I am a scientific researcher at Bielefeld University. I am looking for a nanny/baby sitter for my daughter starting in October 2020. She will be 6-month-old in October. I am from India. I speak fluent English and some German. I would need someone to take care of the baby while I am at the University for 4 hours thrice a week until December (for 3 months). +++ Details: +++ Tagesmutter: Nein
I am a scientific researcher at Bielefeld University. I am looking for a nanny/baby sitter for my daughter starting in October 2020. She will be 6-month-old in October. I am from India. I speak fluent English and some German. I would need someone to take care of the baby while I am at the University for 4 hours thrice a week until December (for 3 months).
High Quality Content by WIKIPEDIA articles! Oerlinghausen Airfield (ICAO: EDLO), known as Oerlinghausen Segelflugplatz, german for Oerlinghausen gliding airflield, is a small airfield situated in the town of Oerlinghausen close to Bielefeld in the North Rhine-Westphalia german region. With around 25,000 glider take-offs each year it is one of Europe's largest gliding centres. It is also used by motor planes, microlights and hot air balloons. The airfield is home to 13 gliding clubs and to a gliding school.
Since 1998, Prof. Kolchanov [Institute of Cytology and Genetics (SB RAS), Novosibirsk] and Prof. Hofestädt (Bielefeld University) have been organizing bilateral and international summer schools, workshops and conferences (notably, the biannual conference, Bioinformatics of Genome Regulation and Structure in Novosibirsk since 1998). Based on this cooperation, the German/Russian Network of Computational Systems Biology (vwv.imbio.de/forschung/) was established in 2005. The network has been organized to facilitate collaborative investigation and education in Bioinformatics and Systems Biology between German and Russian researchers. The interlinking research topic was Analysis and simulation of biomolecular systems and processes. The main goal of this cooperation was knowledge-transfer and the initiation of bilateral projects. Furthermore, this network has provided a platform for educational programs, exchange of young researchers, e-learning, seminars, workshops and summer school programs. The network is supported by the German Ministry of Science (BMBF) and the Russian Ministry of Science and as of 2007 it has become a sub-network of German/Russian Network Biotechnology (Vvw.bis-rus.com). The most important goal of our network is to bring together young scientists and students from both countries to initiate new projects and startups. Therefore, since 2008 we have organized a regular German/Russian annual summer school in Russia and Germany. The overall research topic of all these activities was called Integrative Bioinformatics (IB). Jointly, we have organized the first Integrative Bioinformatics conference in 2005 in Bielefeld and also founded the online Journal of Integrative Bioinformatics (http://journal.imbio.de/). The next annual IB conference will take place in the Netherlands in 2011 and all accepted papers will be published again by the JIB. The startup company PBsoft (http://www.pbiosoft.com/), was founded in Novosibirsk in 2007. This company develops new computational technologies in bioinformatics and systems biology (ANDvisio, ANDcell). To further facilitate the development of bilateral projects, the network partners have recently founded a Russian/German Research Center for Integrative Biology and Computation (RCIBC) in Novosibirsk 2010. This center will focus on the analysis of genetic control of metabolic networks, which is a backbone of Systems and Synthetic Biology.
