Journal articles: 'The Goethe Institute'

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Lanshina, Tatyana. "The Goethe Institute and Soft Power." International Organisations Research Journal 10 (2015): 86–104. http://dx.doi.org/10.17323/1996-7845-2015-01-86.

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Ahn, Miran. "DLL-Fortbildungen der Goethe-Institute Region Ostasien." Deutsch als Fremdsprache in Korea 48 (July 31, 2021): 55–78. http://dx.doi.org/10.31302/kgdaf.48.3.

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Odstrčilová, Milada. "German lessons accompanying university studies (methodical-didactic seminar in further education of goethe-institute)." ACC Journal 22, no. 3 (December 31, 2016): 67–77. http://dx.doi.org/10.15240/tul/004/2016-3-007.

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Arefiev, A. L. "On activity of Goethe Institute in the Russian Federation." Alma mater. Vestnik Vysshey Shkoly, no. 6 (June 2020): 97–100. http://dx.doi.org/10.20339/am.06-20.097.

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Ngamsang, Sirirat. "Confucius Institutes as Instruments of Soft Power: Comparison with International Rivals." Journal of Education and Vocational Research 4, no. 10 (October 30, 2013): Ngamsang. http://dx.doi.org/10.22610/jevr.v4i10.135.

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The Chinese Confucius Institutes, which have become common around the world and particularly in Asia, have followed the examples of the British Council, Alliance FranÃ§aise and the Goethe Institute. Yet by following the earlier examples, Confucius Institutes have the benefit of late development and can learn from the experiences of earlier approaches. This paper studies and analyses the overseas educations institutions of China, Britain, France and Germany to identify similarities and dissimilarities and then draws conclusions from this. It is shown that Confucius Institutes are a representative of the overseas soft power approach of the Chinese government and have multiple intentions and purposes.

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Cowcher, Kate. "/Tightrope: Elias Sime British Council, Goethe institute, italian Cultural institute and Alliance Éthio-Française, Addis Ababa, ethiopia october 19–December 31, 2013 (British Council) ongoing (Goethe institute, italian Cultural institute, and Alliance Éthio-Française)." African Arts 47, no. 4 (December 2014): 88–90. http://dx.doi.org/10.1162/afar_r_00186.

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Nicholls, A. "THE ADENAUER ERA The Goethe Institute, Glasgow, 3-4 October, 1986." German History 4, no. 1 (January 1, 1987): 39–40. http://dx.doi.org/10.1093/gh/4.1.39.

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Nicholls, A. "THE ADENAUER ERA, The Goethe Institute, Glasgow, 3-4 October, 1986." German History 5, no. 4 (January 1, 1987): 39–40. http://dx.doi.org/10.1093/gerhis/5.4.39.

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Gutierrez, Juan Jose Prieto. "World Libraries, the Diplomatic Role of Cultural Agencies." European Review 23, no. 3 (June 2, 2015): 361–68. http://dx.doi.org/10.1017/s1062798715000137.

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Cultural actions are among the best tools for ministries of foreign affairs worldwide. Many countries who choose to work with cultural actions could potentially reach millions of citizens, inclusive of those living in remote areas. One of these cultural actions is that of establishing and opening cultural centres. This paper presents libraries as providing outstanding service in all these centres. Through a historical and numerical analysis of the libraries of The British Council, the Alliance Française’s Institut Français, the Goethe Institut and the Cervantes Institute, it can be shown that libraries are a real tool for public diplomacy that can exceed its remit of social assistance, social services and education. To conclude, this paper will also look at actions that could be undertaken to improve and cater for network libraries.

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Agung Rinaldy Malik, Emzir, and Sri Sumarni. "PENGARUH STRATEGI PEMBELAJARAN MOBILE LEARNING DAN GAYA BELAJAR VISUAL TERHADAP PENGUASAAN KOSAKATABAHASA JERMAN SISWA SMA NEGERI 1 MAROS." Visipena Journal 11, no. 1 (June 30, 2020): 194–207. http://dx.doi.org/10.46244/visipena.v11i1.1090.

