germany. He studied mathematics and physics at the University of Jena and furthered his studies in mathematics at the University of Gottingen, where he received his doctorate in 1873. Frege made seminal contributions to logic and the foundations of mathematics through his invention of quantified variables and first-order predicate calculus. He also created a formal language called Begriffsschrift to represent logical concepts and arguments.
James Pasternak has extensive international experience working with organizations focused on global learning and education. He has taught refugee children in Berlin, participated in a seminar for American German professors in Leipzig, and administered medical examinations in Philadelphia. Pasternak also has experience conducting research, translation work, and administrative duties for organizations in Germany, Russia, and the United States focused on international cooperation, education exchange, and public policy issues.
The extended dissertation proposal summarizes Susanne Hassall's planned research on developing a new syllabus for teaching German in secondary schools in England. The research will investigate using literature to make German learning more enjoyable and motivate more students to study German at university level. Hassall will examine factors influencing the decline in language study, benefits of literature for intercultural learning, models for teaching literature, and initiatives to promote German in schools. She will conduct a research project comparing teaching the story "Als ich ein kleiner Junge war" to assess how literature can deepen cultural awareness and motivate independent reading and writing.
Reinhard selten teori permainan tugas Elfin Hamida
Reinhard Selten provides an autobiographical summary of his life and career. He was born in 1930 in Breslau, Germany (now Wroclaw, Poland) and faced discrimination as a half-Jewish boy under the Hitler regime. After World War 2 he worked as a farmhand and developed an interest in mathematics. He studied mathematics in university and became interested in game theory, publishing early works in experimental economics and cooperative game theory. Selten's work helped establish experimental economics and made contributions to game theory for which he later won the Nobel Prize.
Reality Tv Essays. Ethics of reality tv essay - eyeofthedaygdc.web.fc2.comSusan Neal
Calaméo - Reality TV Essay: What Can You Say about These Shows?. Reality television essay conclusion. Reality TV - A*-C Essay Plan | Teaching Resources. Essay Writing lesson on the topic of reality TV AQA GCSE | Teaching .... Essays on why reality tv is bad. Reality tv programmes essay - ghostwritershow.x.fc2.com. Rise of reality television essay. Marvelous Essay About Reality Tv ~ Thatsnotus. Reality TV - PHDessay.com. Online Essay Help | amazonia.fiocruz.br. Positives Of Reality Tv Free Essay Example. Argument Essay: TV and Younger. Informative Essay/Outline on Reality TV - Katelynn Murphy Topic .... Reality Television Essay Free Essay Example. Essay On Reality Tv. Documentary and Reality TV - Essay. Ethics of reality tv essay - eyeofthedaygdc.web.fc2.com. The ethics of reality television questionable media essay. Reality Television Shows Essay Example | Topics and Well Written Essays .... Impact of reality tv on society.
This document provides an overview of social pedagogy in Denmark from 1970-1990. It describes how social pedagogy was influenced by Marxism in the 1970s and focused on problem-based learning. The 1980s saw a shift towards management and therapy as Marxism declined. Few social pedagogy textbooks were produced during this conservative period. The overview traces the origins and theoretical understandings of social pedagogy in Germany and Scandinavia over this 20 year period.
Teaching World War IPoetry—ComparativelyMargot Norris.docxerlindaw
Teaching World War I
Poetry—Comparatively
Margot Norris
Margot Norris is professor of
English and Comparative
Literature at the University of
California, Irvine, and the
author of six books on modern
literature. Her latest Ulysses
(2004) is a study of the 1967
film byfoseph Strick of Joyce's
novel.
I n his magisterial book, A War Imagined: TheFirst World War and English Culture, SamuelHynes describes the challenge that World
War I posed to art. "Reality had changed, in
fundamental ways that called into question
the assumptions on which art, and civilization
itself, had been based" (1990, 11), he writes.
This insight has always shaped my approach
to the poetic experiments of the canonical
figures I teach in my required upper-division
course on "Anglo-American Modernism."
This large lecture class confix)nts undergrad-
uates with the difficult texts ofT. S. Eliot, Ezra
Pound, James Joyce, Virginia Woolf, H.D.,
Djuna Barnes, and others. Students readily
grasp the notion that writers shaken by a cat-
aclysmic four-year war would feel impelled
to develop new forms and devices for con-
veying a post-traumatic vision of the modern
world. But a curious problem emerges when
the High Modernists and the trench poets are
taught side by side in the same syllabus.
