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Journal articles on the topic 'Teaching in Germany'
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1
Kamyshanova, Liliya Viacheslavovna. "TEACHING RUSSIAN IN GERMANY." Globus: human sciences 8, no. 4(69) (2022): 57–59. http://dx.doi.org/10.52013/2658-5197-69-4-13.
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The historical prerequisites for the emergence of Russian-German relations go back to the seventeenth century. Currently, despite the deterioration of the geopolitical situation in the world, relations between Russia and Germany remain quite close, and according to data for 2022, three million Russian-speaking people live in Germany. Russian Russian language learning in Germany, the levels at which the Russian language is taught, as well as the future prospects for the development of Russian language teaching in Germany are considered in this article.
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Flohr, Heiner. "Teaching Biopolitics in Germany." Politics and the Life Sciences 5, no. 1 (1986): 103–12. http://dx.doi.org/10.1017/s0730938400001684.
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Due to the prevailing paradigms in the social sciences and humanities and due to some traditional reservations against biology in Germany, biopolitics is facing particular difficulties in German political science. At the University of Düsseldorf, the only place where biopolitics is taught in Germany, students take courses which deal explicitly with biopolitical topics or learn about biopolitics in seminars and lectures devoted to other aspects of political behavior. There are difficulties in teaching biopolitics; some will arise wherever biopolitics is taught, while some may be specific for Germany. These difficulties require special teching efforts in order to motivate the students; some experience in dealing with these problems has already been gained. As far as the desirable participation in research projects and the practical application of biopolitical knowledge in particular professions is concerned, there are some possibilities, but still too few. Besides working with students on biopolitical questions, there are useful opportunities of teaching biopolitics outside the university, especially in adult political education and in political consulting.
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Guntner, J. Lawrence, Ruth Freifrau von Ledebur, Rudiger Ahrens, Reiner Kupper, and Klaus Busacker. "Teaching Shakespeare In Germany." Shakespeare Quarterly 36, no. 2 (1985): 240. http://dx.doi.org/10.2307/2871207.
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Guan, Jiayi. "Comparative Analysis of the Teaching Organization Form Between Chinese and German Kindergartens." Lecture Notes in Education Psychology and Public Media 83, no. 1 (2025): 6–12. https://doi.org/10.54254/2753-7048/2024.20505.
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Germany is the birthplace of preschool education, and after long-term development, it has formed a relatively complete advanced preschool education system. Kindergarten education is part of preschool education. Therefore, this study hopes to play a certain role in the current kindergarten reform in China by comparing the differences between the teaching organization forms of kindergartens in China and Germany, drawing on the advantages of the current kindergarten education in Germany and combining it with the local situation in China. The reasons for the difference between Chinese and German kindergartens will be analyzed from the organizational form of kindergartens. The biggest difference between German and Chinese kindergartens is that German kindergartens adopt mixed-age classes, while Chinese kindergartens adopt same-age classes. The reasons for these differences are the two countries' policies and economic and cultural attitudes. Then it compares the theoretical basis of different teaching organization forms in the two countries, analyzes the value of these two different teaching organization forms, and combines the advantages of German kindergarten education to put forward reasonable and feasible suggestions for Chinese kindergarten education.
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Boonen, Ute K., Jörg Wesche, and Pia Awater. "Nationalstereotype im Kulturvergleich: Deutschland im niederländischen und russischen Fremdsprachenunterricht an Schulen und Universitäten." Glottodidactica 49, no. 2 (2022): 9–45. http://dx.doi.org/10.14746/gl.2022.49.2.01.
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Stereotypes, prejudices, hostile images and clichés are different forms of self-images and images of others. This paper establishes stereotypes as a scalable concept to distinguish them from other forms of fixed attributions. It features a comparison of national stereotypes about Germany, the Germans and the German language from a Dutch and Russian perspective and discusses the use of stereotypes in foreign language teaching, which are aimed at culturally reflective learning.
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Boonen, Ute K., Sabine Jentges, and Tina Konrad. "Lehrmaterialangebot für den schulischen Nachbarsprachenunterricht. Ein deutsch-niederländischer Vergleich." Glottodidactica. An International Journal of Applied Linguistics 45, no. 1 (2018): 7–26. http://dx.doi.org/10.14746/gl.2018.45.1.01.
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This paper discusses the differences between teaching Dutch in Germany and German in the Netherlands, while considering the challenges teachers are confronted with, e.g. the lack of appropriate textbooks. In particular, the composition and method of some textbooks for Dutch and German are presented and evaluated with regard to their practicality in the classroom. It is striking that textbooks for German are written in Dutch, and that pupils even have to work out tasks in Dutch and not in the target language, while there is merely one textbook in Germany for school-based teaching, lacking a consideration of school types, age groups, and prior knowledge. Even though the conditions of neighbouring language teaching are particularly diverse, teachers on both sides are in urgent need of more innovative and improved teaching material which ensures that pupils are able to develop and improve their language skills, as well as their intercultural competences.
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Ozbal, Bayram. "A book written in the 19th century to teach Turkish to German speakers: Praktisches Handbuch der osmanisch-tuerkischen Sprache." Cypriot Journal of Educational Sciences 15, no. 1 (2020): 85–94. http://dx.doi.org/10.18844/cjes.v15i1.4584.
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This study aims to analyse the book Praktisches Handbuch der osmanisch-tuerkischen Sprache written by Adolf Wahrmund to teach Turkish to German speakers in terms of teaching Turkish as a foreign language. The first edition of the work was published in Giessen, Germany in 1869 by J. Ricker’sche Buchhandlung publishing house. The themes were created by analysing the data obtained from the study through content analysis. The work was examined under the theme headings, such as target audience, phonetics, grammar teaching, reading passages, speaking teaching, vocabulary teaching, exercises and cultural transfer. The themes first were defined and then they were exemplified and interpreted. The results of the study indicate that many skills (reading, speaking, vocabulary, grammar and pronunciation) were included, cultural transfer (formulaic expressions, idioms, proverbs, Nasreddin Hodja jokes, etc.) was emphasised and authentic materials (newspaper articles, letters of agreement, stories, etc.) were used in teaching Turkish as a foreign language in the work.
 
 Keywords: Adolf Wahrmund, Praktisches Handbuch der osmanisch-tuerkischen Sprache, teaching Turkish as a foreign language, Turkish for Germans and German speakers.
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Popieliński, Paweł. "THE ISSUE OF LEARNING GERMAN AS A NATIONAL MINORITY LANGUAGE AGAINST THE BACKGROUND OF THE RIGHTS OF NATIONAL AND ETHNIC MINORITIES DURING THE LAW AND JUSTICE GOVERNMENT IN POLAND IN THE YEARS 2015–2023." Annales Universitatis Mariae Curie-Skłodowska, sectio K – Politologia 31, no. 2 (2024): 89–105. https://doi.org/10.17951/k.2024.31.2.89-105.
