Record Flooding along the Baltic Sea Coast- Flensburg, Hamburg, Lübeck, Wismar and Rostock among others underwater
Snowfall in most of Germany- heaviest in Saxony and Brandenburg
Pure Chaos on the Roads
Arctic Blast to Follow
FLENSBURG/CHEMNITZ/USEDOM- Much of Germany is cleaning up from a hurricane that broke 10-year old records along the Baltic Sea Coast, while others are bracing for one of the coldest spells in over seven years. That is the theme of the Low Pressure front Axel, as the weather system wreaked havoc through much of Germany yesterday and last night. High winds combined with storm conditions resulted in water levels along the Baltic Sea coast to rise above the dikes and flood barriers, causing widespread damage. The hardest hit areas were in the Lübeck area as well as areas in Mecklenburg-Pommerania. According to information from NDR and SHZ, high waves overwhelmed dikes in areas, like the island of Usedom, destroying houses and businesses and flooding streets. The historic districts of Wismar and Lübeck were blocked off as many streets and pedestrian paths were underwater. Even Hamburg was not spared from the flooding and damage as much of its market Fischmarkt was underwater. The same applied to Rostock and Kiel, where automobiles were diverted away from their respective business districts. Cars parked along the water were flooded and/or swept away in Flensburg, Kiel and Lübeck while businesses and residents experienced flooding in their basements and ground floors. Flood levels surpassed those set in 2006 and 2002, respectively- an eye-opener to many who had expected less. To see how bad the situation was, here are some samples:
The storm front has also affected much of Germany with up to a foot of snow (30 cm) to be seen in the Ore Mountains (Erzgebirge) in Saxony, Thuringian Forest and the mountain regions in Bavaria. Low-plain areas also received some snow, but with that, ice and the result of numerous accidents. Over 200 accidents were reported in Saxony, according to the Free Press in Chemnitz, including many in Chemnitz and Freiberg as well as along the Motorway 4. Like along the Baltic Sea coast, high winds in places like the Harz Mountains in Saxony-Anhalt and the Fichtel Mountains in Bavaria resulted in blowing snow and fallen trees. Here are some samples of the events in that region:
While the storm front Axel will leave Germany by Friday, the system will bring another component many in Germany are preparing for: icy-cold temperatures. With temperatures going down to as far as -25°C, many places in Germany will experience cold weather in this fashion for the first time since early 2012, with records expected to be broken. After four winters with above-normal temperatures and some tropical Christmases, Old Man Winter is making a comeback with a vengeance, and right after the holiday season is over. That is unless you celebrate Epiphany, like in Bavaria and parts of Saxony-Anhalt. Then tomorrow will be a treat for children and families starved of white holidays. 🙂
Starting off this article there is a word of advice to anyone wishing to start their career in teaching English as a foreign language, let alone in general as a professor: German Academia is the place where teachers’ careers end- after six years, that is! If one wishes to continue as a teacher, one has to take the mentality that a person goes where the jobs are, even if it means working as a freelancer until retirement. This mentality goes along the lines of a quote by the late Paul Gruchow: “You go where the good people go. We raise our best so that they can develop a sense of home and eventually come back.”
Teachers in Germany are the highest in demand, especially in the area of foreign languages, yet barriers are standing high and tall in the path to a prosperous career that many of them decide to call it a career and find another profession. This applies not only to German laws for recognizing education degrees for schools from other countries, but this one: The Wissenschaftszeitvertragsgesetz (known in English as the Limited Contract Laws for Academics in Germany or LAG for short). Enacted in 1999, the LAG aims at limiting contracts for those wishing to work at a German university in an attempt to reduce the number of employees, including professors, receiving permanent posts and encourage competition by hiring new people every 2-3 years, pending on which German state you live in and which “Hochschule” (German university or college) you wish to work for. In a nutshell, people wishing to work at a Hochschule are given a limited contract, most of the time two years, and are allowed to work a total of six years without pursuing a doctorate. With a doctorate (PhD), one receives another six years, totaling 12 years of work. For those studying medicine, the rule is nine years before and six years after getting a PhD, thus totaling 15 years. Once the time runs out, there is the “Berufsverbot,” which means you are not allowed to work at a German university anymore for the rest of your life.
