GRIPS - Uni Regensburg

This applied course on “The German Economy” covers policy relevant topics ranging from historic economic events over recent economic reforms to current debates on economic policy.

Historic economic episodes and events in Germany like hyperinflation, great depression, currency reforms, Wirtschaftswunder, stagflation, German reunification, European monetary integration, and European eastern enlargement continue to inform economists and policy makers and still shape people’s attitudes towards questions of economic policy. Recent (and some not so recent) reforms and policy changes include the introduction of the Euro, the Hartz reforms of labour mar­ket institutions, various pension reforms, the Energiewende, the introduction of the general mini­mum wage, and many more. Current debates on economic policy and economic policy challenges include but are not limited to climate policy, inequality, network infrastructure in energy, transport and communications, fiscal sustainability, as well as strengthening resilience in the face of recent and current crises like the financial crisis, Covid-19 and the war in Ukraine.

Throughout the course, analysis is based on introductory economics, which in some cases is briefly reviewed.

The course is primarily targeted at foreign exchange students who want to get acquainted with their host country’s economy and economic policy debate. The course language is English. The course is part of the 2nd phase of the bachelor program in economics. Some prior knowledge in economics is required. Local students from other departments might find the course interesting. Local students of VWL (economics), IVWL (international economics) and BWL (business administration) are also welcome. Notice that students of BWL must not use the course as their required 2nd phase VWL course.

See also: Info package https://knoppik.app.ur.de/edu/docs/gec_info.pdf .

This applied course on “The German Economy” covers policy relevant topics ranging from historic economic events over recent economic reforms to current debates on economic policy. 

Historic economic episodes and events in Germany like hyperinflation, great depression, currency reforms, Wirtschaftswunder, stagflation, German reunification, European monetary integration, and European eastern enlargement continue to inform economists and policy makers and still shape people’s attitudes towards questions of economic policy. Recent (and some not so recent) reforms and policy changes include the introduction of the Euro, the Hartz reforms of labour mar­ket institutions, various pension reforms, the Energiewende, the introduction of the general mini­mum wage, and many more. Current debates on economic policy and economic policy challenges include but are not limited to climate policy, inequality, network infrastructure in energy, transport and communications, fiscal sustainability, as well as strengthening resilience in the face of recent and current crises like the financial crisis, Covid-19 and the war in Ukraine.

Throughout the course, analysis is based on introductory economics, which in some cases is briefly reviewed.

The course is primarily targeted at foreign exchange students who want to get acquainted with their host country’s economy and economic policy debate. The course language is English. The course is part of the 2nd phase of the bachelor program in economics. Some prior knowledge in economics is required. Local students from other departments might find the course interesting. Local students of VWL (economics), IVWL (international economics) and BWL (business administration) are also welcome. Notice that students of BWL must not use the course as their required 2nd phase VWL course.

See also: Info package https://knoppik.app.ur.de/edu/docs/gec_info.pdf (pdf file).

Overview of teaching: https://go.ur.de/knoppik (Homepage). 

Es gehört zu den zentralen christlichen Glaubensgehalten, dass Jesus Christus die Welt erlöst hat. Doch wie dies geschah, und wovon genau wir erlöst wurden, wurde lehramtlich nie eindeutig festgelegt. Stattdessen ziehen sich mehrere, teils miteinander konkurrierende, theologische Entwürfe durch die Theologiegeschichte des Christentums.

Das Seminar möchte einige dieser Entwürfe, die sich vor allem mit dem Wie beschäftigen, vorstellen, diskutieren und einer kritischen Würdigung unterziehen. Am Ende soll ein aktueller Entwurf besprochen werden. Die Frage, wovon wir erlöst wurden, wird dabei nicht den Schwerpunkt unserer Überlegungen bilden, schwingt aber im Hintergrund immer mit.

Literatur wird im GRIPS zur Verfügung gestellt. Generell verweise ich auf: Schwager, Raymund: Der wunderbare Tausch. Zur Geschichte und Deutung der Erlösungslehre (Gesammelte Schriften 3) (Hg.: Wandinger, Nikolaus) Freiburg 2015 und Wandinger, Nikolaus: Soteriologie. In: Marschler, Thomas / Schärtl, Thomas (Hg.): Dogmatik heute. Bestandsaufnahmen und Perspektiven. Regensburg 2014, 281–319.

This is the GRIPS course for GLCA (General Language Course A) the first of a series of three courses you are required to complete that cover the A -Z of English grammar and ensure you have the basic vocabulary you will need for teaching (or whatever else your heart desires!)

The course sections will be opened week by week, but you will always have access to the weeks we have completed so you can revise any exercises where you have not performed as well as you would have liked. 

Umweltlernen und Bildung für nachhaltige Entwicklung (BNE, Education for Sustainable Development, ESD) sollen bei den Schüler*innen Verantwortungsbewusstsein für Natur und Umwelt entwickeln und ihr Wissen über die komplexe und wechselseitige Abhängigkeit zwischen Mensch und Umwelt erweitern (vgl. LPPLUS 2014). Wie Schülerinnen und Schüler sich Wissen über Umwelt, deren komplexe Ursachen sowie Auswirkungen aneignen können und sich mit Normen und Werten auseinandersetzen, um ihre Umwelt zukunftsfähig mitgestalten und schützen zu können, soll im Seminar beleuchtet werden.