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The aim of the article is to present the issues of the politicization of the German language teaching as a national minority language against the background of rights of national and ethnic minorities and relations between Poland and Germany during the Law and Justice (PiS) government in Poland in the years 2015–2023. The rights of national and ethnic minorities in Poland will be presented on the example of the German minority and the process of developing education for this minority and the German language teaching as a national minority language. Then, attention will be focused on showing the intricacies of the problem of politicization of teaching German as a national minority language in the mentioned period of time. The article hypothesizes that during the PiS government in the above-mentioned period, limiting guaranteed rights for the German minority by cutting educational subsidies for this national minority and reducing German language teaching as a minority language became a tool of Polish policy towards the German state regarding the Polish community in Germany. When writing this article, the author used the institutional and legal method, critical content analysis and long-term monitoring of education and minority rights.
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Sobara, Iwa, Sri Prameswari Indriwardhani, and Dudy Syafruddin. "ENHANCING GERMAN LANGUAGE LEARNING IN MALAYSIA: CHALLENGES AND OPPORTUNITIES IN ADOPTING THE DISCURSIVE APPROACH." Allemania 14, no. 2 (2024): 63–72. https://doi.org/10.17509/alm.v14i2.73602.
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This study aims to explore the general situation of German language education in Malaysia, focusing on the growing interest in learning the language and the challenges faced in its instruction. The research utilizes a descriptive qualitative methodology, gathering data through literature review and Focus Group Discussions (FGD). Findings indicate that the interest in learning German has significantly increased in recent years, driven by academic, professional, and personal motivations. However, the study identifies several challenges, including limited resources such as textbooks, teaching materials, and online content in German, as well as varying teaching quality across institutions. Additionally, the partnership between Universitas Negeri Malang (UM) and Study Germany, a Malaysian educational consultancy, is highlighted as a case study, revealing issues in teaching Landeskunde (cultural studies) due to resource limitations, insufficient teacher knowledge, and cultural differences between Germany and Malaysia. The study suggests that improving resource availability, teacher training, and curriculum development are essential steps to enhance the quality of German language education in Malaysia. Moreover, the integration of a discursive approach in teaching Landeskunde is recommended to provide deeper cultural insights and address the challenges identified.
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Penttinen, Esa Martti, Heiner Böttger, and Jens Behning. "The Language Awareness of Finnish and German EFL Senior High School Learners and Student Teachers Regarding English Grammar and Its Teaching." International Journal of English Language Teaching 6, no. 2 (2019): 1. http://dx.doi.org/10.5430/ijelt.v6n2p1.
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The aim of this study is to examine and contrast the language awareness of Finnish and German EFL senior highschool students and student teachers regarding aspects of English grammar and its teaching. Data was collected fromFinland and Germany during the academic school years of 2015–16 and 2016–17. It consists of the responses to twosurvey questions of 1st year EFL senior high school students (n = 200 from Finland, n = 200 from Germany) andstudent teachers (n = 118 from Finland, n = 118 from Germany). The study utilizes both qualitative (content analysis)and quantitative (frequencies, percentages, cross tabulation [χ2-test]) research methods. The results show that thesubjects’ awareness of English grammar and its teaching was mainly based on intuitive, implicit knowledge. It wasdifficult for both senior high school learners and student teachers to build a cognitive understanding that wouldincrease their awareness of English grammar, and, as a result of this, its teaching, and respectively theirgrammar-related didactical competences.
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Lazarenko, Olesia. "TEACHING UKRAINIAN LANGUAGE IN INTER-WAR BERLIN." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 15 (May 1, 2021): 48–55. http://dx.doi.org/10.30970/ufl.2021.15.3281.
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Inter-war Berlin was one of the centers of Ukrainian emigration. The institution that united practically all Ukrainian intelligentsia in Berlin in the 1920s and 30s was the Ukrainian Scientific Institute (UNI), founded in 1926 on the initiative of Pavlo Skoropadsky. The main directions of the UNI’s activities (which included four research chairs) were, on the one hand, financial aid for Ukrainian students at German universities, and, on the other hand, the development of Ukrainian studies in Germany. Since 1931, the UNI was transferred to the budget of the German Ministry of Education and became a public institution at the Friedrich-Wilhelm University in Berlin. An important part of the rich educational, publishing and research activity of the UNI were the courses (at three levels of language training) of the Ukrainian language for the students of Friedrich-Wilhelm University in Berlin, led by the linguist Dr. Zenon Kuzelia. In 1940, the UNI linguist Yaroslav Rudnyckyj, who in 1938 moved to Berlin from Lviv, published a textbook of the Ukrainian language for German students (subsequently reprinted four times). The textbook collected and systematized all the grammatical information about the Ukrainian language of the inter-war period, and covered various cultural aspects, as evidenced, in particular, by an interesting selection of folklore texts for reading or song texts. An important supplement to the book was a German-Ukrainian and Ukrainian-German dictionary, as well as a small terminological index. In 1945, with the approach of Soviet troops to Berlin, the UNI first moved to Leipzig and soon ceased to exist. Most of its staff moved to Munich, while a significant number emigrated to the United States, Canada, and Latin America. Key words: Ukrainian emigration in Germany, interwar period, Ukrainian Scientific Institute in Berlin, Ukrainian language, textbook of Ukrainian language, Zenon Kuzelia, Yaroslav Rudnyckyj.
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Bošnjak, Marija Stepanović, Olja Maričić, Gordana Kozoderović, Nataša Branković, and Melinda Simić. "EXPERIENCE IN PRESCHOOL SCIENCE TEACHING IN SERBIA AND GERMANY DURING PANDEMIC." Slavonic Pedagogical Studies Journal 11, no. 2 (2022): 263–80. http://dx.doi.org/10.18355/pg.2022.11.2.8.
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During the pandemic of COVID-19, preschool teachers had to adapt to the novel teaching challenges of online communication with children and parents. In this study, the effect of pandemic to the preschool science teaching was evaluated from the perspective of preschool teachers in Serbia and Germany. The research was conducted from May to August 2021 and included 90 examinees. For the purpose of this survey, a questionnaire with 19 open- and closed-ended questions was constructed. The results showed that in the organization of educational practice in distant science activities there was no significant difference in kindergartens in Serbia and Germany. German preschool teachers had more postitive perception of their digital competencies compared to their colleagues from Serbia. The comparative analysis of parent engagement, as intermediaries in the realization of educational tasks, showed that in both countries the parents were equally willing to cooperate, but the tasks were more regularly completed with German parents. It was concluded that, although there were certain differences, preschool teachers in both countries shared similar experiences from the times of pandemic.
