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We discuss a model that is capable of describing the process of induction hardening of steel: induction heating – heat transfer – solid‐solid phase transitions in steel. It consists of a reduced system of Maxwell’s equations, the heat transfer eqaution and a system of ordinary differential equations for the volume fractions of the occuring phases. The model is applied to simulate surface heat treatments, which play an important role in the manufacturing of steel. The numerical methods are implemented with tools from pdelib, a collection of modular algorithms. We present numerical simulations of surface hardening applied to the steel 42 CrMo 4.

We discuss a model that is capable of describing the solid‐solid phase transitions in steel. It consists of a system of ordinary differential equations for the volume fractions of the occuring phases coupled with a nonlinear energy balance equation to take care of the latent heats of the phase changes. This model is applied to simulate surface heat treatments, which play an important role in the manufacturing of steel. Two different technologies are considered: laser and induction hardening. In the latter case the model has to be extended by Maxwell’s equations. Finally, we present numerical simulations of laser and induction hardening applied to the steel 42CrMo4.

To apply Heinz von Foerster's ideas on learning and testing to the teaching of literature in German higher education.

Based on a lengthy interview and on his published talks von Foerster's ideas are applied to the teaching of literature in German higher education.

The distinction between decidable and undecidable questions, the reflection of knowledge on a meta‐level, student responsibility for defining their areas of study and research, as well as their needs for factual information, the assessment of work by self‐assessment, reciprocal assessment or the presentation of work in performance or publication are analysed as instruments of an education that is informed by Heinz von Foerster's spirit: respect for the individual, curiosity and a permanent reflection of the contents and forms of teaching and learning, “from a higher point of view”.

Provides an assessment of how von Foerster's ideas would change the teaching and testing of German literature.