Diversity, Migration and the City

European cities today are more diverse than ever before. New migration and mobility processes, increasing socio-economic inequalities, spatial segregation, and a growing diversity of identities and lifestyles are among the contributing factors. Urban and regional policymakers, local institutions, but also civil society initiatives and organizations face numerous and often complex challenges to meet the needs of Europe’s increasingly diverse population. 

Simultaneously ‘diversity’ has become one of the main guiding principles and policy ideals for local politics and planning over the last years. And as such, “it constitutes an antithesis to previous orientations …, in which segregation of homogeneous districts was the governing orthodoxy” (Susan Fainstein, 2005). However, it remains unclear, whether diversity refers to distinct spatial units or structures and what is commonly understood as diversity: Does diversity describe a distinct ethnic or social structure? Or, when we talk about diversity, do we mean a concrete spatial use, offer, mix, or certain kind of qualities, or is it a built structure itself? ‘Diversity’ is often also used as a new euphemism for social mixing policies and the promotion of specific demographics, and thus became a driver for gentrification processes in many cities. 

Hence, this class provides an introduction to the study of contemporary urban (and partly regional) diversities for Area Studies. We start with an exploration of the conceptual framework as well as of its theoretical, practical, reception, and application contexts. Since diversity has very different meanings in the social and spatial science literature, we thereby make use of spatial and area studies’ interdisciplinary nature and draw on findings and arguments from sociological, cultural studies, geographical, and planning literature. In detail, we will discuss how European cities benefit from diversity/increased diversities and how they address (the different) diversity/-ies in their local policies and place making strategies, eg. how they frame refugee migration and what services and support they provide to newcomers. In the (post-)migration society, what are old and new practices and infrastructures that enable and support the settlement and integration process of all kinds of newcomers? How are new diversities negotiated on the ground, also between different social groups? What are the new spatial patterns of these diversities (eg. queering the city approaches or solidary city/sanctuary city movements and strategies)?  

We will work with the central hypothesis that diversity is an asset, particularly in the 21^st century as the century where migration and new mobilities are the norm. Hence, we will also look at how diversity affects social cohesion, social mobility, and economic performance, but also old and new lines of solidarity in the respective regions. In addition, the seminar participants will look at the historical, social, political, and economic forces that shape everyday life in so-called diverse places. This is complemented by critical explorations on the different forms and (contested) notions of ‘identity’, ‘community’ and ‘belonging’, also by means of own empirical socio-spatial observations: Students will work on selected case cities in groups, empirically exploring the political, social, cultural and economic dimension of local diversities, their actors, spaces (as partly also spatial infrastructures) and practices. 

This course explores the dual nature of Artificial Intelligence and Generative Artificial Intelligence (GAI) in addressing environmental challenges, examining both the negative impacts (e.g., use of valuable resources and carbon footprint), as well as its potential positive contributions to sustainability. We will see how AI technologies can optimise resource usage, enhance infrastructure planning, and influence human behaviour positively. We will also learn about how biases within AI systems may inadvertently exacerbate environmental issues. Through case studies in areas such as bias auditing, travel planning, product search optimisation, and food choices, students will gain insights into both opportunities and challenges.

The course structure includes group projects where students tackle sustainability problems empirically. These projects can focus on technical solutions or behavioural changes, with an emphasis on evaluating the impact of developed strategies. By engaging in hands-on research and analysis, students will develop skills in problem-solving, critical thinking, data-driven decision-making, and understanding bias in AI systems.

This course explores the historical trajectories of major pan-ideological movements, such as Pan-Slavism, Pan-Islamism, and Pan-Turkism that emerged in the 19^th and early 20^th centuries against the backdrop of the political, cultural, and intellectual landscape of Eurasia’s empires. These movements were reimaginations of identity, sovereignty, and civilization, articulated both as forms of liberation from imperial rule, particularly that of the Russian and Ottoman Empires, and as alternatives to the diverse geopolitical formations of Eurasia. They sought to transcend nation-state boundaries and cultivate transnational solidarities along linguistic, religious, or racial lines, even though they often lacked clear institutional structures to achieve that aim. They were not just reactions to imperialism, but often appropriated imperial strategies themselves.

Centering these movements in their own right, this course aims to answer the following questions: In what ways did pan-movements in Eurasia both draw from and contribute to the global pan-ideologies of their time, and through what means did local actors connect with these transnational networks? How did they grapple with internal diversities and hierarchies shaped by ethnic, religious, linguistic, and regional differences? How did these movements navigate the tension between participating in global anti-colonial struggles and advancing ambitions that could be seen as proto-imperial? At the end of this course, students will gain a nuanced understanding of the forms and discourses through which these pan-movements have contested modern states in Eurasia, including Turkey, Iran, Russia, and the states of Central Asia and the Caucasus, and how they continue to shape contemporary debates on identity, empire, and resistance.

All readings will be in English, and the course will be conducted in English. Students are encouraged to bring relevant linguistic and regional expertise into class discussions. 

Dates/Times:

This lecture will be given as a block course by a visiting Professor, Prof. Hyunwoo Kim from South Korea (Pohang University of Science and Technology "POSTECH"), who will be visiting our university in January/February 2023. https://lexontkfu.wixsite.com/hyunwookimlab

The lecture will take place on: Tuesdays 08-10 (CH12.0.18) January 10th, 17th, 24th and 31st. 