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Lazarenko, Olesia. "UKRAINIAN LANGUAGE AS A SYMBOL AND INSTRUMENT OF NATIONAL IDENTITY (In memory of Professor Anka Bergmann)." Theory and Practice of Teaching Ukrainian as a Foreign Language, no. 19 (May 5, 2025): 328–32. https://doi.org/10.30970/ufl.2025.19.4832.
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The commemorative text briefly presents the academic biography of Anka Bergmann (1965-2025), professor at the Institute of Slavic Studies and Threat Studies at Humboldt University in Berlin, head of the Department of Language Teaching Methods, related to her Ukrainian studies. The article describes the most important works of Prof. Bergmann on the language situation in Ukraine, the state of teaching the Ukrainian language in Germany, and characterizes her activities in establishing German-Ukrainian academic contacts (in particular, holding master classes, seminars and conferences on teaching the Ukrainian language in Germany, organizing intensive Ukrainian language courses and internships for Ukrainian students, conducting a certification exam in Ukrainian as a foreign language, managing Ukrainian studies projects, publishing on Prof. Anka Bergmann, together with her Ukrainian colleagues, was at the origins of the new linguodidactic discipline “Ukrainian as Heritage Language,” forming primarily the theoretical and programmatic basis for the introduction of the Ukrainian language subject in German schools, which became especially relevant after the events of February 24, 2022. In particular, Prof. Bergmann’s research support was provided to projects on new methods of teaching the Ukrainian language, such as “ Flipped classroom in Teaching Ukrainian on the Base of Student’s Competence in other Slavic Language(s)” in collaboration with Dr. Natalia Tsisar and “Ukrainian in the Context of Multilingualism (UkriM): Theory and Didactics” / “Ukrainisch im Mehrsprachichigkeitskontext (UkriM): Theorie und Didaktik” in collaboration with Dr. Oksana Turkevych. The continuation of this scientific cooperation between Prof. Bergmann and Dr. Turkevych was the next project “Between the Languages: Linguistic Basics, Institutional forms and Didactic concepts of Teaching Ukrainian as a Heritage Language in Berlin and Beyond (MSCA4Ukraine)”, the practical aspect of which was cooperation with the Senate of Berlin to support the development of Ukrainian as a Heritage Language in Berlin schools. Key words: teaching Ukrainian in Germany, Ukrainian as a foreign language, Ukrainian a heritage language.
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Zhu, Huidong. "Research on Ideological and Political Exploration and Practice of Advanced German Course." Education Reform and Development 7, no. 2 (2025): 172–78. https://doi.org/10.26689/erd.v7i2.9795.
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The core of curriculum ideological and political education is “Three Full Education,” the ideological and political education into all kinds of curriculum teaching, let ideological and political education and curriculum teaching together, build a collaborative education model, improve students’ moral quality, implement the fundamental task of moral education. Based on this, “Advanced German” teachers should actively excavate the ideological and political elements contained in the textbook, and fully penetrate the ideological and political education, which is conducive to improving the quality of curriculum ideological and political construction and the quality of German talent training. Taking “Advanced German” as an example, this paper analyzes the ideological and political elements contained in the course, analyzes the current situation of ideological and political construction of “Advanced German” course, and puts forward some strategies to establish a case base of ideological and political education, carry out cross-cultural education between Germany and Germany, integrate new media into current political news and cultivate students’ core socialist values to comprehensively improve the quality of ideological and political education of “Advanced German” course.
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Barbour, Stephen. "Dialects and the teaching of a standard language: Some West German work." Language in Society 16, no. 2 (1987): 227–43. http://dx.doi.org/10.1017/s0047404500012276.
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ABSTRACTIn applied sociolinguistics in West Germany the notion has been influential that the indigenous working class is separated from the middle class by a linguistic barrier and thus is at a linguistic disadvantage, as well as suffering other forms of disadvantage. The paper places this view in its context within German work on language and society, examines it critically, and outlines why, in the author's view, it is of questionable validity. (Sociolinguistics, dialectology, education, German)
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Heine, Lena, Nicole Marx, Birgit Schädlich, and Eva Wilden. "Review of doctoral research in language education in Germany (2014–2018)." Language Teaching 53, no. 3 (2020): 341–57. http://dx.doi.org/10.1017/s0261444820000063.
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AbstractThis article reviews a purposive sample of 16 doctoral dissertations in second language (L2) education, completed between 2014 and 2018 and published in German, in Germany. Among the 103 relevant dissertations found from this period, a total of 12 thematic strands were identified, of which five were chosen as being particularly common and thus warranting a more in-depth review: (1) learning and teaching about culture in the language classroom, (2) literary texts in L2 education, (3) bilingual models of learning and teaching, (4) plurilingual teaching and learning, and (5) language teacher education and teacher training. We identify relevant topics and relate these to trends in research methodology (qualitative/quantitative/mixed-methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on language education.
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Prosek, Jacob. "Try a New Approach." Music Educators Journal 103, no. 2 (2016): 53–57. http://dx.doi.org/10.1177/0027432116670460.
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This article looks at some best practices for teaching the harmonica as demonstrated in schools in southern Germany. The author describes the role the harmonica has played in music education, offering a brief overview of the instrument’s use in the United States. He shares what certain German educators are doing and how their techniques can be applied in the music classroom. This article also examines how the harmonica has enhanced music education in Germany and how it can do so elsewhere.
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Barlovits, Simon, Simone Jablonski, Claudia Lázaro, Matthias Ludwig, and Tomas Recio. "Teaching from a Distance—Math Lessons during COVID-19 in Germany and Spain." Education Sciences 11, no. 8 (2021): 406. http://dx.doi.org/10.3390/educsci11080406.
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In 2020, Germany and Spain experienced lockdowns of their school systems. This resulted in a new challenge for learners and teachers: lessons moved from the classroom to the children’s homes. Therefore, teachers had to set rules, implement procedures and make didactical–methodical decisions regarding how to handle this new situation. In this paper, we focus on the roles of mathematics teachers in Germany and Spain. The article first describes how mathematics lessons were conducted using distance learning. Second, problems encountered throughout this process were examined. Third, teachers drew conclusions from their mathematics teaching experiences during distance learning. To address these research interests, a questionnaire was answered by N = 248 teachers (N1 = 171 German teachers; N2 = 77 Spanish teachers). Resulting from a mixed methods approach, differences between the countries can be observed, e.g., German teachers conducted more lessons asynchronously. In contrast, Spanish teachers used synchronous teaching more frequently, but still regard the lack of personal contact as a main challenge. Finally, for both countries, the digitization of mathematics lessons seems to have been normalized by the pandemic.
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Ridho Saputro. "Dual System Education and Diagnostic Trouble Box (DTB) in Learning at Intercompany Training Mercedez Kraftfahrzeuggewerbe Saarländischer KFZ-Verband Trainingszentrum–Saarbrücken Germany." Ideguru: Jurnal Karya Ilmiah Guru 4, no. 1 (2019): 75–83. http://dx.doi.org/10.51169/ideguru.v4i1.85.