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This research aims for knowing the impact toward the strategies of learning such as mobile learning and the mastery of visual learning toward the ability students about German vocabulary. This research is using quantitative and method of experiment with analysis Anava two lines. The sample of this research using random sampling as the result, it can be determined with two groups of sample at class XI SMA Negeri 1 Maros that are class XI IPA 1 as the class which used as experiment and XI IPA 2 as control class. The result of this research shows that there are the impact significantly toward the mastery of German language between the group of learning strategy mobile learning Lern Deutsch Goethe Institut and Instagram to the learning visual style of student. From this analysis it can be concluded that the value Qcount A1B-A2B = 4.33. From the table of Critical Value Q (Tukey) with α = 0.05, k = 4 and n = 11 Related to the value of Qtable (0.05; 4; 11) = 4.26. Because Qcount A1B-A2B = 4.33> Qtable = 4.26 or H0 is rejected, the mastery of the German language for groups of students who are given by the strategy of learning from Mobile Learning Lern Deutsch Goethe Institute and the student who has a learning visual style more higher (33,36) than the group of students who are given by the strategy of learning with Mobile learning Instagram (29.64) who has a learning visual style. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran mobile learning dan gaya belajar visual terhadap penguasaan kosakata bahasa jerman siswa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen mengguanakan analisis Anava dua jalur. Sampel penelitian menggunakan random sampling sehingga dapat ditentukan dua kelompok sampel di Kelas XI SMA Negeri 1 Maros yaitu kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas kontrol. Hasil penelitian ini menunjukkan: bahwa terdapat pengaruh yang signifikan pada penguasaan bahasa Jerman antara kelompok startegi pembelajaran mobile learning Lern Deutsch Goethe Institut dan Instagram terhadap gaya belajar visual siswa. Dari hasil analisis diketahui bahwa nilai Qhitung A1B-A2B = 4,33. Dari tabel Critical Values Of Q (Tukey) dengan α = 0,05, k = 4 dan n = 11 diketahui nilai Qtabel (0,05; 4; 11) = 4,26. Karena Qhitung A1B-A2B = 4,33 > Qtabel = 4,26 atau H0 ditolak, maka penguasaan bahasa Jerman kelompok siswa yang diberi strategi pembelajaran Mobile Learning Lern Deutsch Goethe Institut dan yang memiliki gaya belajar visual lebih tinggi (33,36) daripada kelompok siswa yang diberi strategi pembelajaran Mobile Learning Instagram (29,64) yang memiliki gaya belajar visual. Kata Kunci: strategi, pembelajaran, mobile learning, bahasa jerman

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Heid, Manfred, and Philip Boehm. "Interview between Manfred Heid, Director of the Goethe-Institute Inter Nationes Chicago and Philip Boehm." Translation Review 63, no. 1 (March 2002): 71–74. http://dx.doi.org/10.1080/07374836.2002.10523813.

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ACKERMANN, SILKE. "DORMANT TREASURES THE ZINNER-ARCHIVE AT FRANKFURT UNIVERSITY1." Nuncius 16, no. 2 (2001): 711–22. http://dx.doi.org/10.1163/182539101x00631.

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Abstracttitle SUMMARY /title Ernst Zinner was one of the best known historians of instruments of the 20th century. The following brief remarks are meant to give an introduction to the archives of his notes, correspondence and photographic records, and to trace the fate of this material from Zinner's desk in Bamberg to the library of the Institute for the History of Science at the Johann Wolfgang Goethe University at Frankfurt / Main. Mention is also made of Zinner's extensive book and manuscript collections which do not form part of the archive, but were sold to the library of San Diego State College, California.

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Koch, Daniela Fugellie. "Im geschützten Raum." Die Musikforschung 74, no. 4 (December 15, 2021): 352–61. http://dx.doi.org/10.52412/mf.2021.h4.3020.

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This article explores the musical events organized by the Goethe Institute during the Chilean dictatorship (1973–1990). An examination of the cultural and political discussions around these musical programmes demonstrates that the function of music as a tool for promoting democracy was understood in the context of the cultural activities of the Federal Republic of Germany in Chile. I explore the ways in which projects from the fields of jazz and contemporary music were understood as vehicles of democratic ideals, the consequences of the resulting musical transfers for the local musical life, as well as the shaping of a particular image of West Germany in Chile. (Vorlage)

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Rühl, Martin A. "Book Review: Ernst Kantorowicz: Erträge der Doppeltagung/Institute for Advanced Study, Princeton; Johann Wolfgang Goethe-Universitat, Frankfurt." German History 17, no. 3 (July 1999): 442–45. http://dx.doi.org/10.1093/026635549901700332.

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Ruhl, M. A. "Book Review: Ernst Kantorowicz: Ertrage der Doppeltagung/Institute for Advanced Study, Princeton; Johann Wolfgang Goethe-Universitat, Frankfurt." German History 17, no. 3 (July 1, 1999): 442–45. http://dx.doi.org/10.1177/026635549901700332.

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FUGELLIE, DANIELA. "Ausentes presentes: Art Music from the Chilean Exile in the Anacrusa Festivals at the Goethe-Institute Santiago (1985–89)." Twentieth-Century Music 17, no. 3 (October 2020): 361–80. http://dx.doi.org/10.1017/s1478572220000171.

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AbstractCreated in 1984, the Anacrusa Music Association organized concerts, workshops, and festivals of contemporary music in Chile during the last years of Pinochet's military dictatorship. Crucial for these events was the collaboration with the Goethe-Institute Santiago, which enabled a space for free expression within the repressive context of the dictatorship. This article explores the circulation and reception of musical works by Chilean composers living in exile performed in the 1985, 1987, and 1989 Anacrusa festivals. The trajectories of the pieces by three main figures of the politically engaged avant-garde of the 1960s – Gustavo Becerra-Schmidt, Sergio Ortega, and Fernando García – can be seen as a transfer process that involved the goals of West German cultural diplomacy in Chile, as well as the interaction between Anacrusa organizers, Latin American colleagues, and performers who returned from exile.