Students are expected also to attend Prof. Reiser's lecture slot (Vorlesung 'Moderne Synthesemethoden') Monday 10-12 a.m. (H47), January 16th, 23rd,

and Prof. Reiser's seminar slot (Seminar zur Vorlesung 'Moderne Synthesemethoden') on: Friday 10-12 (H52), January 20th.

Credits: 
The course is worth 3.0 credits (2 SWS). In order to complete the course, students must attend lectures and complete a coursework assignment.

Content: (Draft - subject to change)

Jan 10 (Tue 8-10, CH12.0.18): 
- Importance of electroorganic synthesis in organic chemistry & industry.
- Cathodic reductions: Birch-type reduction, olefin functionalization, reductive cross-couplings (cross-electrophile coupling)
Jan 16 (Mon 10-12, H47):
- Basic introduction to electroorganic synthesis. Cyclic voltammetry, organic E-chem cell configuration. Calculating reaction efficiency
- Anodic oxidations 1: Kolbe reaction, Shono-type oxidation, cation-pool strategy, alcohol oxidation, 
Jan 17 (Tue 8-10, CH12.0.18):
- Paired electrolysis: Parallel paired electrolysis, divergent paired electrolysis
Jan 20 (Fri 10-12, H52): Seminar with workshop to consolidate knowledge from Jan 16 lecture.

- Workshop on Anodic oxidation chemistry

Jan 23 (Mon 10-12, H47):

- Anodic oxidations 2: N-centered radicals, Arene oxidation, alkene oxidation, C-H bond oxidation 

Jan 24 (Tue 8-10, CH12.0.18):

- Electrogenerated reagents; case studies

- Asymmetric organic electrosynthesis

Jan 31 (Tue 8-10, CH12.0.18): 

- Electrophotocatalysis; merging electricity and light to achieve elusive transformations

Context and Importance of the Course:

Electroorganic synthesis has historically found applications in the synthesis of bulk chemicals. i) The Baizer process for the industrial synthesis of adiponitrile and ii) the synthesis of dimethoxycyclopentene - are realized by electrochemistry on megaton scaled per year to date for several decades. No chemical process comes close to the efficiency, economy, and sustainability of electrosynthesis in these cases.

Electroorganic synthesis is now receiving dramatic attention in the fine and pharmaceutical chemical industries, thanks to the standardization of small-scale batch lab equipment and increasing educational uptake. A review: https://pubs.acs.org/doi/10.1021/acs.chemrev.7b00397
Since electrons/holes are cheaper than chemical oxidants/reductants and cheaper than artificial photons of light, education and investment in electrochemistry is critical as Europe moves toward a more energy-sustainable future of chemical synthesis.

In Germany, this is recognized by three recent national funding initiatives:

i) Fonds der Chemischen Industrie ‘Etablierung neuer Lehrmethoden im Chemiestudium: Thema II: Elektrochemie'

ii) (U.S.A.)National Science Foundation+German Science Foundation (DFG) Lead Agency Activity in Electrosynthesis and Electrocatalysis

iii) German Science Foundation Special Priority Programme (SPP) 2370 “Nitroconversion”

Instructors:

Dott. Ric. Cristina Landis – Universität Regensburg

Prof. Dr. Maristela Mercedes Bauer -University of Feevale, Brazil

Time and Location:

The course starts on 13.10. 2025 and ends approximately on 19.01.2026.

Monday 10.00-12.00  sharp (Room W115)

Wednesday 12.00 -14.00 sharp (Room W115)

Dates and Exam: Detailed information will follow soon.

Credits: 6 ECTS

Teaching Content

Background: Last decades have witnessed a significant increase in the debate on the role of the companies within society and in the attention for the social and environmental effects of their operations. Companies are expected to contribute to a sustainable global economy by combining long-term corporate profitability with social justice and environmental protection. This idea of corporate social responsibility (CSR) or corporate sustainability has enormous implications for corporate management, planning, control and reporting. Indeed, companies need to incorporate this goal into their business operations. At the same time, they are expected to disclose information on their economic, social and environmental performance in a so-called CSR report. With this respect, a multitude of national and international bodies and initiatives emerged with the aim to provide guidance for the implementation in business practice and, more specifically, for reporting on CSR issues. In this context, a new concept of corporate reporting i.e., integrated reporting (IR) was developed and gained particular importance. What begun and mostly developed as a voluntary practice has become particularly in Europe and in Brazil (respectively CSR reporting and IR) object of specific regulations and mandatory standards which are challenging the corporate world. The growing prominence of CSR and IR is reflected in the extensive and still increasing number of studies investigating the implemented practices, the motivations and implications of sustainability management and reporting.

Course content: The course deals with the above mentioned developments focusing on the implications for corporate reporting. It shows CSR and IR theoretical and conceptual foundations, their practical implementation and challenges. It presents and compares different international standards and regulations with a particular focus on the European regulation and the European Sustainability Reporting Standards (ESRS).

At the end of the course, students are able to both specify and describe the concepts of CSR and CSR reporting, IR and their components as well as the existing international norms, and European regulation and standards. Further, they are able to analyze and critically assess CSR and integrated reports. Finally, they can depict and interpret the major research findings concerning the reasons for, implications of, and future challenges of both integrating sustainability in business management and reporting.

