Article
ГРУППОВАЯ РАБОТА КАК ОДИН ИЗ СПОСОБОВ ЭФФЕКТИВНОГО ОБУЧЕНИИ ИЯ (НА МАТЕРИАЛЕ НЕМЕЦКОГО ЯЗЫКА)
The chief purpose of this article is to examine group technology as the leading form of learning and cognitive activity aimed at creating conditions for development of cognitive autonomy in students, their communicative skills, and intellectual capacity through interaction in the process of fulfilling a group task (the united cognitive task) for independent work. The article describes group work with the material on the subject “Berliner Mauer” and contains linguistic and cultural materials designed by native speakers specially for methodological purposes.
The article analyzes early (16-17th c.) German printed primers and textbooks to find out who were their supposed users. The authors of these textbooks - mostly Protestant teachers - simetimes specified in the titles, prefaces, and the main text whom they imagined as their audience. This might include their colleagues as well as students (children as well as adults), and people who wanted to learn to read on their own. Knowing the biographies of some of the authors and the attitude of Martin Luther and other Church reformers to literacy, we can conclude that the most likely primer users were Lutherans. Based of the language it can further be assumed that the audience were High German rather than Low German speakers.
Die Westöffnung Russlands unter Peter I. und Katharina II., die Errichtung moderner Staatlichkeit in den deutschen Territorialstaaten und ihre Weiterentwicklung in der Zeit des aufgeklärten Absolutismus, Russlands Aufstieg zur Großmacht und die Entstehung der europäischen "Pentarchie", vielfältige dynastische Verbindungen und kulturelle Einflüsse, die Revolutionierung Europas durch Napoleon und die Abwehr des napoleonischen Imperialismus – es ist eine vielgestaltige Geschichte, in die die deutsch-russischen Beziehungen und Zusammenhänge im "langen 18. Jahrhundert" eingebunden sind.
Die Westöffnung Russlands unter Peter I. und Katharina II., die Errichtung moderner Staatlichkeit in den deutschen Territorialstaaten und ihre Weiterentwicklung in der Zeit des aufgeklärten Absolutismus, Russlands Aufstieg zur Großmacht und die Entstehung der europäischen "Pentarchie", vielfältige dynastische Verbindungen und kulturelle Einflüsse, die Revolutionierung Europas durch Napoleon und die Abwehr des napoleonischen Imperialismus – es ist eine vielgestaltige Geschichte, in die die deutsch-russischen Beziehungen und Zusammenhänge im "langen 18. Jahrhundert" eingebunden sind.
The western opening of Russia under Peter I and Catherine II, the formation of modern state in the German territorial states and their further development in the era of enlightened absolutism, Russia’s rise to great power and the emergence of the European “pentarchy”, diverse dynastic connections and cultural influences, the revolutionization of Europe by Napoleon and the defense of Napoleonic imperialism – it is a multifarious history in which German-Russian relations and contexts are integrated in the “long 18th century”. This volume illustrates these connections in 35 joint contributions by German and Russian historians. Short factual representations, supplemented by documents and images, shed light on the development of German-Russian interactions. The volume continues the three-part work “Germany-Russia: Stations of Common History, Places of Commemoration”, of which the volume on the 20th century was published earlier, and the next one – on the 19th century – will follow soon.
This is a part of the ch. 2, devoted to the history of German conservatism that has its origin in the German nationalism of the 19th century. One of the striking particularities of the German conservatism was the lack of they could conserve or restorte. They were oriented towards an anti-modern future.
The article describes my research project dealing with the history of the spelling error as a societal rather than linguistic phenomenon. Studying under the social constructionist angle the history of spelling and the way it was taught at German schools in the nineteenth and twentieth centuries, I encountered interesting reaction on the part of contemporary German audience to whom I presented my findings.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.