GRIPS - Uni Regensburg

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Testbeschreibung

Testkurs

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Die Anmeldung zu diesem Kurs läuft ausschließlich über das Vorlesungsverzeichnis EXA. Melden Sie sich bitte dort an und Sie werden anschließend in diesen GRIPS-Kurs eingeschrieben.

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https://campusportal.uni-regensburg.de:443/qisserver/pages/startFlow.xhtml?_flowId=detailView-flow&unitId=23498&periodId=272&navigationPosition=studiesOffered,searchCourses

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Wie muss ein Text aussehen, damit man ihn versteht?

In diesem Seminar werden wir uns damit beschäftigen, an welchen Stellschrauben Sie als Lehrkraft drehen können, um Schüler*innen beim verstehenden Lesen in den Naturwissenschaften zu unterstützen.

Anhand von Textbeispielen und eigenen Textproduktionen wollen wir uns mit der Verständlichkeit von physikalischen Sachtexten beschäftigen. Dazu betrachten wir auf der Basis von Forschungsergebnissen Themen rund um das Leseverstehen: Wie läuft der Leseprozess ab? Welche Rolle spielt (insbes. geschriebene, fachspezifische) Sprache im Unterricht der Naturwissenschaften? Welche stilistischen Merkmale auf der Textoberfläche erzeugen Schwierigkeit, welche erleichtern das verstehende Lesen? Welche unterstützenden Möglichkeiten bieten sich auf der Ebene der Textgliederung und -struktur?

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Literaturhinweise:

Lenhard, W. (2013). Leseverständnis und Lesekompetenz. Stuttgart: Kohlhammer.

Göpferich, S. (2008). Textproduktion im Zeitalter der Globalisierung. Entwicklung einer Didaktik des Wissenstransfers. Tübingen: Stauffenburg. S. 155-186.

Langer, I., von Thun, F. S., & Tausch, R. (2015). Sich verständlich ausdrücken, 10. Aufl. München: reinhardt.

Groeben, N. (1978). Die Verständlichkeit von Unterrichtstexten: Dimensionen und Kriterien rezeptiver Lernstadien. 2. überarbeitete und erweiterte Auflage. Münster: Aschendorff.

123 Testbeschreibung

Beschreibung blablabla

Willkommen im Testkurs,

wir werden uns in diesem Kurs folgenden Themen witmen:

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Viele Grüße

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.

Ziel ist die KI-gestützte Entwicklung einer „Library Quest“, die Erstsemester spielerisch an die kulturwissenschaftliche Literatur- und Bibliotheksrecherche heranführt, Informationskompetenzen schult und den Einsatz von Spielelementen als Motivations- und Lernanreiz erprobt (Eckardt/Kibler/Robra-Bissantz, 2016, 49). Dazu kooperiert der Lehrstuhl für Vergleichende Kulturwissenschaft mit der Universitätsbibliothek Regensburg. Unter Einbezug bibliothekswissenschaftlicher Expertise wird eine interaktive Bildungsroute (aka Schnitzeljagd) entworfen, die KI als Werkzeug integriert und zu einer reflexiven Auseinandersetzung mit ihren Potentialen und Herausforderungen im Kontext studentischer Praktiken der Wissensaneignung und Wissensüberprüfung anregt. Das finale Konzept wird anschließend im Rahmen eines Aktionsabends mit Studienanfänger:innen erprobt und soll in zukünftige Grundkurse und Propädeutika eingebunden werden.

This course explores the deeply interconnected and multidimensional relationship between literature and memory. We will discuss how literature is not only a powerful tool for memory (a ‘mnemotechnic’), but also a medium of cultural remembering and forgetting. Both memory and literature are selective, creative, and critical processes that narrativize the past, relying on condensation and forgetting. The interaction can be examined through four main criteria: a) Memory as a theme within literary texts; b) How literature shapes what is remembered in a culture; c) How memories are encoded and mediated through literary forms and techniques; and d) How literature remembers and forgets itself through intertextuality, genre conventions, and canon formation. Thus, we will explore how literature acts as a culture’s memory bank, absorbing and transforming earlier works. A major focus is ‘places hollowed out of memory’—sites of amnesia that literature seeks to reconstruct, reanimate, and provoke debate about, rather than simply commemorate. Thus, literature itself can become a ‘live archive’ or a ‘place of memory.’

We will further investigate how literature gives voice to the ‘polyphony of memory,’ representing diverse, often marginalized memories. This involves an ethical commitment to recovering forgotten or repressed pasts. More importantly, we will learn about Decolonizing Memory Studies: the field is increasingly called to decenter Western frameworks, attune to non-Western and colonial traumatic histories, and promote cross-cultural ethical engagement.

Thus, the course proposes to discover how much contemporary literature is engaged in complex ‘memory work.’ Our discussions will illustrate that by exploring the frictions and connections between individual and collective pasts, literature remakes and reinterprets the past to understand present conflicts. In effect, literary studies is, to a large extent, memory studies.

The texts that we study demonstrate that memory is an active, reconstructive process central to identity, trauma, and truth. In contemporary British and American literature, it is explored through complex narratives that show memory as selective and fluid, not a passive recording. Some of the themes that the selected texts for the course highlight include: Traumatic Cultural Memory; Memory as Cultural and Political Reclamation; Communal and Ancestral Memory; Memory as Political Amnesia; Memory as Oral Tradition; Recovering Silenced Voices; Memory as National History; Imaginary Homelands; and Memory and Identity Formation.