Organisation
Zoom-Meeting: Tue, 20 May 2025, 14.00 - 14.30

Self-Learning Phase: 20/05/2025 - 20/06/2025

Lecturer: Dr. Stefan Siegel
Location: GRIPS & Zoom
Certification: Area D (reflection & evaluation) with 10 operation credits

Fees
Teaching staff at Bavarian universities: 15.- Euros
Teaching staff at universities for applied science: 75.- Euros

Ce cours explorera les nouvelles voix de la littérature et d’autres culturelles expressions francophones urbaines en France, sous un angle postmigrant, décolonial et intersectionnel. Nous proposons d’analyser des romans contemporains et des œuvres d’art urbain récentes afin de rendre visibles des expériences émergents. L’approche sera interdisciplinaire : la littérature est reliée à la sociologie des banlieues, à l’histoire coloniale et aux études culturelles pour comprendre les enjeux sociaux et identitaires de ces textes et images. Nous mettrons en lumière les voix d’écrivain·e·s comme Faïza Guène, Rachid Djaïdani, Kaoutar Harchi, Léonora Miano et Sabri Louatah, qui abordent les réalités des quartiers populaires, les héritages coloniaux et les identités multiples. En parallèle, il ouvre le champ à l’analyse d’œuvres d’art visuel produites dans l’espace urbain, par des artistes comme Miss.Tic, JR, YZ (Yseult Digan) et Zlotykamien, en interrogeant la manière dont le street art, la photographie et le collage rendent visibles les récits de femmes, de racisé·e·s et de figures marginalisées. 

Inscrit dans le tournant postmigratoire des études littéraires, nous voulons faire découvrir les trajectoires créatives de jeunes auteur·e·s et artistes issus de l’immigration, et d’en analyser les formes et discours. À travers la lecture de textes littéraires, l’étude d’œuvres visuelles et la mobilisation de savoirs issus de la sociologie, de l’histoire et des études culturelles, les étudiant·e·s seront invité·e·s à développer une lecture critique de la société française contemporaine depuis ses marges créatives.

Im Rahmen der Vorlesungsreihe "Hauptvorlesung Kieferorthopädie I" werden aufbauend auf den Wissensinhalten der kieferorthopädischen Vorlesungen und Kurse des 5. und 6. Fachsemesters die Möglichkeiten der kieferorthopädischen Befunderhebung und Diagnostik vorgestellt und im Detail besprochen. Die Vorlesungsreihe beginnt mit der kieferorthopädischen Anamnese und dem extraoralen und intraoralen klinischen Befund sowie der Funktionsanalyse. Im Folgenden werden die Indikationen und die diagnostische Aussagekraft der einzelnen radiologischen Untersuchungsmethoden in der Kieferorthopädie im Detail besprochen mit besonderem Fokus auf der Fernröntgenseitenbildanalyse als wesentlichem Bestandteil der kieferorthopädischen Diagnostik. Komplettiert wird das diagnostische Portfolio durch die kieferorthopädische Modellanalyse, welche die im Rahmen des Kursus der kieferorthopädischen Propädeutik und Prophylaxe erworbenen Kenntnisse weiter vertieft. Die verschiedenen Einzelbefunde und Analysen werden schließlich in einem kieferorthopädischen Gesamtbefund synthetisiert und in Zusammenschau therapeutische Behandlungsaufgaben abgeleitet, wobei im Rahmen der Vorlesungsreihe vor allem auf allgemeine Therapieprinzipien in der Kieferorthopädie eingegangen wird. Eine differenzierte Darstellung der Möglichkeiten und Indikationen der kieferorthopädischen Prävention und Frühbehandlung mit Diskussion des idealen kieferorthopädischen Behandlungszeitpunktes und den wichtigsten ätiologischen Faktoren für Dysgnathien - Habits/Dyskinesien und frühzeitiger Milchzahnverlust - runden die Vorlesungsreihe ab.

„Ich weiß, daß ich mit der Einstellung des Arztes, des Psychologen und Kriminalpsychologen den Ereignissen der letzten Jahre [gemeint v.a. Revolution] anders gegenübergestanden habe als viele andere. […] In den Symptomen des Niedergangs, über die sich so viele entrüstet haben, habe ich nichts erblicken können als Krankheitserscheinungen, als die Formen, unter denen sich der Zusammenbruch eines durch vier Jahre hindurch unerhört belasteten großen Volkes schließlich vollziehen musste.“ – So urteilte der Breslauer Ordinarius für Psychiatrie Oswald Bumke in seiner Abschiedsvorlesung 1920, bevor er nach München wechselte. Unerwünschte oder unerklärliche Erscheinungen als Ausdruck physischer Erkrankungen zu deklarieren und soziale Begleitumstände zu ignorieren, war ein Spezifikum eines psychiatrischen Forschungszweiges, der vor allem in München blühte und seine radikalste Folgen in der Zwangssterilisierung und schließlich der sog. Euthanasie durch das nationalsozialistische Regime zeitigte. Das Hauptseminar fragt danach, wie die Geschichte der Psychiatrie in Bayern vom Königreich bis in den Nationalsozialismus war. Darüber hinaus gilt es, anhand medizinischer Quellen vor allem aus der Zeit der Weimarer Republik und des Nationalsozialismus, gesellschaftliche Einstellungen, Mentalität und daraus resultierende politische Maßnahmen zu erklären. Hierzu werden zunächst die historisch-rechtlichen Bedingungen, unter denen in Deutschland psychische Krankheiten diagnostiziert und behandelt wurden, erörtert, die gesellschaftlich maßgeblichen Haltungen sowie die wissenschaftlichen wie öffentlichen Diskurse und die Konzepte, wie man sich diesen Aspekten aus geschichtswissenschaftlicher Perspektive nähern kann. In einem zweiten Abschnitt sollen die Fragestellungen an Originalquellen Münchner psychiatrischer Kliniken überprüft und der Umgang mit den Patienten (Diagnosen; Darstellung der Erkrankung, ggf. auch in Fotografien; Maßnahmen etc.) erarbeitet werden. Bitte beachten Sie: Hierzu werden auch einzelne Blocksitzung im Münchner Universitätsarchiv stattfinden. Diese werden vom Tag her von den angegebenen Terminen abweichen. Erwartet wird die Bereitschaft zu selbständiger Lektüre, der Auseinandersetzung mit Quellen und der Lust an der Präsentation erarbeiteter Ergebnisse. Leistungsnachweis: Referat, Hausarbeit