Yet there are some exceptions to the rule which could help manuever around LAG and prolong your stay in academia. Some of which I learned most recently during an interview at a university in the state of Hesse. The first involves having children while working at a German university. If one has a child, then the limit of the number of years allowed to work full time is extended by two years per child- a major benefit since Germany has one of the lowest birthrates of all industrialized countries in the world. Another way of extending your life at academia is through Drittmittel- German for funding from the private sector. According to news reports from the newspaper Die Zeit, more and more academics are applying for this type of funding as a way of prolonging their careers at the German university. Basically, the funding applied for and received is what the academics have to live off from. Most of the time, the funding is barely enough to make ends meet, limited to 2-3 years- meaning another limited contract- and it comes with strings attached, which means one has to work on a project in addition to teaching. Project-hopping is another concept that is practiced at German universities, where people hop from one project to another in an attempt to stay at one university. Then there is the Publish-or-Perish mentality, where people working at academia are expected to contribute to the university by publishing as many works as possible, while getting a meager amount of money in return. A way of staying on, yet at the cost of your teaching career because most of the time is spent on writing instead of interacting and helping students. Getting a professorship is possible in Germany, but one needs at least 10 years to complete that, and there are several titles one needs to go through, such as PD, Junior Professor, Professor Doctor, Professor Doctor Doctor, Professor Doctor Doctor Doctor……. (You get the hint 😉 ). If one is not quick enough to obtain such a professorship, let alone follow the publish or perish mentality, then one can call it a career well before the retirement age.
All these options are doable, but in comparison with American universities and colleges, where they provide tenure tracks for those wishing to pursue a permanent form of employment (both as a professor as well as an employee), the hurdles are numerous and high- high enough for a person to a point where if one wants to race the 300 meter hurdles in track and field, it is required to practice triple jump and high jump in order to “jump the hurdles” without stumbling and eventually finish the race a winner. In fact, only 14% of all positions at an American university have limited contracts. In Germany, the rate is 68%, one of the highest in the world! The trend is ongoing and increasing and for a good reason: budget cuts from the state, which is the main source of financing, combined with less funding possibilities from Drittmittel, is forcing institutions to lay off personnel and cut certain programs deemed as “not financially suitable for students.” Protests have taken place in many German states calling for more state and federal involvement in financing for academia but with partial success. Those who stay on have to deal with funding that is barely enough for even a single person to survive. Others, especially those fearing for their career, opt for places outside Germany, including the US, Canada and Great Britain, as working conditions and better, and more permanent contracts are guaranteed.
But all is not so bad these day. Some universities in Germany are laxing their regulations by either providing permanent employment right away or after a limited contract. In a couple cases in Bavaria, the tenure track has been introduced to allow people to stay on beyond the permanent contract. Yet as it is always the case when dealing with bureaucracy in Germany, it comes with strings attached. Requirements of a degree in the respective field, like a language degree at a university for a job at a language institute is becoming the norm and not the exception. This includes Master’s degrees but also Lehramt (teaching degrees), which includes 7-8 years of studies, student teaching and two state exams (see an article posted here). Even then, the pressure to stay on when hired is enormous and one needs a lot of luck and aggression, let alone some great connections to stay on beyond the contract- preferably permanently. But even then, when you have established these connections and a great career, chances are likely that you are shown the door when the contract is up.