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The sending of 1200 educators and education staff abroad in 2019 is one of the government's efforts to improve teacher competencies to strengthen education in Indonesia so that it is more developed and equal with developed countries in the world. The purpose of the country which I will present this time is the German state, at the Intercompany Trainning Mercedez Kraftfahrzeuggewerbe Saarländischer KFZ-Verband Trainingszentrum - Saarbrücken Germany. What is very interesting about the German state is the very close relationship between the industrial world and the world of education, where Germany was the first country to initiate a dual system education system (Dual System Education). Teaching methods use the Diagnostic Trouble Box as used in Germany, as one of the interesting methods and media and can find out students' analytical skills easily and accurately, especially in learning electrical vehicle automotive.
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Göbel, Kerstin, Katharina Neuber, Carina Lion, and Uriel Cukierman. "Self-Efficacy in Online Teaching during the Immediate Transition from Conventional to Online Teaching in German and Argentinian Universities—The Relevance of Institutional Support and Individual Characteristics." Education Sciences 13, no. 1 (2023): 76. http://dx.doi.org/10.3390/educsci13010076.
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Triggered by the spread of the Coronavirus and the lockdown of universities in spring 2020, universities were required to provide infrastructure for digital teaching within a very short time. Further, all university members needed to develop knowledge and skills for teaching online. This paper presents data from the cross-cultural CRTS-Study (Coronavirus-Related Teaching Situation Study), which compares the experiences, attitudes and needs of university teachers in Germany and Argentina during the first lockdown in the context of the Coronavirus pandemic. The study has been carried out in spring 2020 as a cross-sectional online survey study with university teachers in Germany and Argentina (N = 728). The overall picture reveals a mostly successful implementation of online teaching for university teachers in both countries, with Argentinian university teachers reporting a slightly more positive perspective and slightly higher self-efficacy beliefs in online teaching when compared with the German colleagues. The results of regression analysis hint at the relevance of prior personal experience and institutional support for self-efficacy beliefs in online teaching for both samples. In conclusion, individual experience and training as well as supportive institutional conditions seem to be relevant for the development of digital teaching at universities in both countries.
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Hempel, Margit, Markus Kötter, and Jutta. "Early foreign language teaching in Germany: Recent political and curricular developments." Journal of Language and Culture in Education 2, no. 2 (2025): 159–80. https://doi.org/10.5281/zenodo.15455246.
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As in other educational systems throughout the world (Hayes 2022; Enever 2018), early foreign language learning – mostly English – has gained importance in Germany. Thus, the teaching of an additional language has been mandatory in German primary schools since 2004. Nevertheless, debates persist over its role and suitable teaching approaches as well as appropriate educational policies. These are mirrored in each of the 16 federal states’ curricula. For this study, document analyses were employed to examine changes in the German Primary English Language Teaching (PELT) curricula since 2015 with consideration of recent political developments and their potential consequences for classroom practices. Special focus is placed on the documents from Baden-Wurttemberg (BW) and North Rhine-Westphalia (NW) as these underwent the most substantial changes. In addition, PELT coursebooks were analysed to assess the extent to which political developments may have caused modifications in teaching materials. We close with implications for primary language education that also extend to other countries and contexts.
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STERN, FRITZ. "Five Germanys I have known." European Review 10, no. 4 (2002): 429–45. http://dx.doi.org/10.1017/s1062798702000352.
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This is an account of my experiences, personal and professional, of five different German regimes in the last century. I was born in Breslau in 1926 — so the first Germany I knew was the Weimar Republic — and lived under National Socialism until 1938 when I emigrated to the United States, where, by 1951, I was teaching German History. I travelled to the Federal Republic for the first time in 1950 and taught at the Free University in Berlin. I worked in the archives of the German Democratic Republic in 1961 and 1962 and participated in the first German historiographical controversy in 1964 and then lectured extensively in the fifth, unified Germany. This lecture was written and delivered at NIAS, Wassenaar, the Netherlands, in 1998 and it reflects on, and exemplifies, the relation between private memory and public history. The German past, in all its great and catastrophic complexity, is still present in German political and intellectual life and hence the work of the historian has a potential political and pedagogical impact. My basic approach to German history emerges in this essay, as it does even more pointedly in the lectures I give in Germany itself.
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Schultz, Ulrike. "Gender in Socio-Legal Teaching and Research in Germany." German Law Journal 21, no. 7 (2020): 1345–61. http://dx.doi.org/10.1017/glj.2020.86.
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AbstractGender in socio-legal teaching and research in Germany is a story of impediments, hindrances, and of singleperson initiatives—my personal history being a part of this. But it is also a story of influences upon the impulse and inspiration to undertake socio-legal work. My Article is therefore influenced by (feminist) standpoint theory (Harding 1991). Germany has had a very conservative family culture and, over the past decades, many of the legal regulations that infringed upon women have had to be adapted, in what was quite a tedious political process, to comply with the German Constitution’s gender equality clause. Only in the past decade has gender awareness in law faculties increased and gained acceptance, usually as a result of greater focus on diversity issues, and anti-discrimination legislation. Obstacles have resulted from a lack of cooperation between the actors in social sciences and law, as well as in academia and gender equality practice, and a lack of understanding between more conservative and more progressive women. Socio-legal research was, and is, needed to deliver empirical evidence and provide theoretical foundations for cultural and legal changes as societies progress towards gender equality. Socio-legal teaching is needed to alert lawyers to necessary change, to enable them to undertake informed critique, and to prepare them to act. There are, however, marked deficits in socio-legal teaching and research on gender. In spite of an increased political acceptance, gender equality is still mainly a women’s project.
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Kornilova, Ksenia Aleksandrovna. "The activity of German law enforcement authorities in resolving the problem of political stability: counterterrorism aspects (2013-2018)." Конфликтология / nota bene, no. 3 (March 2020): 29–42. http://dx.doi.org/10.7256/2454-0617.2020.3.33418.
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This article examines the counterterrorism policy of Germany during the third term of Angela Merkel, when the spread of terrorist threat in the territory of Germany has increased. The subject of this research is the activity of law enforcement authorities in development and implementation of German counterterrorism policy strategy, which include preemptive and prevention measures, forcible methods, and share of intelligence between the departments. The goal of this work consists in analysis and assessment of the achievements and failures of counterterrorism policy of Germany. Neorealism served as the key approach used in the course of this research. The conclusion is made that successfully consolidated activity of Merkel’s government and law enforcement authorities led to decrease in the number of terrorist attacks and strengthening of political stability in Germany. For indicating achievements and problematic aspects of German counterterrorism activity during the indicated period, the author translated from German the reports of law enforcement authorities on the instances of violence and prevented terrorist attacks, as well as mass media materials testifying to successful prevention of terrorist attacks. The acquired materials can be valuable in teaching corresponding disciplines and within the framework of scientific research.