Margot Norris 137
Wilfred Owen, Siegfried Sassoon, Isaac Rosenberg, and the other British sol-
dier-poets appear so much more conventional, formally, and so much less
brilliantly experimental, than the Eliot of TTie Waste Land, the Pound o(Hugh
Selwyn Mauberley, the Woolf of Mrs. Dalloway, and the Barnes of Nightwood.
This emergence of such a disparity in the classroom is interesting because it
harks back to some of the controversies betv̂ êen British poets with different
aesthetic and ideological allegiances at the time of the war and in its after-
math. These controversies culminated, as we remember, in W. B. Yeats's infa-
mous marginalization of trench poetry on poetic and aesthetic grounds. ̂ But
in the classroom, this problem of poetic evaluation is best addressed by consid-
ering it in light of the different aesthetic and ideological pressures on the trench
poets or soldier poets that can be historically and culturally contextualized.
One highly productive response to this problem is to teach the British
trench poets side by side with the German soldier-poets of the First World
War. Like their British counterparts, the German poets too needed to pres-
ent a new vision of reality, as Hynes has called it (1990,11). And for the sol-
dier-poets who saw mechanized combat on both sides of the trenches, this
challenge was not merely aesthetic, but also ethical and ideological. The
problem of inventing new forms for a new reality was further intensified by
the immense volume of poetry stimulated almost instantly by the outbreak
of World War I. Reliable estimates suggest that close to 50,000 poems were
written daily in Germany as well as in Britain during the first month of the
War,.
Similar to Wellesley's German Department Newsletter (20)
Teaching World War IPoetry—ComparativelyMargot Norris.docx
Wellesley's German Department Newsletter
1. -Thomas Nolden
Spring 2016
Liebe Leserinnen und Leser,
With the two senior members of the department retiring at the end of this semester, this academic year is
marked by important transitions.
Professor Thomas Hansen joined Wellesley’s German department in 1977, serving as the first male faculty
member in the department’s history. Professor Jens Kruse arrived at Wellesley six years later. Back then, our
department was still located on the bottom floor of Founders Hall,now occupied by the English department.
Both Professor Hansen and Professor Kruse brought to our department a deep commitment to German life
and letters and to the teaching of the German language.
Their pedagogical, administrative, and scholarly achievements are too varied and numerous to list here, their
dedication to our department and to Wellesley College too deep to be put in easy terms. I can only
encourage you to visit their websites to get at least a glimpse of their past andcurrent work, and to join me in
applauding them on their many achievements – and we wish them the best of luck for their future endeavors!
To be sure, it will take some time for us to regroup as a department while we have already started in revising
and redesigning parts of our curriculum. We are looking forward to welcoming Mark Römisch as our new
Visiting Lecturer; Mr Römisch taught for us already in the fall and it may be of interest to you to learn that–
aside from being a most engaging language teacher- he is a prolific artist with portfolios both in acting and in
photography.
We also added an entirely new dimension to our department: A slate of very attractive summer internships
for students who speak German. Among our new partners are world-renowned institutions like the Stiftung
Frauenkirche Dresden and the Staatliche Kunstsammlungen Sachsen as well as the Entwicklungspolitisches
Netzwerk Sachsen, an umbrella organization devoted to social issues. These competitive internships are
generously supported by grants from our Center for Work and Studies.
Among the highlights of the department’s events was a well-attended talk, organized by the German Club,
that featured Dr. Ralf Horlemann, Consul General of the Federal Republic Germany, who addressed the
“European Migration Crisis and Germany’s Role in the World.” And in April we hosted the Israeli Stage
which performed Strawberry Girl, a play written by German-born Israeli playwright Savyon Liebrecht.
Let me conclude these remarks with heartfelt thanks to the members of the German Club for all their
exciting work, and with best wishes to our accomplished majors and minors who have done an amazing job
pursuing their studies both her at Wellesley and in their studies abroad. We all wish them the very best for the
years to come!
Wellesley Wegweiser
2. Spring 2016
Focus on Faculty
Anjeana Hans
Anjeana Hans was given tenure and promoted to Associate Professor in fall 2015. This
year, in addition to continuing her departmental work with students, she began directing
the First-Year Seminar program. Her teaching this year has focused on intermediate
language and intermediate/advanced level literature, and she’s been busily planning new
courses to be taught next year at the advanced level of the curriculum,as well as beginning
work on a blended learning project, supported by Wellesley College, in which she will
create an on-line grammar component for a course on German Fairy Tales scheduled for
the fall. As always, she’s enjoyed working with students in her classes and in the department
to help plan their further studies and potential time abroad.