Seminar paper from the year 2005 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 2,3, Bielefeld University, 4 entries in the bibliography, language: English, abstract: The discussion about aims, content and methods of foreign language lessons resulted in demands for a broader integration of intercultural learning. Jörg Roche, who dedicated one chapter of his book Interkulturelle Sprachdidaktik: Eine Einführung to the role of intercultural language didactics in the teaching and learning of foreign languages, makes specific suggestions about restructuring the traditional concepts of foreign language lessons. According to him, the best learning success is achieved when intercultural learning and foreign language teaching are integrated. He explains conclusively that language and culture are inseparably bound to one another. Roche also warns not to use isolated or poorly researched pieces of cultural information, since this would lead to a falsified image of the target culture and prevent the learners from authentic language use. Roche's appeal illustrates the growing need of intercultural communication. Young pupils in Germany do not only live in a country that maintains contact with cultures all over the world, but they are also part of a multicultural society that is mirrored by the school classes. Foreign language lessons offer the opportunity to help them deal with it and prepare them for living in a multicultural society. After the introduction of English as a foreign language as an obligatory school subject in the classes 3 and 4 of the primary schools in 2003, it is now possible for the young learners in Germany to exhaust their enormous language learning potential more effectively. However, how they should be taught, and what exactly, is still discussed extensively. The new school subject made it necessary to develop a new curriculum and new school books, which were supposed to meet the needs of the young foreign language learners and the conditions of the guidelines. Considering the textbooks Bumblebee 3 and Bumblebee 4 (Schroedel 2003) as examples, this paper examines in how far the school books concur with the regulations concerning intercultural learning. Of course, school books do not solely represent what is taught in the lessons; the way the teachers uses them and what they teach additionally must also be regarded for that. Yet, the books play a central role in the lessons. Tasks, content and especially the illustrations have much influence on how the lessons are perceived by the pupils. Furthermore, the pupils can take the books home where they can work autonomously.
Examination Thesis from the year 2003 in the subject English Language and Literature Studies - Literature, grade: 1,3, Bielefeld University, 71 entries in the bibliography, language: English, abstract: 'Love' is a central topic in Shakespeare's plays. Many of his couples have gained a status of immortality: Antony and Cleopatra, Romeo and Juliet, or Beatrice and Benedick are only a few examples. These lovers share one experience, which Lysander in 'A Midsummer Night's Dream' sums up very clearly: 'The course of true love never did run smooth ...' (1,1,134) This dilemma is the 'raw material' I am interested in. I will take three Shakespearean plays with 'love' as their central issue and examine the protagonists' courses of love in them. This involves the beginning, the obstacles in the way, the reactions to these obstacles and the final failure or success to overcome them. The plays chosen are 'Romeo and Juliet', 'All's Well that Ends Well', and 'The Taming of the Shrew'. In the First Folio edition the first one is classified as belonging to the literary form of 'tragedy', the latter two as 'comedies'. This leads me to the second element in the title, which is 'dramatic genre'. What Northrop Frye says about comedy is also valid for tragedy: 'If a play in a theatre is subtitled 'a comedy', information is conveyed to a potential audience about what kind of thing to expect, and this type of information has been intelligible since before the days of Aristophanes.' One such expectation concerns a play's mood. Here lies a fundamental difference between tragedy and comedy. Generally speaking, the audience expects that a comedy creates a happy mood and a tragedy a sad one. However, I am not alone finding that 'Romeo' is a rather happy play over long stretches, whereas 'The Taming' and 'All's Well' are anything but thoroughly happy pieces. In these three dramas Shakespeare only partly fulfils the expectations, which are evoked. Their generic structure does not generate a consistent mood. So what are the causes of this inconsistency?
Bachelor Thesis from the year 2009 in the subject English Language and Literature Studies - Linguistics, grade: 2,0, Bielefeld University, language: English, abstract: While I was doing an internship in several English classes in a 'Gymnasium' in 2007, a teacher asked me to take a test in his class (8th grade) of the vocabulary of a certain unit in their textbook. I did so and graded the tests according to his requirements. Every incorrect word led to zero points regardless of how 'wrong' the word was. In one case the students were supposed to give the English word for 'Süssigkeiten' which, of course, is 'sweets'. While some simply gave no word, others gave solutions that were wrong, yet creative, for instance a circumlocution, 'sweet things' or newly coined word, 'sweetys'. It did not seem fair to me to disregard these solutions, as someone using them in a communicative situation would be able to better communicate his intention than by simply saying nothing. From this experience I got the idea for my B.A. thesis to deal with the topic of communication strategies , to which these examples belong, and to further examine their role in language learning. This thesis is an attempt to inspect what CSs are and what their part in education could and should be, respectively actually is. In the beginning I will present a summary of the history of research in the field of CSs and I will give an overview of existing (and often varying) theories, definitions and taxonomies of CSs. After introducing this background knowledge I will examine the practical implications of CS research. By discussing studies and theories by various researchers I will prove that the employment of CSs in communication is useful and effective and that teaching CSs in school is both possible and sensible. I will then go on in the empirical part to examine the curricula for 'Sekundarstufe I and II' of the 'Gymnasium' in North Rhine Westphalia with regard to CS teaching. I will also look at various school books to see to what degree results from CS research have been taken into consideration in their design, i.e. whether or not they teach CSs, and if so, how they do it. I will evaluate these results and make suggestions for possible improvements. In the conclusion I will sum up my results and make suggestions for further research. The appendix includes various material used for this thesis that is helpful and sometimes necessary to understand the text, such as taxonomies of CSs or charts showing results of my research. At the end of the thesis is a list explaining common abbreviations used in this thesis, as well as a glossary of ...