This was what happened to yours truly in Bayreuth. I worked at the University’s Language Institute teaching English for two years, from 2008 until 2010. Prior to me being hired, I was told that I would be allowed to work there for two years with no further contract, then I would be banned from teaching in Bavaria. This was customary at that time. In fact, three of my colleagues had left when I arrived; two more left after the first semester alone, and two more were offered two-year contracts under the same conditions during my time there, but they declined as the move from North-Rhine Westphalia to Bayreuth for two years was not worth the move. While the regulations, in place since 2007, have somewhat laxed because of successful attempts to keep at least some of the teachers on (many of them had worked there for over a decade before I came), they came after I left, leaving a mark in the classroom and many positive stories and experiences to share among my student colleagues, many of whom I’m still in contact with (and are probably following this column). Despite Bayreuth’s attempts, other Bavarian universities are having a hard time copying their successful attempts so that their staff members can stay on with a permanent contract. But realizing the mentality that not everyone is that mobile and would like to settle down, the winds of change will eventually come to them and the rest of Germany as well. For me, after another two-year contract at another Hochschule, I decided to pursue my teaching degree for the German Gymnasium, for teaching in schools are more guaranteed than in academia, yet the workload is more than in adacemia- the only caveat. 😉
To end this article, I have a word of advice to those wishing to teach in Germany: If teaching is what you want, you have to cross seven bridges to get there. Many of them are old and rickety, but they are worth crossing. Yet make sure a plan B is in place if you decide to leave it behind. After all, we have more than one talent in our lives to share with others and be successful in. 🙂
Lake Crystal, Minnesota. May 7th, 2014. A 58-year old woman was travelling home in a thunder storm after a long day in the massage business, taking care of customers located away from her office in Fairmont. She was heading westbound on a major highway connecting Mankato with Windom and was just passing Lake Crystal when the scare of her life happened! Lightning struck her SUV, a Chevy Blazer, disabling the vehicle and with it, the automatic lock system set in the lock position! As she called for help on her mobile phone, lightning struck again, setting the vehicle on fire!! She was trapped and tried frantically to set herself free! At the same time, a police officer and a driver nearby, saw the blaze and ran as quickly as possible to the burning car, with the officer breaking the window on the passenger side and both men pulling her out of the car! And just in time too, as the vehicle exploded just as they were getting to the squad car! A video of the event can be found here:
While the driver survived with only scratches and bruises, the vehicle was a total loss, but it lead to some questions, which included the main one: How could this happened and could this have been avoided?
In Germany, such an incident is very rare to find, namely because of its tough regulations for the vehicles. In particular, the TÜV. Known as the Technischer Überwachungsverein, this organization was founded in 1866 in Mannheim under the name Gesellschaft zur Ueberwachung und Versicherung von Dampfkesseln (or The Association for the Inspection and Safety of Steam Engines and Boilers) in response to the numerous steam engine explosions in what is now Bavaria, Thuringia and the Ruhr Area in North Rhine-Westphalia. Its success in five years time in reducing the number of accidents prompted the conversion from a private organization to a state-run entity in 1871, the same year Germany was established, with several key members like Walther Kyssing overseeing the organization. Starting with 43 TÜVs, the numbers have been reduced through consolidation to five: TÜV South, TÜV North, TÜV Thuringia, TÜV Rhineland and TÜV Saarland, with one located in Turkey, France and Austria.
TÜV has regulations for all engines and appliances to ensure that they work properly and the consumers are not harmed with potental defaults. This also applies with automobiles as well, as federal and European laws require that all cars are inspected accordingly so that they are operating according to regulations.
“It applies to automatic locks in cars,” says Vicenzo Luca, Head of Corporate Communications at TÜV South, located in Munich. The agency is the largest in Germany, with 19,000 employees and serving Bavaria and Baden-Wurttemberg. “While automatic locks are allowed in Europe, they are inspected to ensure they function properly.” One has to be careful with the role of TÜV for they are not the ones with the regulations outright. “The law-giving authority is the European Commission and in Germany the Kraftfahrt-Bundesamt (KBA) in Flensburg, and not the TÜV organisiations,” Luca states in an interview with the Files. This leads to the question of how TÜV works in today’s Germany. If asked how TÜV works, using the South organization as an example, it would be explained like this, according to the interviewee:
“TÜV SÜD is a global technical services company made up of the INDUSTRY, MOBILITY and CERTIFICATION Segments. Its service portfolio comprises the areas of testing, inspection, auditing, certification and training. TÜV SÜD brings people, technology and the environment together – ensuring lasting, sustainable results and adding value.