In addition to her teaching, she was able to continue
moving forward her research agenda. She took part in a
German Film Institute at the University of Michigan in the summer of 2015, a great way
to reconnect with colleagues in her field of research and prepare to continue developing
her current projects. The first of these, focused on images of ‘the gypsy’ in earlyGerman
film, led to the completion of a book chapter that will be published in a forthcoming
volume, Continuity and Crisis in German Cinema, 1928-1936 (forthcoming with Camden
House, October 2016). She continues work on the second, examining the transition from
silent to sound film in Germany. In addition, she completed a chapter on Käthe Kollwitz’s
work in the context of discussions of gender and war for an exhibition catalogreleased in
conjunction with the Kollwitz Exhibit shown at Wellesley’s Davis Museum in fall 2015
(Käthe Kollwitz and the Women of War, which features essays by curators from both museums as
well as original research from professors at both Wellesley and Smith Colleges). She looks
forward to spending the summer in Berlin working on research and enjoying the city with
her family.
Thomas Hansen
This past fall semester I had the pleasure of teaching a section ofGerman 101 as well as an
intermediate-level course, Love in German Literature. I always enjoy beginning language
classes because this is the moment in the learning curve when students can make the most
startling discoveries about language. It is the moment at which some students get hooked
on the language. I have taught the literature course more than once but am always
interested in the fact that literary tales of love are almost always fables with tragic
consequences. However, I doubt that anybody has ever interpreted the course as warning
about human affection.
I have been working hard as a translator both during the
summer months and during this semester of leave. My
wife and I are a translating team, which is very practical.
Our English version of the privatecorrespondence of Heinrich Himmler has just appeared
with St. Martin’s Press (Letters of a Mass Murderer. The Private Himmler, 2016). The American
edition unfortunately omits the original family photographs, which correlate with the
letters written by husband, wife, and young d aughter. What sort of content emerges from a
soldier whose job it was to establish death camps? Himmler’s private correspondence
avoids the topic and focuses on family matters, although the underlying mean-spirited tone
of these adults betrays their essential character while accentuating their daughter’s
innocence.
I have also worked on a scholarly book of art history. Hans Belting's history of the human
face will appear in a couple of months English as Faces and Masks. A Human History.
Belting brings anthropology to his interdisciplinary approach. The work scans the earliest
stone masks from the Neolithic to Andy Warhol’s Mao series. Translating is both
linguistically challenging and personally rewarding, which makes it the perfect endeavor to
pursue in retirement, which after 39 years at Wellesley beckons on the horizon.
Wellesley Wegweiser
3. Lisa Rodon: Studio Art and
German double Major
From left to right: Gillian Beltz-Mohrmann: Astrophysics
Major, German Minor; Sarah Pangburn: German and
Biology double Major; Katharine Starke: German and Art
History double Major; Lori Rash: Philosophy Major, German
Minor.
Emma McMahon: Economics
Major, German Minor
Spring 2016
Focus on Faculty
Jens Kruse
As of July 1, 2016, Jens Kruse will be fully retired from the college. He thanks 33 years of
students for working with him and contributing to an interesting and fulfilling life at
Wellesley College.
He now lives on Orcas Island in Washington State where he continues working on various
writing and other projects. Some of them are described here:
http://www.wellesley.edu/german/facultystaff/kruse.
He remains engaged with members of the Wellesley College community and encourages
students to stay in touch via e-mail at jkruse@wellesley.edu or Twitter at @jenskruse2.
Thomas Nolden
Thomas Nolden led a group of students to Berlin during winter session in January and
created an exciting internship program for students in Dresden. In the fall term, he taught
his course “From Berlin and London to Hollywood” to Brandeis University, and offered
two new courses at Wellesley: a seminar on “New Media” and a course on “Cultural
Capitals: Berlin, Vienna, and Prague.”
In October, Prof. Nolden took a group of
students to see Boston Ballet's production
of Music: Third Symphony of Gustav
Mahler. As chair of the Committee of
Language and Literature Departments
and Programs, he worked on closer
cooperation between Wellesley’s language departments and Babson College
and Olin College. He is finishing up an essay, “Paris sans voix,” discussing
how French collaboration silenced the French capital during the so-called
années noires, and is looking forward to heading to Vienna and Prague in
May as part of the senior excursion.