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Zen Vasconcellos, César, Helio T. Coelho, and Peter Otto Hess. "Walter Greiner: In Memoriam." International Journal of Modern Physics: Conference Series 45 (January 2017): 1760001. http://dx.doi.org/10.1142/s2010194517600011.

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Walter Greiner (29 October 1935 - 6 October 2016) was a German theoretical physicist. His scientific research interests include the thematic areas of atomic physics, heavy ion physics, nuclear physics, elementary particle physics (particularly quantum electrodynamics and quantum chromodynamics). He is most known in Germany for his series of books in theoretical physics, but he is also well known around the world. Greiner was born on October 29, 1935, in Neuenbau, Sonnenberg, Germany. He studied physics at the University of Frankfurt (Goethe University in Frankfurt Am Main), receiving in this institution a BSci in physics and a Master’s degree in 1960 with a thesis on plasma-reactors, and a PhD in 1961 at the University of Freiburg under Hans Marshal, with a thesis on the nuclear polarization in [Formula: see text]-mesic atoms. During the period of 1962 to 1964 he was assistant professor at the University of Maryland, followed by a position as research associate at the University of Freiburg, in 1964. Starting in 1965, he became a full professor at the Institute for Theoretical Physics at Goethe University until 2003. Greiner has been a visiting professor to many universities and laboratories, including Florida State University, the University of Virginia, the University of California, the University of Melbourne, Vanderbilt University, Yale University, Oak Ridge National Laboratory and Los Alamos National Laboratory. In 2003, with Wolf Singer, he was the founding Director of the Frankfurt Institute for Advanced Studies (FIAS), and gave lectures and seminars in elementary particle physics. He died on October 6, 2016 at the age of 80. Walter Greiner was an excellent teacher, researcher, friend. And he was a great supporter of the series of events known by the acronyms IWARA - International Workshop on Astronomy and Relativistic Astrophysics, STARS - Caribbean Symposium on Cosmology, Gravitation, Nuclear and Astroparticle Physics, and SMFNS - International Symposium on Strong Electromagnetic Fields and Neutron Stars. Walter Greiner left us. But his memory will remain always alive among us who have had the privilege of knowing him and enjoy his wisdom and joy of living.

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Wilson, Paul. "The Afrofuturist Village: Masiyaleti Mbewe curated by Aino Moongo Goethe Institute, Windhoek, Namibia February 21–March 2, 2018." African Arts 52, no. 3 (September 2019): 83–85. http://dx.doi.org/10.1162/afar_r_00487.

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Mandić, Danilo. "Myths and Bombs: War, State Popularity and the Collapse of National Mythology." Nationalities Papers 36, no. 1 (March 2008): 25–54. http://dx.doi.org/10.1080/00905990701848341.

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“Belgrade ‘Targets’ Find Unity ‘From Heaven,’” read the front-page headline of a somewhat staggered New York Times, only five days after NATO bombs began falling on Serbia. Instead of hiding in bomb shelters or, as US officials had hoped, rebelling against their government, Serbs were busy singing patriotic songs at public squares, throwing rocks at the Goethe Institute, wearing medieval Serbian military uniforms and carrying signs equating Bill Clinton to Ottoman emperors, Croatian fascists and Napoleon. Thus a population which had for years expressed nothing but discontent with its government suddenly became “unified from heaven—but by the bombs, not by God.” Uniting them “behind their soldiers, their Kosovo and even President Slobodan Milošević” was, Belgrade's then-Mayor explained, a seemingly incomprehensible mélange of “myth and superstition.”

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Darby, Rachel. "Edda Holl (2011): SPRACH-FLUSS — Theaterübungen für Sprachunterricht und interkulturelles Lernen. Ismaning: Hueber Verlag. ISBN 978-3-19-141751-2." Scenario: A Journal of Performative Teaching, Learning, Research V, no. 2 (July 1, 2011): 109–12. http://dx.doi.org/10.33178/scenario.5.2.11.

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The word „SPRACH-FLUSS“ (flow of language), depicts images of flowing rivers and streams; babbling, gurgling, murmuring along to their destination. They encounter obstacles, turn corners and meander but undeniably reach their goal. SPRACH-FLUSS was a project held in the Sub-Saharan region of Africa in the years 2008 and 2009. 120 pupils and their teachers from 16 countries in Africa took part in these work-shops organised by the Goethe Institute in Johannesburg in conjunction with the Institute for Theatre and Media at the University of Hildesheim in Germany. Of these 120, 20 were invited to put what they learned to use, in a ‘meet-and-greet’ workshop in the Robert-Bosch secondary school in Hildesheim. The high point of this workshop was a stage performance at the Berlin Academy of Art, called „Sprachen ohne Grenzen“ (Languages without Borders). The aim of the workshops, both in Africa and Germany, was for the pupils and teachers to experience through descriptive games, communication training, body work and personality development, a livelier, more enjoyable and more effective method of learning and teaching German. The participants experienced the German language as an international means of communication, during the various interactive exercises they turned corners and meandered but worked hard ...

