A tale of two cities: restoring water services in Kabul and Monrovia

Kabul and Monrovia, the respective capitals of Afghanistan and Liberia, have recently emerged from long-lasting armed conflicts. In both cities, a large number of organisations took part in emergency water supply provision and later in the rehabilitation of water systems. Based on field research, this paper establishes a parallel between the operations carried out in the two settings, highlighting similarities and analysing the two most common strategies. The first strategy involves international financial institutions, which fund large-scale projects focusing on infrastructural rehabilitation and on the institutional development of the water utility, sometimes envisaging private-sector participation. The second strategy involves humanitarian agencies, which run community-based projects, in most cases independently of the water utilities, and targeting low-income areas. Neither of these approaches manages to combine sustainability and universal service. The paper assesses their respective strengths and weaknesses and suggests ways of improving the quality of assistance provided

Sprechakte - Sprachspiel - Szenisches Spiel : zur pragmatischen Begründung des Fremdsprachenunterrichts

The following work is based on the proposition that foreign languages are primarily acquired for the purpose of communication in a multicultural context. This communicative aspect of language is my main concern. The thesis defines the theoretical and practical implications of an action-orientated language teaching environment. I base my own work on the theory of speech acts as elaborated by John L. Austin and John R. Searle, as well as Ludwig Wittgenstein's theory of language games. I corroborate the theory of speech acts as being defined and established in any act of communication, such as a conversation. This leads me to the examination whether such language games can be realized through applying action-orientated teaching methods to teach foreign languages. Within the context of this thesis, I examine whether these methods can effectively improve the student's ability to communicate. This work favors integrated methodical procedures that engage the student in playacting in the foreign tongue