Our Graduating German Majors and Minors
Wellesley Wegweiser
4. Recent publication about German artist Käthe
Kollwitz in the context of the World Wars and the
Weimar Republic featuring new scholarship by
curators and professors at Wellesley College and
Smith College.
Käthe Kollwitz and the Women of War: Femininity, Identity,
and Art in Germany during World Wars I and II
Spring 2016
The Arts and Germany at Wellesley
The Krieg-Cycle: Käthe Kollwitz and
World War I
In the Fall of 2015, the Davis Museum presented the
exhibition The Krieg Cycle: Käthe Kollwitz and World War I. This
temporary exhibit was curated by Wellesley's Associate
Curator, Claire Whitner with generous support from
Wellesley College Friends of Arts, The Claire Freedman
Lober ‘44 Davis Museum Program Endowment, and The
Judith Blough Wentz ‘57 Museum Programs Fund.
Following the death of her youngest son in World War I,
Käthe Kollwitz’s mourning motivated her to seek universal
images that communicated the devastation wrought by war,
not only in the trenches but in society at large. In the eight
years following her son's death, Kollwitz produced sketches,
etchings, lithographs, and woodcuts, editing and distilling her
imagery in preparation for what would become one of her
seminal series, Krieg (War). This famous work is comprised of
seven powerful woodcuts depicting wartime widows,
mourning parents, and fatherless children left behind as
combatants march off in the company of death.
This exhibition offered visitors the opportunity to experience
impact of Käthe Kollwitz’s groundbreakingprint series, Krieg.
The seven woodcuts from Krieg were displayed alongside
lithographs and sculpture, as well as her rare preparatory
drawings and trial proofs. This exhibition explored Kollwitz’s
artistic development alongside her process of mourning—one
that proceeded from very devastating, personal grief to a
perspicacious meditation on war and its cost to society.
Wellesley Wegweiser
The Strawberry Girl
This April Wellesley's German Department, in collaboration with the
Jewish Studies Department and Wellesley Hillel, invited invited the
theatre group Isreali Stage to campus to perform Israeli playwrit, Savyon
Liebrecht's The Strawberry Girl.
Liebrecht was born 1948 in Munich to Holocaust survivor parents and is
one of Israel's most beloved playwrits. Her short-story-turned-play The
Strawberry Girl, directed by Guy Ben-Aharon and performed by Nancy
Carroll, tells the story of a German woman whose husband works at a
“factory.” Her life changes after she meets a Jewish girl from the 'factory'
who grows strawberries, as big as a man’s fist. The play deals with the
confrontation of blissful ignorance and a tragic personal intimacy.
Isreali Stage is currently in its sixth season, which it has dedicated to the
performance of pieces by exclusively female playwrits.
For more information on the Kollwitz exhibition visit:
https://www.wellesley.edu/davismuseum/whats-on/past/node/64251
To learn more about Israeli Stage and their upcoming performances visit:
http://www.israelistage.com/
The Strawberry Girl, written by Savyon
Liebrecht and performed by Isreali
Stage.
5. Spring 2016
Impressions from Abroad
Wellesley Wegweiser
-Rachel Wulff '18
Wintersession in Berlin
I was panicking internally as I boarded the plane to
Germany. I had never been to a foreign country before
and had no clue what to expect. I was so relieved to find
that in many places, German and English were spoken, so
I didn’t have to spend my two weeks there too
linguistically overwhelmed. Even so, it was more of a
challenge to use my German skills than I had expected.
The first day, it seemed that people knew we were
American before we even opened our mouths. I don’t
know if I ever made it all the way through a German
sentence without messing something up, but it was funny
and also helpful how willing Germans were to take the
time to help correct me.
I loved Berlin. The other Wellesley 202 students and I
would hop on public transportation in a moment and go
explore. My orchestra director always said that hearing
the Berlin Philharmonic perform was on his bucket-list,
which I was able to go experience! I also really enjoyed
going to the opera, which was much more enriching given
that I could actually understand the words they were
singing. I’m ashamed to admit it now, but I took German
101 only because the Spanish class was full! I had no idea
that I would end up going to Berlin, minoring in German,
and studying abroad next year in Bremen!