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Oyedele, Olajumoke, and Waliyat Kola Aderoju. "The perception of Nigerian students of German about serious games: Using ‘Secret of the Sky Disc’ as a case study." Global Journal of Foreign Language Teaching 11, no. 3 (August 13, 2021): 188–200. http://dx.doi.org/10.18844/gjflt.v11i3.5864.

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The use of serious games is usually common, but digital games are not used in the teaching of German. This study aims to find out the attitude of students of German to the possible use of serious games in the teaching of German at the Obafemi Awolowo University (OAU) and their impression of the game ‘secret of the sky disc’ introduced by the Goethe Institute for the learning of German as a foreign language. Two different sets of questionnaires were administered to the students of German of OAU. The resulting data were analysed, discussed and conclusions were drawn. The results show the readiness of students of German for the use of digital games in teaching German at the university. The study adds to the limited literature on the use of serious games in teaching German as a foreign language Keywords: German, Nigeria, perception, serious games, Obafemi Awolowo University, students.

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Jang, Boram. "The Case of Discordant Harmony Seoul exhibition - With a Focus on Sponsorship by the Goethe Institute of Transnational Art Exhibitions -." Europe Culture Arts Association 9, no. 1 (March 31, 2018): 107–29. http://dx.doi.org/10.26854/jeca.2018.9.1.107.

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Scott, Ann. "The Trauma of the Past: Remembering and Working Through edited by Hella Ehlers and Joyce Crick (London: Goethe Institute, 1994)." Psychoanalysis and History 1, no. 1 (January 1999): 115–16. http://dx.doi.org/10.3366/pah.1999.1.1.115.

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Oelschläger, Birgit. "‚Wenn man sieht, dass die Jugendlichen wirklich dabei sind’." Scenario: A Journal of Performative Teaching, Learning, Research V, no. 1 (January 1, 2011): 54–65. http://dx.doi.org/10.33178/scenario.5.1.5.

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An den Goethe-Instituten im Ausland werden vermehrt Theaterprojekte mit Deutsch lernenden Jugendlichen durchgeführt. Der Artikel will eins der umfassendsten Projekte vorstellen, das in diesem Jahr zum dritten Mal durchgeführt wird. An Hand des Beispiels des Schülertheaterprojektes mit Partnerschulen des Goethe-Instituts in Mittelosteuropa soll aufgezeigt werden, wie deutschsprachiges Schülertheater schon auf niedrigem Sprachniveau umgesetzt werden kann. Dabei werden sowohl Rahmenbedingungen, Konzept als auch Arbeitsweisen und -ergebnisse vorgestellt und die Spezifik, Machbarkeit und Nachhaltigkeit eines solchen Theaterprojektes mit Fremdsprachenlernern ausgewertet. An den Goethe-Instituten im Ausland werden vermehrt Theaterprojekte mit Deutsch lernenden Jugendlichen durchgeführt. Der Artikel will eins der umfassendsten Projekte vorstellen, das in diesem Jahr zum dritten Mal durchgeführt wird. An Hand des Beispiels des Schülertheaterprojektes mit Partnerschulen des Goethe-Instituts in Mittelosteuropa soll aufgezeigt werden, wie deutschsprachiges Schülertheater schon auf niedrigem Sprachniveau umgesetzt werden kann. Dabei werden sowohl Rahmenbedingungen, Konzept als auch Arbeitsweisen und -ergebnisse vorgestellt und die Spezifik, Machbarkeit und Nachhaltigkeit eines solchen Theaterprojektes mit Fremdsprachenlernern ausgewertet.

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Shirin, Pratiti. "How Communicative is the Communicative Approach? – The German Teacher’s Experience." Journal of NELTA 17, no. 1-2 (May 20, 2013): 83–92. http://dx.doi.org/10.3126/nelta.v17i1-2.8095.

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This study mainly focused on exploring the efficacy of applying the communicative approach to teaching German at the Goethe Institute in Bangladesh. A qualitative approach was used to collect data by using journal writing by the teacher as well as informal feedback from students. The students comprised 11 schoolteachers from a number of Bangladeshi English-medium schools. Since emphasis was given on testing reading and writing rather than on evaluation of all four skills, applying CLT was tailored to teaching reading and writing rather than speaking and listening with the effect that students at the end of the course had elementary knowledge of reading and writing but poor knowledge of speaking and listening. The question that follows is how communicative is the communicative approach if testing clashes with pedagogy? This article explores the limitations of applying CLT to the German language class and the dilemma that comes with it as to which approach is the best approach to teach a foreign language. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 83-92 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8095

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Mebes, Friedrich, and Peter Blundell Jones. "Hans Scharoun and urban structure." Architectural Research Quarterly 1, no. 1 (1995): 46–55. http://dx.doi.org/10.1017/s1359135500000099.