Einführende Literatur: Brink, Cornelia: Grenzen der Anstalt. Psychiatrie und Gesellschaft in Deutschland 1860–1980; Göttingen 2010; Burkhart Brückner: Kurze Geschichte der Psychiatrie; Köln 2023; Susanne Regener: Visuelle Gewalt. Menschenbilder aus der Psychiatrie des 20. Jahrhunderts; Bielefeld 2010; Michael von Cranach u.a. (Hg.): Gedenkbuch für die Münchner Opfer der nationalsozialistischen „Euthansie“-Morde; Göttingen 2018.

In this year's course we will be looking at how people make credibility judgments when searching on the web. Users have been shown to be both unreliable and uncertain when identifying credible information on the web (Kattenbeck & Elsweiler, 2019), a situation not helped by misconceptions about how rankings are created (Unkel and Haas, 2017).

In this class we will study this behaviour in great detail. In particular we will look at ways in which credibility judgements can be influenced by the search engine and how this can be exploited to improve judgments people make.

Kattenbeck, M., & Elsweiler, D. (2019). Understanding credibility judgements for web search snippets. Aslib Journal of Information Management.

Haas, A., & Unkel, J. (2017). Ranking versus reputation: perception and effects of search result credibility. Behaviour & Information Technology, 36(12), 1285-1298.

This seminar provides an overview of key concepts and principles of teaching English as a foreign language (TEFL). Among these concepts and principles are aspects such as theories of (second) language acquisition, communicative competences, the potential and methodology of using texts such as picture books, young adult novels, films and digital media in English language teaching (ELT) and developing cultural competences. Additionally, current debates on global education, education for sustainable development and approaches to assessment and evaluation will be reflected.

Prerequisites: none

Compulsory and additional reading material as well as a topic overview and schedule will be announced in the first session.

Credit requirements: Regular attendance, final exam: 22 July 2025, 14-16 (Audimax).


Pflichtlektüre: Surkamp, Carola & Viebrock, Britta (eds.) (2018): Teaching English as a Foreign Language: An Introduction. Stuttgart: Metzler.

This seminar provides an overview of key concepts and principles of teaching English as a foreign language (TEFL). Among these concepts and principles are aspects such as theories of (second) language acquisition, communicative competences, the potential and methodology of using texts such as picture books, young adult novels, films and digital media in English language teaching (ELT) and developing cultural competences. Additionally, current debates on global education, education for sustainable development and approaches to assessment and evaluation will be reflected.

Prerequisites: none

Compulsory and additional reading material as well as a topic overview and schedule will be announced in the first session.

Credit requirements: Regular attendance, final exam.


Pflichtlektüre: Surkamp, Carola & Viebrock, Britta (eds.) (2018): Teaching English as a Foreign Language: An Introduction. Stuttgart: Metzler.

This lecture provides an overview of key concepts and principles of teaching English as a foreign language (TEFL). Among these concepts and principles are aspects such as theories of (second) language acquisition, communicative competences, the potential and methodology of using texts such as picturebooks, young adult novels, films and digital media in English language teaching (ELT) and developing cultural competences. Additionally, current debates on global education, education for sustainable development and approaches to assessment and evaluation will be reflected. Credit requirements: Regular attendance strongly recommended, final exam in last session.

Irrelevant, menschlich oder göttlich?
Theologische und didaktische Annäherungen an Jesus Christus

Irrelevant, human or divine?
Theological and didactic approaches to Jesus Christ

ÖKUMENISCHES SEMINAR (Gy, UF GS/MS/RS, Di-GS/MS, Aufbaumodul Religionsdidaktik 1)

Mittwoch, 16 bis 18 Uhr (2 st)

Wer den christlichen Glauben im Religionsunterricht verstehbar werden lassen will, kommt nicht vorbei an Jesus Christus. Dessen Bedeutung aber verblasst bei den Christ/innen selbst, von denen laut jüngster Kirchenmitgliedschaftsstudie nur mehr eine Minderheit glaubt, dass sich in ihm Gott zu erkennen gegeben hat. Von dieser Spannung ausgehend, versuchen wir dem Mann aus Nazaret geschichtlich auf die Spur zu kommen, der die einbrechende Gottesherrschaft verkündigt hat, von seinen Jünger/innen als Auferstandener erfahren wurde und bis heute in vielfältigster Weise gesehen und gedeutet wird. Um didaktisch zu klären, wozu, wie und vermittels welcher Medien sich Jesus Christus im aktuellen Religionsunterricht gewinnbringend thematisieren und diskutieren lässt, werden wir Zeugnisse aus Musik, Kinderbibeln, Kunst und Kurzfilm ebenso in den Blick nehmen wie konkrete Unterrichtentwürfe und Religionsbücher.

