Chaträume werden häufig zur Kommunikation wie zum Austausch von Informationen oder zur Diskussion genutzt. Da liegt es nahe, den beliebten Kommunikationsraum zudem für den Unterricht und für Beratungssitzungen zur Prüfungsvorbereitung heranzuziehen. Im Rahmen der Studiengänge Bachelor Technikkommunikation und Magister im Kombinationsprofil Technikkommunikation sowie Angewandte Sprachwissenschaft im Nebenfach an der Technischen Universität Chemnitz fanden vom Wintersemester 2009/2010 bis zum Sommersemester 2012 via Chat 13 Lehrveranstaltungs- und 5 Beratungssitzungen zur mündlichen und schriftlichen Magisterprüfungsvorbereitung statt. Die positiven wie negativen Eindrücke und Bewertungen aus der Perspektive der Studierenden wurden über einen Fragebogen ermittelt. Dieser enthält offene Fragen, die die Studierenden mit eigenständig verfassten Texten beantworteten. Außerdem wird die Sicht der Lehrenden dargelegt. Die Beschreibungen der Ergebnisse erfolgen als Framestrukturen. / Chat rooms are frequently used for communication, exchange of information or discussions. Thus it is obvious to employ this popular communication room in tuition and consultation meetings for examination preparation as well. Between the winter term 2009/2010 and the summer term 2012, 13 chat teaching sessions were conducted as part of the Bachelor’s and Magister’s course in Communication on Technology and the Magister degree program in Applied Linguistics at Chemnitz University of Technology. 5 consultation meetings via chat were conducted to prepare written and oral Magister’s examinations. Positive and negative impressions and evaluations from the students’ perspective were gathered by means of a questionnaire. This includes open questions which were answered in the form of texts written by the students themselves. Moreover the tutor’s view is presented. The results are described as frame structures.

Objectives The objective of the present study was to investigate the usefulness of time-frequency analysis (TFA) of olfactory-induced EEG change with a low-cost, portable olfactometer in the clinical investigation of smell function. Materials & methods A total of 78 volunteers participated. The study was composed of three parts where olfactory stimuli were presented using a custom-built olfactometer. Part I was designed to optimize the stimulus as well as the recording conditions. In part II EEG-power changes after olfactory/trigeminal stimulation were compared between healthy participants and patients with olfactory impairment. In Part III the test-retest reliability of the method was evaluated in healthy subjects. Results Part I indicated that the most effective paradigm for stimulus presentation was cued stimulus, with an interstimulus interval of 18-20s at a stimulus duration of 1000ms with each stimulus quality presented 60 times in blocks of 20 stimuli each. In Part II we found that central processing of olfactory stimuli analyzed by TFA differed significantly between healthy controls and patients even when controlling for age. It was possible to reliably distinguish patients with olfactory impairment from healthy individuals at a high degree of accuracy (healthy controls vs anosmic patients: sensitivity 75%; specificity 89%). In addition we could show a good test-retest reliability of TFA of chemosensory induced EEG-power changes in Part III. Conclusions Central processing of olfactory stimuli analyzed by TFA reliably distinguishes patients with olfactory impairment from healthy individuals at a high degree of accuracy. Importantly this can be achieved with a simple olfactometer.

Objectives The objective of the present study was to investigate the usefulness of time-frequency analysis (TFA) of olfactory-induced EEG change with a low-cost, portable olfactometer in the clinical investigation of smell function. Materials & methods A total of 78 volunteers participated. The study was composed of three parts where olfactory stimuli were presented using a custom-built olfactometer. Part I was designed to optimize the stimulus as well as the recording conditions. In part II EEG-power changes after olfactory/trigeminal stimulation were compared between healthy participants and patients with olfactory impairment. In Part III the test-retest reliability of the method was evaluated in healthy subjects. Results Part I indicated that the most effective paradigm for stimulus presentation was cued stimulus, with an interstimulus interval of 18-20s at a stimulus duration of 1000ms with each stimulus quality presented 60 times in blocks of 20 stimuli each. In Part II we found that central processing of olfactory stimuli analyzed by TFA differed significantly between healthy controls and patients even when controlling for age. It was possible to reliably distinguish patients with olfactory impairment from healthy individuals at a high degree of accuracy (healthy controls vs anosmic patients: sensitivity 75%; specificity 89%). In addition we could show a good test-retest reliability of TFA of chemosensory induced EEG-power changes in Part III. Conclusions Central processing of olfactory stimuli analyzed by TFA reliably distinguishes patients with olfactory impairment from healthy individuals at a high degree of accuracy. Importantly this can be achieved with a simple olfactometer.

World War II remains to this day the great determining historical event for the collective memory of the Russian people. This fact is illustrated in the omnipresent memorialization of the war, as well as in the transmission and performance of the “Victory in War” myth. Symbols of memory are experiencing a revival, as can be seen in the creation of new memorials, documentaries, concerts, literary texts and video clips, as well as in consumer goods and advertising. A recent example of this can be seen in how the Battle of Stalingrad is memorialized, and the memory production surrounding the Great Patriotic War of 1812. This article presents the different memory types used by the Russian state to remember the war. The focus of this analysis is on the linguistic tools used to evaluate and normalize the war.

Chaträume werden häufig zur Kommunikation wie zum Austausch von Informationen oder zur Diskussion genutzt. Da liegt es nahe, den beliebten Kommunikationsraum zudem für den Unterricht und für Beratungssitzungen zur Prüfungsvorbereitung heranzuziehen. Im Rahmen der Studiengänge Bachelor Technikkommunikation und Magister im Kombinationsprofil Technikkommunikation sowie Angewandte Sprachwissenschaft im Nebenfach an der Technischen Universität Chemnitz fanden vom Wintersemester 2009/2010 bis zum Sommersemester 2012 via Chat 13 Lehrveranstaltungs- und 5 Beratungssitzungen zur mündlichen und schriftlichen Magisterprüfungsvorbereitung statt. Die positiven wie negativen Eindrücke und Bewertungen aus der Perspektive der Studierenden wurden über einen Fragebogen ermittelt. Dieser enthält offene Fragen, die die Studierenden mit eigenständig verfassten Texten beantworteten. Außerdem wird die Sicht der Lehrenden dargelegt. Die Beschreibungen der Ergebnisse erfolgen als Framestrukturen. / Chat rooms are frequently used for communication, exchange of information or discussions. Thus it is obvious to employ this popular communication room in tuition and consultation meetings for examination preparation as well. Between the winter term 2009/2010 and the summer term 2012, 13 chat teaching sessions were conducted as part of the Bachelor’s and Magister’s course in Communication on Technology and the Magister degree program in Applied Linguistics at Chemnitz University of Technology. 5 consultation meetings via chat were conducted to prepare written and oral Magister’s examinations. Positive and negative impressions and evaluations from the students’ perspective were gathered by means of a questionnaire. This includes open questions which were answered in the form of texts written by the students themselves. Moreover the tutor’s view is presented. The results are described as frame structures.