Talia Baskaya – författare

Seminar paper from the year 2017 in the subject Didactics for the subject English - Literature, Works, grade: 10,0, Justus-Liebig-University Giessen, language: English, abstract: The following term paper will deal with the significance of teaching ethic values in school and how it can take place simultaneously with foreign language classes. In this case, the English Foreign Language Class (EFLC) will be in our focus. Above all, the main topic will be about how teachers can avail themselves of using YAL in order to teach the foreign language contemporaneous with ethical values. In order to do so, YAL will be defined and its importance for the EFLC will be emphasized. In this regard the chances and possibilities will be presented, furthermore the problems and challenges will be explained. Subsequently, the significance of teaching ethic values will be pointed out in combination with the competences which English teachers are ought to foster. Lastly some examples for teaching ethic values with YAL will be presented with the help of chosen novels which can be utilized in the EFLC. Tutorizing literature has always been an essential part of the curriculum for language teaching classes and owns a granted position in the language teaching process. In particular for Mittel- and Oberstufe canonical literature used to be the classical material teachers ought to make use of, whereas in the last years Young Adult Literature (YAL) seems to have a chance of taking its place. While YAL has been utilized in primary schools since the early 1990 s, it has made its way into the Mittelstufe toward the end of the 1990 s and has slowly started to appear in the Oberstufe nowadays. Several positive experiences, recommended novels, teaching units and additional material are available by now, whereas there is still a lack of systematic analyses concerning the learning goals and teaching possibilities in different school years. In addition, YAL consistently has to deal with its prejudiced reputation as teachers, parents and linguists tend to underestimate the worth and possibilities which underlie non-classical literature.

Seminar paper from the year 2017 in the subject Didactics for the subject English - History of Literature, Eras, grade: 10,0, Justus-Liebig-University Giessen, language: English, abstract: The following term paper will deal with the several depictions of female protagonists in English literature while the focus will be on Catherine Earnshaw, the female protagonist in Emily Bronte's "e;Wuthering Heights"e;, and the typical English characteristics. The character development will be analyzed in context of the concept of gender and compared to other English female protagonists. In order to so, firstly the principle of gender itself will be delineated, subsequently the characteristics of the Victorian Age will be briefly summarized. Thereafter, Catherine Earnshaw's character development will be elaborated and its similarities with and differences from other female protagonists will be emphasized. As for literature figures nowadays, Emily Bronte s "e;Wuthering Heights"e; is a prime example for classic English literature of the Victorian Age, whereas coeval critics refused to accept the novel as appropriate according to the predominant behavior patterns and norms. Its solid position in classic English literature was not foreseeable then since Ellis Bell the Bronte-sisters used to write under pseudonyms at the beginning had been criticized for his violent and ruffian storyline and characters which were unconventional and shocking for a society in which it was not common to have or depict such strong and blatant feelings. In contrast to the passionate and impulsive love story which also includes revenge, hate and violence, other authors such as Charlotte Bronte published works that were typical and appropriate for the mindset of Victorian people and managed to achieve purely success and admiration, for instance the governess-novel "e;Jane Eyre"e;. Also Jane Austen s "e;Pride and Prejudice"e; which has been published before the Victorian Age and tells the love story between Elizabeth Bennett and Fitzwilliam Darcy abides the common norms and fits into the sophisticated world Austen presents.

Seminar paper from the year 2018 in the subject Literature - Comparative Literature, grade: 10,0, Justus-Liebig-University Giessen, language: English, abstract: It may seem questionable to analyze the depiction of women in two novels, both classified as completely different genres from different time spans - "e;Jane Eyre"e; as the so-called "e;Bildungsroman"e; in England 1847 in contrast to "e;Christine"e; published in the USA 1983. Yet there are communalities concerning their writing elements that both utilize. They have overlaps with the Gothic genre, using Gothic Fiction elements in their novels and in consequence, offer a greatopportunity to become objects of investigations for this term paper. Initially, I will give a brief overview on the subject matter of females being depicted in Gothic fiction. Then Jane Eyre will be put into context by shortly elaborating the women s role in the Victorian Age to consider the historical and socio-economic aspects of the novel. Afterwards, I will conduct the text analysis and in the second main part I will work with the same structure on Christine . In the end, I intend to prove in the conclusionthat it is clear as bell how the two authors depiction of women differ although they both write Gothic novels.

