The Ohlin-Keynes Debate on the German Interwar Reparations Revisited

This paper analyzes the debate between Ohlin and Keynes on the question as to whether Germany was able to make the payments specified in the Dawes Plan. Keynes argued that Germany was able to collect the money but unable to transfer it to the victors because there existed an insurmountable “transfer problem”. Ohlin replied that such a “transfer problem” did not exist and, therefore, that Germany was able to make the payments stipulated by the Dawes Committee. This paper analyzes the positions of the two contenders and argues that the problems are not correctly delimited and that the theoretical bases of the contenders show serious deficiencies. It also brings to light some interesting theoretical and practical paradoxes that neither Keynes nor Ohlin dealt with.

Body and Grotesque as Self-Disruption in Kerstin Hensel’s Gothic East(ern) German Novel Lärchenau (2008)

[EN] By analysing the novel Lärchenau and its -to a certain point- gothic features, this article interprets the elaboration of body in this novel as a site of the expression of power, but also as an alternative language. The grotesque dimension and the representation of the bodily numbness and pain as projections of historical awareness are key elements for the interpretation of Lärchenau in the context of Post-Unification Germany.

Bilingual Lexicography:Relevance of Corpora. The Example of German-Basque as Language Pair

Presentation for the 5th International Conference on Corpus Linguistics (CILC 2013), V Congreso Internacional de Lingüistica de Corpus.

Creating a German–Basque Electronic Dictionary for German Learners

Revista OJS

Bilingual Dictionary Drafting. The Example of German-Basque, a Medium-density Language Pair

Edited by Andrea Abel, Chiara Vettori, Natascia Ralli.

Addressing students' difficulties with Faraday's law: A guided problem solving approach

In traditional teaching, the fundamental concepts of electromagnetic induction are usually quickly analyzed, spending most of the time solving problems in a more or less rote manner. However, physics education research has shown that the fundamental concepts of the electromagnetic induction theory are barely understood by students. This article proposes an interactive teaching sequence introducing the topic of electromagnetic induction. The sequence has been designed based on contributions from physics education research. Particular attention is paid to the relationship between experimental findings (macroscopic level) and theoretical interpretation (microscopic level). An example of the activities that have been designed will also be presented, describing the implementation context and the corresponding findings. Since implementing the sequence, a considerable number of students have a more satisfactory grasp of the electromagnetic induction explicative model. However, difficulties are manifested in aspects that require a multilevel explanation, referring to deep structures where the system description is better defined.