Einführende Literatur:

Burkard Porzelt / Eva Stögbauer-Elsner, Jesus Christus, in: dies. / Konstantin Lindner / Burkard Porzelt (Hg.), Studienbuch Religionsdidaktik, Bad Heilbrunn (Klinkhardt / UTB) 2021, 179-188.

This is a journal club structured to meet once a week during the semester. One or two papers will be presented each week by a participant. The purpose of the course is threefold:

1. Keep abreast of current research
2. Analyse how good scientific papers are written
3. Consider the state-of-the-art versus our current research program

In this seminar we will elaborate on contemporary topics in developmental science, such as:

·         Nature versus nurture: On the early emergence of concepts in the developing human mind

·         The evolutionary roots of human prosocial behavior

·         The primacy role of culture in human development

·         Are there general learning principles that drive human development?

·         …

The final topics of the seminar will be decided on in the first session.

The seminar will be a mix of inputs by the lecturer, short student presentations, group discussions, and guest lectures.

Unterschiedliche Musikstile können klingend und bewegt vermittelt werden. Wir können die kindliche Neugier wecken, indem wir die Besonderheiten und Merkmale von Musikstilen möglichst wirkungsvoll beim Spielen, Singen und Hören vorstellen. Musikstilistische Sachkenntnis soll altersgruppengerecht angeboten werden und die SuS befähigen, einzelne Stile zu identifizieren und auch zu interpretieren.

Die Vorlesung Nachhaltigkeit in der Analytischen Chemie legt den Fokus auf umweltfreundliche und nachhaltige Analysemethoden, wie dem Einsatz weniger giftiger Reagenzien und der Reduktion von Abfall. Es werden Methoden zur Identifizierung und Quantifizierung von Umweltkontaminanten in Wasser, Boden und Luft behandelt, um Umweltauswirkungen zu überwachen und zu minimieren. Zudem werden Techniken zur Steigerung der Ressourceneffizienz in analytischen Laboren, wie Energieeffizienz und Lösungsmittelreduktion, sowie der Einsatz analytischer Methoden zur Nachhaltigkeitsbewertung, wie Lebenszyklusanalyse und Carbon Footprinting, diskutiert. Die Entwicklung von Biosensoren für umweltbezogene Analysen und die Untersuchung nachhaltiger Materialien, sowie die Rolle der Analytischen Chemie in der Kreislaufwirtschaft, werden ebenfalls thematisiert.

-----

The lecture Sustainability in Analytical Chemistry focuses on environmentally friendly and sustainable analytical methods, such as the use of less toxic reagents and the reduction of waste. Methods for the identification and quantification of environmental contaminants in water, soil and air are discussed in order to monitor and minimize environmental impacts. Techniques to increase resource efficiency in analytical laboratories, such as energy efficiency and solvent reduction, and the use of analytical methods for sustainability assessment, such as life cycle analysis and carbon footprinting, are also discussed. The development of biosensors for environmental analysis and the investigation of sustainable materials, as well as the role of analytical chemistry in the circular economy, will also be addressed.

Nur zur Illustration: Programm im SoSe 2019:

29.4.19 Vlad: Vorstellung Masterarbeit; Terminvergabe
06.5.19 David Losada: "Forschung zu IR-Methoden bei ernährungsbedingten Krankheiten"
13.5.19 (interne Lehrstuhlsitzung: Lehrplanung WS 2019/2020)
20.5.19 Pilarski: "Log-Analyse UR-Walking"
27.5.19 Zhang: "Intentionserkennung in Abnehm-Foren"
03.6.19 Meyer: "Qualität deutschsprachiger Webseiten zur Ernährung"
10.6.19 (Feiertag)
17.6.19 Hunger: "Nutzerstudie zu Online-Rezepten in der Praxis"
24.6.19 Kramer: "Statistiken und Glaubwürdigkeit"
01.7.19 Qing: "Understanding Cross-Cultural Visual Food Tastes with Online Recipe Platforms"
08.7.19 Achmann: "Notizverhalten als Teil des geisteswissenschaftlichen Forschungsprozesses" ("Note taking in humanities research" )
15.7.19 Anastasiu: "Visuelle versus taktile Navigationsanweisungen"
22.7.19 (frei)

Im Oberseminar werden aktuelle Themen aus der Forschung am Lehrstuhl diskutiert. Die Diskussion wird angeregt durch

• Vorträge und Berichte über den aktuellen Stand von Bachelor- und Masterarbeiten
• Berichte aus Forschungsprojekten von Mitarbeitern des Lehrstuhls
• Referaten von Doktoranden
• Vorträge von Gastwissenschaftlern

---------------

Nur zur Illustration: Programm im SoSe 2019:

29.4.19 Vlad: Vorstellung Masterarbeit; Terminvergabe
06.5.19 David Losada: "Forschung zu IR-Methoden bei ernährungsbedingten Krankheiten"
13.5.19 (interne Lehrstuhlsitzung: Lehrplanung WS 2019/2020)
20.5.19 Pilarski: "Log-Analyse UR-Walking"
27.5.19 Zhang: "Intentionserkennung in Abnehm-Foren"
03.6.19 Meyer: "Qualität deutschsprachiger Webseiten zur Ernährung"
10.6.19 (Feiertag)
17.6.19 Hunger: "Nutzerstudie zu Online-Rezepten in der Praxis"
24.6.19 Kramer: "Statistiken und Glaubwürdigkeit"
01.7.19 Qing: "Understanding Cross-Cultural Visual Food Tastes with Online Recipe Platforms"
08.7.19 Achmann: "Notizverhalten als Teil des geisteswissenschaftlichen Forschungsprozesses" ("Note taking in humanities research" )
15.7.19 Anastasiu: "Visuelle versus taktile Navigationsanweisungen"
22.7.19 (frei)

Learning Objectives

By the end of this course, you should possess the following competencies:

·         Knowledge about important industries, industrial compound classes and scales

·         Knowledge about particular organic reactions used in industry

·         Knowledge about important industrial processes

·         Basic knowledge on biosynthetic pathways and some basic medicinal chemistry concepts

--> You should be able to attend a medicinal chemistry lecture and understand what metrics are used to assess the efficacy and selectivity of a bioactive compound

·         Basic knowledge on process chemistry and green chemistry

--> You should have an appreciation of the factors driving ‘route selection’ in industry, the kinds of techniques used/avoided and how reactions are optimized

·         Appreciation of advanced manufacturing technologies

--> You will appreciate how advanced chemical and manufacturing technologies are changing the ways chemists do industrial synthesis

By the end of this course, the following operational skills will be expected of you:

·         Graphical reproduction of key compounds, intermediates and catalytic cycles

·         Verbally and graphically rationalizing fundamental aspects of industrial (and bio) synthetic reaction schemes

·         Independent recognition of analogies and differences between industrial and lab-scale synthesis

·         Independent recognition of analogies and differences between different types of chemical industries

A unique aspect of this course is the opportunity to interact with/gain insight from real-world Industrial Chemists, with >10 years of experience in the pharmaceutical/agrochemical/organic functional material industries. External speaker lectures will be arranged on ZOOM or, if possible, in presence

***Lecture content and schedule will change and is subject to availability and number of external speakers***

Lecture 1         Introduction, Types of Industry, Sustainable Chemistry

Lecture 2         Dyes, Pigments, Fragrances, Flavors

Lecture 3         Commodity Chemicals, Fuel & Energy

Tutorial I        (Tutorial on lecture material)

Lecture 4         Functional Materials

Lecture 5         Asymmetric Synthesis, Redox Reactions

Lecture 6         Crop Protection

Lecture 7         Pharmaceuticals I - Drug Discovery, Alkaloids, Opiates

Lecture 8         Pharmaceuticals II - ACE Inhibitors, Prostaglandins

Lecture 9         External Speaker 1: TBA

This is the occupational safety training course of the Lupton and Schüller groups. All new members are required to complete the assigned topics before starting experimental work in the labs. This course can be joined on request only.

Please register for this course until 30.04.2026 via email (karoline.stroehlein@ur.de)

Preliminaries: The seminar will take place as a block course on four days and two 2-3 hour field trips (to take place in the time interval from May 19 until June 16, 2026). The seminar will be taught in English and gives 4 ECTS credits. The seminar will be held jointly with students from the University of Kansas at Lawrence.

Outline: This seminar explores environmental sustainability from the perspective of environmental economics. Students from the University of Kansas and the University of Regensburg will collaboratively explore how individuals, firms, and policymakers make decisions that affect environmental outcomes and how they strive to implement sustainability principles. The seminar combines theory and practice: economic reasoning on environmental issues, policy analysis, and first-hand exposure to sustainability initiatives through field trips.

Prerequisites: This seminar is part of the Certificate Program ”Shaping Sustainability”, in particular the Module ”Deepening Sustainability Expertise”. Students are advised to have taken the Base Module ZNA-M01, but this is not mandatory. Students of degree programs might select the seminar as part of their electives (which must be approved by the coordinator of the respective degree program).

Assessment: Seminar presentation (15 minutes)
Note: Successful completion of the course component “Participation in two 2–3 hour excursions to actors engaged in sustainability in Regensburg or its surrounding region”, under the theme “Environmental Sustainability in Europe in Practice”, is a prerequisite for admission to the final seminar examination (i.e. the seminar presentation).

Important Dates

• Block Course Day 1: 21.05.2026 (9:00-12:00)
• ˆBlock Course Day 2: 28.05.2026 (9:00-12:00)
• ˆBlock Course Day 3: 11.06.2026 (9:00-12:00)
• ˆBlock Course Day 4: 12.06.2026 (9:00-12:00)
• ˆDates of field trips will be announced via Grips

Please register for this course until 30.04.2026 via email (karoline.stroehlein@ur.de)

Das Wissen über den Tod begleitet die Menschheitsgeschichte von ihren Anfängen. Dass jede/r sterben muss, ist selbstverständlich. Doch was es bedeutet, sterben zu müssen, töten zu können oder getötet zu werden, hängt von der Zeit, dem Ort und den Umständen ab. In der Geistesgeschichte findet man unzählige Erklärungsversuche über die Notwendigkeit und über den (Un-)Sinn des Sterbens. Einen besonderen Zugang zu diesen Interpretationen, die sich zu Mustererklärungen entwickelt haben, bieten die Beschreibungen des Sterbens von großen Persönlichkeiten: Von Sokrates über Jesus, von den frühchristlichen Märtyrern über Franz von Assisi bis zur Gegenwartsliteratur. In diesem Seminar werden diese Todes-Schilderungen gemeinsam gelesen und dabei einer Antwort auf die Frage nach dem Tod und nach der condicio humana nachgespürt.

