If you need a Visa for your entry to Germany in order to study at Sankt Georgen, please note the following information:. Sankt Georgen does not have student residences. In this case, an application from the ecclesiastical superior must be sent to the Regens of the Priesterseminar Sankt Georgen:. Toggle navigation. A Questions regarding Studies International applicants who have questions regarding studies are kindly requested to contact the Hochschulsekretariat Mrs.
The matriculation for doctorate studies normally requires that a professor of Sankt Georgen declares his readiness to be the moderator of your doctoral studies. Applicants for licentiate studies are also recommended to contact one of the Professors or Assistant Professors Dozenten at an early stage.
D Visa If you need a Visa for your entry to Germany in order to study at Sankt Georgen, please note the following information: Please follow the instructions above under C. For room and board, health insurance, academic fees, clothing, books, pocket money, etc. Please take into consideration that for a language course at a language school in Germany additional cost will accrue. Please take also into consideration that the cost for illnesses of which you already suffer will not be accepted by the health insurance in Germany. These expenses have to be borne by the students themselves.
This Visa Application will be sent from the German embassy of your home country to the Ordnungsamt of the City of Frankfurt resp. Klinkhammer and A. Osti Guerrazzi Paderborn: Schoeningh, , Wehrdienstverweigerung in der Geschichte, eds. Walter Berlin: Winter Industries, , Spostamenti, rapporti, immagini, influenze, ed. Dipper Bologna: Il Mulino, , Gastronomie im Braunschweig Basel: Chronos, , Reform und Revolte in der Geschichte der Bundesrepublik, ed.
Hodenberg and D. Zur gesellschaftlichen Integration der Bundeswehr, ed. Kilian Berlin , Die 60er Jahre, die. Kriegsdienstverweigerer und der Wandel ihrer Motive. Das deutsch-italienische 8. Der Zivildienst in internationaler Perspektive, 3. Il servizio civile visto dagli altri, 5. Furthermore, last year I had the pleasure to teach a class of graduate students in architecture and political sciences from the University of New Mexico during a summer school in Berlin.
The modules I taught: The courses ranged from term-long seminars 11 to 15 weeks to year-long seminars 24 weeks and consisted of basic introductory tutorials for freshmen, research-led seminars for advanced students focused on discussion-centered classwork and interactive and multi-media lectures that were often team-taught. I taught small and medium-sized classes 15 resp.
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While at TCD, for instance, I lectured an overview module on European History since , coordinated the work of my five TAs, and marked the final exams. Program in the history of totalitarianism, term-long reading seminar, two hours a week. The course consisted of seven students. The module focused on the critical discussion in class of secondary sources, with me providing the necessary background information on historiographical debates, for instance. This course consisted of 10 students. The module took the form of me giving short, interactive and multi-medial lectures, and the students engaging in the analysis both of primary and secondary sources.
During the course, the students had to write an assignment a short analysis of a primary source a mid-term paper and a final paper all papers were graded. This is a team-taught module for about 80 students. The course explores history outside an academic context, asking how it is used in and consumed by the wider world. What informs our attitude to the past? Is it shaped by the history of historians?
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How and why do we remember it? When and why do we invoke history? If historical memory evolves, what forces tend to influence it? Ultimately, what is the function of history and historians in wider society today? In this lecture series, I discussed current politics of apology, taking into account the German, Italian, and Japanese cases three lectures.
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Finally, the students had to write a graded final paper on a topic of their choice. This course consisted of students. I co-lectured this course with Sandy Wilkinson, tutored three classes of 20 students each and coordinated the final written exams. During the course, the students had to write a graded mid-term paper and a graded final paper. Finally, the students had to sit a written exam three hours during which they had to write six short essays on various historiographical topics.
This class consisted of a mix of various teaching methods such as short lectures and, above all, classwork, especially the analysis of a wide range of primary sources. During the course, the students had to write a assignment a short analysis of a primary source , a mid-term paper and a final paper all papers were graded.
It introduced about 80 students to major debates in historiography more broadly defined. This is what I call the History of the Present. The course consisted of 90 students. Furthermore, I coordinated the work of my five TAs and organized the final written exams.
This is a course on historiography in a wider sense, see the attached syllabus. I gave two courses on the subject, each of them was attended by 18 students. Throughout the course, I gave short, interactive and multi-medial lectures, while the students formed small working groups of which each after having discussed the presentation with me beforehand had to present a short paper.
Furthermore, students engaged in group-discussion on a wide variety of texts and visual materials including movies. During the course, the students had to write an graded mid-term paper and a graded final paper. I served as Teaching Assistant to Alan Kramer and did the introductory tutorials in which we trained basic academic skills and analyzed various primary sources, relating them to the weekly lectures. Finally, the students had to sit a written exam.
Religion Past and Present — Brill
Two of the students later on did their PhDs on consumerism. It was a research-informed course that focused very much on the critical analysis and discussion of a broad range of primary and secondary sources. During the course, the students had to write an ungraded mid-term paper and a graded final paper.
Finally, the students had to sit a written exam three hours during which they had to analyze a series of primary sources and write three essays on various historiographical topics. For more information, see my portfolio. The course consisted of 10 students. For more information on the course, see the description above.
This course consisted of about 30 students, mainly future history teacher.