Postcolonial power structures and knowledge archives continue to shape our society and the perceptions and actions of individuals who have grown up in this society. School as an institution of such socialization processes, including its actors such as teachers, is not an exception. Rather, as a part of society, schools are also prone to contributing to a reproduction of these power structures and knowledge archives on several levels. The EFL classroom is one of such levels as its core concepts and contents are likely to reproduce postcolonial power structures. Thus, EFL teachers are required to critically engage with teaching approaches, contents, and materials that empower them to decolonize their classrooms.  Against this background the following questions will be discussed in the seminar: (1) What does it mean to decolonize the classroom? (2) How can EFL teachers design a counter-hegemonic (machtkritischen) and anti-racist EFL classroom? (3) What challenges do they encounter? (4) How does the objective of counter-hegemonic and anti-racist education impact on principles and methods of EFL education? Students participating in this seminar are expected to complete a reflective portfolio and take an oral exam after completing the module FD 2 (oral exam in combination with the second seminar of this module).

Postcolonial power structures and knowledge archives continue to shape our society and the perceptions and actions of individuals who have grown up in this society. School as an institution of such socialization processes, including its actors such as teachers, is not an exception. Rather, as a part of society, schools are also prone to contributing to a reproduction of these power structures and knowledge archives on several levels. The EFL classroom is one of such levels as its core concepts and contents are likely to reproduce postcolonial power structures. Thus, EFL teachers are required to critically engage with teaching approaches, contents, and materials that empower them to decolonize their classrooms.  Against this background the following questions will be discussed in the seminar: (1) What does it mean to decolonize the classroom? (2) How can EFL teachers design a counter-hegemonic (machtkritischen) and anti-racist EFL classroom? (3) What challenges do they encounter? (4) How does the objective of counter-hegemonic and anti-racist education impact on principles and methods of EFL education? Students participating in this seminar are expected to complete a reflective portfolio and take an oral exam after completing the module FD 2 (oral exam in combination with the second seminar of this module).

This lecture course deals with the interlocking of Romanticism, cultural nationalism, and practices of political reform; it focuses on a broad archive of autobiographical writings, political tracts, literary works, philosophical essays, and popular entertainment from the period between the Jacksonian era and the Civil War. Topics include: the evolution of democratic culture, “Indian Removal,” New England transcendentalism, debates on slavery and national expansion, sentimentalism and the abolitionist imagination, the emergence of popular entertainment forms and genres, the slave narrative. Combining a focus on narrative forms and cultural self-descriptions with inquiries into shifting configurations and hierarchies of race, gender, and region, the lecture engages works by James Fenimore Cooper, William Apess, Alexis de Tocqueville, Margaret Fuller, Ralph Waldo Emerson, Henry David Thoreau, Lydia Maria Child, Maria Stewart, Frederick Douglass, Nathaniel Hawthorne, Herman Melville, Edgar Allan Poe, Harriet Jacobs, P.T. Barnum, Emily Dickinson, Harriet Beecher-Stowe and others.

Der Ausdruck des Unsagbaren – Erinnerungskulturen des Holocaust

Inhalte:

Was gibt es über das unsagbarste aller Ereignisse, den Holocaust, noch zu sagen? Unmittelbar nach dem Holocaust, bereits seit den 1940er Jahren haben sich Wissenschaftler aller Fachrichtungen darin versucht, dem Unsagbaren Sprache zu verleihen, Erklärungen zu finden, und füllen damit ganze Bibliotheken. Bis heute, 70 Jahre nach Ende des Zweiten Weltkrieges ist der Holocaust als Thema präsent: In den Wissenschaften, verschiedenen Medien und im Alltag. Aber wie wird das Unsagbare ausgedrückt? Und welche Erinnerungskulturen haben sich etabliert? Wie erinnern sich Überlebende der Lager an die Shoah, wie die Juden die Vernichtung ihres Volkes nennen, und wie verbalisieren sie das erlebte Trauma? Mit welchen Bildern, Motiven und Geschichten greifen Literatur, Film und Gesellschaft diesen Themenkomplex auf und welche Erinnerungen werden transportiert?

Wie die Erinnerung an den Holocaust bis heute wachgehalten wird, woher die „Holocaustmüdigkeit“ (Milgram/Rozett) kommt und den Zusammenhang zwischen Trauma, Sprache, Erinnerung und kollektivem Gedächtnis (A. Assmann), werden wir im Seminar ebenfalls untersuchen.

