GRIPS - Uni Regensburg

Let´s make them talk! But how can we foster meaningful oral communication in the EFL classroom? In light of the growing relevance of speaking competence in contemporary foreign language education, this seminar introduces key concepts, methods, and research findings related to oral communication and classroom interaction in English as a Foreign Language (EFL). Students explore communicative competence, interactional patterns, teacher talk, scaffolding, and the design of communicative speaking tasks across different school types. By combining theory and practical application, the seminar equips future teachers with tools to analyze classroom interaction and to design learning environments that encourage learners to speak, interact, and communicate effectively in English.

Credit Requirements: Assessment will be based on a group presentation and a written reflection (three to four pages) as well as regular attendance and active in-class participation.

Grammatical competence and word knowledge lead to communicative competence. However, there are divergent opinions on how and when to teach grammar and vocabulary in the foreign language classroom. In this seminar, we will discuss the necessity of explicit grammar teaching as we look at the theoretical background, examine various methods, instructions, and activities for teaching grammar and vocabulary. Additionally, we take a closer look at terms and approaches such as project-learning and teaching (TBLL/TBLT), lexico-grammar, and discourse. 

We develop, present, and discuss materials, learning tasks and activities for a project-based learning sequence. Credit requirements involve

• Regular attendance and active participation in class discussions and activities.
• Completion of individual or group assignments related to designing and implementing activities.
• Active engagement in collaborative learning activities, including (group) presentation of a micro-teaching unit.
• Submission of a short paper (10 to 15 pages) on the respective learning sequence that demonstrates practical application and critical reflection.

Please note: As this is a block seminar in which a lot of peer-to-peer exchange and discussion will take place, it is important that you participate fully in all sessions. This also applies to the digital units.

Das filmische Melodrama wurde lange von der Filmkritik verachtet und von der Filmwissenschaft vernachlässigt. Die ablehnende Haltung zeigt sich auch in der Bezeichnung des Genres als ‚women’s film‘ und der Unterstellung, dass Hausfrauen ihre Nachmittage weinend im Kino verbringen, um durch die Überdominanz von Gefühlen ihren Alltag zu vergessen. Erst die 1970er Jahre lieferten wichtige Ansätze, die eine neue Deutung von Filmen des Genres ermöglichten: zum einen als hintergründige Filme, deren übertriebene, aber auch komplexe Ästhetik als gesellschaftskritische Kommentare gelesen werden können (zum Beispiel die Melodramen von Douglas Sirk aus den 1950er Jahren), zum anderen als Filme, die durch die Betonung von Emotion und Affekt die Zuschauenden auf unmittelbare Weise ansprechen, weswegen sie Linda Williams auch mit Horrorfilmen zu den body genres rechnet, zu Filmen, die körperliche Reaktionen auslösen. Politisierte Theorien des Feminismus haben nicht nur dazu beigetragen, den Tearjerker oder women’s film für die Filmwissenschaft zu entdecken,  sondern auch deren Pendant im Fernsehen, die Soap Opera, als serielle, an das Programm und Wesen des Fernsehens angepasste Form neu zu deuten. Dieses Seminar wird sich mit den wichtigsten Theorien zum filmischen und televisuellen Melodrama beschäftigen und einige zentrale Filme oder Fernsehserien in Screenings zugänglich machen, um damit auch Kenntnisse über Theorien der Medienwissenschaft zu vermitteln. Es wird aber auch deutlich machen, dass das Melodrama nicht nur ein Genre, sondern auch ein Prinzip der Inszenierung ist, das mittlerweile in fast alle Filmgenres und Fernsehserien emigriert ist.  Konzepte des Melodramas lassen sich daher als wichtige Perspektiven begreifen, um die emotionale und affektive Dimension von so unterschiedlichen audiovisuellen Erzeugnissen  wie Game of Thrones oder Filmen des populären Kinos zu verstehen.

Grundlage des erfolgreichen Abschlusses des Seminars sind Anwesenheit und Beteiligung an der Seminardiskussion, Referat und Hauarbeit

This course is obligatory for all those students who will be doing their „fachdidaktisches Begleitpraktikum” this coming semester.