Throughout my German courses I’ve always had a lot of
trouble speaking German out loud. It was a combination
of fear of making mistakes and also being unable to
quickly translate spoken German in my head. My biggest
fear going to Berlin was all of the spoken interactionsthat
it would involve. And as it turned out, Wintersession went
extremely well. Most people were surprisingly patient with
my slow and nervous German. One shopkeeper pulled me
aside after she saw me eyeing a cat postcard and she
quickly started telling me about a German poem about 52
kittens. She could tell I was having trouble understanding,
so she repeated herself with plenty of enunciation and
hand gestures.
-Lauren Futami '18
-Divya Alukal '17
The other shopkeeper stood there trying to translate it for
me into English. They were both so kind and patient and
understanding and strangely supportive, it’s such a nice
memory to look back on. My only regret is that I
unfortunately forgot to ask the poem’s title and haven’t
been able to find it again. Overall, I found that it was
much easier speaking to strangers in German because it
was all very temporary. Of course, some peoplelaughed at
my German, in fact this one museum worker wouldn’t
stop laughing even after I walked away (oh well). But it
was all so much fun and I learned so much. I was sad to
leave but happy I went.
Year Abroad in Mainz
In February I completed my first semester of my year
abroad in Mainz, Germany. My time abroad has given me
many cultural insights and I've come to appreciate certain
aspects of the United States and Germany more now. I
have been enjoying my daily experiances in a new country,
ranging from successful interactions at the bank, to trying
the marvelous range of dairy products in the supermarket.
Studying at a German university and living with German
students has shown me similarities and differences
between us. It is interesting to see their perceptions of the
United States and our culture's influence on them. I
sometimes feel that they know a lot more about my
country than I know about theirs, though I suspect that
some of their information only comes from movies and
television!
Additionally, I have learned more about the German
school system and university culture, which is quite
different from that of the U.S. I am lucky to be able to
witness such a significant time in the history of Germany,
as refugees flood into the European Union. It is interesting
to observe changes in political and public opinion,
especially in response to events such as the New Year’s Eve
attacks in Cologne and other cities. I hope that my next
semester in Germany contains as much learning and new
experiences as my first one has.
6. Spring 2016
German Club
Wellesley Wegweiser
-Gretchen Parmley '16
This year has been full of exciting events and fun memories
for members of the German Club. We continue to share
German culture with Wellesley as part of a larger
community of cultural organizations that celebrate diversity
on campus. This past October we hosted our annual
Oktoberfest in Punch’s Alley and had a good turn out of
students outside of the club, which is always exciting.
The largest event of the Fall semester was the lecture we
organized, with the generous help and support from the
German and Economics Departments, inviting the the
Consul General of the Federal Republic of Germany,Ralf
Horlemann, to Wellesley's campus to give a talk about the
European migration crisis and Germany’s role in the world.
Ralf Horlemann spoke about Germany's response to the
Syrian refugee crisis and crisis intervention at large.
Horlemann has been part of the German Foreign Service for
more than two decades and has experience in international
security, transatlantic relations and Asian affairs. He
described Germany post WWII as possessing a generous
philosophy and sense of responsibility towards international
humanitarian crises. Therefore, when the Syrian refugee
crisis and subsequent migration ensued, Germany welcomed
them with open arms giving them food, shelter and a chance
to learn the German language.
Horlemann described the refugees as contributing quite a bit
to the nation's economy and population. In the past decade,
Germany has experienced declining birth rates and a lack of
willingness for citizens to fill skilled labor jobs. The incoming
group of Syrian refugees offers a chance to stimulate that
sector of the economy. This ideology comes into conflict with
narratives of refugees depleting a nation of their resources,
which Horlemann argues is simply untrue.
The main struggle in the future, however, will be integration
of the refugees who choose to stay even after their home
country is stabilized. Language courses and developing a
sense of German culture will be integral to their success in
the country. Many other nations in the EU have not
extended as much help, with Germany far and beyond
accepting the most refugees. Horlemann urges more unity
among EU nations to shift the burden more equally.
Wellesley was happy to be able to host Ralf Horlemann for
this important discussion and many students took away key
pieces of information.
Carrying on this momentum in the Spring term, German
Club hosted a Fasching party in collaboration with French
Club, which took place in Wellesley's Maison Française.
Fasching, also known as 'Karnival', celebrates the last
“hoorah” before Lent. Many students from the 202
Wintersession in Berlin class attended and reminisced on
their time in Germany.