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In February of this year an exhibition of the work of Hans Scharoun devised by Nasser Golzari and Peter Blundell Jones was put on at the RIBA in London, in connection with which was held a Scharoun Symposium on 17 February. This included two German speakers sponsored by the Goethe Institute. Günter Behnisch spoke as the leading practitioner in what could be called a Scharounian direction. Also invited was Alfred Schinz, one of the most articulate of Scharoun's assistants from the rich period of the early 1950s, when Scharoun devised the prototypes for all his later work. Schinz's health unfortunately let him down, and he suggested that his place be taken by Friedrich Mebes, an architect friend from Essen who had been a student of Scharoun in Berlin in the 1940s and who still practises rather well in a Scharounian direction. With some help from Schinz, Mebes prepared what turned out to be an inspiring and informative paper, and it is printed below slightly shortened and with some tidying of the translation. Peter Blundell Jones

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Siehr, Kurt. "Rogues, Robbers and Researchers: Robbery of Antiquities and Archaeology under the Present Legal Situation (Frankfurt am Main, Germany, May 5, 2007)." International Journal of Cultural Property 15, no. 4 (November 2008): 407–8. http://dx.doi.org/10.1017/s0940739108080314.

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The Institute for Archaeological Studies of the Johann Wolfgang Goethe-University of Frankfurt am Main, Germany, organized a conference on legal issues concerning archaeology and theft of antiquities. This meeting was stimulated by the German statute (Kulturgüterrückgabegesetz version of May 18, 2007) implementing the UNESCO convention of November 14, 1970, the Means of Prohibiting and Preventing the Illicit Import, Export and Transfer of Ownership of Cultural Property. Archaeologists are afraid that the new legal regime might encourage thieves and art dealers to localize their activities in Germany. Michael Müller-Karpe of the Roman-Germanic Central Museum in Mainz, Germany, articulated these fears. Five reports on tomb robbery in Africa (Peter Breunig), Europe (Rüdiger Krause), Mediterranean countries (Hans-Markus von Kaenel, Wulf Raeck), and the Near East (Jan-Waalke Meyer) gave a bleak picture of contemporary dangers to archaeological sites and archaeological objects. Kurt Siehr gave the paper, “Legal Aspects of the Protection of Cultural Property,” stressing that the ratification and implementation of the 1970 UNESCO convention will improve the protection of cultural property in Germany. However, he also emphasized that the implementing statute could have provided stronger measures: Germany should ratify the UNIDROIT Convention of June 24, 1995, on Stolen or Illegally Exported Cultural Objects as already urged by most German archaeologists and museums.

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Matthias, Bettina. "Thomas Müller (2008). Dramapädagogik und Deutsch als Fremdsprache. Eine Bestandsaufnahme. Saarbrücken. VDM Verlag." Scenario: A Journal of Performative Teaching, Learning, Research III, no. 2 (July 1, 2009): 71–73. http://dx.doi.org/10.33178/scenario.3.2.6.

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Over the past decade, theater-and drama-related activities in the foreign language classroom have enjoyed increasing popularity. More and more foreign language programs have added theater-based literature classes to their course offerings, and theater- and drama-pedagogical workshops, offered through organizations such as the Goethe Institute or the Alliance Française, have helped teachers and students access this creative approach to foreign language instruction. Publications based on “eher subjektive Eindrücke und Erfahrungen” (9) abound; but, so far, a synthesizing account of these methods’ place in foreign language pedagogy, their contributions to didactics, and a systematic typology of drama-pedagogical methods and exercises has been lacking. Thomas Müller’s recently published book Dramapädagogik und Deutsch als Fremdsprache. Eine Bestandsaufnahme. [Saarbrücken: VDM Verlag Dr. Müller, 2008. 145pp.] aims to supply such a systematic account. Drawing on his experience as an actor and as a DAAD Lektor in Dublin, Müller offers a comprehensive introduction to and overview of existing theories on the topic of theater- and drama-in-education, and he devotes most of his book to locating “drama pedagogy” (drama-in-education) within existing foreign language paradigms, most prominently the communicative approach. Müller begins his project by differentiating between theater-in-education (TiE) and drama-in-education (DiE): “Im Falle von TiE spielen andere Theater, ...

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Cazzamatta, Regina. "The significance of cultural aspects in Latin America’s media image: the representation of the continent in the German press." Journal of Latin American Communication Research 8, no. 1-2 (July 13, 2021): 130–55. http://dx.doi.org/10.55738/journal.v8i1-2p.130-155.

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This paper focuses on Latin America’s cultural coverage produced by the German press – Süddeutsche Zeitung, Frankfurter Allgemeine Zeitung, Der Spiegel and tageszeitung – from January 2000 to December 2014. At first, one analysed the main subjects areas of coverage amidst 3.831 articles and identified a surprisingly 17% amount of cultural reports (662 news items). While empirical results on foreign reports worldwide point to a weak representation of cultural themes and an intense concentration on politics, this does not apply fully in the case of Latin America. Brazil, Argentina, Mexico (with an intense power status and economic proximity) and Cuba (still a myth in the German perception) show a high amount of cultural coverage with a broader spectrum of themes, from music and literature to art, architecture and exhibitions. On the contrary, the cultural coverage of small Central American nations concentrates on travel & tourism, an indicator of exoticism. South American states also have a good share of cultural reporting due to the presence of German cultural organisations such as the Goethe Institute. Eight qualitative interviews with German correspondents provide a more profound interpretation and contextualisation of these findings. Keywords: Latin America’s foreign reporting, cultural coverage, international communication, Latin American image, news factors.