We will discuss crucial aspects of teaching English like how to present and practise vocabulary/grammar etc., how to teach listening and reading strategies, what to do about errors, how to individualize language learning, how to plan lessons, how to analyse teaching materials and so on. In particular, we will focus on the practical demands of teaching EFL to very young learners as this requires a specific methodology which is mainly based on authentic materials, playful activities and a lot of L2 input. The aim of this course is to provide all students with theoretical background and practical expertise for their own consistent implementation of competence-based education.

Students wanting to attend this course must have passed the „Einführungskurs”.

Credit Requirements: Assessment will be based on active in-class participation and on a written term paper.

What does it mean to conduct research in 'the field'? This lecture series explores the concept of 'terrains'—not just as physical landscapes, but as the archives, communities, and political spaces that define the Middle East and Central Asia.

We move beyond the map to examine the grit of scholarly work: the challenge of establishing trust in a community, the ethics of working in semi-authoritarian zones, and the friction between archival theory and ethnographic reality. After foundational introductions to the geography and history of these regions, the course transitions into a series of masterclasses led by world-class visiting scholars. By engaging with their latest projects and accompanying readings, students will learn how to unpack complex terrains with a critical, multiscalar eye. This course is open to all—from area studies specialists to those simply curious about how knowledge is produced in contested spaces.

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Hier steht eine Kursbeschreibung

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Welch schlechte Beschreibung!

Kursbeschreibung Blo Bla Blu

123 Rechtschreibprufung aktivv what about a rechtschreibprüfung?

Testkurs

Einführung Projektmanagement

Was ist ein Projekt?

Definition Projekt

Ein Projekt ist ein Vorhaben mit:

• klar definiertem Ziel

• begrenzter Zeit

• begrenzten Ressourcen

• eigener Organisation

• Einmaligkeit

Beispiel

• Einführung eines neuen Dokumentationssystems

• Verbesserung eines Pflegeprozesses

Testkurs123

Testkurs, um GRIPS-Features auszuprobieren

This advanced seminar looks into what makes texts “texts” and how they work — linguistically, stylistically, narratively, and socially.  We will investigate how textual structures (cohesion, coherence), stylistic choices, and narrative forms construct meaning within and across genres. At the same time, we will look at how texts reflect, reinforce, or challenge social ideologies (power, gender, race, etc.). We will cover such key aspects of the discipline as Speech Act Theory, Thematic Progression, Text Typology and Genre Theory, Macro-structures and Macro-rules, Intertextuality, and more.

Students will engage in close analysis of a wide range of authentic texts — from political speeches and media articles to recipes and public instructions. We will focus on how language operates across different registers, genres, and communicative contexts. By the end of the course, students will be equipped to perform nuanced stylistic and functional analyses of texts, with applications ranging from literary studies and media criticism to professional and academic writing.

Die Veranstaltung möchte auf einer vorwiegend literaturgeschichtlichen Basis in die Analyse dramatischer, lyrischer und narrativer Texte einführen und gleichzeitig einen Grundstein für die praktische Anwendung der Arbeitstechniken des Fachgebiets Neuere deutsche Literaturwissenschaft legen.
Hierfür werden exemplarisch Texte wie eine kleine Auswahl der Grimm’schen Kinder- und Hausmärchen (1812-1857), E.T.A. Hoffmanns Der Sandmann (1816), Georg Büchners Der hessische Landbote (1834), Joseph von Eichendorffs Mondnacht (1837), expressionistische Gedichte (1910-12), Gotthold Ephraim Lessings Miss Sara Sampson (1755), Gerhard Hauptmanns Bahnwärter Thiel (1888) oder auch Franz Kafkas Ein Hungerkünstler (1922) einer näheren und verschieden akzentuierten Analyse unterzogen. Unter ebenfalls medialer Einbindung wie beispielsweise der Verwendung von Annotation Stuio sollen letztlich zentrale Kompetenzen zu Recherche, Bibliographieren, Zitieren, textnaher Arbeit sowie ein kritischer und produktiver Umgang mit Forschungsliteratur eingeübt werden.
Die Texte werden auf der Lernplattform GRIPS zur Verfügung gestellt und sind größtenteils ebenfalls preisgünstig bei Reclam erhältlich.