Founded in 1866 as a steam boiler inspection association, TÜV SÜD has evolved into a global, future-oriented enterprise. Over 22,000 staff continually improve technology, systems and expertise at over 800 locations in over 50 countries. By increasing safety and certainty, they add economic value, strengthening the competitiveness of their clients throughout the world.
In the INDUSTRY Segment, TÜV SÜD’s suite of services spans support for the safe and reliable operation of industrial plants, services for infrastructure and the real-estate industry and the testing of rolling stock, signalling systems and rail infrastructure. In the MOBILITY Segment, TÜV SÜD’s experts carry out periodict technical inspection of vehicles and emission tests and support automotive manufacturers in the design, development and international approval of new models and components. The CERTIFICATION Segment covers services aimed at ensuring the marketability of consumer, medical and industrial products and the certification of processes and management systems across all industries.”
In other words, no certificate is a no-go. When owning a car in Germany, “…..German law regulates that cars have to be inspected the first time after 36 months after initial registration, added Luca. “The Subsequent inspections are every 24 months.”
After the first three years, the car has to be inspected- afterwards, every two years. If there is a reason behind the stereotype that Germans are obsessed with their cars, it is not only because they should look nice, it is because they should function and given the TÜV approval according to law. But apart from locks, the TÜV inspects the following car parts:
Pedals, seats, seat belts
Electronic safety systems
During the inspection, when flaws are discovered in the car, car owners are required to fix these flaws or risk losing the vehicle altogether while paying hefty fines. According to Luca, ” Flaws have to be fixed within a four-weeks-time and then the car has to be re-inspected. The fine for driving without valid inspection varies by the time the inspection is overdue. From 2 to 4 months, 40 Euro. From 4 to 8 months, 60 Euro. More than 8 months 75 Euro. If the car is a serious danger for road safety, the police can withdraw it immediately from circulation.”
If looking at the cars on America’s freeways today, looking at the appearance of them alone, three out of four would be removed from the highway, for having bumbers attached to the car via duct tape or black-colored exhaust fumes from the tail pipe are not allowed. Owners of half of the remaining 25% of the cars would be forced to fix the cars or face fines and comfiscation by the police. This leads to the question of how important it is to have the cars inspected. According to Luca, it is important to have the cars inspected through TÜV because, “The third-party-inspection adds substantial value to road-safety in Germany, as conflicts of interest are avoided. As the inspecting organisations do not draw any financial benefit from a possible reparation of a car, the owner can rely on a neutral judgement. On the other hand garage owners can proove to critical car owners that a reparation is required.” Yet, while regulations are universal in Europe, each state has its own set of inspections that fulfill the guidelines. “Within the EC periodical technical inspections are part of the road safety program, says Luca. “The inspections and the periods vary from state to state, but basically the have the same goal.”
TÜV regulations apply for all vehicles with a cubic capacity of more than 50 ccm, meaning trucks, trekkers, motorcycles and trailers, according to Luca. Yet no inspection guidelines apply for bicycles, although from the author’s point of view, it would not hurt as some of the components, including gears, bike chains and lighting should work properly if bikers commute on a daily basis, like the author does. But perhaps in a few years, a TÜV guideline will be enforced and the bike shops will profit from new customers needing their bikes inspected and fixed to fulfill guidelines. A similar guideline already exists in Switzerland, together with a vignette, insurance to protect the bikes from damage or theft.
With more vehicles on the road than 10 years ago, the importance of inspections is increasing not only for the safety of the driver but of others on the road as well. And while such an inspection is costly, it will benefit the driver and the car. Especially when the driver wants to avoid an incident like it happened in Lake Crystal last year. While it is unknown who is at fault for the technical defect which almost took the life of the driver, it is almost certain that with inspections like what is being done with TÜV, chances of such a freak incident will decrease. This was the mentality that Germans had when creating the inspection organization for steam engines and boilers 140 years ago, and it is the mentality that exists today, which justifies high quality products, especially when it comes to cars, a prized good for a German household. 🙂 <3
The author would like to thank Vicenzo Luca for his help and photos for this article.