Texts (students are expected to have read at least some of the fictions before the semesters starts!): Lucy Bond, Susannah Radstone and Jessica Rapson, eds. The Palgrave Handbook of Literary Memory Studies (Cham: Palgrave Macmillan, 2025); Jeffrey K. Olick, Vered Vinitzky-Seroussi, and Daniel Levy, eds. The Collective Memory Reader (Oxford: Oxford University Press, 2011);María Jesús Martínez-Alfaro and Silvia Pellicer-Ortín, eds. Memory Frictions in Contemporary Literature(Cham: Palgrave Macmillan, 2017); Nicola King, Memory, Narrative, Identity: Remembering the Self (Edinburgh: Edinburgh University Press, 2000);Brett Ashley Kaplan, ed. Critical Memory Studies: New Approaches (London: Bloomsbury Publishing, 2023); Toni Morrison, The Bluest Eye (New York: Rosetta Books, [1970]2004); Chimamanda Ngozi Adichie, Purple Hibiscus (London: Fourth Estate, 2012); Alice Walker, The Color Purple (New York: Pocket Books, 1985); Kazuo Ishiguro, The Buried Giant (London: Faber & Faber, 2015); Ben Okri, The Famished Road (London: Vintage, 1992); Caryl Phillips, Cambridge (London: Vintage, 1993); A. Sivanandan, When Memory Dies (London: Arcadia Books, 1997); Elia Kazan, America, America (New York : Popular Library, 1963).

Length of term paper: 8-12 pages

Requirements for course credit: Each student will be expected to read the selected texts, and reflect on the questions shared with them prior to the seminar. Students have to work as a group for their team presentation (10 minutes) during mid-course.

Deadline for term papers: 25 March 2027

This course provides an overview of the propaganda and policies of the Soviet leadership towards the population of the Central Asian Republics during the Second World War, as they were mobilised to the front and at home. The region of Central Asia, namely the five republics - Kazakhstan, Uzbekistan, Kyrgyzstan, Turkmenistan and Tajikistan - mapped within their present borders during the Soviet era, is often neglected in the study of Soviet history. Even fewer history students know about the involvement of the regional population in the Second World War. This tutorial aims to fill this knowledge gap. Students will work with the quantitative and qualitative sources available in the archival repositories. Oral history collection projects will also be discussed.

 

The course focuses on people's loyalties during the period of social upheaval and intensification of repressive policies in urban and rural areas of Central Asia. It discusses deportations (Germans, Chechens), migrations (Uyghurs from China) and the evacuation of population and industries from the European parts of the USSR to Central Asia. Finally, the role of Central Asia in Lend-Lease and the role assigned to Central Asia by the Allies and the Third Reich will be examined. 

 

By the end of the course, students should be able to orient themselves towards recent scholarly debates on the role of the Central Asian population in the Second World War in international and national historiographies, and to distinguish between different types of available original sources (in translation). Assessment will be based primarily on regular reading and active participation in seminar discussions.

 

Introductory reading:

Allen J. Frank, Kazakh Muslims in the Red Army, 1939-1945. Brill’s inner Asian library, vol. 42. Leiden; Boston: Brill, 2022. 

This seminar offers a close reading of the Song of Songs while simultaneously introducing students to the major genres of Jewish literary creativity across two millennia. Through the study of biblical poetry, rabbinic legal texts and exegesis, targumic translation, early Jewish mysticism, medieval and early modern kabbalah, heretical and messianic movements, liturgical poetry, and Jewish visual art and music, students gain a broad understanding of how this brief but theologically profound biblical book has inspired remarkably diverse forms of interpretation and cultural expression. Although the Song of Songs provides us with our central case study, the course functions as a guided tour of Jewish textual, ritual, and artistic imagination—ancient, medieval, and modern; poetic and legal; elite and popular; written, oral, musical, and visual. No prior knowledge of Hebrew, Judaism, or theology is required, and while the course is taught in English, English language skills are not a focus of evaluation.  All written work may be submitted in German. (Bonus points if you help the instructor with HER German!)

Unsere Gesellschaft ist mit einer Vielzahl globaler Herausforderungen konfrontiert: Klimawandel, die Zukunft der Energie-Versorgung, Big Data und KI, Geschlechtergerechtigkeit sowie ein Kampf um Information und Wahrheit zulasten der Demokratie. Das Young Colloquium mit dem Titel „Scientific Perspectives for Global Issues of the 21st Century“ soll der Frage nachgehen, wie wir als Wissenschaftler*innen zu Lösungen und der notwendigen Transformation beitragen können.

Die Veranstaltung soll den Blick für gesellschaftsrelevante Themen, Herausforderungen im 21.Jh. und interdisziplinäre Fragen, die mehr oder weniger eng mit der Physik zusammenhängen, schärfen und die Teilhabe am großen fachlichen sowie persönlichen Wissensfundus von inspirierenden Dozierenden ermöglichen. Sie hat das Ziel die Studierenden zu befähigen, die im Studium erlernten Fähigkeiten einmal interdisziplinär und mit dem Bewusstsein für globale Herausforderungen einsetzen zu können.

https://www.instagram.com/p/DAQfGPiN14i/?utm_source=ig_web_button_share_sheet&igsh=MzRlODBiNWFlZA==

https://www.uni-regensburg.de/physik/evers/teaching/wt24-25-scientific-perspectives-for-global-issues-of-the-21st-century/index.html

Meetings on zoom:
Wed, 10.11.2021, 16.00 - 18.00 Uhr &
Wed, 24.11.2021, 16.00 - 18.00 Uhr

Self-paced learning
between both sessions