Textanalyse WiSe 2023/24

Donnerstagskurs

Die Veranstaltung möchte auf einer vorwiegend literaturgeschichtlichen Basis in die Analyse dramatischer, lyrischer und narrativer Texte einführen und gleichzeitig einen Grundstein für die praktische Anwendung der Arbeitstechniken des Fachgebiets Neuere deutsche Literaturwissenschaft legen.

Hierfür werden exemplarisch Texte wie eine kleine Auswahl der Grimm’schen Kinder- und Hausmärchen (1812-1857), E.T.A. Hoffmanns Der Sandmann (1817), Georg Büchners Der hessische Landbote (1834), Josph von Eichendorffs Mondnacht (1837), expressionistische Gedichte (1910-12), Gotthold Ephraim Lessings Miss Sara Sampson (1755), Gerhard Hauptmanns Bahnwärter Thiel (1888) oder auch Franz Kafkas Ein Hungerkünstler (1922) einer näheren und verschieden akzentuierten Analyse unterzogen. Unter ebenfalls medialer Einbindung sollen letztlich zentrale Kompetenzen zu Recherche, Bibliographieren, Zitieren, textnaher Arbeit sowie ein kritischer und produktiver Umgang mit Forschungsliteratur eingeübt werden.

Die Texte werden auf der Lernplattform GRIPS zur Verfügung gestellt und sind größtenteils ebenfalls preisgünstig bei Reclam erhältlich.

Textanalyse WiSe 2023/24 (PG 6)

Dienstagskurs (16-18 Uhr c.t.)

Die Veranstaltung möchte auf einer vorwiegend literaturgeschichtlichen Basis in die Analyse dramatischer, lyrischer und narrativer Texte einführen und gleichzeitig einen Grundstein für die praktische Anwendung der Arbeitstechniken des Fachgebiets Neuere deutsche Literaturwissenschaft legen.

Hierfür werden exemplarisch Texte wie eine kleine Auswahl der Grimm’schen Kinder- und Hausmärchen (1812-1857), E.T.A. Hoffmanns Der Sandmann (1817), Georg Büchners Der hessische Landbote (1834), Joseph von Eichendorffs Mondnacht (1837), expressionistische Gedichte (1910-12), Gotthold Ephraim Lessings Miss Sara Sampson (1755), Gerhard Hauptmanns Bahnwärter Thiel (1888) oder auch Franz Kafkas Ein Hungerkünstler (1922) einer näheren und verschieden akzentuierten Analyse unterzogen. Unter ebenfalls medialer Einbindung sollen letztlich zentrale Kompetenzen zu Recherche, Bibliographieren, Zitieren, textnaher Arbeit sowie ein kritischer und produktiver Umgang mit Forschungsliteratur eingeübt werden.

Die Texte werden auf der Lernplattform GRIPS zur Verfügung gestellt und sind größtenteils ebenfalls preisgünstig bei Reclam erhältlich.

This proseminar offers an overview of the ways in which different Roma communities across Eastern Europe experienced the Nazi genocide and German occupation. This includes forced labor, deportations to concentration camps and the Holocaust by bullets. We will not only address the question “How did people die?” but look at the strategies initiated by individuals and groups to survive the Nazi persecution, such as going into hiding and joining resistance movements. In the second part of the course, we will focus on the issues of memory and recognition, exploring the variety of forms that the (non-)commemoration of Romani genocide has taken since the communist era. For these purposes, we will follow the transformation of the sites of memory of Roma in Poland and the former Soviet Union. The course will include a visit to the Memorium Nuremberg Trials.