Seminar paper from the year 2016 in the subject Didactics for the subject English - Literature, Works, grade: 10,0, Justus-Liebig-University Giessen, language: English, abstract: In the following, the author is going to depict the benefits of working with fantasy literature in the in the English Foreign Language Classroom. In the beginning, it is important to define the term "e;fantasy"e; as such correctly so you can evaluate its value for teaching English as a foreign language. Based on the definition of fantasy as theoretical background, the author is going to present the potential of fantasy literature and why it should be part of the curriculum. While doing so, hisfocus will be on Joanne Kathleen Rowling s novel "e;Harry Potter and the Philosopher s Stone"e; for which the author is going to delineate an analysis. Secondly, the aspects of the practical implementation will be considered until the final teaching unit will be presented. The bottom line of this term paper should emphasize the importance of teaching fantasy literature in the EFLC by leaning on the works of noted philologists such as Ulf Abraham and authors as J.R.R. Tolkien or J.K. Rowling herself

Seminar paper from the year 2017 in the subject Didactics for the subject English - Literature, Works, grade: 15,0, Justus-Liebig-University Giessen, language: English, abstract: The following work will firstly give a brief definition of the term "e;evil"e; and its representations in literature, secondly it will analyze Joanne Kathleen Rowling's depiction of evil in her Harry Potter-series by means of Lord Voldemort's development, actions and character on the basis of the storyline and her literary language in order to emphasize how she succeeded in creating the ultimate evil character. Afterwards, a brief comparison of Voldemort and two other antagonists, William Shakespeare's Iago and Suzanne Collins' President Snow will be elaborated to shortly delineate the commonalities of this characters and the development of villains in literature. Although the last movie has been published in 2011 and the last book in 2007, Joanne Kathleen Rowling s Harry Potter-series still manages to be up-to-date, so that its main plot and leading roles have become some sort of general knowledge. Rowling succeeded in creating such a prepossessing and impressive fictional world, that it made her to one of the wealthiest women of the world. Despite the fact that the story itself prepossesses its readers, the characters that Rowling created are impressive and famous. Especially Rowling s antagonist Lord Voldemort tends to remain on the reader s and society s mind due to his immense cruelty.

Seminar paper from the year 2018 in the subject Didactics for the subject English - Miscellaneous, grade: 12,0, Justus-Liebig-University Giessen, language: English, abstract: Living in a time in which it seems natural for a President (to be) to brag about him to "e;grab them by the pussy"e; (Jacobs, Siddiqui 2016) solely because of his fame and without paying attention to whether women give their consent or not one tends to believe that women will never be respected and objectified forever. How could one criticize this pessimistic point of view which I share too, as long as Tom Ford positions a bottle of his fragrance on a woman's shaved vagina or between her breast - in both cases one cannot see any other part of the woman and the perfume bottle or the models' fingers cover only the parts which have to be covered - and presents this as advertisement for perfume for men? Where is the context? Does the newest fragrance smell like a vagina or does it develop a special scent if it is rubbed against women's breast? Having advertisements like this, men in higher positions boasting about women or women like Kim Kardashian who achieved her big breakthrough due to a sex tape consequently on my mind, in my opinion women have been completely sexualized and objectified, hopelessly lost in a world in which they are devices to sell products by using their bodies. Given that, the seminar "e;Pornification of Culture"e; caught my attention and appeared interesting since it was not only the topic that is the most tempting of the whole module but it is also up-to-date and seemed to be related to feministic subject matters. Just by reading the course description I realized that the objectification does effect both women and men and that most of the described phenomena which have become common in our society are not only accepted but also may be desired by both genders, for instance being considered "e;fuckable"e;. In consequence I thought about how much my opinion would change by attending the whole course if solely the course description has been able to make clear that I may have put women in an all-time-victim role in which they are sexualized and objectified by men without even considering that women may want to be sexualized or that men may be victims of sexualizing and objectification, too.

Unterrichtsentwurf aus dem Jahr 2022 im Fachbereich Didaktik für das Fach Englisch - Literatur, Werke, Note: 2,5, Studienseminar für Gymnasien in Gießen, Sprache: Deutsch, Abstract: Als Thema der Unterrichtsstunde formulierte ich „Creating a living sociogram: How to bring The Giver’s characters to life”. Das Minimallernziel der Stunde wird erreicht, wenn die SuS Charaktere und Instanzen des Romans benennen sowie die Beziehungen und Bedingungen dieser in ein Soziogramm einordnen können. Um das Maximalziel zu erreichen ist nicht nur die Einordnung in ein Soziogramm gefordert, sondern auch das strukturierte Zuordnen von Rollen im Gruppengefüge durch Kommunikation und Einigung, die Organisation und schlussendlich Präsentation eines sprechenden Soziogramms. Die SuS können in diesem Fall Beziehungsstrukturen erkennen und in der Zielsprache benennen.

