Keywords: Sartre - Les Mains Sales;
More...Keywords: The Soviet Union and Mao Dze-dong;
Für den weiteren Verlauf des chinesisch-sowjetischen Verhältnisses und der Entwicklung an der gemeinsamen Grenze hängt viel von der Beurteilung Maos durch Moskau ab. In Ergänzung des in diesem Heft veröffentlichten Aufsatzes von Klaus Mehnert (S. 513ft.) bringen wir im folgenden einige Auszüge aus den in dem Aufsatz analysierten Büchern. Allen gemeinsam ist die Reduzierung des Problems Mao und speziell der Kulturrevolution auf gefährlich vereinfachende Formeln.
More...Keywords: the Djindjić Assassination; the Milosević-fall; the UN-tribunal in Den Haag; Vojislav Kostunica; Vojislav Seselj; the long-expected change of elite in Serbia
After the tragic assassination of the Serbian Prime Minister Zoran Djindjic the country experienced a surprising movement of sympathy. The charismatic politician hasn’t been loved when he was still alive but was regarded with scepticism by the majority of the population. At the same time he was an excellent PR-salesman for Serbia touring in foreign countries. He became famous worldwide as the manager of the Milosevic-fall and this decisive role brings him into the history books. He showed big courage when he turned Milosevic over to the UN-tribunal in Den Haag in summer 2001. But after this event the power-game with his main opponent, the Yugoslavian President Vojislav Kostunica, dominated the political scene. Djindjic was more and more criticised because of his political manoeuvres to get rid of Kostunica and to avoid new elections. Because of his vision of bringing Serbia closer to the EU, most politicians in western capitals, especially in Germany, closed their eyes to what he did and went on to regard him as a guarantee for reforms in Serbia. In spring 2003, Djindjic seemed to be on top of his power-position. Kostunica lost his state office and the Serbian radical leader Vojislav Seselj went to Den Haag. But the murder of the main Serbian politician sets a light on the fundamental faults he made in the last years of reform. He didn’t cut the criminal-political network of Organised Crime and security forces since the Milosevic-time. It will take quite a while to analyse which connections Djindjic himself had to these circles, which are now suspected to have organised the murder. For young people, however, Djindjic was the main figure of hope and progress, as the first days of shock and grief especially among the youth showed. The tragic murder could turn into a chance, if now the government fights seriously against these dirty structures and their political involvement. Only then it could bring to Serbia the long-expected change of elite.
More...Keywords: Transylvania; Administration; Organisation
Die frühesten Verwaltungsgliederungen in Siebenbürgen- sieht man von der dakisch-römischen Periode ab - deuten sich um die Jahrtausendwende in den slawisch-rumänischen Knesaten und Woiwodaten an, die in den Gebieten von Fogaraschund Hatzeg nachgewiesen sind. Die Landnahme der Ungarn im 10. und 11. Jahrhundert ist von Nordwesten erfolgt, da als älteste Verwaltungskörperschaft der Komitat Szolnok (später in Außen-, d.h. West-, Mittelund lnnerszolnok gegliedert) erwähnt wird. Bogenförmig schließen sich die Komitate Doboka, Klausenburg und Thorenburg an. An die Flußläufe der beiden Some§, des Arie§ und oberen Mieresch angelehnt, hatten diese Komitate eine unnatürliche Form, da bei einer Länge von 150-200 Kilometern die durchschnittliche Breite nur 20-40 km betrug. Es schlossen sich weiter südlich Hunyad, Weißenburg und Kokelburg an. Als Reste eines ursprünglich riesengroßen Weißenburger Komitats blieben innerhalb des Sachsenlandes, aber auch im Szeklergebiet, 16 Enklaven bestehen, die 1774 zum Oberweißenburger Komitat zusammengeschlossen wurden. Diese acht Komitate umfaßten vor etwa 200 Jahren je rund 56% der Gesamtfläche wie auch der Bevölkerung Siebenbürgens (ohne Partes).
More...HUGH Ll. KEENLEYSIDE: Canada and the United States. Some Aspects of the History of the Republic and the Dominion. New York, Alfred A. Knopf 1929. XXI, 396, XLII S. C. HARTLEY GRATTAN: Why We Fought. New York, The Vanguard Press 1929. XV, 453 S. H. P. FALCKE: Vor dem Eintritt Amerikas in den Weltkrieg. Deutsche Propaganda in den Vereinigten Staaten von Amerika 1914/15. Dresden, Carl Reissner Verlag 1928. 304 S. ROBERT M. C. LITTLER: The Governance of Hawaii. A Study in Territorial Administration. Stanford University, Cal., Stanford University Press 1929. XVII, 281 S.