Nach einer Einführung durch die Dozentin werden repräsentative Texte gelesen und diskutiert. Kurzreferate der Studierenden dienen der Hinführung zur oder Vertiefung der gemeinsamen Lektüre.

Introduction to General Psychology

The lecture (weekly, 2 hrs.) is aimed at first-year bachelor students of psychology and education science. A final exam (50 multiple-choice items) is given at the end of each term. The goal is to give students an overview of scientific knowledge on the following topics instructed over two terms:

Winter term: Perception

• Vision: retinal processing, visual pathways, visual cortex, color vision, visual motion processing, stereopsis and depth perception,
• Audition: auditory processing from cochlea to auditory cortex, frequency-selective neural processing, spatial hearing, central auditory pathways, hearing impairments
• Balance and self-motion perception: vestibular processing, central vestibular pathways, vestibular reflexes, self-motion processing, vertigo and motion sickness.
• Haptic and tactile perception: mechanoreceptors, tactile receptive fields, adaptation, central tactile pathways, somatosensory cortex.
• Temperature sensations and pain: thermoception versus nociception, receptor and fiber types, adaptation to hot and cold stimuli, role of homeostasis, acute/chronic pain perception, placebo effect, phantom-limb pain.
• Chemical senses: olfactory receptors, olfactory pathways, anatomy of olfactory bulb, central olfactory pathways, anosmia, taste receptors, gustatory central pathways.
• Higher cognitive processes related to perception: attention and working memory.

Summer term: Cognition

• Spatial cognition: neural basis of spatial cognition, multisensory integration, wayfinding and visual reality, spatial maps, hippocampus and place cells.
• Imaginary: paradigms and theory of mental imaginary, imaginary debate.
• Knowledge representation: models of knowledge representation.
• Language processing: from audition to language processing, Wernicke’s area, Broca’s area, aphasia, models of language comprehension and production.
• Problem-solving: cognitive models of problem solving, paradigms and experimental findings.
• Logical thinking, rationality: cognitive processes underlying thinking and rationality.
• Decision-making: prospect theory
• Concept formation and categorization: cognitive models of concept formation, basis-level concepts.
• Metacognition: paradigms, theory and experimental findings, animal cognition, role of prefrontal cortex in metacognition.
• Action planning, intention, free will: Experimental results and theory.

Suggested reading:

1. Serences, J.T., Wixted, J.T. Steven’s Handbook of Experimental Psychology (2018, 4th Ed.) Wiley.
2. Purves, D. et al (2018) Neuroscience. Sinauer Press. 6th Ed.

E. Bruce Goldstein (10th Ed.) Sensation & Perception. ISBN-13: 978-1305580299

Sustainability management pursues the goal of an impact-oriented and systematic integration of sustainability into all business management areas and concepts. In this module, we particularly cover:

• what sustainability means for businesses with respect to the UN Sustainable Development Goals (SDG), 
• the basic concepts and instruments of strategic sustainability management,
• management of stakeholder relations,
• digital sustainability management,
• the control, governance and measurement of corporate sustainability through accounting and reporting, and
• the communication of sustainability performance, e.g., according to the Global Reporting Initiative (GRI) standards.

Das übergeordnete Erkenntnisziel der Allgemeinen
Sprachwissenschaft ist es, Gemeinsamkeiten und Verschiedenheiten der Sprachen
auf allen Ebenen des Sprachsystems (Lautsystem, Morphologie, Syntax, Lexik) zu
erforschen. Es geht um die Universalität und Diversität in den Sprachen der
Welt. Es handelt sich um eine empirische Frage. Methodisch verlangt diese
Forschung den systematischen Vergleich der Sprachen miteinander. In dem Seminar
sollen die wichtigsten Ergebnisse der beschreibenden Typologie auf der Ebene
der Syntax besprochen werden. Dazu gehören Themen wie Wortstellung, Kasusmarkierung,
Kongruenz, Diathesen, bzw. valenzverändernde Operationen, Grammatische
Relationen, Personenmarkierung, Evidentialität, usw. Einige der traditionell
als universal angesehenen grammatischen Begriffe, wie z.B. der Begriff des
Subjekts,  erweisen sich heute als
sprachspezifisch. Im Laufe der letzten Jahrzehnte hat sich der
Forschungsschwerpunkt von der Suche nach den sprachlichen Universalien hin zur
Suche nach funktionalen Erklärungsmöglichkeiten für die Diversität in den
Sprachen verschoben. Daher sollen in dem Seminar auch die Theorien besprochen
werden, die versuchen die ungleiche Verteilung und Diversität grammatischer
Konstruktionen in den Sprachen entweder durch Sprachkontakt oder durch
allgemeine kommunikative Bedingungen und Anforderungen zu erklären. Die inzwischen
umfangreiche Literatur zur Sprachtypologie und zu einzelnen speziellen Themen
der typologischen Forschung wird zu Beginn des Semesters besprochen; ebenso wie
das Programm.