Unterrichtsentwurf aus dem Jahr 2022 im Fachbereich Didaktik - Ethik, Note: 3,0, Studienseminar für Gymnasien in Gießen, Sprache: Deutsch, Abstract: Die Stunde mit dem Titel "Wie gerecht kann die Welt überhaupt sein? – Der Versuch, durch ein Gedankenexperiment Gerechtigkeit für alle zu schaffen", soll die Lernenden dazu befähigen, internalisierte Ungerechtigkeiten bewusst wahrzunehmen und diese im Hinblick auf ihr Gerechtigkeits- und Empathieempfinden zu reflektieren. Der Lerngegenstand ist unter "Freiheit und Gleichheit sowie Gleiches Recht für alle?" in den Lehrplänen der achten Jahrgangsstufe curricular verankert. Nachdem Menschenrechte thematisiert und Ausprägungen von Ungerechtigkeit differenziert wurden, soll durch die abgewandelte Anwendung von John Rawls Gedankenexperiment Schleier des Nichtwissens reflektiert werden, inwiefern die neue Gesellschaftsordnung internalisierte Ungerechtigkeiten beinhaltet; daher sind für den Lerngegenstand Fachkonzepte des Gerechtigkeitsbegriffs relevant.

Sammelband aus dem Jahr 2024 im Fachbereich Psychologie - Medienpsychologie, , Sprache: Deutsch, Abstract: Dieser Sammelband beinhaltet zwei Hausarbeiten und eine Bachelorarbeit. Der erste Text behandelt das Thema Cybermobbing. Das Ziel ist es, bereits vorhandene Präventions- und Interventionsmaßnahmen gegen Cybermobbing zu durchleuchten und anhand von aktuellen Beispielen die Folgen von Cybermobbing und dessen Bewältigungsstrategien zu erarbeiten. Im zweiten Text "Neue Medien im Spannungsfeld Schule - Cybermobbing" werden die Herausforderungen des Cybermobbings beleuchtet. Traditionelles Mobbing verlagert sich zunehmend auf digitale Plattformen wie soziale Netzwerke und Videoplattformen. Formen wie Cyberhate, Stalking und Cyberpädophilie werden detailliert beschrieben. Motive für Cybermobbing liegen in Anonymität, Leichtigkeit der Ausführung und dem Gefühl von Sicherheit. Der Text unterscheidet zwischen Mobbing und Bullying, betont die psychologischen Auswirkungen und erläutert präventive Maßnahmen sowie die rechtlichen Rahmenbedingungen.Der dritte Text untersucht Cybermobbing unter Jugendlichen in sozialen Netzwerken. Er beschreibt die negativen Auswirkungen digitaler Kommunikation, wie z.B. Cybermobbing, das schwerwiegende psychische und soziale Folgen haben kann. Der/die Autor:in betont die Notwendigkeit einer offenen Diskussion und kontinuierlicher Forschung, um die Öffentlichkeit aufzuklären und die Auswirkungen dieses Phänomens zu verstehen.

Sammelband aus dem Jahr 2024 im Fachbereich Soziologie - Individuum, Gruppe, Gesellschaft, , Sprache: Deutsch, Abstract: Sammelband aus vier Einzeltexten.Die erste Arbeit thematisiert anhand von Sitzungsprotokollen Darstellungen und Wertungen von Liebe in Mittelalter, Neuzeit und Gegenwart. In einer Sitzung wurden Textausschnitte aus Thomas von Aquins "Summa Theologiae" behandelt.In der zweiten Arbeit soll der Frage nachgegangen werden, welche Rolle Homosexualität im Mittelalter spielte, welche Ansichten vorherrschten und wie damit umgegangen wurde. Dies schließt sowohl die Beleuchtung der Standpunkte von Persönlichkeiten wie Thomas von Aquin oder Albertus Magnus, die neben der christlichen Einstellung ebenfalls bedeutenden Einfluss auf die Gesellschaft bewirkten, ein und ebenfalls die Rolle der Homosexualität in der Ketzerverfolgung, wobei in diesem Kontext ein beispielhafter Blick auf den Orden der Templer geworfen werden soll.Konnten die Menschen ihre sexuellen Triebe einfach so abschalten, wobei Sexualität heutzutage doch etwas so Natürliches ist? Steht die Auffassung, dass Sex etwas Unnatürliches ist, nicht im Widerspruch mit der Forderung „Seid fruchtbar und mehret euch!“ aus dem ersten Buch Mose? Was forderte die Kirche und was die Gesellschaft? Wie konnte dies im Alltag umgesetzt werden? Diese und weitere Fragen behandelt die dritte Arbeit.Die letzte Arbeit setzt sich mit der Diskriminierung von Homosexuellen im Mittelalter auseinander. Sie geht der Frage nach, welcher Umgang mit Homosexualität im Mittelalter gepflegt wurde und in welchen gesellschaftlichen Schichten sie auftauchte. Der Fokus richtet sich dabei auf homosexuelle Vorfälle bei Männern in Köln in den Jahren 1448 und 1500.