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German Studies has confronted many crises, and yet it has managed to maintain its disciplinary system. Using the works of Michel Foucault and Pierre Bourdieu, Bontempelli investigates the principles of German Studies and critically reconstructs its history. Mindful of choice and domination operating at every turn, his book exposes the repressed social and political history of German Studies._x000B_

Nexus is the official publication of the biennial German Jewish Studies Workshop, which was inaugurated at Duke University in 2009 and is now held at the University of Notre Dame. Together, Nexus and the Workshop constitute the first ongoing forum in North America for German Jewish studies. Nexus publishes innovative research in German Jewish Studies, introducing new directions, analyzing the development and definition of the field, and considering its place vis-à-vis both German Studies and Jewish Studies. Additionally, it examines issues of pedagogy and programming at the undergraduate, graduate, and community levels. Nexus 4 features a special section on the Hungarian German Jewish writer and theater director George Tabori; edited by Martin Kagel, this section includes both new documentary material and a number of trenchant scholarly articles. Additionally, the volume includes a Forum section (edited by Brad Prager) on the 2016 documentary film A German Life, an exploration of Kafka and childhood (Ritchie Robertson), and a provocative reassessment of Schindler's List (Eva Revesz). Contributors: Tobias Boes, Antje Diedrich, Norbert Otto Eke, Martin Kagel, Jennifer M. Kapczynski, Brad Prager, Eva Revesz, Ritchie Robertson, Robert Skloot, Kerstin Steitz, Donna Stonecipher, Lena Tabori, StanleyWalden, Valerie Weinstein. William Collins Donahue is the John J. Cavanaugh Professor of the Humanities at the University of Notre Dame, where he chairs the Department of German and Russian. Martha B. Helfer is Professor of German and an affiliate member of the Department of Jewish Studies at Rutgers, The State University of New Jersey. Special section editor Martin Kagel is A. G. Steer Professor of German at the University of Georgia.

The COVID-19 pandemic has impacted urology residents and their training. However, several new technologies or knowledge platforms as social media (SoMe) and web-based learning solutions have filled this gap. Therefore, we aimed to analyze resident’s learning curves of new learning modalities, identify the evidence that is provided in the literature, and evaluate the possible impact of such solutions in the future. We conducted a non-systematic literature search using Medline, PubMed, and Embase. In addition, online resources of national and international urology resident societies were queried. The identified paper described SoMe, webinars, podcasts, pre-recorded surgical videos, educational platforms, and mobile apps in the field of urology that are used to gain access to information, teach and provide feedback to residents, and were used under the conditions of the pandemic. The application of those technologies harbors the risk of mis- and disinformation, but have the potential to provide access to education and validated knowledge, training, and feedback and thereby might democratize training of residents in urology globally.

The Covid-19 pandemic has raised significant challenges for universities. Digital inclusion \"of all learners regardless of their circumstances, learning prerequisites and needs\" is a major challenge (Walgenbach, Compes & Lambrich 2019: 9, authors' translation). Starting with accessibility and related concepts such as digital inclusion and digital divide, we intend to create a wider view of barriers in the context of digital teaching and learning. Barriers in online learning environments also arise for people who have previously studied without any barriers (e.g. technical equipment is missing, lack of digital skills). New barriers have been added, and others have been mitigated. For example, the compatibility of family and work has improved in part through asynchronous online formats (Knoblich 2020; Hassel 2020). Digital teaching and learning should enable students to expand their study opportunities and flexibility, not limit them (Traus et al. 2020). This article addresses these and other challenges by quantitatively surveying students and lecturers at the RheinMain University of Applied Sciences about the digital \"Corona Semester\". As the results show, a barrier rarely comes alone - students who face one barrier in the digital semester also face others. The article provides initial strategies for dealing with new barriers. Our findings point to a low-barrier learning design and financial or technical support measures. We conclude by pointing out that the establishment of a culture of openness is important if we are to support every student in the learning process in the best possible way and enable (digital) participation and learning.