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Kohlmaier, Gundolf Hans. "The use of wood for construction and energy in the natural city: The case of Canada." Ekistics and The New Habitat 71, no. 424-426 (June 1, 2004): 102–12. http://dx.doi.org/10.53910/26531313-e200471424-426234.

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The author received a Ph. D in physical chemistry from the University of Washington, Seattle, USA in 1962. At present he is Professor for Physical and Theoretical Chemistry at the Division Geo Sciences and Geography, Institute for the Atmosphere and the Environment, Goethe University of Frankfurt, Germany. His work ranges from the quantum mechanical description of molecules to the dynamics of global systems. In 1973 he introduced the first interdisciplinary course on "chemistry and environment; an ecological approach to chemical processes in nature and technology" at the University of Frankfurt. Later his emphasis focused on biogeochemical cycles, in particular, the "global carbon cycle, biosphere and climate." In cooperation with his co-workers he developed a world model for the CO2 exchange between the biosphere and the atmosphere, the "Frankfurt Biosphere Model, FBM." He was visiting professor at the University of California, Berkeley, as well as Los Angeles and San Diego (Scripps Institution of Oceanography), University of Louvain-la-Neuve, Belgium, Tropical Science Center of Costa Rica, University of Paris, Orsay, the National Australian University, Canberra, and most recently Stanford University, USA. He was director of the Institute for Physical and Theoretical Chemistry and of the former Center for Environmental Studies (Zentrum für Umweltforschung ZUF) of the University of Frankfurt. In 1991 he was awarded the Philip Morris Research Prize "Challenge Future" for his work on the carbon cycle connected with the development of the Frankfurt Biosphere Model. In 1998, following a workshop in Freising, Germany, he, together with his colleagues M. Weber and R.A. Houghton, published the Springer Book: Carbon Dioxide Mitigation in Forestry and Wood Industry. Professor Kohlmaier became a member of the World Society of Ekistics in 2001, returning to his roots as his father was an architect.

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Pakistan Office, IIIT. "International Symposium on Islam and Modernity." American Journal of Islam and Society 11, no. 1 (April 1, 1994): 130–31. http://dx.doi.org/10.35632/ajis.v11i1.2466.

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The three-day seminar on “Islam and Modernity” was held under thejoint auspices of the Goethe Institute (Karachi), the International Instituteof Islamic Thought (Islamabad), and the Islamic Research Institute (Islamabad).Thirty scholars from Pakistan and four scholars from Germanyparticipated as delegates, and an equal number of other scholars,journalists, and bureaucrats attended as observers. The seminar addressedfour themes: a) The State: Legitimation and Participation; (b) The Law:Law and Justice; (c) The Economy and Finance: Economy and Ethics;and (d) Society: Equality and Justice. The sesions were arranged to giveadequate time to the presenters and for follow-up discussion.In general, the seminar sought to create a better understanding andappreciation of the current self-assertion in the Muslim world and theways in which Muslims are dealing with modernity. There is a growingbelief among Muslims that it is possible to achieve developmental goals,as well as those of material and social welfare, within the framework ofIslam. This, it is believed, would save their societies from moral degradation,the breakdown of social and family structures, the dehumanizationof human life, and other negative features of western modernity.This resurgence often generates fear and apprehension in the West,a reaction that might be partially due to sporadic acts of violence by Muslimextremists. The West’s perception of Islamic resurgence is thuscolored, which undermines its ability to see it for what it really is. Despitethis, however, many people in the West feel the need for a betterunderstanding of the changes taking place in Muslim societies and forentering into a dialogue with their Muslim counterparts in order toexplore the possibility of promoting mutual respect and creating anatmosphere of meaningful and peaceful coexistence.In addition to the general divide between Islam and the West, thereis a secular vs. Islamist divide within Muslim societies. Some adhere tothe secular view of life and seek to confine religion to a private concern,while others want to restructure the individual and all elements of sociallife according to Islamic principles and values ...

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Ryan, Connor. "African Metropolis: Six Stories from African Cities. 2013. 92 minutes. In Arabic, English, French, Kiswahili, Nouchi, Pidgin English, and Yoruba, with English subtitles. Goethe Institute South Africa. $42.50." African Studies Review 59, no. 3 (December 2016): 322–24. http://dx.doi.org/10.1017/asr.2016.117.

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Sandfuchs, Nico. "BibToGo – Der Digitale Bibliotheksausweis des Goethe-Instituts." Bibliothek Forschung und Praxis 46, no. 1 (April 1, 2022): 15–19. http://dx.doi.org/10.1515/bfp-2021-0096.