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Merkl, Matthias. "Teaching Canadian Identity and Multiculturalism in Germany." Revue LISA / LISA e-journal, Vol. III - n°2 (June 1, 2005): 246–73. http://dx.doi.org/10.4000/lisa.2710.
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Ivashinenko, Nina. "Notes about Teaching Economic Sociology in Germany." Journal of Economic Sociology 2, no. 4 (2001): 117–20. http://dx.doi.org/10.17323/1726-3247-2001-4-117-120.
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Orfanos, Constantin E. "Academic Teaching and Research: Dermatology in Germany." Journal of Dermatology 25, no. 12 (1998): 831–35. http://dx.doi.org/10.1111/j.1346-8138.1998.tb02516.x.
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Landau, Kurt. "Ergonomics in Germany." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 44, no. 38 (2000): 890–92. http://dx.doi.org/10.1177/154193120004403858.
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In Germany there is a wide gap between the narrow, scientifically, technically and physiologically based definition of ergonomics and the much more comprehensive definition of “Arbeitswissenschaft” (work sciences) containing elements of industrial engineering, industrial sociology, personnel management and other application-related disciplines. This paper reviews the trends in ergonomics research and teaching over the last 100 years and describes this bifurcated development. The Gesellschaft für Arbeitswissenschaft (GfA, German Ergonomics Society) supports the broad definition of ergonomics. The structure and size of the GfA is explained. Memoranda prepared by the GfA and the German Research Association on the current situation in ergonomics are discussed. The incorporation of ergonomics in various branches of study is discussed and opinions are expressed on study qualifications containing elements of ergonomics and their opportunities on the labor market.
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Kott, Sandrine. "Decentering Modern German History àl'américaine:A Look at the French Historiography." Central European History 51, no. 1 (2018): 108–13. http://dx.doi.org/10.1017/s0008938918000237.
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Every good humanities journal emerges from and is produced by a specific scientific community that shapes its content and its style.Central European History(CEH) is no exception. For me, i.e., a French historian of Germany teaching at a Swiss university in Geneva,CEHisthejournal to read in order to follow the more recent and innovative English-language scholarship on the history of Germany and German-speaking countries. Most of the articles published in the journal are written by historians based in the United States or in the United Kingdom (and its dominions), and most of the books that are reviewed originate from the same community, with the notable exception of ones by German authors.
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Janßen, Melike. "Organization Versus Profession? Teaching in the context of higher education reforms from a Sociology of Professions Perspective." Swiss Journal of Sociology 45, no. 3 (2019): 383–408. http://dx.doi.org/10.2478/sjs-2019-0018.
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Abstract The paper addresses the impact of higher education reforms on academic teaching and the concrete implications of the new academic teaching requirements for the professional practice of professors. It explores how labour market requirements change the university from the point of view of professors and how they deal with these changes. The paper draws on 64 interviews with professors from Germany, which were conducted as part of a qualitative study on the consequences of performance evaluation procedures at German universities.
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Liu, Ruiyuan. "A Comparative Study of Vocational Education in China and Germany." Barnard Education Review 1, no. 2 (2020): 12–20. http://dx.doi.org/10.47744/ber.v1n2.2020.12.03.
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Vocational education is the main way to improve the quality of national skills. In developed countries in the world economy, all are placed in an important position, but specific methods have their own characteristics. The dual system of vocational education in Germany is quite distinctive, and it is also extremely advanced. Today, it is particularly important to learn from the advanced experience of foreign countries when carrying forward the spirit of craftsmen in a great country. Vocational education between China and Germany differs greatly from eight aspects of culture, vocational education concepts and values, legal systems, vocational education models, as well as the construction of the teaching staff and the implementation process of education and teaching. Therefore, Chinese vocational education cannot replicate the German model. It must be based on China’s national conditions and learn from German vocational education experience, from improving laws and regulations, strengthening the construction of “dual-teacher” faculty, standardizing the construction of curriculum systems and curriculum standards, and forming an industry-enterprise participation mechanisms and other aspects, carry out practical reforms and innovations to promote the healthy and orderly development of China’s vocational education and serve the sound development of the social economy.
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Petersen, Corinna, Swetlana Philipp, Katrin Rockbauch, Isolde Daig, and Götz Fabry. "Medizinpsychologische Lehre in Deutschland – eine Bestandsaufnahme." Zeitschrift für Medizinische Psychologie 15, no. 1 (2006): 5–10. https://doi.org/10.3233/zmp-2006-15_1_02.
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To assess the current state of medical psychological teaching in Germany after implementation of the new legislation on licensure requirements for physicians (ÄappO), a survey of all departments/institutions was accomplished in 2005 by the teaching committee of the German Society of Medical Psychology (DGMP). For the analysis of the current teaching situation, questions about personnel requirements, subjects and aims of teaching, teaching courses and their contents, the wish for interchange and training, teaching material as well as strengths and weaknesses of teaching were posed. A total of n=26 of n=33 contacted medical psychology institutions participated. On an average, five members of staff take part in teaching. The results indicate that a wish for exchange and didactic training exists. Collected information will be used for developing an internet-assisted possibility to exchange teaching concepts, -topics and -material.
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Yusuf, Özdemir, and Polat Seyat. "Teachers with a refugee background work as educators in Germany." Journal of Education and Learning (EduLearn) 18, no. 4 (2024): 1394–404. https://doi.org/10.11591/edulearn.v18i4.21738.
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This study's focus is to determine refugee teachers' views regarding their ability to work as teachers in Germany, their initiatives, and the challenges they face. In this context, the study was conducted based on qualitative research methodology. In order to collect data a total of 265 teachers residing in the 16 states of Germany were reached. Upon examining the results, it is observed that the majority of participants express a desire to work as teachers in Germany, while only a few have actually obtained the opportunity to work as teachers in Germany. More than half of the participants who are currently working as teachers reside in the North Rhine-Westphalia state. When analyzing the results, it becomes evident that a significant portion of the participants are strongly inclined to pursue a teaching career in Germany. However, the data reveals that the actual attainment of employment as teacher in Germany remains relatively low among the respondents. Furthermore, it is noteworthy that a majority of the teachers currently employed in the profession are concentrated in the North Rhine-Westphalia state.
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Zada, Khamami, and M. Nurul Irfan. "Negotiating Sharia in Secular State: A Case Study in French and Germany." Samarah: Jurnal Hukum Keluarga dan Hukum Islam 5, no. 1 (2021): 47. http://dx.doi.org/10.22373/sjhk.v5i1.9753.