The volume makes available to English readers an important ongoing discussion centred in Germany but having clear connections with international developments in historiography. European History Quarterly The essay offers an excellent and nuanced discussion of comparative history's fundamental assumptions and approaches, its strengths and weaknesses, its possibilities and limits...Scholars or students looking to refresh their understanding of the methods and challenges of comparative history and to learn how German historians discuss transnational approaches will find much to appreciate in this collection, which is particularly well suited to the needs of graduate seminars. If this book helps end the overblown and sometimes petty arguments over which method will reign supreme and helps us take advantage of the obvious benefits of each approach, Haupt and Kocka will have done us a great service. Canadian Journal of History/Annalees canadiennes d'histoire Since the 1970s West German historiography has been one of the main arenas of international comparative history. It has produced important empirical studies particularly in social history as well as methodological and theoretical reflections on comparative history. During the last twenty years however, this approach has felt pressure from two sources: cultural historical approaches, which stress microhistory and the construction of cultural transfer on the one hand, global history and transnational approaches with emphasis on connected history on the other. This volume introduces the reader to some of the major methodological debates and to recent empirical research of German historians, who do comparative and transnational work. Heinz-Gerhard Haupt is currently Professor of European History at the European University Institute. Previously, he was at the Universities of Bremen (1974-93), Halle (1993-98), and Bielefeld (1998-2004). He has been a Visiting Professor at the École des Hautes Études, Paris, University of Lyon II, and Columbia University and a Fellow at Princeton University. His publications in English include The Petite Bourgeoisie in Europe 1780-1914: Enterprise, Family and Independence (with G.Crossick, Routledge, 1995) and Europe in 1848: Revolution and Reform (edited with D. Dowe, D. Langewiesche, J. Sperber, 2001). Jürgen Kocka is currently Professor for the History of the Industrial World at the Free University of Berlin, Research Professor at the Social Science Research Center Berlin and, regularly, a Visiting Professor at the University of California Los Angeles. Between 1973 and 1988 he taught in the University of Bielefeld. He has published widely in the field of modern history of Europe. His publications in the English language include Facing Total War. German Society 1914-1918 (Berg, 1984) and Industrial Culture and Bourgeois Society. Business, Labor, and Bureaucracy in Modern Germany (Berghahn, 1999).
This volume presents the invited lectures of a conference devoted to Infinite Length Modules, held at Bielefeld, September 7-11, 1998. Some additional surveys have been included in order to establish a unified picture. The scientific organization of the conference was in the hands of K. Brown (Glasgow), P. M. Cohn (London), I. Reiten (Trondheim) and C. M. Ringel (Bielefeld). The conference was concerned with the role played by modules of infinite length when dealing with problems in the representation theory of algebras. The investi gation of such modules always relies on information concerning modules of finite length, for example simple modules and their possible extensions. But the converse is also true: recent developments in representation theory indicate that a full un derstanding of the category of finite dimensional modules, even over a finite dimen sional algebra, requires consideration of infinite dimensional, thus infinite length, modules. For instance, the important notion of tameness uses one-parameter fami lies of modules, or, alternatively, generic modules and they are of infinite length. If one tries to exhibit a presentation of a module category, it turns out to be essential to take into account the indecomposable modules which are algebraically compact, or, equivalently, pure injective. Specific methods have been developed over the last few years dealing with such special situations as group algebras of finite groups or noetherian rings, and there are surprising relations to topology and geometry. The conference outlined the present state of the art.