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Zusammenfassung Warum eigentlich nicht auch die Bibliotheksmitgliedschaft digitalisieren? Der digitale Bibliotheksausweis des Goethe-Instituts macht Plastikkarten überflüssig und bündelt gleichzeitig das digitale Gesamtangebot der Bibliotheken in einer einzigen Anwendung. Konzipiert als mobile Applikation für Android und iOS, ist der digitale Bibliotheksausweis schon an mehr als 50 Bibliotheken des weltweiten Netzwerkes des Goethe-Instituts im Einsatz.

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Fazekas, Tamás. "Jan Evangelista Purkinje (1797-1869)." Kaleidoscope history 11, no. 22 (2021): 81–85. http://dx.doi.org/10.17107/kh.2021.22.81-95.

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Being a chairman and professor of physiology in Breslau/Wroclaw till 1850, Jan Evangelista Purkinje (1797-1869) made many crucial discoveries/experiments with the new advanced microscopy and histology techniques. He established the first institute of the physiology of the world (1839) and founded the basic principles and framework of cellular physiology (protoplasmic concept) both in plant and animal tissues. Purkine discovered and described (first in Polish, 1839) the extensive terminal network of the cardiac conduction system. Its paradigmatic discovery was presented in the last two 15-page German article in 1845, which was immediately translated into English by Sir William Withey Gull (1816-1880), an extraordinary physician to the queen and Prince of Wales. In 1837, he made his other famous discovery of Purkine cells, a giant flak-shaped nerve cell forming the middle layer of the cerebellum. His combination of physical, chemical, and microscopic observations made him the father of modern experimental physiology and predecessor of the legendary French scientist/biologist, Claude Bernard (1813-1878). Purkinje as a Czech and Slav patriot advocated cultural collaboration of Slav nations and promoted understanding between the nations of the Habsburg monarchy. His life and personality is also an inspiration on how to be a truly humanistic European and yet, a highly responsible, convinced patriot. He was a pioneer of the Czech medical language. His achievements are possibly best documented by this rhyme of Goethe: „…and should you fail to understand let Purkinje give you a hand.” True also for our times (cit by Zarsky).

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Pajić, Biljana. "eLibrary of the Goethe-Institut." Infotheca 17, no. 2 (2017): 50–65. http://dx.doi.org/10.18485/infotheca.2017.17.2.3.

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Ford, Felicity. "Dublin: Aoife Collins at Goethe-Institut." Circa, no. 109 (2004): 87. http://dx.doi.org/10.2307/25564205.

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Foëzon, Sarah. "Les bibliothèques des Goethe-Instituts en France." Rayonnements interculturels, no. 90 (July 1, 2018): 4–5. http://dx.doi.org/10.35562/arabesques.138.

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Brandi, Marie-Luise, and Barbara Momenteau. "Lese kurse "Sciences Humaines", Goethe Institut Paris." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 6, no. 2 (1986): 80–84. http://dx.doi.org/10.3406/apliu.1986.2578.

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Spaniel-Weise, Dorothea. "Goethe-Institut (Hrsg.): Prüfungsmaterialien. Elektronisches Prüfungstraining B1." Informationen Deutsch als Fremdsprache 37, no. 2-3 (June 1, 2010): 191–92. http://dx.doi.org/10.1515/infodaf-2010-2-337.

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Poulin, Marie-Pierre. "La Bibliothèque du Goethe-Institut Montréal : un modèle pour les autres bibliothèques du réseau Goethe." Du point de vue des bibliothécaires… 60, no. 2-3 (June 9, 2014): 107–11. http://dx.doi.org/10.7202/1025518ar.

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Le Goethe-Institut Montréal est un institut culturel allemand. Installé à Montréal depuis plus de 50 ans, il a connu trois déménagements au cours de son existence. Ces changements ont chaque fois été effectués afin de répondre aux besoins de sa clientèle et de ses employés. Cet article relate le plus récent de ces déménagements, survenu durant l’été 2012, mais dont les préparatifs ont commencé bien avant cette date.

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Ludemann, Marina, and Willi Bolle. "São Paulo als Ort der Begegnung zwischen deutscher und brasilianischer Kultur." Pandaemonium Germanicum, no. 7 (December 19, 2003): 155. http://dx.doi.org/10.11606/1982-8837.pg.2003.64887.

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Duran, Martí. "Goethe, J. W. Von. Ifigènia a Tàurida (traducció de Joan Maragall)." Quaderns. Revista de traducció 28 (June 1, 2021): 286–88. http://dx.doi.org/10.5565/rev/quaderns.46.

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Duran, Martí. "Goethe, J. W. Von. Ifigènia a Tàurida (traducció de Joan Maragall)." Quaderns. Revista de traducció 28 (May 31, 2021): 286–88. http://dx.doi.org/10.5565/rev/quadernstraduccio.46.