More...Keywords: Libussa; böhmische Chroniken; Romantik
Der Beitrag untersucht Brentanos Verarbeitung der böhmischen Chroniken in dem Drama Die Gründung Prags, wobei vor allem die von Hájek von Libočan sowie A. Kayssarows und K. G. Antons Darstellung der slavischen Götterwelt Eingang in den Text fanden. In Brentanos romantischem Geschichtskonzept bildet der Libussa-Mythos den Ausgangspunkt für die Darstellung eines Staatsgründungsprozesses eingebettet in den Machtkampf der Geschlechter, ein schon in den Chroniken angelegter säkularer Prozess. In diesem historischen Ablauf artikulieren sich metaphysische Kräfte, die auf eine christliche Glaubenswelt weisen, welche Brentano in einer geplanten Fortsetzung des Dramas realisieren wollte. This paper deals with the sources that Clemens Brentano used for his drama Die Gründung Prags (“The Foundation of Prague”). Important for the drama are the chronicles from Hájek von Libočan and A. Kayssarows and K. G. Antons’ depictions of the Slavic world of gods. In Brentano’s concept of romantic history, the myth of Libussa is the starting point embedded in the fight of sexes, a process of secularization found in the above-mentioned chronicles. In this historical process, metaphysical power expresses itself, pointing to a Christian belief. Brentano wanted then to realize this Christian belief in the proceeding dramas.
More...Keywords: economic crisis in Poland;
It was a shattering speech that Edward Gierek delivered to the miners in Sosnowiec on 9 November 1979. He talked about the continuing economic difficulties and the impossibility of dealing with them in the foreseeable future. "These are problems that are getting bigger in our country over the years. Their solution takes time. "(All quotations from the Sosnowiec speech after: Trybuna Ludu, 12.11.1979.) A sigh sounded:" How much inability, inconsistency, disdain for duties and lack of discipline we all see. We have a constant struggle with these negative phenomena. We eliminate people who do not want or are unable to fulfill the tasks entrusted to them. However, you yourself know that this is not an easy task. "Gierek called for patience, renounced palliation, trivialization of defects and glamorous prospects for the future, which belong to the ritual of a party speech. With the "optimistic accent" he put to conclusion, he confined himself to asserting that coping with the ongoing difficulties and problems was "in our hands."
More...Keywords: Norwegian history; Oslo; Haakon V.; Femja;
On the life of Eufemia, Norwegian Princess (1280-1312), and about her role in today's Norway
More...Keywords: ethnolinguistics, cognitive definition; value; European languages
The purpose of the paper is to present theoretical and methodological aspects of the research project EUROJOS, which is anchored and developed in Lublin ethnolinguistics. It aims to create the cognitive definition of the selected concepts, regarded as values in the European culture. The cognitive definition is based on 3 types of data: lexicographical sources, surveys and text corpora, with the latest playing a crucial role at profiling the concepts. The methodological criteria are indicated as validated by the description of chosen results from other research papers regarding the concept WORK in some languages and the concept DEMOCRACY in Polish and German. Whereas the study of the concept WORK objects to demonstrate the all-embracing definition of the concept, its universal meaning aspects, the example of DEMOCRACY shows the relevancy of profiling, thus also of the role of public discourse and the media.
More...Review of: Jan Lundberg, Der Fußball als Teil des Grundversorgungs- und Funktionsauftrags des öffentlich-rechtlichen Rundfunks, Hamburg: Kovac, 2020, 229 S.