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The European Muslims, the majority of them come from Muslim countries, are facing the identity dilemma. On the one hand, they are the Muslims who are obliged to carry out their religious teaching, but on the other hand, they are the Muslims who have acquired European citizenship who cannot enforce religious laws and instead submit to secular state laws. The study analyzes French and Germany Muslim aspirations and their negotiations on carrying out sharia in the secular state. This is field study by qualitative approach. Primary data was collected by interviews with Muslims of Moroccan, Tunisian, Algerian, and Turkish descent living in France and Germany. The study found that French and German Muslims want to apply sharia, but France and Germany do not allow religious law to be made a state law. These have left French and German Muslims to negotiate without opposition, resistance, and conflict. As European citizens, they accept secular law without losing their religious and social identity, though couldn’t fully implement Sharia.
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Gutman, Sanford. "Garber, ed., Methodology in the academic teaching of the Holocaust. Maier, The unmasterable past - history, Holocaust, and German national identity." Teaching History: A Journal of Methods 16, no. 2 (1991): 100–102. http://dx.doi.org/10.33043/th.16.2.100-102.
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Although the two books under review both deal with the subject or the HolocaU5t, they are of a very different order. Methodology in Teaching the Holocaust is a collection of essays purporting to offer practical advice on teaching various aspects or the Holocaust. The Unmasterable Past focuses on the current historical conflict (Historikerstreit) in Germany over the place and memory or the Third Reich and the Holocaust within German history. Since the books are so different in their goals, I will treat them separately.
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Ludanyi, Renate. "Can German Remain a Vital Heritage Language in the United States?" Heritage Language Journal 10, no. 3 (2013): 305–15. http://dx.doi.org/10.46538/hlj.10.3.3.
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The demise of German as a pervasive language for 300 years in the United States is due to historical and demographic reasons. Creating an awareness of Germany as an important country and strengthening the role of German teaching has gained advocates in educational and political circles in Germany as well as in the United States. Less understood and supported is the situation of German as a heritage language,despite a multitude of native German speakers who reside in the United States, in part due to global economic needs and who continue to be attracted to German as a language of use. This article describes the work of private German language schools to develop language proficiency, opportunities to use German, and a desire to speak it,and pleads for more research on German as a heritage language and interest in German language conservation.Although Austria and Switzerland also contribute to the preservation of their culture and language abroad by maintaining schools, cultural forums, etc., this article will focus primarily on Germany’s efforts to develop German language instruction in the U.S.
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Moldovan, Alexandra. "Teaching Visually Impaired Translators and Interpreters in Romania: Available Tools and Inclusive Teaching Methods." East-West Cultural Passage 23, no. 2 (2023): 180–98. http://dx.doi.org/10.2478/ewcp-2023-0018.
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Abstract This article explores the teaching methods used in university classes of Translation and Interpreting with visually impaired students. It is the first essay on this topic applied to the context of Romania. Therefore, it offers basic suggestions of implementing international teaching methods for visually impaired students in Translation and Interpreting in Romanian universities, while also raising awareness about the challenges they face. The literature review is divided into two categories: digital skills and professional skills. In presenting the most essential digital skills a visually impaired translator and interpreter must acquire, the article makes reference to Kornacki’s model which groups technologies according to the necessary skills. The professional skills are discussed in three articles from two different universities, namely the University of Trieste in Italy and the University of Mainz/Germersheim in Germany. The German study described in two articles – one in German and its shorter version in English – gives a detailed perspective on the topic, being the core of the theoretical ideas mentioned in this article. The knowledge acquired by reading this article will most certainly lead Romanian professors to using the optimal approach when teaching emerging visually impaired translators and interpreters. The teaching methods can be put into practice if the right equipment is available and accessibility is implemented in all aspects regarding translation and interpreting.
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Levine, Emily J. "Research & Teaching; Lasting Union or House Divided?" Daedalus 153, no. 2 (2024): 21–35. http://dx.doi.org/10.1162/daed_a_02062.
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Abstract As a design innovation, the modern university is an institution that unites the advancement of knowledge through research with its dissemination through teaching. Its inception in Germany in the first decade of the nineteenth century inspired an American adaptation that merged the German version with the English undergraduate college to produce a new bundle that would be emulated the world over. The historical view reveals cycles of sustaining innovation in which academic entrepreneurs supplemented the research-teaching synthesis with institutions devoted to one task or the other. Despite these disruptive efforts and continuing evidence of inefficiency, however, the original institutional hybrid remains the dominant model. This essay argues that the university's persistence is best understood as fulfilling a deeper need in American political culture.
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Kozemirova, Anna. "PROFESSIONAL TRAINING OF TEACHERS OF HUMANITIES IN HIGHER EDUCATION INSTITUTIONS IN GERMANY." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (13) (2021): 25–28. http://dx.doi.org/10.17721/2415-3699.2021.13.06.
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The article is devoted to the topical problem of professional training of teachers of humanities in higher education institutions in Germany. The problems and features of basic competencies that are formed in teachers of humanities in training in higher education institutions are considered. Objectives of the study: to investigate the professional training of teachers of humanities; consider the structure of higher education institutions in Germany; to analyze the presentation of the main material on the professional training of teachers of higher education institutions in Germany. Based on the study of domestic and German scientific sources, it was found that the attention of researchers focused on the study of the development of higher education, the origin and formation of pedagogical education in Germany; theories and practices of teacher training in Germany; comparative pedagogy. The study found that the training of foreign language teachers in Germany is based on ancient traditions and is closely linked to the peculiarities of the development of school education in the country; dissemination and teaching of foreign languages; opening of modern languages in universities of philological specialties; typology of educational institutions. It was found that the system of training foreign language teachers in Germany has gone from the training of a classical philologist to a thorough philological and psychological-pedagogical training.
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Hoffmann, Nora, and Fridrun Freise. "Rollen und Einflussmöglichkeiten von Schreibzentren an deutschen Hochschulen. Ergebnisse einer deutschlandweiten Umfrage zu Rahmenbedingungen und Aktivitäten von Schreibzentren." HERMES - Journal of Language and Communication in Business, no. 64 (December 31, 2024): 253–70. https://doi.org/10.7146/hjlcb.vi64.153162.
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Although writing centers based on the US model are now widespread at German universities, they are still in the process of being established and institutionalized. This article (Roles and Possibilities of Influence of Writing Centers at German Universities. First Results of a Germany-wide Survey) explores the question of what role writing centers currently play at German universities after the expiry of the Quality Pact for Teaching, which facilitated their rise, and how they are institutionally positioned as actors. The article presents the initial results of a survey conducted in spring 2023 among writing centers at German universities, in which 77 of 146 existing centers participated. Data is presented on the institutional placement of the centers, the range of services offered, target groups, advice provided to university management, research activities, participation in internal decisions, and staffing. The aim of this article is to provide an empirically based stocktaking of the status of writing centers in Germany.