After a long hiatus, the Files is taking you back to Minnesota and the German-named villages. Just like with the villages of Bergen and New Trier, the next stop will look at the largest of the 12 villages in Minnesota that carries a name that is common in Germany, comparing the US town with the one straddling the Danube River at the borders between Baden Wurrtemberg and Bavaria.
New Ulm was one of the first villages established after the Treaty of Traverse des Sioux was signed in 1851, which allowed the settlers to claim lands in the southern half of the state of Minnesota. The town was established in 1854, four years before the state entered the Union. The German equivalent, Ulm, dates back to the time of the Germanic tribes of the 11th Century. Yet thanks to the Napoleon Conquest combined with the rise of King Ludwig II, the city was subsequentially split along river lines in 1810. On the BW side, there is Ulm, on the Bavarian side, Neu-Ulm. Yet both the German communities and the one in Minnesota have parallel lives.
Before looking at the two communities further, here’s a Guessing Quiz for you to try out. One of which features a Mystery Building question. Without further ado, here are a few questions for you to try, with the answers to be given once the article is published:
Mark which cities has what for a place of interest, either with NU-G (Ulm/Neu Ulm, Germany), NU-US (New Ulm, US) or both.
Hermann the German Monument
Professional soccer team
American-style street patterns
Streets named after American celebrities
Fachwerkhäuser (as seen in the picture)
Canals that merge with a major river.
MYSTERY BUILDING: This building, features a water tower with a red-white checkerboard pattern located next to a shed. While the building is being used for residential purposes, the water tower is out uf use at the present time. The question is when this water tower was built and what was its original purpose? One clue to help: This is located near the Institute of Technology of Neu Ulm, in an area where the US Army was once stationed until 1991. What else do we know about this?
GUESSING QUIZ: This tower is located at the north end of New Ulm’s business district. What is its purpose? What is the name of the tower and who built it?
Both cities had their share of conflicts and celebrities. Can you name at least one conflict that each town faced? Can you identify two people from each town that became celebrities and in what way?
Good luck with the guessing attempts. The answers will follow. 🙂
Note: The bridges from both towns will appear in separate articles in the sister column, The Bridgehunter’s Chronicles. Each place has its share of history with these crossings.
To start off this article, let’s play a bit of Truth or Dare, looking at the three scenarios below and daring you to do the following:
You have your students find a newspaper article and write a brief summary to be presented in a social studies class. One of them finds an article on the recent shooting of nine African Americans in a South Carolina and the plans of the southern states to retire the Confederate flag. After presenting the summary, you as the teacher, in an attempt to spark a discussion in class, jump in to speak about the importance of the Confederate flag in American history and the need to keep it flying, unaware of the fact that half of your class consist of African Americans plus one of your pupils comes from a white supremist family…..
You start off a debate about the question of wearing headscarves in the classroom of a predominantly Catholic school because of a debate in the Bavarian parliament about banning them in schools. This despite the fact that you have three Muslims and two Indians out of a total of 25 pupils in the classroom…..
You and your class just finished reading the book and watching the film “The Perils of Being a Wallflower,” and start a question for discussion about the question of homosexuality, stating the benefits of being gay. The catch: Three of your pupils are homosexual, four pupils are opposed to homosexuality for religious reasons, five pupils find the topic too sensitive to talk about and keep mum, while the rest of the 20 pupils in your group…..
It is really hard to start a discussion about controversial topics, like the ones mentioned above. This especially holds true in a foreign language classroom, like English. However, to play the Devil’s Advocate and state an argument in an attempt to start a discussion is like playing with matches. If you don’t strike it properly or near something flammable, and it produces a flame that you don’t want, you better hope you and your house are both properly insured. In other words, to start off a discussion by stating an opinion to the students in order to start a conversation could possibly result in you (as the teacher) coming under intense fire and later scrutiny by students, parents, and even the school principal.