More...Keywords: prepositional supplements; error analysis; foreign language students; language comparison
The goal of this paper is the contrastive analysis of the prepositions and prepositional supplements of the German and Albanian language. This paper also analyzes and assesses the difficulties of learning a foreign language and the causes of the error frequency in the Albanian native speakers learning German as a foreign language concerning the prepositions and prepositional supplements. It further provides an overview of the problems during the usage of prepositions required by verbs, adjectives and nouns by Albanian learners of the German language. Additionally, there will be an evaluation of the error analysis and the presentation of some methods which provide an easier way to learn the correct usage of the prepositional objects. To achieve this goal, it is necessary to investigate the reasons for the errors, so they can be avoided in the future. The error analysis was done using both qualitative and quantitative methods in order to make a more detailed examination. It investigated which errors had occurred, whether they were interference errors, over-generalizations of a rule within the foreign language or other categories of errors. Simultaneously, the number of each type of error was checked so that we can get a better overview of which errors we should pay more attention to in German language lessons. A questionnaire was distributed to Albanian native speakers, and the reasons for the errors in the usage of prepositions were investigated. The study participants are at level B2 and they all learned the prepositional objects in the same way. From a morpho-syntactic point of view, both of the examined languages showed similarities and differences. The results showed that both languages have prepositional suffixes in common. A major difference lies in the prepositions used in the prepositional supplements: in German they are mostly meaningless and in Albanian they are not. As a result of that, the Albanian prepositions in prepositional supplements are considered to be easier to use than those in German and thus the second hypothesis, H2: The Albanian prepositions are easier to use than those of German because of their polysemy, was demonstrated. It is worth mentioning that it is very difficult to acquire the governed prepositions in German due to their semantic intransparency. There are no rules that can be acquired and then easily applied. The use of prepositions in prepositional supplements is grammatically fixed; consequently, the prepositions must be learned together with their verbs and the case that they govern together. In Albanian there is no preposition that governs the dative object, but in German there is. Even the sentence: " Ich trinke mit meiner Freundin einen Kaffee.” can be seen as a hurdle by the learners. After all, the learners will not be able to form such a common sentence until they learn the dative case. However, both languages present great similarities in their morpho-syntactic properties of the prepositional supplements, since there are fixed prepositions in both languages. Unfortunately, there are rare equivalents when comparing the governed prepositions of both languages. Exceptions in such cases include the meaningful prepositions in prepositional supplements. Another objective of this paper was to find out to what extent learners find the German language difficult. According to the self-assessment of the Albanian-speaking learners of German, the level of difficulty in some areas of German grammar is average. The reason for this may be that the learners have already learned a lot of grammar structures. Prepositions are considered to be the most difficult area of learning in German grammar. Although the learners have reasonable experience in the area of prepositions, these are considered to be the most difficult sub-area by the respondents. Nevertheless, prepositions were ranked in the middle of the difficulty level with an average of 3.33. The examined topics were: the choice of articles, declination, conjugation, prepositions, word order and learning vocabulary. Based on the results, an error analysis of the governed prepositions in prepositional supplements and to derive the causes of these errors from the evaluated data, the data analysis revealed the following: The analysis of the questionnaire shows that 35% of the answers to the first task indicated the incorrect use of the governed prepositions. Out of that 35%, 22% were interference errors because the preposition was taken directly from the mother language into the target language (in this case German) and translated one-to-one. The next issue was interesting, because only 47% of the analyzed sentences were correct. In this task, there was a variant for each sentence in Albanian that did not require a preposition. Here the participants also paid attention to the definite articles (Der König herrscht über das Land. – Mbreti sundon vendin), which led them to take these sentences directly from Albanian. The independently translated prepositions clearly show that the learners primarily binds the prepositions with local or temporal meanings. The reason for this may be that the textbooks deal more with the information and the preposition suffixes are embedded in the learning material very late in the process of acquiring a foreign language. In foreign language lessons, it is particularly important to look for the causes of errors and to justify them. This can be of great benefit, especially if all learners speak the same mother language. With the help of this study, teachers can avoid these mistakes in advance in DaF-lessons (German as a foreign language) with native Albanian speakers by specifically drawing the learners' attention to these mistakes. The results clearly show that Albanian speaking learners of German make more interference errors than other types of errors. Further research in the field of the methodology of prepositive objects is urgently needed. There are not enough methodological techniques to make it easier to master the required prepositions. In the future, this study could be used to create textbooks and practice materials for learners of German who are Albanian native speakers. This fact, the process of acquiring German language by the Albanian learners of German in conditional situations in which they feel insecure or do not know the governed preposition in prepositional supplements, is also considered particularly important. Foreign language learners use in general their mother language directly and almost always carry out a one-to-one translation of the counterparts of certain prepositions. A contrastive teaching method may seem old-fashioned