The ILO is the most important actor in the creation of international labor standards and conventions on labour and social policy. As a (formally autonomous) sub-secretariat of the League of Nations, it was founded in Geneva in 1919. Labour conventions were (and are) adopted by the annual International Labour Conferences, a body composed of national delegations meeting on a tripartite basis (i.e., government experts, trade unionists, and employers). These conventions had to be adopted by national governments and implemented in workplaces, social institutions and elsewhere. The given processes of knowledge sharing, pooling of interests, and standard setting at the national and international levels are an excellent example of Area Studies. In this course, we will study primary sources and secondary literature to identify key areas of ILO influence on labour and social policy in 20th century Europe. Based on this research, we will then plan and create three blended learning units to be published online as part of an interdisciplinary Area Studies initiative at UR.

In the wake of the present-day geopolitical reorientation and security distortions, the resource markets, including energy, are shifting. The competition for exploiting them spirals, yet it resembles the exploitation patterns in the twentieth century. This course studies how oil and natural gas markets emerged, paralleling decolonisation, revitalisied after WWII and boomed from the 1950s, going through crisis in the 1970s and the glut in the 1980s. At the course, we will discuss how the end of the Cold War impacted the resource development scenario for post-Soviet Republics. We will discuss the share of hydrocarbons in the world energy system, the status quo of the knowledge of exploration and estimation of the amounts of hydrocarbons, the production costs in various countries and the mechanisms of global price regulation. We will particularly focus on how oil and natural gas production reflects global inequalities and international relations of exporting and importing states and how political and economic elites consolidate their rule from the oil rent and use the oil factor in diplomacy.

We will study the particularities of the national and transnational oil and natural gas corporations in the Middle East, Asia, Russia and the OECD countries, considering the role of the state in the oil and natural gas sector in different states. The politics around transport corridors, legal regimes, monopolies and embargoes will be highlighted. Not the least we will consider environmental effects and green policies’ impacts on global oil and natural gas production and consumption. The course will shed light on the politics of energy reports and prognoses. 

The students are required to read the recommended literature carefully and actively participate in the Seminar discussions. Students are also expected to make a 10-minute presentation and write a 6-pages essay on the topic of their choice.

Let M be a compact connected smooth manifold without boundary. One of the guiding questions of the lecture is whether there is a Riemannian metric g on M, such that g has everywhere positive scalar curvature. We will shortly call such a metric a psc (positive scalar curvature) metric.

The question actually splitts into two parts:
1.) Obstructions against psc metrics, in other words: reasons why such metrics cannot exist
2.) Constructions of psc metrics on large classes of manifolds

A large part of the lecture will study the first part: The Atiyah-Singer index theorem is the most important obstruction against psc metrics. The theorem has attracted a lot of interest within mathematics, because it has connected many fields in mathematics: geometry, topology, and partial differential equations. It also established many links to applications in mathematical physics. For example it provides important tools for a better understanding of scalar curvature in general relativity, leading e.g. to Witten's proof of the positive mass theorem of an asymptotically Euclidean spacetime (e.g. a star or a black hole). The index theorem has attracted many important prizes, e.g. the Fields Medal for Atiyah in 1966 and the Abel prize for Atiyah and Singer in 2004. The Atiyah-Singer index theorem states that the Fredholm index of an elliptic partial differential operator D on M is equal to a characteristic class of the tangent bundle of M, integrated over M. In the classical case, D is the Dirac operator and if M carries a psc metric, then this Fredholm index is 0. On the other hand, characteristic classes are easy to calculate, they do not depend on the choice of a Riemannian metric, and often we see that they are not zero. As a consequence we get manifolds that do not carry a psc metric. The Atiyah-Singer theorem also applies to other types of elliptic operators. One special case is the Gaus-Bonnet-Chern operator which yields a higher-dimensional version of the Gauss-Bonnet formula, and in another version we obtain as an index the signature that some people in the audience might have seen in a topology course. We want to follow the heat-kernel method to prove the index theorem. This approach is considerably simpler that the original approach by Atiyah and Singer, and allows us to understand the proof in many details. If time permits we will then study the second part of the question and we will use surgery methods to construct many metrics of positive scalar curvature.

A good a impression about the course can be obtained from the book(s) by Roe or the lecture notes cited on the web page.