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Licari, Camilla, and Monica Perotto. "A study of the speech of bilingual children of Russian Germans living in Germany." Russian Language Studies 19, no. 2 (2021): 180–90. http://dx.doi.org/10.22363/2618-8163-2021-19-2-180-190.
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The article presents the relevant issue of analysing the common features of the grammar of Russian as language inherited by the second or third generation of migrant children in Europe and in the world. The novelty of the study is in the fact that it compares the speech of children with different dominant languages and, in particular, studies the speech of a group of children from families of Russian Germans living in Germany under dual language inheritance. Their parents have a very rich migration history, as they are, in turn, also heritage speakers of German, the language, which they spoke in their family. In the present paper, the main task will be to identify the common features determined by the contact between Russian as a heritage language and other languages, especially at morphological and lexical levels. For this purpose, a field research project was conducted at the Learning and Integration Centre Dialog e. V. in Reutlingen. The analysis of oral and written works of bilingual children of the last generation of Russian Germans showed not only the common elements of erosion identified in the heritage grammar, but also the special linguistic features caused by the transition from German-Russian to Russian-German inheritance. The influence of their parents language distinguishes them from other groups of Russian students, emphasizes the importance of studying not only childrens, but also their parents speech, as well as teaching standard Russian in the framework of non-formal education.
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Mazurkiewicz, Marek. "Chapter 11: Minorities and Minority Rights as a Problem for Populist Politics—The German Minority in Poland—A Case Study." European Yearbook of Minority Issues Online 21, no. 1 (2024): 265–87. http://dx.doi.org/10.1163/22116117_02101012.
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Abstract At the end of 2021 and the beginning of 2022, for the first time since the democratic breakthrough of 1989, legislation was introduced into Polish law that overtly discriminated against a specific social group. The implemented changes affected the sphere of teaching German as a national minority language. Under an administrative procedure, the pool of public funds that had been used to finance the teaching of this language, as well as the number of teaching hours, was reduced. The background and political justification for the changes was the desire to exert pressure on the German authorities to improve the quality and level of funding for Polish language teaching in Germany. The article is an attempt to present the problem from a historical and political perspective by defining the motives and effects of implementing this discriminatory legislation, from an international perspective by placing it in the space of Polish-German relations, and also from a systemic perspective by characterising the legal and financial mechanisms for supporting national and ethnic minorities in Poland.
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Coşkun, Hasan. "A lesson design of the subject of local cuisine as a course unit in language teaching." Journal of Education Culture and Society 12, no. 1 (2021): 479–503. http://dx.doi.org/10.15503/jecs2021.1.479.503.
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Aim. In Turkey, German ranks second after English as a foreign language in private courses, schools, and universities. There is an important relation between the selection of the subject of German courses, i.e., the detailed planning of the courses, and the implementation of the appropriate method. In this research, the subject of cuisine was planned for teaching German at universities. The purpose of this research is the preparation, implementation and evaluation of a sample lesson focused on the selection of the subject of cuisine for German courses taught in the universities. Methods. This research on cuisine was qualitative in nature. The document analysis technique was used in the research (Kuş, 2007; Yıldırım & Şimşek, 2008). During the 2018/2019 academic year the researcher taught on the subject of cuisine selection in his German courses. The implementation and evaluation of the subject of cuisine are developed by Hasan Coşkun (2020) in accordance with the lesson planning model previously prepared. The materials used in this lesson are prepared according to the model developed by Coşkun (2020). The unit on cuisine has been revised for this article. Result and Conclusion. The success of the lesson planning model mentioned in this article was also observed in the activities conducted earlier. It was also seen that the students who attended German courses in connection with education or work in Germany, Austria, and Switzerland exerted efforts in establishing contact with the instructor and with other students attending the class. It was observed that participants talked about the Turkish, German, and Chinese cuisine in their families, peer groups, restaurants, and snack bars. In addition to the subject discussed in the class, the method implemented in the lesson and the planning of the course according to the method, play an important role in the continuation of the students’ interest. Therefore, effective lesson planning models should be developed. This lesson model is also applicable to other languages. Originality. German is offered as a foreign language in Turkish schools in the second grade. Consequently, German is usually chosen as a second foreign language after English. Students from all the departments of the university may attend the elective German language classes to study or work in Germany. The condition for participation in the courses “German for Erasmus” and “German for Communication,” taught by the researcher, aims to prepare the students to read and speak German at the A2 level. It is frequently observed that the participants speak German at different levels. The overseas experience of the participants, the level of their German and their knowledge of other languages play an important role in this respect. In recent years, the number of course participants from Germany and other countries have increased. The students who had been in German speaking countries within the Erasmus program participate in German courses to maintain their fluency in the German language. To conduct the courses effectively, a suitable method should be developed and such an approach will help the participants who come from different countries and students with different levels of fluency. It is believed that this inter-disciplinary research will contribute to the use of the active method during German lessons.
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Winter, H. "Integrating Universities and Industry—A German Approach." Proceedings of the Institution of Mechanical Engineers, Part B: Management and engineering manufacture 202, no. 1 (1988): 9–17. http://dx.doi.org/10.1243/pime_proc_1988_202_041_02.
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Starting from a list of topics which were suggested by the Institution of Mechanical Engineers this paper surveys the situation at German technical universities in the field of mechanical engineering. The details of teaching and research activities described here refer to the Institute for Machine Elements, Technical University of Munich, but the principles of the organization and the structure are mostly comparable with corresponding institutes at other universities in the Federal Republic of Germany. The following subjects will be discussed: 1. The organization of German technical universities, in particular the Institute's structure of a Faculty of Mechanical Engineering. 2. Undergraduate courses in engineering based on ‘vocational’ education; the means to ensure an education of approximately equal academic standard at different universities. 3. Machine element teaching at undergraduate level; efforts to ensure an equal level of knowledge in this field. 4. The structure and funding of postgraduate engineering research centres and institutes. For example the relationship between the Gear Research Centre (FZG) and the gearing and transmission industry in Germany will be discussed. 5. A summary of the research carried out at the FZG (gears, clutches, tribology)
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Опушко, Надія. "Teacher preparation for implementation of E-learning in the educational process of a German high school." Педевтологія 1, no. 1 (2023): 14–20. http://dx.doi.org/10.31652/3041-1203-2023(1)-14-20.