Der Ausdruck des Unsagbaren – Erinnerungskulturen des Holocaust

Inhalte:

Was gibt es über das unsagbarste aller Ereignisse, den Holocaust, noch zu sagen? Unmittelbar nach dem Holocaust, bereits seit den 1940er Jahren haben sich Wissenschaftler aller Fachrichtungen darin versucht, dem Unsagbaren Sprache zu verleihen, Erklärungen zu finden, und füllen damit ganze Bibliotheken. Bis heute, 70 Jahre nach Ende des Zweiten Weltkrieges ist der Holocaust als Thema präsent: In den Wissenschaften, verschiedenen Medien und im Alltag. Aber wie wird das Unsagbare ausgedrückt? Und welche Erinnerungskulturen haben sich etabliert? Wie erinnern sich Überlebende der Lager an die Shoah, wie die Juden die Vernichtung ihres Volkes nennen, und wie verbalisieren sie das erlebte Trauma? Mit welchen Bildern, Motiven und Geschichten greifen Literatur, Film und Gesellschaft diesen Themenkomplex auf und welche Erinnerungen werden transportiert?

Wie die Erinnerung an den Holocaust bis heute wachgehalten wird, woher die „Holocaustmüdigkeit“ (Milgram/Rozett) kommt und den Zusammenhang zwischen Trauma, Sprache, Erinnerung und kollektivem Gedächtnis (A. Assmann), werden wir im Seminar ebenfalls untersuchen.

Designing for a Circular Economy is a crucial step toward creating sustainable solutions. The concept of a Circular Economy is gaining prominence as we seek sustainable solutions to global challenges. In this approach, we move away from the traditional linear model (take-make-dispose) and embrace circularity, where resources are kept in use for as long as possible.

Design for a Circular Economy involves intentionally creating products, systems, and processes that align with circular principles. These principles include durability, upgradability, repairability, reusability, material efficiency, waste reduction, and a positive impact on natural systems. By integrating circular thinking into design, we can minimize environmental impact, enhance product longevity, and contribute to a more resilient planet.

In this seminar, participants will explore circular design strategies, learn from nature’s wisdom, and discover how technology can support circularity. Whether you’re a designer, engineer, or sustainability enthusiast, understanding circular design is essential for shaping a better future.

Contents of this lecture are the technical springs, cooperating and vibration response of technical springs and the design of such spring systems for technical applications.
Form a further point gear wheel and gears with the teeth laws and tooth types as well as the kinematic and static-dynamic conditions of the load of transmission teeth. The relevant interpretation standards as well as the technically important gearbox failure follow.
Clutch and brakes than represent a further topic stare and adjustable systems for braking and connecting rotating motion.
The oil transmissions than form a further topic -, chain, flat and v-belt drives as well as synchronous belt drives for technical applications. Pipes, piping and hydraulic accumulators with their mechanical loads under internal pressure and load by transported media form a further part of the meeting. The application of different interpretation principles is represented by the example of the crank gears with the kinetics and dynamics of the crank gear of the relevant load of the elements by the example of applications of presses and shears. Special designs of the crank gear in form of crank gear systems put on such as knee levers and drive shaft crank gears form the conclusion of the lecture.

 Target:
The student can use the methods for designing technicals springs, gears and belt and chain drives.

Please register for this course through LSF. You will receive the moodle password within the next few days.

Form a further point gear wheel and gears with the teeth laws and tooth types as well as the kinematic and static-dynamic conditions of the load of transmission teeth. The relevant interpretation standards as well as the technically important gearbox failure follow.
Clutch and brakes than represent a further topic stare and adjustable systems for braking and connecting rotating motion.
The oil transmissions than form a further topic -, chain, flat and v-belt drives as well as synchronous belt drives for technical applications. Pipes, piping and hydraulic accumulators with their mechanical loads under internal pressure and load by transported media form a further part of the meeting. The application of different interpretation principles is represented by the example of the crank gears with the kinetics and dynamics of the crank gear of the relevant load of the elements by the example of applications of presses and shears. Special designs of the crank gear in form of crank gear systems put on such as knee levers and drive shaft crank gears form the conclusion of the lecture.

Target:
The student can use the methods for designing technicals springs, gears and belt and chain drives.

Contents of this lecture are the technical springs, cooperating and vibration response of technical springs and the design of such spring systems for technical applications.
Form a further point gear wheel and gears with the teeth laws and tooth types as well as the kinematic and static-dynamic conditions of the load of transmission teeth. The relevant interpretation standards as well as the technically important gearbox failure follow.
Clutch and brakes than represent a further topic stare and adjustable systems for braking and connecting rotating motion.
The oil transmissions than form a further topic -, chain, flat and v-belt drives as well as synchronous belt drives for technical applications. Pipes, piping and hydraulic accumulators with their mechanical loads under internal pressure and load by transported media form a further part of the meeting. The application of different interpretation principles is represented by the example of the crank gears with the kinetics and dynamics of the crank gear of the relevant load of the elements by the example of applications of presses and shears. Special designs of the crank gear in form of crank gear systems put on such as knee levers and drive shaft crank gears form the conclusion of the lecture.

Target:
The student can use the methods for designing technicals springs, gears and belt and chain drives.