Wellesley German Club celebrating Oktober Fest at
Punch's Alley
Professor Hans and Consul General Ralf Horlemann
visiting the Kollwitz exhibit
Consul General Ralf Horlemann with Wellesley's
German Club
Consul General Ralf Horlemann lecture
7. Spring 2016
Faculty Recommendations
Wellesley Wegweiser
Thomas Hansen
Eat: Ilona Stüberl (Bräuner
Str. 2, Vienna) is a charming
and authentic Hungarian
restaurant in the city center,
just around the corner from the
imposing baroque Plague
Column. This is a family-run
business with very tasty food
from a range of central
European specialties.
I also recommend Café Eiles an authentic Viennese
coffeehouse that has not been redecorated for tourists. A
great place to come to after the art museum closes and try
your first Wiener Schnitzel. Located just outside the Ring,
Josefstädter Str. 2, corner of Landesgerichtstr., Vienna.
Listen: German tenor Jonas
Kaufman. This young singer is
taking the world by storm. If
Italian repertoire is your
preference, then you will love
his recordings of Verdi and
Puccini. But don't miss his
German operatic arias, and
especially his interpretations of
Wagner, which are as lyrical as they will ever get.
Learn: Wellesley students leave college knowing Goethe's
"Erlkönig," but I also recommend "Der Fischer" and "Der
Zauberlehrling," also by Goethe, which tell short
suspenseful stories. Schiller wrote fine ballads, often with
surprise endings such as "Der Taucher" and "Der Ring
des Polykrates."
Thomas Nolden
Read: Among his favorite
books that he 'read' last year is
Otto Nückel’s Schicksal. Eine
Geschichte in Bildern (1930);
please check out the book to
understand why you can’t read
this book in the conventional
sense of the word. Another
favorite: the yet-to-be-
translated novel Ein ganzes Leben
by Austrian writer Robert
Seethaler.
Watch: And he can’t wait for
the US-release of Maren Ade’s new film Toni Erdmann.
Anjeana Hans
Listen: Remember Nena, of “99 Luftballons”? She’s still
around. I like this song, from her latest album: Genau jetzt
https://www.youtube.com/watch?v=TvolE5GHLss
Eat (cake, in Berlin): Coming from a part of Germany
where ‘Kuchenkultur’ is much more developed, I’m
always on the lookout for a place to get good cake in
Berlin. Nothing quite reaches the level of the bakeries I
grew up with, but here’s a short list of my
recommendations, all three in Prenzlauerberg, Berlin:
Sowohlalsauch: Try the Käsekuchen or the Russischer
Zupfkuchen! Great coffee. Kollwitzstrasse 88.
Franz-Karl Kuchenkultur: Austrian coffee and desserts.
Lecker. Bötzowstrasse 15.
Bekarei: In the mood for something less German? Try this
Portuguese bakery-café. Dunckerstrasse 23.
Read: Christopher Kloeble’s
Unter Einzelgängern (2013) and
Meistens alles sehr schnell (2015).
The latter is available in
English translation (Almost
Everything Very Fast, 2016).
Learn: Great history site: https://www.dhm.de/lemo.
This has material including video, audio, images, and
primary texts and first-hand accounts of historical events.
A great site to explore if you’re interested in German
history and culture.
Watch: Deutschland 83: Spies, coming-of-age, and
Germany in the 80s – how could this not be good? This
German television series from 2015 aired on
SundanceTV. Worth watching!
8. Spring 2016
Alumnae Aktuell
Elizabeth Silvers
It has been such a pleasure to live in Boston and have the opportunity to stay in touch with the department as well as take
part in German club events over the past couple of years since graduating, but I willsoon pack up and head to Yale to begin
my studies to become a pediatric nurse practitioner. I'm excited to take a trip in the meantime to visit a fellow major, Emily
Bell '13, in Berlin and my grandparents in Switzerland to brush up on my German -- they inspired me to pursue German
Studies at Wellesley, so I feel I have come full circle!
The Wellesley Wegweiser is a yearly publication produced each spring by:
The Department of German
Wellesley College
106 Central Street
Wellesley, MA
Phone: 781-283-2584
Fax: 781-283-3652
www.wellesley.edu/german"
Inquiries may be directed to:
Katie Sango-Jackson
Administrative Assistant
ksangoja@wellelsey.edu
Wegweiser Newsletter designed by:
Emily Moore '18
German Department Student Worker
German and Studio Art double Major
Wellesley Wegweiser