or unsuitable for learners, but it may be the most suitable method when learning the prepositional supplements, since the learners are aware of where the dangers of making mistakes lie and these mistakes can, in those cases, be avoided. Only when the learners understand from the beginning that they should not look for the meaning of the preposition in the prepositional supplements would it be of great importance to learn them together with the regents (verbs, adjectives or noun-verb combinations). The mother tongue should serve as a means of aiding understanding and should be a relief for the learner. Unfortunately, there is not a large selection of books that offer contrastive learning of German for Albanian native speakers. This type of approach in the classroom might be more successful than learning the foreign language abroad, because you can only learn properly if you understands the language correctly. The meanings of the prepositions are fixed in a certain embedded and situational context very early by the learners. The preposition “an” in German does not always mean pranë or afër in Albanian, and it is not a rare case. There is no other use of this preposition, as long as you do not do something against this fixation. This fact leads to a consistent reaction against this phenomenon. Textbook authors should use the pedagogical-didactical tasks to tempt the learners to take a different perspective on the prepositions and to perceive them differently. The similarities and differences should be clearly shown, so that the learner is aware from the beginning that prepositions can also be meaningless. In addition, it can be said that the awareness of the differences helps the learner to avoid interference errors and learn the similarities, improving transfer opportunities. Similarities can lead to errors, but this fact is still considered to be an advantage in making it easier to learn German. The differences in the prepositions in prepositional supplements should have priority in German as a foreign language lessons, so that the learners should notice right from the beginning that in most cases they are dealing with meaningless prepositions. This automatically leads to learners being more attentive in class. Learning the governed prepositions by heart should be at the beginning of learning stage in this area. The prepositions should be used in classes as often as possible, presented in different sentences until these constructions are applied automatically. The best part should come at the end: the similarities. It should be made clear to the learners that they have done the hard part of the work already and that this hard work will pay off in the end. Then, when the easy part comes, they will not pay much attention to the prepositions and so the learning time will automatically be shortened. Working on similarities and differences requires learners to pay attention to the prepositions at the beginning and then memorize and practice them at the end. During this time, the learner can easily give up because this method offers slow progression. Furthermore, the learners should also be given a clear understanding of the reason for the interference errors. In these cases, the learner should also be shown that the base meaning of the preposition cannot be applied to all contexts. On the other hand, the teacher should never lose the impulse to motivate his/her learners. Various activities lead to an easier process of automating the prepositive complements. The learners should be asked to create a list of the prepositions and their regents themselves. As they gradually add new ones, an eye is automatically kept on the prepositions they wrote down earlier. It would also be an interesting task if the learners were given a text with prepositive suffixes and the teacher made a game out of it. The learners should be divided into groups of two and the group that finds the most differences and similarities between their native language and German wins. Although it has been found that most errors are due to reasons that arise from the learner’ native language, it should be noted that there are many other factors that can lead to an error. For this reason, the teacher should always create a learning-friendly atmosphere to eliminate factors such as anxiety or shyness. In the learning process, it is also important to recognize the type of the learner and to use it in a targeted manner. According to Hufeisen and Neuner (2005), there are visually oriented, auditory oriented, communicatively or cooperatively oriented, haptically oriented, experience oriented and abstractly analytical learners. It can be concluded that we cannot use a single learning method in a group in which all learners are treated equally. On the other hand, we should address the learners in the classroom according to their individual learning habits and learning styles, so that they are encouraged. This means that with the help of the teacher, the learners should find their own learning style through individual learning habits and then develop them. With this method, the learners can cope with their own learning stress, because they specifically promote their skills according to their learning style (Hufeisen & Neuner 2005: 89-90). It often happens that foreign language learners unconsciously use a construction from another language when they are in a stressful situation, in which they have not yet mastered this construction in German or they cannot think of the correct form at the moment. However, this does not mean that the construction is necessarily taken from their mother tongue (in our case Albanian). It also happens that learners automatically fall back on another foreign language that they speak better than German. This also applies to the prepositions in prepositional supplements. It often happens that learners use the preposition ‘von’ in German instead the English counterpart ‘from’ or the English preposition ‘to’ instead the German ‘zu’. In their native language, the learners use the correct prepositions because these have already been automated since childhood through extensive influence on the language. In the foreign language, the prepositions still have to be become automatic, although it is quite understandable that the learners unconsciously transfer the prepositions from Albanian or from another foreign language into German. In summary, it takes a lot of patience and practice to master the governed prepositions in prepositional supplements. Further research in the field of the methodology of prepositional objects is urgently needed. There are not enough methodological techniques to make it easier to master the required prepositions.
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