It does not mean that you cannot play the Devil’s Advocate in the classroom. In fact, stating an opinion, be it your own or that taken from a source can provoke some form of discussion from the classroom, bringing out some ideas and thoughts from your fellow students and maybe even producing a few questions for further consideration. If you choose the right topic for the right audience, you may end up having one of the most productive sessions with your group. The right topics could include the ones mentioned above, the first of which is a current event that happened just recently. Current events would be the best brain food for such an activity. Yet a controversial topic based on a film or book, as mentioned in the third example would also be a good platform to take a side and spurn a discussion.
The caveats involved in being the Devil’s Advocate include these key elements:
1. The students: Your class will have a heterogeneous mixture of people coming from different ethnic, religious and socio-economic backgrounds as well as those who have certain preferences. You cannot introduce an activity like this without having gotten to know your group for a long period of time. And even then, you need to make a very careful judgement as to which topic you wish to provoke a discussion with, keeping the risk of a possible fall-out in mind. Therefore, as a teacher, I would wait a few months before even trying this activity out on them.
2. The environment: What is meant by environment is the school, the policies that are in place and the “unwritten” rules that you do not see on paper but that you have to be aware of. This ranges from the way teachers teach and discipline their students, to the apparel to be worn, to the mentality of both parties- meaning their views on topics deemed sensitive to the school. It is possible that there is a sense of inflexibility as to what topics should be talked about in the classroom. Sometimes conformity is the safest way to avoid confrontation, so choosing a topic and deciding whether the Devil’s Advocate is appropriate is one to be taken quite seriously.
3. The materials available for use: This is even trickier, especially if you are teaching in an American school, because of a wide array of ever-growing number of books and films that have made it to the Red List- namely those not to be used in the classroom. While it is sometimes necessary to use certain materials to cover a topic before trying to be the Devil’s Advocate, you as the teacher have to be careful as to using the materials that are approved by the school. Sometimes in order to play it safe, I go by the rule of “When in doubt, check it out.” That means ask your colleagues if the materials you plan to use for this particular exercise is ok or not.
4. You as the teacher: There are two types of passion to be aware of while standing in front of the board presenting new topics. There is the passionate type, where the teacher loves to work with the topic and the students. Then there’s the passionate type where the teacher has an opinionated topic to enforce on the class. This is the danger of playin the Devil’s Advocate- one gets too carried away with the topic. This has been seen too many times in school and even at the university. When you force your ideas onto someone, you will certainly have a stampede on your hands when the majority opposes it forcefully. In my humble opinion, playing the Devil’s Advocate is not suitable for these types of teachers if they cannot keep their passionate opinions to themselves.
To make it short and concise, being the Devil’s Advocate in order to start a conversation on a controversial topic is possible to do, but it takes a balance of a good student-teacher relationship, a good multi-cultural environment, a good but controversial topic to discuss, a good piece of literature and/or film (if necessary) and a good enough information about the school and its sets of guidelines- written and non-written, in order to pull it off. Even if you don’t play the Devil’s Advocate and state two different arguments to a controversial theme while allowing the students in groups to discuss among themselves, you are also running the risk of having some heated debates in the staff room. The risks are high, but the risks are even higher if you don’t try this in your classroom.
Because school is a place for personal development, allowing students to grow beyond their limits. If we are obsessed with manual learning, testing them constantly, students will become robots as adults- programmed to do what was taught in school. We should allow the students to progress at their own pace, think for themselves and allow them to be creative in their own environment, challenge what is not right and what they think is in the right, and lastly, be themselves. Activities like these should serve as thought-provoking and challenging. Not to enforce one’s opinion on another. To to close, I would like to ask the teachers when they should play the Devil’s Advocate in the classroom and which topic is suitable for this activity. If they have done this already, what were the results and why?
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