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Floch, Martine. "Le Goethe-Institut et le cin�ma allemand." Allemagne d'aujourd'hui N��227, no. 1 (2019): 168. http://dx.doi.org/10.3917/all.227.0168.

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Hayden, Robert M., and Slobodan Naumović. "Imagined Commonalities: The Invention of a Late Ottoman “Tradition” of Coexistence by Cross-Media Project: A Balkan Tale. Christina Koulouri, team leader. Goethe Institute, 2012. Photograph exhibit and catalog, plus documentary film The Silent Balkans: A." American Anthropologist 115, no. 2 (May 17, 2013): 324–34. http://dx.doi.org/10.1111/aman.12017.

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Williams, Peter C. "Law, Biology and Culture: The Evolution of Law. Based on the Proceedings of the First Monterey Dunes Conference, Sponsored by The Goethe Institute, San Francisco, California, and The Hutchins Center, University California, Santa Barbara.Margaret Gruter , Paul Bohannan." Quarterly Review of Biology 60, no. 3 (September 1985): 401. http://dx.doi.org/10.1086/414551.

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Won, Yunhee. "Common European Framework of Reference for Language (CEFR) and Test of Proficiency in Korean (TOPIK)." International Journal of Area Studies 11, no. 1 (May 1, 2016): 39–58. http://dx.doi.org/10.1515/ijas-2016-0003.

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Abstract This paper is an overview of Test of Proficiency in Korean (TOPIK). Test of Proficiency in Korean (TOPIK) is a test to measure and evaluate the Korean language proficiency targeting for overseas Koreans and foreigners who do not speak Korean as their first language. The TOPIK is utilized for studying in Korean universities or taking advantages of employment. Systems of the TOPIK are largely divided into TOPIK I and TOPIK II: TOPIK I is divided into the Beginner 1 and 2; TOPIK II is divided into Intermediate 1, 2, Advanced 1, and 2, all of which are equal to the measure proposed in the European common reference standard. Common European Framework of Reference (CEFR) is equipped with a six-step framework for language proficiency and communicative activities. This system describes knowledge, skills, cultural competence, and regulations of each step-by-step learning skill level for the purpose of communication in the private, public, and occupational areas. This paper first presents the Common European Framework of Reference (CEFR) that is familiar to Europeans, and compares it with the TOPIK system. First, it compares the TOPIK with the Common European Framework of Reference on the overall system, the assessment method, question types and etc. Also, it briefly examines foreign language education in Korea. Foreign language education in Korea was in abstract level as compared to the Common European Framework of Reference or topic. As in Europe, Korea also divides the language acquisition into 6 levels. It prepares the evaluation criteria for each level. Criteria and test methods can be understood by comparing the German language test and TOPIK to be carried out in accordance with the Common European Framework of Reference. Test methods and criteria of the German test and TOPIK are similar, but information and instruction for testing showed at the Goethe-Institute is far more detailed than TOPIK in Korea. The problem lies in the absence of speaking test in TOPIK. In order to understand the language proficiency, speaking, listening, reading and writing in all parts should be evaluated; however, there is no speaking test in TOPIK, and it is unfortunate that there is no writing test in the beginner-level test. This is what should be improved in the future.

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Friedrich, Michael. "Computerunterstützter DaF-Unterricht am Goethe-Institut Madrid. Ein Erfahrungsbericht." Informationen Deutsch als Fremdsprache 16, no. 1 (May 1, 1989): 78–85. http://dx.doi.org/10.1515/infodaf-1989-160113.

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Schäfer, Kunibert. "Matusche, Petra (Hrsg.): Wie verstehen wir Fremdes? Aspekte zur Klärung von Verstehensprozessen. (Dokumente eines Werkstattgesprächs des Goethe-Instituts München vom 24.- 26. November 1988). München : Goethe- Institut (iudicium), 1989." Informationen Deutsch als Fremdsprache 17, no. 5-6 (December 1, 1990): 605–7. http://dx.doi.org/10.1515/infodaf-1990-175-660.

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Altenhöner, Reinhard, Christine Frodl, Renate Gömpel, Ulrike Junger, Christel Mahnke, Anke Meyer-Heß, Susanne Oehlschläger, and Lars G. Svensson. "Bibliotheken der Zukunft – unbegrenzte Möglichkeiten." Bibliotheksdienst 47, no. 12 (December 18, 2013): 891–930. http://dx.doi.org/10.1515/bd-2013-0103.

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Zusammenfassung: Vom 17. bis 23. August 2013 hat in Singapur der Weltkongress Bibliothek und Information, die 79. IFLA-Generalkonferenz stattgefunden. In diesem Beitrag berichten Kolleginnen und Kollegen der Deutschen Nationalbibliothek sowie eine Kollegin vom Goethe-Institut Jakarta über die Veranstaltungen der Sektionen Bestandserhaltung, Bibliografie, Katalogisierung, Klassifikation und Indexierung, Informationstechnologie und Nationalbibliotheken sowie der Konferenz der Direktoren der Nationalbibliotheken.

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Journal articles on the topic 'The Goethe Institute'

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