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The article examines the problem of using electronic learning (E-learning) in the training of future teachers in German universities, which is a fairly new and at the same time promising direction of comparative pedagogy. This problem has gained particularly active development in recent years, which is largely due to the spread of digital forms of education, which were recognized in Germany as a special category of the latest educational technologies. It is assumed that the constant introduction of new pedagogical technologies will provide wider opportunities for the development of pedagogical universities in Germany and maintain competitiveness in the international market of educational services. It is believed that successful e-learning scenarios take into account the necessary didactic conditions of learning in different contexts, such as authentic or social learning contexts, and provide substantial digital support for learning materials. The authors consider the use of digital learning tools, which have a differentiated presentation and characterize the most widespread types of e-learning used in the training of future teachers in Germany, and cover the modern spectrum of posting event scenarios and lecture materials on the Internet for fully virtual teaching, namely: computer online computer training, internet training, blended learning, exclusively virtual training, and distance training on the Internet. An important aspect of e-learning is the tools and media for its implementation, which include software for portals, a system for managing administrative functions (personnel management and student management), course management, a learning platform, and tools for creating and collaborating on a network. E-learning is widely used in German universities; it supports learning processes through the use of various digital technologies that provide operations in various ways. Teachers are offered a choice of teaching and learning scenarios, and the e-semester reserve is aimed at further supporting classroom teaching.
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Galyna, Lysenko. "Features of training of vocational education teachers in Germany." ScienceRise: Pedagogical Education, no. 3(48) (May 31, 2022): 37–43. https://doi.org/10.15587/2519-4984.2022.257349.
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Influenced by the processes of European integration, globalization and, in particular, in order to build a single European higher education area, an important task of Ukrainian educators is to study the practical experience of our foreign colleagues in training teachers for vocational schools at all levels. Among the European countries where close attention is paid to the quality of teacher training, in particular in the field of vocational education, Germany stands out. The purpose of the study is to analyze the features of modern training of teachers of vocational education in Germany with the prospect of using progressive German experience in the Ukrainian system of training/retraining of teachers for institutions of professional and higher technical education. A detailed analysis of the German teacher training system, carried out in the course of this study, allowed us to make some important generalizations. First, it is worth noting the high expediency and effectiveness of Germany's extensive system of institutions, which, thanks to a clear division of functions, contribute to the effective organization of three-stage training of qualified teachers for vocational education. Secondly, the analysis of the content of the curriculum for future teachers of vocational education in Germany shows an attempt to train competitive professionals not only in the vocational education system, but also in the labor market in general. Third, the developed Standards for teachers in the field of educational sciences effectively influence the implementation of training programs for teachers of vocational education, requiring the formation and further improvement of their competencies in the field of teaching, education, evaluation and implementation of innovations. Finally, it is worth noting the urgent need to use the achievements of the German experience of practical training of VET teachers in the Ukrainian system of training and retraining of teachers for institutions of professional and higher technical education
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Ji, Junliang. "Training Strategies for Applied German-speaking Talents in the “One Belt One Road” Initiative." Journal of Contemporary Educational Research 5, no. 7 (2021): 13–18. http://dx.doi.org/10.26689/jcer.v5i7.2304.
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Under the “One Belt One Road” initiative, China and Germany have become closer in cooperation and have made substantial progress in the fields of economy, trade, culture, science, and technology. The close cooperation between China and Germany has raised the demands for diversified German-speaking talents. After years of development and continuous exploration, China’s educational institutions with German majors have established a mature talent training model but it is not enough to meet the country’s growing demands for applied talents along with the economic development. With the advancement of the national education reform, many majors in various schools are thinking of reform plans suitable for their own development. Although German as a “minor” language major is not very widely used, it plays an active and effective role in China’s trade and cultural exchanges. Hence, there is a need to comprehensively improve students’ overall quality, advocate diversified training methods, adopt German-English bilingualism and professional German teaching methods, increase the cooperation of education between companies and institutions, as well as strive to train more applied German-speaking talents for the country.
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Petersenn, Stephan, Jürgen Honegger, and Marcus Quinkler. "National German Audit of Diagnosis, Treatment, and Teaching in Secondary Adrenal Insufficiency." Hormone and Metabolic Research 49, no. 08 (2017): 580–88. http://dx.doi.org/10.1055/s-0043-105077.
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AbstractGreat heterogeneity seems to exist regarding diagnosis, therapy, and teaching of patients with secondary adrenal insufficiency (SAI) across Germany resulting in different diagnosis and treatment strategies. The aim of the work was to present the first national audit on diagnosis, treatment, and patient teaching of SAI reflecting common clinical practice in Germany. A self-designed questionnaire was sent via e-mail to all members of the German Endocrine Society (approx. 120 centers). Returned questionnaires (response rate 38.3%) were checked for duplicity of institutions and analyzed. Diagnostic testing focuses on those patients with relevant risk for adrenal insufficiency. Basal serum cortisol is mostly used as screening test. Short synacthen and CRH tests are the preferred confirmatory tests, however, cut-off values vary due to different assays used. Patients with radiation, second surgery, progressive disease or new symptoms are followed by serial re-testing. Perioperative management and frequency of postoperative re-evaluations differ among centers. Hydrocortisone is the preferred glucocorticoid for replacement therapy, but daily doses vary considerably (10–30 mg/day). Some centers perform hormone measurements for dose adjustment of glucocorticoid replacement therapy whereas others rely on clinical judgement. Patients’ teaching is done in 84% of centers, but only half of the centers include patients’ relatives. Homogeneity exists in patients’ teaching regarding intercurrent illnesses (fever, diarrhoea). Recommendations regarding dose adaptations in situations such as sport-activities, dental-procedures, or coughing are highly variable. This first national audit reveals great heterogeneity among German centers and could improve patients’ care in SAI, for example, by initiating new trials and developing clinical practice guidelines.
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ALRED, GERALD J. "Teaching in Germany and the Rhetoric of Culture." Journal of Business and Technical Communication 11, no. 3 (1997): 353–78. http://dx.doi.org/10.1177/1050651997011003007.
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DEMİROĞLU, Hakan. "Almanya´da Entegrasyon Kurslarındaki Türklerin Almanca Öğrenme Süreçlerinde Ana Dil, Yaş ve Eğitim Seviyelerinin Etkisi." International Journal of Social Sciences 9, no. 38 (2025): 489–518. https://doi.org/10.52096/usbd.9.38.21.
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Abstract Turks constitute the largest group among immigrant communities living in Germany. Data from the German Federal Office for Migration and Refugees show that the number of Turks migrating to Germany has increased in recent years and is likely to increase further. The social and systemic integration of long-term and permanent Turkish immigrants in Germany depends on language acquisition. The study aims to analyze the positive and negative effects of the mother tongue, age and education level of Turkish-speaking participants attending integration courses on the learning process of German as a second language. The data obtained were analyzed through document analysis and the evaluations showed that high mother tongue proficiency had a limited but positive effect on German language learning. This shows that mother tongue proficiency is not the sole determinant but a supporting factor in German language development. The age factor had a decisive effect on language skills, with the youngest groups showing high German language skills and learning capacities, while a significant decrease in German language skills was observed as age advanced. On the other hand, the data showed that the level of education also played an important role in the development of mother tongue and German language skills. The success of individuals with low levels of education in acquiring German remained limited. The findings obtained may contribute to the development of a more efficient language learning and teaching method and the integration process in terms of language learning.