Nexus is the official publication of the biennial German Jewish Studies Workshop, which was inaugurated at Duke University in 2009, and is now held at The University of Notre Dame. Together, I>Nexus and the Workshop constitute the first ongoing forum in North America for German Jewish studies. Nexus publishes innovative research in German Jewish Studies, introducing new directions, analyzing the development and definition of the field, and considering its place vis-à-vis both German Studies and Jewish Studies. Additionally, it examines issues of pedagogy and programming at the undergraduate, graduate, and community levels. Nexus 4 features a special section on the Hungarian German Jewish writer and theater director George Tabori; edited by Martin Kagel, this section includes both new documentary material and a number of trenchant scholarly articles. Additionally, the volume includes a Forum section (edited by Brad Prager) on the 2016 documentary film A German Life, an exploration of Kafka and childhood (Ritchie Robertson), and a provocative reassessment of Schindler's List (Eva Revesz). Contributors: Tobias Boes, Antje Diedrich, Norbert Otto Eke, Martin Kagel, Jennifer M. Kapczynski, Brad Prager, Eva Revesz, Ritchie Robertson, Robert Skloot, Kerstin Steitz, Donna Stonecipher, Lena Tabori, Stanley Walden, Valerie Weinstein. William Collins Donahue is the John J. Cavanaugh Professor of the Humanities at the University of Notre Dame, where he chairs the Department of German and Russian. Martha B. Helfer is Professor of German and an affiliate member of the Department of Jewish Studies at Rutgers, The State University of New Jersey. Special section editor Martin Kagel is A. G. Steer Professor of German at the University of Georgia.

Nexus is the official publication of the biennial German Jewish Studies Workshop at Duke University, the first ongoing forum in North America for German Jewish studies. It publishes innovative research in German Jewish Studies and serves as a venue for introducing new directions in the field, analyzing the development and definition of the field itself, and considering the place of German Jewish Studies within the disciplines of both German Studiesand Jewish Studies. Additionally, it examines issues of pedagogy and programming at the undergraduate, graduate, and community levels. The second volume of Nexus presents a special forum section on the controversial German Jewish religious historian Hans Joachim Schoeps (1909-1980), including contributions by Julius H. Schoeps, Noah Strote, Eric Meyers, and Laurie Patton, as well as cutting-edge essays that highlight important new developmentsin the field of German Jewish Studies. William C. Donahue is Professor in German, in Jewish Studies, and in the Program in Literature at Duke University, where he is also Chair of the Department of Germanic Languages and Literature and a member of the Jewish Studies Executive Committee. Martha B. Helfer is Professor and Chair of the Department of German, Russian, and Eastern European Languages and Literatures and an affiliate member of the Department of Jewish Studies at Rutgers University.

Engaging with both practice and theory is a priority in this book, and a nexus model, in which the theoretical fields of critical cultural theory, semiotics, ethnography and anthropology can be activated as teachers teach, is proposed as informing approaches to teaching about culturally different dances. Even though some practical suggestions for teaching are presented, the main concern is to motivate further thinking and research into teaching about dancing with cultural difference.

Based on Byram's (1997) definition of intercultural communicative competence (ICC) and on specific types of discourse analysis proposed by Kramsch and Thorne (2002) and Ware and Kramsch (2005), this article explores how online exchanges can play a role in second language learners' development of pragmatic competence and ICC. With data obtained from an intercultural exchange between students learning German in an American university and students studying English at a German university, we illustrate how culture is embedded in language as discourse, how “language learners have to negotiate new ways not only of interpreting the content of utterances, but also of navigating interactional pragmatics” (Ware & Kramsch, p. 201), and how advanced learners of German as a foreign language and English as a foreign language employ different discourse styles in their online postings as they seek to understand the discourse genres of their partners.

Re-imagining the Family explores contemporary films and literature about the effects of legal and illegal immigration on the structure and the stories of the contemporary 'European' family, with a focus on Germany.